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Speaker 1: Hi.

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Speaker 2: I'm Laura Vanderkamp. I'm a mother of five, an author, journalist,

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Speaker 2: and speaker.

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Speaker 1: And I'm Sarah hart Hunger, a mother of three, practicing physician, writer,

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Speaker 1: and course creator. We are two working parents who love

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Speaker 1: our careers and our families.

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Speaker 2: Welcome to best of both worlds. Here we talk about

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Speaker 2: how real women manage work, family, and time for fun.

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Speaker 2: From figuring out childcare to mapping out long term career goals.

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Speaker 2: We want you to get the most out of life.

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Speaker 2: Welcome to best of both worlds. This is Laura. This

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Speaker 2: episode is airing in early October of twenty twenty four.

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Speaker 2: I am going to be interviewing Maya. Lisa miliaris of

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Speaker 2: Doing Good Together, which is a nonprofit based in the

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Speaker 2: Twin Cities that is focused on helping people raise kind

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Speaker 2: and involved kit so lots of information and resources for

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Speaker 2: how people can raise children who are empathetic, who want

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Speaker 2: to make a difference in the world, and also projects

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Speaker 2: and things for people who want to volunteer together as

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Speaker 2: a family. So, Sarah, I'm curious you guys do much

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Speaker 2: in the way of volunteering. Our kids have done projects

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Speaker 2: of that sort.

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Speaker 1: I'll say our family has not done a lot of

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Speaker 1: that together, and I think it probably is time to

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Speaker 1: because you get in that mindset where, oh, I have

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Speaker 1: a little kid, but like we are at the point

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Speaker 1: where we could be doing more of that. But I'll

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Speaker 1: say the school where two of my kids still go

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Speaker 1: is pretty good with really encouraging projects that are meaningful.

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Speaker 1: Like the kids do this thing called market Day, which

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Speaker 1: teaches them a lot of skills, but then they donate

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Speaker 1: the proceeds to causes of their choice and they have

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Speaker 1: to research that and they actually like send in the

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Speaker 1: money and feel good about that, which is nice. And

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Speaker 1: then on a more experiential level, there's just a ton

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Speaker 1: of like cross age mentoring that goes on. And I

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Speaker 1: think this is very like Montessorian I guess to some extent,

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Speaker 1: is that like truly service in terms of like helping

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Speaker 1: those outside your sphere. I don't know if that's different

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Speaker 1: than what our guest talks about, but I love the

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Speaker 1: idea of like older kids going into a little kid

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Speaker 1: classroom and helping with reading or helping with projects and

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Speaker 1: things of that sort. And that's just sort of like

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Speaker 1: a natural part of what is expected from you. And

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Speaker 1: I really really love that.

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Speaker 2: Yeah, I mean we haven't necessarily done something with all

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Speaker 2: seven of us, because, as she talks about it, it's

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Speaker 2: hard to come up with projects that little kids can do.

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Speaker 2: In many cases, small children just can't be welcome at

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Speaker 2: certain project opportunities because somebody has to watch them and

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Speaker 2: then you're not really getting to do whatever the project is,

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Speaker 2: or things or you know, equipment might be dangerous or

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Speaker 2: things like that. That's it. My children, like my older children,

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Speaker 2: have done a few things. Jasper volunteered with a vacation

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Speaker 2: Bible camp this summer at our church. He was helping

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Speaker 2: with one of the younger groups there. Ruth is going

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Speaker 2: to do that the next summer. Both of them have

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Speaker 2: volunteered in the four year old Sunday school class with

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Speaker 2: me as well. So this see what you're talking about

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Speaker 2: with doing the service for younger members of your community.

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Speaker 2: Jasper maybe doing a more extensive service project this fall,

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Speaker 2: which he's getting involved in. I can't really talk about

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Speaker 2: the details of that at the moment, but he's been

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Speaker 2: applying for that and it's been a lot of training

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Speaker 2: involved in doing that. So that's great. But I think

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Speaker 2: what was so cool about Miley Say's advice when I

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Speaker 2: did this interview is how you can get involved without

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Speaker 2: going to official events or organizations, which again has the

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Speaker 2: barrier of not necessarily even being able to take children

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Speaker 2: under age eight or so. She had tips for things

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Speaker 2: you can do at home, like projects you could do

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Speaker 2: as a family that would be helpful for places, just

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Speaker 2: ways to talk with kids about being more empathetic about

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Speaker 2: thinking about problems and to start this conversation. So that was,

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Speaker 2: you know, a lot of food for thought, and I

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Speaker 2: think people will come up with some useful tips out

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Speaker 2: of this interview. So hope you will give it a

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Speaker 2: listen and we'll go to Maya Lisa Miliaris. Well, Sarah

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Speaker 2: and I are delighted to welcome Maya Lisa Miliaris to

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Speaker 2: the program. She is the executive director of Doing Good Together,

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Speaker 2: based in the Twin Cities. So me, Liisa, could you

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Speaker 2: introduce yourself to our listeners.

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Speaker 3: Yeah, absolutely, so, as you said, my ames may Lisamiliaris,

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Speaker 3: and I'm the executive director of Doing Good Together. I've

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Speaker 3: been in that position for about three years and I'm

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Speaker 3: absolutely loving the work. It's just it's perfect because i

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Speaker 3: have three kids myself. My kiddos are twelve years old,

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Speaker 3: nine years old, and five years old, and so this

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Speaker 3: kind of work just folds into my life beautifully because

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Speaker 3: I'm always looking for really good ways to show kindness

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Speaker 3: and give back with my own family, and it really

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Speaker 3: gives me an opportunity to kind of do that work

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Speaker 3: with my own kids and also let others benefit from that.

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Speaker 3: So I've really been excited to find this position and

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Speaker 3: to continue this great work. And my staff is just

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Speaker 3: wonderful and coming up with great ideas. So I hope

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Speaker 3: that you'll be able to take some good ideas away

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Speaker 3: from this podcast.

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Speaker 2: Yeah, awesome. Well, why don't you tell us a little

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Speaker 2: bit about what doing Good Together actually does?

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Speaker 3: Yeah, So our mission is really about empowering families to

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Speaker 3: be able to raise kids who care and contribute, and

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Speaker 3: so with that, we have four basic programs that we run.

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Speaker 3: Most of them are actually free for people to use,

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Speaker 3: so it's a really great resource and tool our website

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Speaker 3: to be able to just find ideas if you're looking

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Speaker 3: for this particular topic. Unfortunately, we run pretty well in Google,

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Speaker 3: so it shows up a lot. But our programs are

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Speaker 3: parenting with Purpose, So that's kind of our first program,

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Speaker 3: and the idea of this is that we want to

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Speaker 3: provide people with ways to incorporate kindness daily into their lives.

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Speaker 3: And so we have kind of a section there on

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Speaker 3: how do you do that? What does that look like?

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Speaker 3: Talk more about what that is kind of as we

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Speaker 3: go on, Laura. Then we also have a booklist, So

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Speaker 3: we've got booklists that are really categorized for busy parents

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Speaker 3: who want to try to really boost their kids reading

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Speaker 3: in mindfulness or empathy or social justice. So we have

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Speaker 3: a curated list that's available at the library or that

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Speaker 3: you could purchase on Amazon if you wanted to and

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Speaker 3: just be able to get that booklist. And we have

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Speaker 3: conversation starters. We all know that we're busy, and so

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Speaker 3: having this opportunity to just kind of like, hey, these

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Speaker 3: are some vetted books, here's some great conversations that we

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Speaker 3: can have after a long day. It just kind of

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Speaker 3: helps parents to be able to do that efficiently and effectively.

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Speaker 3: And then we have different kinds of projects that are

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Speaker 3: listed on our website and they're all projects that you

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Speaker 3: can do from home very easily with minimal time, but

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Speaker 3: a lot of impact. And there are ways to give

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Speaker 3: back in and it's kind of starter projects, right, like

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Speaker 3: ideas of how to do this in a very easy

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Speaker 3: kind of way to just fold into your family life.

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Speaker 3: Kind of our first program and I send out a

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Speaker 3: newsletter monthly that kind of tags to these different ideas

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Speaker 3: that we have, and we have quite a deep bench

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Speaker 3: of opportunities and ideas and things like that, because we've

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Speaker 3: been around for twenty years, so we're actually celebrating our

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Speaker 3: twentieth anniversary this year, so that's kind of exciting. Our

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Speaker 3: second program is family service fairs, So we actually provide

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Speaker 3: in a couple of places in person, So in the

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Speaker 3: Twin Cities and in Miami, we do these family service

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Speaker 3: fairs where kids and families come together, usually at a

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Speaker 3: community center or a school, sometimes even a private organization

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Speaker 3: that's looking to have something for their staff. We'll do

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Speaker 3: these popourri of different kinds of opportunities, and that way

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Speaker 3: kids get kind of an introduction to different ways to

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Speaker 3: give back that are meaningful and kind of crafty that

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Speaker 3: they can do with their parents and the really geared

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Speaker 3: for kids kind of four through twelve. So we do

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Speaker 3: that with in person, as I said, in the Twin

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Speaker 3: Cities in Miami, but we also actually do consulting throughout

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Speaker 3: the rest of the Nation on how to do that,

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Speaker 3: and we even have some DIY guides and how you

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Speaker 3: can do that yourself. So really kind of great ways

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Speaker 3: to kind of introduce volunteering in a meaningful way and

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Speaker 3: get kids to get the depth and breadth of different

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Speaker 3: types of opportunities because kids, just like adults, have their

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Speaker 3: specialty of what they want to do to give back, right,

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Speaker 3: so it kind of gives them an opportunity to have

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Speaker 3: that breadth of experience. Our third program is actually volunteer Opportunities,

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Speaker 3: So we actually put out a listing in ten different

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Speaker 3: metro areas of curated volunteer opportunities that exist for families

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Speaker 3: to go volunteer together. So, Laura, it is super easy

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Speaker 3: to find volunteering on your own, but when you want

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Speaker 3: to go with your kids, it gets more complicated, right,

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Speaker 3: you have to you know, there aren't as many opportunities,

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Speaker 3: So we curate that list to take the legwork out

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Speaker 3: for parents so they can know they get a nice

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Speaker 3: opportunity and there's a number of different choice is that

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Speaker 3: they have that they can choose from. It. It populates

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Speaker 3: Senior Inbox monthly, so we have that great program and

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Speaker 3: then we have a membership as our last program. Since

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Speaker 3: we've been around for so long, we have lots of

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Speaker 3: different projects that we've done with different organizations, with museums

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Speaker 3: or professional organizations that asked us to do special projects

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Speaker 3: or create a workbook, and so we usually co brand

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Speaker 3: that and put it into our kind of membership kit.

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Speaker 3: So if families want to become members they have kind

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Speaker 3: of a greater number of resources.

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Speaker 2: Awesome, that sounds like a lot of useful stuff. One

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Speaker 2: of your things talking earlier, said we're raising kids who care.

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Speaker 2: I'm curious how you would define like a kid who cares?

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Speaker 2: What does that mean on a practical level, If we're

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Speaker 2: looking at children ages four to twelve, what does it

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Speaker 2: mean for them to care?

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Speaker 3: Yeah, that's a really good question. So for caring, there's

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Speaker 3: so many different pieces of it that kind of come

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Speaker 3: together to make the idea of a kid caring. Right,

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Speaker 3: So there's the pieces of it that are dealing with

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Speaker 3: their own personal ability to be mindful for themselves so

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Speaker 3: that they can then be kind to others. It can

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Speaker 3: be as simple as talking to someone on a playground

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Speaker 3: who maybe is looking a little sad or lonely. For

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Speaker 3: our littlest friends, right, it can be helping someone hold

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Speaker 3: a door. It can be helping someone by picking up

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Speaker 3: something if they drop it. It can be very simple

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Speaker 3: kinds of act that caring. It can also be going

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Speaker 3: further right, having that piece of empathy, that idea that

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Speaker 3: you can kind of flip your perspective one point eighty

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Speaker 3: and be able to see something from someone else's perspective.

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Speaker 3: And that's something that we know is kind of a

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Speaker 3: developmental milestone for kids, and that we as parents are

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Speaker 3: guiding and helping that along and trying our best to

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Speaker 3: practice that sort of empathy muscle with our kids as

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Speaker 3: we go. And so I think Karen can look a

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Speaker 3: lot of different ways. It's really interesting our theoretical kind

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Speaker 3: of underpinnings. And I don't want to bore you with

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Speaker 3: a lot of data, so I'll get you just a

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Speaker 3: sound by on this. But the idea is that there

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Speaker 3: was a study from Harvard a while ago. Basically it's

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Speaker 3: said that what parents want more than anything, they want

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Speaker 3: kids that care, they want kids that are good people.

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Speaker 3: They want them to care and to do good right.

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Speaker 3: But in that same study, it's said that kids believed

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Speaker 3: that their parents actually wanted more than anything high grades

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Speaker 3: and achievement. So is that interesting? There's this rhetoric gap

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Speaker 3: between what parents actually want most of all and what

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Speaker 3: kids believe that the parents want. And so when we

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Speaker 3: have a rhetoric gap like that, we have to stop

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Speaker 3: and think and say, well, why is that? I wonder

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Speaker 3: what that is? And of course I don't want to

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Speaker 3: diminish the fact that academics is very important for kids, right,

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Speaker 3: especially I come from Minnesota. Right, there's some great disparities

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Speaker 3: in academics. We want to be really careful about saying

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Speaker 3: how important that is. But at the same time it

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Speaker 3: has to go hand in hand with caring with kindness, right,

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Speaker 3: And so we have to think about what do we

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Speaker 3: do as parents that might shape that image to our children,

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Speaker 3: and how do we fix that? How do we shift

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Speaker 3: so that kids realize that being caring is really something

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Speaker 3: that we all do want absolutely.

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Speaker 2: Well, we're going to take a quick ad break and

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Speaker 2: then we're going to come back for some practical things

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Speaker 2: that parents can do on that front. Well, I am

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Speaker 2: back with Miley so miiliaris, who is part of Doing

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Speaker 2: Good Together based in the Twin Cities, with the mission

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Speaker 2: of helping to raise kids who care. We've been talking

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Speaker 2: about how we define that and empathy and all that.

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Speaker 2: So I'm very curious what one can actually do as

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Speaker 2: a parent on a practical level to boost empathy in children.

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Speaker 2: I don't know if this is something that people have

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Speaker 2: or not, if there are people who are more naturally

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Speaker 2: gifted on this front than others. I, with my broad observation,

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Speaker 2: maybe that that is true. But what can we actually

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Speaker 2: do to nudge our children maybe more toward the empathetic

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Speaker 2: side wherever they happen to be on the continuum themselves.

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Speaker 3: Yeah, I have a number of different things, so maybe

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Speaker 3: I'm gonna be like five. How's that? So number one

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Speaker 3: would be kind of make space for it, right, make

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Speaker 3: space for taking some time to be mindful with your kids.

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Speaker 3: And that can be as simple as if you have

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Speaker 3: time as a family to sit down at some point

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Speaker 3: for dinner or breakfast together, if that's a possibility for

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Speaker 3: your life, taking a moment at the start of that

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Speaker 3: to just take a breath together, right, to just say,

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Speaker 3: all right, we've had busy days, We're coming to this space.

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Speaker 3: Let's just stop for a second, and let's just take

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Speaker 3: a breath together. It can be that simple to kind

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Speaker 3: of change the tone of how we are. It's amazing

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Speaker 3: breathing can really help in that way. Next it would

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Speaker 3: be to kind of use that time to take a

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Speaker 3: moment in that space together to reflect a little bit

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Speaker 3: about your day and about gratitude, and even shift to

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Speaker 3: your older kids being able to kind of lead that

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Speaker 3: sort of a check in with your family, Right, how

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Speaker 3: are you today, how did everything go? Is there anything

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Speaker 3: you're grateful for? Or even turning it to a future

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Speaker 3: focused what are you going to do next week to

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Speaker 3: help people? What are you going to do to be

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Speaker 3: kind next week? So just that's shift to just take

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Speaker 3: a few minutes out of that time. Another great space

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Speaker 3: that I love to kind of advocate for working toward

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Speaker 3: empathy and having great conversations is the car. I don't

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Speaker 3: know if you have that situation as well, Laura, but

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Speaker 3: I spend a lot of time driving my children around

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Speaker 3: to various things, and so spending time in the car

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Speaker 3: being able to reflect a little bit during that kind

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Speaker 3: of dead time is really a great way to spend

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Speaker 3: time together and to really use our time wisely. So

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Speaker 3: I like doing that kind of reflecting on that, having

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Speaker 3: a gratitude journal that kids can reflect in on a

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Speaker 3: regular basis is a great way. So starting with kind

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Speaker 3: that self care and that gratitude piece I think is

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Speaker 3: a great trainer for empathy. Then I would say the

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Speaker 3: third thing would be kind of working toward reading, right,

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Speaker 3: So using those books to help kids expand their context

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Speaker 3: and to be able to really focus on whatever topic

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Speaker 3: it is that you're wanting, whether it's kindness or empathy.

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Speaker 3: Reading is just an incredible way for kids to be

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Speaker 3: able to engage and to be able to just get

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Speaker 3: a different context and to start thinking about things from

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Speaker 3: a different perspective. Followed by, of course, conversation and having

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Speaker 3: those little conversations with your kids about the book is

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Speaker 3: really helpful and that will help them to place the

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Speaker 3: care that you're giving. When you do some kind of

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Speaker 3: a volunteer piece, right, whether you're volunteering at home or

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Speaker 3: doing something as a family, or helping out with chores,

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Speaker 3: or even going outside the home and doing some kind

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Speaker 3: of a volunteer activity, those are really great ways to

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Speaker 3: kind of connect and be able to build that muscle.

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Speaker 2: Awesome. Well, let's talk a little bit about the projects

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Speaker 2: that you recommend. I mean, you mentioned that your website

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Speaker 2: has resources of things that are home based that families

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Speaker 2: can do to give back, get kids involved. I wonder

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Speaker 2: if you could give an example or two of what

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Speaker 2: that might look like.

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Speaker 3: I absolutely can. So one of the things that's that's

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Speaker 3: a really great thing is my kiddos are beautiful artists.

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Speaker 3: I'm sure yours are two. They color and color and color.

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Speaker 3: My twelve year old when she was little, I think

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Speaker 3: I tried to save everything and it took me not

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Speaker 3: very long to realize that wasn't going to be a

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Speaker 3: sustainable sort of work for me. And so I've taught

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Speaker 3: my kids to kind of curate their art and had

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Speaker 3: conversations about what that is. But the artwork that isn't

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Speaker 3: kept for me. When they have a beautiful picture, I

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Speaker 3: love to take that already done project, right, something that

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Speaker 3: they've spent time and really given some thought into and

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Speaker 3: done a beautiful job, and to allow that to kind

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Speaker 3: of less someone else. Right, go into a community and

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Speaker 3: really really help with so like a nursing home or

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Speaker 3: assisted living facility. There are actually practical ways to do

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Speaker 3: this too. As a parent. You can set up a

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Speaker 3: little magic mail center where you have scissors and crayons

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Speaker 3: and markers, and we have even an already printable sheet

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Speaker 3: with addresses on where you can send to different nonprofits

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Speaker 3: that accept this beautiful artwork. So your kids can actually

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Speaker 3: take their own artwork and their own time that they're

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Speaker 3: already doing this and do something great with their beautiful artwork.

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Speaker 3: It's not extra time for the family, but it's an

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Speaker 3: opportunity to give back in a meaningful way that really

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Speaker 3: really helps everyone. Kind of in the situation another great neighbor.

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Speaker 2: Yeah, give me another one. Let's keep going.

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Speaker 3: Yeah, for sure, neighborhoods stewardship is a good one. So

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Speaker 3: kind of going outside with your family and having maybe

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Speaker 3: a walk to the ice cream parlor or wherever you're going,

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Speaker 3: and just taking some gloves and some bags and doing

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Speaker 3: a little neighborhood cleanup right helpful for all of us,

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Speaker 3: really makes you feel good. Simple project, you're already headed

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Speaker 3: in that direction, and you're doing some really good work

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Speaker 3: for the community. Simple and easy, very seamless, and kind

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Speaker 3: of part of your daily life. So kind of adding

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Speaker 3: to the things that already exist in your life to

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Speaker 3: add a spin of kindness and a twist of giving back.

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Speaker 3: Would you like some more.

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Speaker 2: Awesome Well, let's pivot to more traditional volunteering because again,

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Speaker 2: it is a bit of a barrier for a lot

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Speaker 2: of families. I mean I've certainly done a number of

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Speaker 2: volunteer projects, but the number that would allow small children

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Speaker 2: there for various good reasons, right, I mean, whether there's

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Speaker 2: equipment or whatever that you know they can't make sure

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Speaker 2: that the kids are being watched, or something that just

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Speaker 2: is very limited. I mean I imagine that discourages a

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Speaker 2: lot of people from even trying.

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Speaker 3: Yeah, you know, I think that that is a huge barrier.

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Speaker 3: And the thought that there's a lot of volunteer opportunities

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Speaker 3: where kids are not invited makes you have to kind

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Speaker 3: of get a babysitter and take extra time to go

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Speaker 3: do that. So we try to take that out of

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Speaker 3: the equation by curating those lists that really show different

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Speaker 3: opportunities that families can do together where you can include

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Speaker 3: your young children and you know, things like that include

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Speaker 3: things like meal drop offs or baking lasagna together, or

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Speaker 3: helping sometimes with food assembly. I know there are places

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Speaker 3: here in Minnesota where that food assembly can be as

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Speaker 3: young as five years old, and kids get that opportunity

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Speaker 3: to kind of work together outside and create a great

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Speaker 3: meal for lots of folks. We even have kind of

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Speaker 3: adopted pantry sort of options. It's a great one too.

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Speaker 3: This one's kind of a hybrid between at home and

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Speaker 3: going out. But each time you go shopping, you know,

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Speaker 3: bringing something that might be on a food list from

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Speaker 3: a pantry that's close by to your house, so that

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Speaker 3: you have that list printed because they really do need

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Speaker 3: specific food for those pantries, So making that a time

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Speaker 3: to call with your child and see what that list is,

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Speaker 3: and that way you have it when you go food shopping,

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Speaker 3: or when you do your order, intentionally putting an extra

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Speaker 3: can or two in there so that you're filling up

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Speaker 3: a bag to be able to build a relationship with

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Speaker 3: a foodshelf. Going to nursing homes is a great one

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Speaker 3: as well. Being able to bring kids with you can

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Speaker 3: really be a cheerful kind of shift for folks that

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Speaker 3: are really lonely and just a chance to just enjoy

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Speaker 3: each other's company. When it's something like that, it's hard

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Speaker 3: to tell whether you're really giving or receiving, right. I mean,

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Speaker 3: it's such a beautiful friendship and kind of relationship that

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Speaker 3: you can build with some of the elders in that

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Speaker 3: community that it can be a really wonderful experience for

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Speaker 3: folks together. Additionally, things like doing Valentines and creating a

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Speaker 3: great party for your kids where they're creating valentines for

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Speaker 3: a community to really brighten someone's day as a wonderful

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Speaker 3: opportunity as well. So lots of different things exist, and

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Speaker 3: our listings show tons of different opportunities, from environmental ones

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Speaker 3: to working with animals, creating dog toys and cat toys

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Speaker 3: and things like that for various communities. It just there's

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Speaker 3: lots of different ways to contribute to just finding them,

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Speaker 3: and we try to take the legwork out of that.

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Speaker 2: And how would you recommend talking with kids about the

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Speaker 2: financial part of giving back? You know that honestly, many

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Speaker 2: people think of they're giving to the world both in

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Speaker 2: terms of what they can do with their time but

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Speaker 2: also with their money. And I know a lot of

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Speaker 2: our listeners are generous donors to various places. But how

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Speaker 2: should you start involving children in that?

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Speaker 3: Yeah, you know, I often give talks with philanthropic organizations

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Speaker 3: and it's a great time to talk to kids about

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Speaker 3: philanthropy because when you build a child right who is

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Speaker 3: excited to give and excited to do kindness and can

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Speaker 3: save a little bit, you're actually kind of building a

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Speaker 3: better world in a sense because there's this opportunity for

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Speaker 3: kids to understand that philanthropic giving, and studies show that

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Speaker 3: it actually it takes a parent or a grandparent or

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Speaker 3: I love caring person to kind of show that philanthropic

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Speaker 3: kind of generosity. It creates someone who's actually going to

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Speaker 3: be a philanthropist in the future. So one of the

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Speaker 3: things that I like to do is to first talk

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Speaker 3: to kids and say that you know, everyone at some

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Speaker 3: point in their lives is going to need some help

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Speaker 3: in some way. Right, at some point in our lives,

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Speaker 3: we're all going to have a chance to be able

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Speaker 3: to give in some way, right, So it's important to

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Speaker 3: first know that we all need help at some point,

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Speaker 3: and we're all going to give at some point. And

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Speaker 3: I don't mean just money, right, like in a broad spectrum,

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Speaker 3: but then to kind of narrow that down and to

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Speaker 3: think a little bit about how we spend our money.

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Speaker 3: So there's ways to kind of section off. When kids

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Speaker 3: have some money that they might want to save, you

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Speaker 3: can kind of take and put it in different categories

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Speaker 3: so that this is spend and this is saved, and

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Speaker 3: this is donate, right, So that's a great way to

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Speaker 3: do to do that. But then I like to have

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Speaker 3: the kids actually create a little giving box, something that

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Speaker 3: can be an upcycled sort of little project, a box

437
00:23:01,640 --> 00:23:04,200
Speaker 3: or a container of some kind, and make it really beautiful,

438
00:23:04,560 --> 00:23:06,919
Speaker 3: and then work with your kids to figure out what

439
00:23:07,160 --> 00:23:09,199
Speaker 3: is their passion because you know, we all like to

440
00:23:09,280 --> 00:23:12,960
Speaker 3: give to various and different causes, right, we really want

441
00:23:13,000 --> 00:23:16,280
Speaker 3: to focus on what's important to us, right, donors, adults,

442
00:23:16,280 --> 00:23:20,000
Speaker 3: owners as well, and so trying to find your kid's passion.

443
00:23:20,119 --> 00:23:22,280
Speaker 3: What is it that they're really passionate about. Are they

444
00:23:22,280 --> 00:23:26,080
Speaker 3: passionate about helping kids? Are they passionate about helping elders,

445
00:23:26,119 --> 00:23:29,879
Speaker 3: about the environment, about animals? Whatever it is? Right, and

446
00:23:30,000 --> 00:23:32,879
Speaker 3: help them to figure out what that is, and that

447
00:23:32,920 --> 00:23:35,560
Speaker 3: can be done through reading and talking with them and

448
00:23:35,560 --> 00:23:37,840
Speaker 3: giving them some of the experiences, and then have them

449
00:23:37,920 --> 00:23:41,760
Speaker 3: save their money in that little way to give back

450
00:23:41,800 --> 00:23:44,719
Speaker 3: so that they're able to kind of take their change

451
00:23:44,800 --> 00:23:48,200
Speaker 3: and make an impact in some way. So I think

452
00:23:48,240 --> 00:23:51,040
Speaker 3: that's a really really simple and easy way for parents

453
00:23:51,080 --> 00:23:52,200
Speaker 3: to kind of help.

454
00:23:52,760 --> 00:23:54,720
Speaker 2: Awesome, Well, we're going to take one more quick ad

455
00:23:54,720 --> 00:23:57,280
Speaker 2: break and we'll be back talking a little bit about bullying,

456
00:23:57,320 --> 00:23:59,399
Speaker 2: which is another topic that is on a lot of

457
00:23:59,440 --> 00:24:15,280
Speaker 2: people's minds. Well, I am back with Maya Lisa Miliaris,

458
00:24:15,440 --> 00:24:20,400
Speaker 2: and we are talking all things doing good together, So

459
00:24:20,760 --> 00:24:23,280
Speaker 2: my Lisa, maybe we can talk a little bit about

460
00:24:23,400 --> 00:24:27,040
Speaker 2: bullying because that's obviously a topic that where the rubber

461
00:24:27,080 --> 00:24:29,399
Speaker 2: hits the road when it comes to empathy. And maybe

462
00:24:29,440 --> 00:24:31,879
Speaker 2: some tips for our listeners about how to talk with

463
00:24:31,920 --> 00:24:34,000
Speaker 2: their kids about the topic, not so much that the

464
00:24:34,080 --> 00:24:37,480
Speaker 2: kids are a bully themselves or are being bullied, but

465
00:24:37,480 --> 00:24:39,520
Speaker 2: if they're aware of it happening, how they can help

466
00:24:39,520 --> 00:24:42,080
Speaker 2: create an environment that's more supportive of everyone.

467
00:24:42,840 --> 00:24:45,320
Speaker 3: Yeah. No, I think it's a really big topic right now,

468
00:24:45,359 --> 00:24:48,320
Speaker 3: and I think conversation is really the key, and I

469
00:24:48,320 --> 00:24:51,719
Speaker 3: think a good conversation is always grounded in literature. So

470
00:24:51,760 --> 00:24:54,439
Speaker 3: I love the idea of reading books about bullying. And

471
00:24:54,480 --> 00:24:56,719
Speaker 3: we have actually a great book list on bullying if

472
00:24:56,720 --> 00:24:58,879
Speaker 3: you want to check it out to be able to

473
00:24:59,040 --> 00:25:01,960
Speaker 3: kind of start that conversation because books are just such

474
00:25:01,960 --> 00:25:05,240
Speaker 3: a natural, organic way to have a good conversation with kids.

475
00:25:05,560 --> 00:25:08,520
Speaker 3: And then you can follow up that conversation with questions

476
00:25:08,560 --> 00:25:12,360
Speaker 3: like have you ever felt excluded? How did it feel

477
00:25:12,640 --> 00:25:15,400
Speaker 3: you know, have you ever noticed someone else who was excluded?

478
00:25:15,760 --> 00:25:17,760
Speaker 3: Did you say anything to them to try to make

479
00:25:17,800 --> 00:25:20,399
Speaker 3: them feel better? You know, how can we make others

480
00:25:20,440 --> 00:25:24,000
Speaker 3: feel included? What does inclusion look like? Right? So getting

481
00:25:24,000 --> 00:25:27,080
Speaker 3: them really thinking about the idea of exclusion, because we've

482
00:25:27,119 --> 00:25:29,719
Speaker 3: all felt that at some point in our lives, right,

483
00:25:29,760 --> 00:25:32,680
Speaker 3: at some point, kids, little kids can even identify with

484
00:25:32,760 --> 00:25:35,800
Speaker 3: that at some point, right, And so being able to

485
00:25:35,880 --> 00:25:39,399
Speaker 3: have that kind of identification and a conversation about that

486
00:25:39,480 --> 00:25:41,639
Speaker 3: really helps to ground it in something that they know

487
00:25:42,200 --> 00:25:44,680
Speaker 3: and be able to get them thinking about how kindness

488
00:25:44,720 --> 00:25:46,920
Speaker 3: can make a difference. What can you do to be

489
00:25:47,000 --> 00:25:49,879
Speaker 3: kind to someone else? How could you show kindness to

490
00:25:49,920 --> 00:25:53,040
Speaker 3: someone who maybe is feeling excluded or is looking like

491
00:25:53,080 --> 00:25:54,879
Speaker 3: they need a little bit of help. And then of

492
00:25:54,920 --> 00:25:57,880
Speaker 3: course always talking to kids about the safety of talking

493
00:25:57,960 --> 00:26:01,800
Speaker 3: to an adult as well, it is imperative in most cases,

494
00:26:01,800 --> 00:26:02,680
Speaker 3: and bullying as well.

495
00:26:03,480 --> 00:26:08,000
Speaker 2: Awesome, excellent tips. Well, we always end with a love

496
00:26:08,040 --> 00:26:10,720
Speaker 2: of the week. So this is something that you are

497
00:26:10,800 --> 00:26:14,920
Speaker 2: just personally enjoying right now. It is I'm sure it's

498
00:26:15,000 --> 00:26:18,159
Speaker 2: becoming fall up there in the Twin Cities in Minnesota.

499
00:26:18,520 --> 00:26:20,879
Speaker 2: I'm in Pennsylvania, so a little south from you, guys,

500
00:26:20,880 --> 00:26:23,920
Speaker 2: but it's definitely beginning to be fall here. I was

501
00:26:24,040 --> 00:26:27,359
Speaker 2: driving to the kids school this morning and saw just

502
00:26:27,400 --> 00:26:29,479
Speaker 2: a little bit of color on the leaves. And so

503
00:26:30,040 --> 00:26:32,320
Speaker 2: the weekend after we were recording this, we were actually

504
00:26:32,359 --> 00:26:36,320
Speaker 2: going apple picking. And there's just something about apple picking

505
00:26:36,480 --> 00:26:39,679
Speaker 2: that makes it feel like fall. So apple picking is

506
00:26:39,720 --> 00:26:41,960
Speaker 2: my love of the week this week. So how about you.

507
00:26:42,680 --> 00:26:46,240
Speaker 3: Oh, that's amazing. Actually, I've been into all things pumpkin

508
00:26:46,400 --> 00:26:49,560
Speaker 3: because I kind of jump into October a little bit earlier.

509
00:26:51,040 --> 00:26:55,000
Speaker 3: I love I love Halloween and pumpkins and all things pumpkin.

510
00:26:55,160 --> 00:27:00,600
Speaker 3: So pumpkin anything, pumpkin lattes, pumpkin pancakes, pumpkin and bread.

511
00:27:01,240 --> 00:27:03,359
Speaker 3: That's what you're gonna find at our house this week.

512
00:27:03,640 --> 00:27:04,879
Speaker 3: So that's the thing of the week for me.

513
00:27:05,680 --> 00:27:08,840
Speaker 2: Awesome, Awesome. My co host Sarah often does a Trader

514
00:27:08,920 --> 00:27:11,760
Speaker 2: Joe's Pumpkin run in October where they just go and

515
00:27:11,760 --> 00:27:14,879
Speaker 2: buy like everything pumpkin and Trader Joe's and try it

516
00:27:14,920 --> 00:27:17,240
Speaker 2: all out and see how it goes. I don't know,

517
00:27:17,280 --> 00:27:20,440
Speaker 2: there's gonna be like pumpkin samosas, pumpkin oreos. I don't

518
00:27:20,480 --> 00:27:23,480
Speaker 2: even know. Theya.

519
00:27:23,600 --> 00:27:26,080
Speaker 3: You can turn pumpkin into everything. I love it.

520
00:27:26,440 --> 00:27:29,359
Speaker 2: You can do pumpkin and everything all right, Well, Mylei,

521
00:27:29,440 --> 00:27:31,840
Speaker 2: so you could just tell us again, how can we

522
00:27:31,920 --> 00:27:36,840
Speaker 2: find Doing Good Together or related resources for people maybe

523
00:27:36,840 --> 00:27:38,639
Speaker 2: who aren't in the Minnesota area.

524
00:27:39,400 --> 00:27:42,920
Speaker 3: Absolutely so, right on our website doing Good Together dot

525
00:27:43,040 --> 00:27:45,639
Speaker 3: org is the best way to look at our resources,

526
00:27:45,680 --> 00:27:48,080
Speaker 3: and we have tabs that are really simple and easy

527
00:27:48,119 --> 00:27:51,360
Speaker 3: to use, so parenting with purpose, and volunteering and read

528
00:27:51,440 --> 00:27:54,320
Speaker 3: with empathy. So find those tabs and click on it.

529
00:27:54,920 --> 00:27:57,439
Speaker 3: You can sign up and get our newsletter. Most I

530
00:27:57,480 --> 00:28:01,000
Speaker 3: see ninety five percent of our resources are free an online,

531
00:28:01,480 --> 00:28:03,280
Speaker 3: and you can always become a member if you'd like

532
00:28:03,320 --> 00:28:03,640
Speaker 3: as well.

533
00:28:04,320 --> 00:28:06,879
Speaker 2: Awesome sounds great. Well, Mialisa, thank you so much for

534
00:28:07,000 --> 00:28:07,760
Speaker 2: joining us.

535
00:28:08,200 --> 00:28:10,480
Speaker 3: Thank you for having me really really grateful to be

536
00:28:10,560 --> 00:28:11,600
Speaker 3: part of this conversation.

537
00:28:12,400 --> 00:28:15,359
Speaker 2: Well, we are back. Lots of great tips from Miya

538
00:28:15,440 --> 00:28:19,520
Speaker 2: Lisa about how you can raise children who care, kids

539
00:28:19,560 --> 00:28:23,160
Speaker 2: who are empathetic both for the larger world, for their families,

540
00:28:23,160 --> 00:28:26,560
Speaker 2: for their communities, for being involved with making sure other

541
00:28:26,680 --> 00:28:32,040
Speaker 2: children feel included at school, all those wonderful things. So

542
00:28:32,119 --> 00:28:36,639
Speaker 2: today's question is actually a version of a comment that

543
00:28:36,760 --> 00:28:40,720
Speaker 2: was left on my blog, And this came after we

544
00:28:40,840 --> 00:28:44,800
Speaker 2: had our seven year anniversary a best of both Worlds

545
00:28:44,840 --> 00:28:47,800
Speaker 2: and talked about how we're trying to encourage people to

546
00:28:47,880 --> 00:28:49,920
Speaker 2: believe that they can have the best of both worlds,

547
00:28:49,960 --> 00:28:53,719
Speaker 2: that they can have a thriving and wonderful career, that

548
00:28:53,760 --> 00:28:56,800
Speaker 2: they can have a happy family life, that there's no

549
00:28:56,840 --> 00:28:59,800
Speaker 2: contradiction between these two. And then we had this comment

550
00:28:59,800 --> 00:29:03,360
Speaker 2: from somebody who was broadly wanted that and was having

551
00:29:03,400 --> 00:29:05,440
Speaker 2: some practical issues with that. So, Sarah, maybe you can

552
00:29:05,600 --> 00:29:09,080
Speaker 2: read this slightly compressed version of the comment.

553
00:29:09,960 --> 00:29:13,480
Speaker 1: Sure. So, this person writes, the one thing missing from

554
00:29:13,480 --> 00:29:16,760
Speaker 1: today's segment on childcare is the acknowledgment of how hard

555
00:29:16,800 --> 00:29:19,560
Speaker 1: it can be to find and that sometimes not having

556
00:29:19,640 --> 00:29:21,840
Speaker 1: enough of it isn't due to lack of choice or guilt,

557
00:29:21,960 --> 00:29:24,720
Speaker 1: but really just reality, Or isn't due to choice or guilt,

558
00:29:24,760 --> 00:29:26,959
Speaker 1: but just the reality of not being able to find it.

559
00:29:27,320 --> 00:29:29,719
Speaker 1: She writes, I'm fully embracing the need for childcare, but

560
00:29:29,840 --> 00:29:32,600
Speaker 1: finding someone to take my money is really challenging, and

561
00:29:32,680 --> 00:29:35,600
Speaker 1: quite frankly, is making me question whether I can have

562
00:29:35,680 --> 00:29:39,040
Speaker 1: the best of both worlds. She writes that her schools

563
00:29:39,080 --> 00:29:41,480
Speaker 1: before and aftercare opened with a wait list, so no

564
00:29:41,680 --> 00:29:44,000
Speaker 1: new family's gotten in and this is their second year

565
00:29:44,000 --> 00:29:46,800
Speaker 1: in a row for that to happen. She also posted

566
00:29:46,840 --> 00:29:50,160
Speaker 1: for an after school babysitter in four Facebook groups, reached

567
00:29:50,160 --> 00:29:53,120
Speaker 1: out to many many others, friends and family, et cetera,

568
00:29:53,320 --> 00:29:57,080
Speaker 1: but could not find anyone. There are some local grandparents

569
00:29:57,080 --> 00:29:59,080
Speaker 1: that can help, but not on a regular basis. So

570
00:29:59,160 --> 00:30:01,560
Speaker 1: right now what they're doing as cobbling together some days

571
00:30:01,560 --> 00:30:04,400
Speaker 1: with a neighbor. But it's very challenging due to kids'

572
00:30:04,400 --> 00:30:07,320
Speaker 1: sports schedules, and the mental load of having to keep

573
00:30:07,360 --> 00:30:10,280
Speaker 1: it all straight is a lot, and it's all falling

574
00:30:10,320 --> 00:30:13,520
Speaker 1: on the person who wrote this comment. So she wrote

575
00:30:13,680 --> 00:30:15,360
Speaker 1: this is to say that trying to figure all this

576
00:30:15,440 --> 00:30:18,600
Speaker 1: out and maintain full time working hours as school starts

577
00:30:18,640 --> 00:30:22,080
Speaker 1: has proven impossible. She wants it to be a success

578
00:30:22,120 --> 00:30:23,800
Speaker 1: story of how we can make it all work, but

579
00:30:23,920 --> 00:30:27,000
Speaker 1: right now it feels out of reach. Oh so so

580
00:30:27,000 --> 00:30:27,480
Speaker 1: so hard.

581
00:30:27,960 --> 00:30:34,400
Speaker 2: Yeah, well, I mean totally understand it is hard. It

582
00:30:34,480 --> 00:30:39,479
Speaker 2: is hard. There is the logistics of getting childcare. I

583
00:30:39,520 --> 00:30:45,760
Speaker 2: know that when we were looking for daycare before Jasper

584
00:30:45,920 --> 00:30:48,160
Speaker 2: was born, I actually went and visited a couple places

585
00:30:48,200 --> 00:30:49,920
Speaker 2: and got myself on the list when I was about

586
00:30:49,960 --> 00:30:53,280
Speaker 2: four months pregnant so that he could go when he

587
00:30:53,360 --> 00:30:56,080
Speaker 2: was three months old, and that was about the time

588
00:30:56,160 --> 00:31:00,560
Speaker 2: frame that people were looking at to get spot, to

589
00:31:00,600 --> 00:31:05,840
Speaker 2: get an infant spot in these places. Which the problem

590
00:31:05,880 --> 00:31:08,400
Speaker 2: is then some people, some well meaning people, tell young

591
00:31:08,400 --> 00:31:10,240
Speaker 2: women having their first baby, well, why don't you just

592
00:31:10,280 --> 00:31:12,800
Speaker 2: wait and see how you feel like if you want

593
00:31:12,840 --> 00:31:14,560
Speaker 2: to go back to work, And it's like, well, if

594
00:31:14,560 --> 00:31:16,720
Speaker 2: you wait to see how you feel, if you feel

595
00:31:16,720 --> 00:31:19,200
Speaker 2: like going back, you will not have a spot if

596
00:31:19,200 --> 00:31:22,600
Speaker 2: you want, you know, daycare for young children, and so

597
00:31:22,880 --> 00:31:25,160
Speaker 2: the choice is going to possibly be made for you.

598
00:31:25,280 --> 00:31:29,120
Speaker 2: So that's not really great advice. This is not this

599
00:31:29,120 --> 00:31:33,520
Speaker 2: particular listener's issue, but one thing we do always want

600
00:31:33,520 --> 00:31:35,800
Speaker 2: people to check is to make sure that you are

601
00:31:35,840 --> 00:31:40,400
Speaker 2: paying both a little bit above at least the going rate.

602
00:31:40,720 --> 00:31:44,080
Speaker 2: So figure out what truly people are getting paid for

603
00:31:44,320 --> 00:31:47,080
Speaker 2: nanny jobs in your area, and then make sure whatever

604
00:31:47,120 --> 00:31:49,160
Speaker 2: you're offering is going to be a bit over that

605
00:31:49,360 --> 00:31:52,440
Speaker 2: in order to get more people who are interested in

606
00:31:52,480 --> 00:31:55,600
Speaker 2: because obviously some of this is just an economics issue

607
00:31:55,640 --> 00:32:00,000
Speaker 2: that if you pay enough, you can almost always find somebody.

608
00:31:59,840 --> 00:32:02,280
Speaker 2: The problem is the amount you might have to pay

609
00:32:02,840 --> 00:32:06,000
Speaker 2: may make no sense for what this is if it's

610
00:32:06,040 --> 00:32:10,080
Speaker 2: a certain sort of job market wherever you happen to be.

611
00:32:11,040 --> 00:32:15,240
Speaker 2: So you know, we understand that this is this is complicated,

612
00:32:15,600 --> 00:32:18,760
Speaker 2: and yeah, it's unfortunate. Sarah, what would your thoughts on this?

613
00:32:19,400 --> 00:32:21,280
Speaker 1: I was just reflecting on how this must vary so

614
00:32:21,400 --> 00:32:26,280
Speaker 1: much by community, and I feel bad that it sounds

615
00:32:26,320 --> 00:32:28,600
Speaker 1: like there are pockets out there where there just are

616
00:32:28,640 --> 00:32:32,720
Speaker 1: not solutions because where I happen to live, and I

617
00:32:32,800 --> 00:32:35,080
Speaker 1: actually I can imagine this because even on like a

618
00:32:35,080 --> 00:32:37,240
Speaker 1: micro level of communities like where we used to live,

619
00:32:37,320 --> 00:32:39,800
Speaker 1: I don't think there are quite so many options. But

620
00:32:39,880 --> 00:32:42,480
Speaker 1: like where we happen to be, there you could always

621
00:32:42,560 --> 00:32:45,400
Speaker 1: do like the JCC has aftercare and the dance place

622
00:32:45,440 --> 00:32:48,600
Speaker 1: has aftercare, and there's like there's such a market for it.

623
00:32:48,680 --> 00:32:52,240
Speaker 1: And I guess two working parents is so common here

624
00:32:52,280 --> 00:32:54,200
Speaker 1: and part of the culture that I think there's like

625
00:32:54,240 --> 00:32:58,040
Speaker 1: been economics that have grown to support that even if

626
00:32:58,080 --> 00:33:02,560
Speaker 1: you're not hiring an individual. And so the sad truth

627
00:33:02,680 --> 00:33:05,960
Speaker 1: is that it may be very geographical and if you

628
00:33:06,040 --> 00:33:10,080
Speaker 1: live somewhere where almost everyone has a very highly paid

629
00:33:10,400 --> 00:33:13,560
Speaker 1: like full time nanny and there's usually only one person

630
00:33:13,640 --> 00:33:16,280
Speaker 1: working in many families. I could see how maybe you

631
00:33:16,280 --> 00:33:18,280
Speaker 1: wouldn't have the growth of these kind of industries and

632
00:33:18,320 --> 00:33:22,240
Speaker 1: then you're stuck. Or it's sort of like just the

633
00:33:22,240 --> 00:33:25,479
Speaker 1: community's grown very very fast and the area hasn't been

634
00:33:25,480 --> 00:33:27,760
Speaker 1: able to keep up with that kind of demand. Because

635
00:33:27,760 --> 00:33:29,760
Speaker 1: you said there is a program, and yet it's sold

636
00:33:29,760 --> 00:33:30,840
Speaker 1: out in like two seconds.

637
00:33:30,880 --> 00:33:33,600
Speaker 2: So this is so, so, so hard.

638
00:33:33,800 --> 00:33:37,600
Speaker 1: And I'm hoping that with creativity you'll be able to

639
00:33:37,640 --> 00:33:41,080
Speaker 1: come up with some ideas I agree with, like making

640
00:33:41,160 --> 00:33:43,920
Speaker 1: it a really really attractive place to work, not even

641
00:33:44,080 --> 00:33:46,600
Speaker 1: just the going rate, but what you're offering for vacation

642
00:33:46,760 --> 00:33:49,760
Speaker 1: time and benefits, and like maybe if you only need

643
00:33:49,800 --> 00:33:51,680
Speaker 1: someone for X hours, but you're willing to pay for

644
00:33:51,760 --> 00:33:54,160
Speaker 1: why hours that a little bit higher number that might

645
00:33:54,200 --> 00:33:59,280
Speaker 1: be helpful. And then even thinking about whether if there

646
00:33:59,280 --> 00:34:00,880
Speaker 1: are a lot of other peop people in the same boat,

647
00:34:00,880 --> 00:34:04,400
Speaker 1: could people get together and create some kind of group situation.

648
00:34:04,880 --> 00:34:07,200
Speaker 1: But all this is like a lot of work, and

649
00:34:07,240 --> 00:34:09,919
Speaker 1: I just want to acknowledge that this does totally suck.

650
00:34:10,680 --> 00:34:13,560
Speaker 2: Yeah, I feel like in my family, I do a

651
00:34:13,560 --> 00:34:18,040
Speaker 2: lot of the management of childcare providers and such, and

652
00:34:18,200 --> 00:34:21,400
Speaker 2: I don't think my husband understands the amount of effort

653
00:34:21,560 --> 00:34:24,160
Speaker 2: and time I put into making sure that everyone is

654
00:34:24,160 --> 00:34:27,080
Speaker 2: happy so we can keep people for years and years.

655
00:34:27,840 --> 00:34:31,279
Speaker 2: But it is definitely still something that has to get

656
00:34:31,280 --> 00:34:33,560
Speaker 2: done and it is work, and we yes, definitely want

657
00:34:33,560 --> 00:34:38,480
Speaker 2: to acknowledge that and also just want to have school districts.

658
00:34:39,040 --> 00:34:42,239
Speaker 2: You know, we often warn people that school is not childcare,

659
00:34:42,360 --> 00:34:44,880
Speaker 2: you know, on this program, like it's not set up

660
00:34:44,880 --> 00:34:47,040
Speaker 2: to be that, and that's what people are sometimes surprised

661
00:34:47,040 --> 00:34:49,839
Speaker 2: that it doesn't match working hours, and some districts feel

662
00:34:49,880 --> 00:34:52,400
Speaker 2: no obligation to do anything about the fact that working

663
00:34:52,440 --> 00:34:55,799
Speaker 2: hours are different from what their school is offering. But

664
00:34:55,960 --> 00:35:00,480
Speaker 2: I would hope that people who are presum in the

665
00:35:00,480 --> 00:35:02,880
Speaker 2: business to serve children would be doing their best to

666
00:35:03,440 --> 00:35:06,600
Speaker 2: get the funding to establish you know, or working with

667
00:35:06,640 --> 00:35:10,200
Speaker 2: contractors to establish more before and after care programs and

668
00:35:10,280 --> 00:35:13,280
Speaker 2: to offer more slots in order to meet the demand

669
00:35:13,880 --> 00:35:16,839
Speaker 2: of the ones of the kids who are there. Because yeah,

670
00:35:17,280 --> 00:35:19,399
Speaker 2: this is a problem a lot of people have, and

671
00:35:20,520 --> 00:35:23,120
Speaker 2: it's there needs to be the industry of solutions and

672
00:35:23,160 --> 00:35:25,480
Speaker 2: ideally lots of options. As Sarah was saying, like you

673
00:35:25,480 --> 00:35:27,160
Speaker 2: could go to the JCC, you could go to the y,

674
00:35:27,239 --> 00:35:30,280
Speaker 2: you could go to maybe a church offers something. Maybe

675
00:35:30,320 --> 00:35:33,560
Speaker 2: you know there's a gym near you that has an

676
00:35:33,600 --> 00:35:37,000
Speaker 2: aftercare program or whatever, or that there's two different things

677
00:35:37,000 --> 00:35:38,480
Speaker 2: that are going on at school, and so you could

678
00:35:38,520 --> 00:35:40,919
Speaker 2: choose an after school club track or just a more

679
00:35:40,920 --> 00:35:44,520
Speaker 2: of an everyday games and stuff track. That's what it

680
00:35:44,600 --> 00:35:47,200
Speaker 2: should look like, and I'm very sorry that in your

681
00:35:47,200 --> 00:35:51,239
Speaker 2: community it doesn't. So we're giving a real empathy and

682
00:35:51,480 --> 00:35:53,640
Speaker 2: we hear you. We hear you, and we hope you

683
00:35:53,680 --> 00:35:56,319
Speaker 2: come up with a solution. Just I would say one

684
00:35:56,400 --> 00:36:00,120
Speaker 2: upside is eventually the kids are older, you know, and

685
00:36:01,280 --> 00:36:03,799
Speaker 2: this becomes less of an issue. For kids who are

686
00:36:03,880 --> 00:36:08,720
Speaker 2: say twelve and older. Often there are more activities after school,

687
00:36:08,920 --> 00:36:10,759
Speaker 2: like at the middle school level, so they could go

688
00:36:10,920 --> 00:36:14,480
Speaker 2: join us sport and stay after every day till four

689
00:36:14,640 --> 00:36:16,839
Speaker 2: forty five and take the activity bus home, and then

690
00:36:16,920 --> 00:36:19,040
Speaker 2: you no longer have that issue and they can stay

691
00:36:19,040 --> 00:36:22,000
Speaker 2: by themselves too, so you do aid age out of it. Eventually,

692
00:36:22,560 --> 00:36:25,560
Speaker 2: Fingers crossed you find a solution that works all right.

693
00:36:25,640 --> 00:36:28,880
Speaker 1: Well, hopefully we offered some soul as to that complicated question.

694
00:36:29,800 --> 00:36:31,600
Speaker 1: Thank you for sending that in. We love hearing your

695
00:36:31,600 --> 00:36:33,480
Speaker 1: honest thoughts, so keep them coming.

696
00:36:33,840 --> 00:36:35,799
Speaker 2: And this has been best of both worlds. We'll be

697
00:36:35,840 --> 00:36:37,960
Speaker 2: back next week with more on making work and life

698
00:36:38,000 --> 00:36:38,600
Speaker 2: fit together.

699
00:36:40,640 --> 00:36:43,440
Speaker 1: Thanks for listening. You can find me Sarah at the

700
00:36:43,440 --> 00:36:47,799
Speaker 1: shoebox dot com or at the Underscore Shoebox on Instagram,

701
00:36:48,239 --> 00:36:48,880
Speaker 1: and you can.

702
00:36:48,719 --> 00:36:53,000
Speaker 2: Find me Laura at Laura vandercam dot com. This has

703
00:36:53,040 --> 00:36:56,319
Speaker 2: been the best of both worlds podcasts. Please join us

704
00:36:56,360 --> 00:36:59,720
Speaker 2: next time for more on making work and life work together.

705
00:37:01,640 --> 00:37:05,080
Speaker 2: Op