ADHD & Girls: the rocky road from childhood to puberty

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What's up my friend.

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It is ADHD.

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Coach Katherine, here

with this week's episode.

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Of ADHD, powerful possibilities.

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And because this week we

celebrate international women's

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day on the 8th of March.

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I decided that the whole of

March, I want to focus on.

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The way that ADHD affects women and girls.

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I am delighted to have some

amazing guest episodes this month.

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And I want to say if you are

somebody with an X, Y chromosome.

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Please don't feel excluded.

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You are.

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Also going to find lots of

value in these episodes because.

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ADHD does not discriminate.

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Although we still have a

diagnostic ratio in childhood.

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Which is far from equal

one-to-one boys and girls.

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We know that as we get older, The

ADHD that is present in girls.

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Becomes more noticeable

as we go through life.

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And so the things I talk about in

childhood and puberty, you will recognize.

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As a man or a young man.

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And when you go into parenthood.

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Many of the challenges that face

women as they become parents.

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Also affect men.

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But we have the added.

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Bonus of hormonal dysregulation on

top, which yes does affect our ADHD.

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And so I don't want you to feel

excluded, but I do want to say.

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This is specifically.

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Going to be looking at that.

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Social emotional neurobiological

impact of ADHD on women and girls.

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And I'm not going to apologize for

that because for decades, we were

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told that we couldn't have ADHD.

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Because we had a job, we had a degree, we

were managing to keep our homes running.

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We were doing all of these other things.

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And yet.

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ADHD.

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Has been shown to affect women

throughout their entire life.

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And this is only really

being discussed now.

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It might feel like that's

all you ever hear right now.

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But that's because it's really important.

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We catch up, we become

educated, empowered.

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And we share that knowledge with the

people that live with us and around us.

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As always, you will know that there

were going to be practical strategies

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and things that you can take away

and put into action right now.

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At the end of the show.

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So don't worry.

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I'm not going to spend a whole episode

talking about inequality and inequity and.

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All of these structural injustices that.

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People face if they're neurodivergent.

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But let's look at ADHD

and young women and girls.

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My story is that when I

was young, I was a dancer.

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I was obsessed with ballet.

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And one point, I think I was doing

four or five dance classes a week.

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Every single week.

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Bless my parents for having the

patience to, to take me to the mall.

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But.

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If your child is hyperactive, but

is using it in a acceptable, we.

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Are you actually going to

notice if they're hyperactive,

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I remember looking back.

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No.

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Being told by one of my

grandparents to stop fidgeting.

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To sit still to sit down.

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And didn't sit still.

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And yet if you'd asked me in my forties,

I would have said, no, I'm very daydreamy.

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Looking back.

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I recognize that there was an area

where I was definitely hyperactive.

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Definitely unable to sit still

and very much driven, like.

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but I was dancing so much.

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And it was a 70, so we walked everywhere.

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We literally didn't have

a car for many years.

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So physically I was very, very active

and that I think helped a great deal.

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But.

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would I have been diagnosed

with ADHD in my childhood.

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Probably not because my hyper

activity was socially acceptable.

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When we look at babies,

we don't think about them.

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Having ADHD or autism.

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Really.

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It's rare for a parent to

notice something immediately.

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I would say.

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As a parent that I noticed the difference.

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Within a few months.

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That's not my story to tell.

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But if you think that is something

different, And if you've got

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other children who are different

and who you can compare.

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Your child to.

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Pay attention to what you're noticing.

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Keep a record of it if you can,

because it will be useful later on.

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At the moment.

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The diagnosis seems to be the more

girls are inattentive presentation.

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Let's be clear there are

three presentations of ADHD.

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Combined.

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Inattentive and hyperactive.

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There are no seven kinds of

ADHD that are no types of ADHD.

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It's one.

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Spectrum.

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Of a neurobiological.

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Mostly genetic condition.

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Which changes the structure.

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and the neuro- transmitter soup.

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If you like in your brain.

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It's also going to affect the rest of your

body because our brains are not completely

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separate from the rest of our body.

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But if you have an ADHD brain,

it will be different from birth.

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We just don't notice it so much.

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round about the toddler age,

parents start to notice.

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Developmental differences.

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And we know that children with

ADHD are deleted in some areas

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between three and five years.

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So you may find that your child gets.

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In quotes stuck.

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At a certain stage.

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They are not emotionally

keeping up with their peers.

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The are still more prone

to having meltdowns or.

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Yeah.

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Unable to focus for the

same length of time.

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But at the same time, these are toddlers.

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And so I'm completely in support of the

medical community who do not want to

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diagnose very young children with things

like ADHD because it is a wide variety.

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In terms of our development as humans.

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And also, I don't think we should be

pathologizing normal childhood variation.

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I do think it's worth.

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Bearing in mind that there will

come a point where our traits or

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symptoms will start to get in the way.

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And that's unlikely to be in.

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Academic terms.

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It's more likely that your social and

emotional skills will be impacted.

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Before anybody notices that

academically you are struggling.

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We may think of ADHD as

being a behavioral challenge.

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And that's where it shows up.

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We know it's a brain-based difference.

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So that's why it affects your

social cues, your skills.

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Your ability to maintain friendships.

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Your ability to connect with other

people to manage your emotions.

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although I am passionate about helping

people and supporting them and their

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families with practical skills, with

learning, how to scaffold their.

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School days or study when

you go to university, all

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these things are important.

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The most important thing to learn is.

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The emotional and social.

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Skills.

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The friendship skills

that are often missing.

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Because the recent study in attitude,

which I will link to in the show notes.

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showed.

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Devastating impact on the

mental health of young people.

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Particularly young girls with ADHD.

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When they are socially excluded.

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And they don't see how fabulous.

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And precious and wonderful.

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They are.

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So thinking about.

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Our brains and the ADHD brain

in particular, what happens when

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these children, especially girls?

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Go from being younger children

who are maybe inattentive.

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Maybe a bit hyperactive.

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A little bit distractable

more than their peers.

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What happens and why is it

so much worse when the enter

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their tweens and early teens?

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They're already facing differences

in their prefrontal cortex.

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Which affect things like

impulse control or focus.

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Oh retention.

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Our decision-making.

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And all of these affect our daily life,

especially in the realm of friendships

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and social connection and childhood.

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And in learning.

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We also know that young girls and

boys with ADHD have differences

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in the level of dopamine and how

dopamine is regulated in their brain.

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They have extra efficient

dopamine transporters.

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They have lower levels

of dopamine production.

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THey are chronically under rewarded.

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Which is why they may be a little

bit more challenging when it

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comes to things like wanting toys.

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Wanting rewards.

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And it's why things like reward

charts are very inefficient.

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For kids with ADHD.

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And we also see

differences in brain scans.

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For girls with ADHD and boys.

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In terms of their functional brain

connectivity, especially and networks.

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that are related to attentional

control an inhibition.

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That being able to pause

before you do something.

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And quite often I've seen, especially

with young children with ADHD.

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They knew they shouldn't do something,

but they can't stop themselves.

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If that continues past the stage that

you would expect it to have stopped.

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There's a little flag for you to

keep a note of when you go and

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speak to somebody about ADHD.

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But the real kicker.

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Is when progesterone and estrogen

are introduced into ADHD brain.

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The science is very new.

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It's still not completely agreed.

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That this is what's happening.

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We suspect.

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I say, we, as if I've got anything

to do with it, I'm a coach.

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I scientist.

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The scientists suspect.

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That ADHD brains are more sensitive.

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To oestrogen and progesterone

and testosterone.

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So it makes sense on that context.

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So when our own bodies start to transform.

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From the age of nine upwards.

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The impact on your brain

is going to be significant.

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If you have a neurodivergent ADHD.

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Brain.

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And of course, all of this is

happening at the same time.

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As they are.

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Looking at a move from in the UK, we call

it primary school education, where you

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have one teacher all day in one classroom.

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Eh to secondary school and

the states junior high.

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Where you have different teachers for

subjects, you go from room to room.

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And while you're doing that,

you're meeting new people and

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your body is changing rapidly.

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So I went to leave it there for

now, in terms of puberty, but I hope

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you can see that even in childhood.

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These young people are facing

significant challenges.

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In terms of a people recognizing

their neurodivergence and B.

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Being able to access that support.

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Let's take a look at the social impact

of ADHD on girls, because I think this

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is something that we're only really

discussing in the popular pressnow.

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The social impact of ADHD is.

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Massively underestimated.

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The pressure on girls,

especially to conform.

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To meet certain standards.

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To have a certain form

of behavior demeanor.

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Is so strong now, even

compared to 15 years ago.

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Before the introduction of social media.

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That I think we're facing a

group of young girls with ADHD.

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Who are going to need.

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Massive levels of support.

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To challenge those norms and to.

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Be safe and well and themselves.

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Whenever your young girl with ADHD.

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Says something that is not expected.

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behaves in a way that is unacceptable

is unable to prevent themselves.

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Blurting something out.

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Forgets a social norm or nicety.

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Basically when their disability

impacts their day-to-day life.

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They are going to be judged mercilessly

by their peers and sadly by many adults.

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And of course.

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These children are aware

that they're being judged and

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that they are found wanting.

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Which creates more problems because

they become emotionally dysregulated.

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And when your brain is trying

to decide if you're actually

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about to be attacked by a beer.

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Or that girl in the corner

is giving you the stink-eye.

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And it's gonna say

something mean about you.

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You're not paying attention

to what's going on in class.

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You're not able to retain information.

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When you are under threat.

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And I see young people who.

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Who are under threat from the

minute they leave the house.

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And until they fall asleep, that

used to be until they came home.

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But the impact of

constantly being available.

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Should not be dismissed.

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' Because the other thing we know

is bullying and social isolation.

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And risky behavior.

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Are much more common in girls with ADHD.

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And the.

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Earlier these girls experienced

social isolation and bullying.

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The more likely they are to have

mental health problems as adults.

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And that includes anxiety and

depression, which is often the

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first thing that a doctor sees.

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I'm not bashing doctors at all.

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They face a very difficult job.

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But if a young woman comes

in, a young girl comes in and

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they're anxious and depressed.

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It would be worth thinking.

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Is there something else in the background?

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And I'm going to include a link to

the attitudes study from a couple

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of years ago, which was based

in the states, but which showed.

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Clearly the devastation on the mental

health of young girls with ADHD.

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From both, social pressures

from academic work, but

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especially from online community.

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This is.

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Totally and directly to young girls.

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With ADHD who are maybe in their tweens.

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Who are feeling really isolated right now.

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There's nothing wrong with you.

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You're wonderful.

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I wish you could see that.

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And even if you are feeling isolated, And

you don't have any friends and you're not

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sure what you're going to do is your life.

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And things are confusing.

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I promise.

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That you will get through this.

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You will find your people.

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You will discover your strengths.

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You will shine.

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And whatever the adults in your

life can do to support you.

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I will help them to learn.

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And this is if you are a

parent or a grandparent or an

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aunt or an uncle or a cousin.

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I have a young person who is suffering

right now with this isolation.

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The emotional dysregulation.

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The real challenges I'm seeing D

and D and young people with ADHD.

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You can make a difference.

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You.

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Individually can transform

that young person's life.

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If you are.

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Looking after a young person with ADHD.

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They've been told to have

anxiety or depression.

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They may have an eating disorder because

these start incredibly young these days.

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girls eight, nine and 10.

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I would ask you.

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To very carefully.

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Do ah, Screening.

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When did he self-assessment

forums with your young person?

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For ADHD and or autism, I will

include the links to free ones that

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you can download and do at home.

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take to your GP.

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If you suspect your young

person is neuro divergent.

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You can start to put things in

place before you get a diagnosis.

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Before they get medication.

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Before they get any kind of.

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School-based intervention.

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Because they are depending on us.

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To do the work.

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To be the scaffolding to

provide the framework.

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And that is our job.

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Because while we wait for assessment

and medication, Their emotional

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life, their academic life,

their social life is suffering.

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And the longer we delay the worse it gets.

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And there are.

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Two or three people, especially

in UK, I will include links

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to who are fantastic for this.

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Thinking of square pegs.

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And other people who I will link to below.

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What are the things that we can do?

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As parents, as educators, as

family and friends of young girls

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with ADHD to keep them safe.

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To help them.

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Live a better life and

what can we do right now?

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Number one build up their self-confidence.

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I'm not a fan of self-esteem.

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Which relies on comparing

yourself to other people.

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So self-esteem, to me is too

fragile and risky a strategy

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for girls with ADHD and adults.

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Think about their self-confidence

and how you can foster that at home.

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That doesn't mean you

do everything for them.

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I'm not suggesting we wrap

them up in cotton wool.

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And state.

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Identify their strengths.

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Their interests, their passions.

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If they have a skill for something.

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What opportunity can we give them to.

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Push that to enjoy it.

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But also to become more

proficient, more skilled.

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If a child is competent

and skilled and one area.

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The more, we can allow them to flourish

and develop that at their own pace.

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The more, their self-confidence

is likely to build.

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This isn't about.

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Overly praising children for nothing.

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If you're going to praise your

child, that needs to be very specific

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and it needs to be based on their

effort rather than the outcome.

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And I do think you can

offer constructive feedback.

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: 00:18:24

But I would phrase it instead of saying

that is a fantastic um, Lego sculpture

353

: 00:18:31

I think next time you could do this.

354

: 00:18:34

I would change the last part to.

355

: 00:18:36

How would you change it next time?

356

: 00:18:38

Or would you change it next time,

but how would you change it?

357

: 00:18:41

Next time allows them.

358

: 00:18:43

Do you think, oh, I could do even more.

359

: 00:18:46

Next time.

360

: 00:18:47

Up my self confidence as far as you can.

361

: 00:18:50

Without being inauthentic and fibbing

because they can smell that a mile off

362

: 00:18:54

second thing you can do is help

them to cultivate self-compassion

363

: 00:18:59

and self-regulation early on.

364

: 00:19:01

Self-compassion is about being kind and

accepting and loving towards yourself.

365

: 00:19:07

It means being kind and understanding.

366

: 00:19:11

In moments where we think we have failed.

367

: 00:19:13

Or where things are difficult.

368

: 00:19:15

And it's the difference between

saying, oh, I'm so stupid.

369

: 00:19:19

I can't believe I did that.

370

: 00:19:21

And.

371

: 00:19:22

Oh, this is really a difficult.

372

: 00:19:23

I might take a break and come

back to it in half an hour.

373

: 00:19:26

What I've got more energy.

374

: 00:19:28

Or.

375

: 00:19:29

Wow.

376

: 00:19:30

This is really difficult.

377

: 00:19:31

I'll keep trying for a bit longer.

378

: 00:19:34

But without that.

379

: 00:19:35

Judgment.

380

: 00:19:37

That we very often carry around.

381

: 00:19:39

And for parents, you can

model this ' cause I hear you.

382

: 00:19:45

I've seen you.

383

: 00:19:46

And you're very, very tough on yourself.

384

: 00:19:49

When you model self-compassion.

385

: 00:19:51

That is the voice that your

child will use for themselves.

386

: 00:19:55

When your child is struggling

when you are struggling.

387

: 00:19:58

Use the self-compassion

technique of acknowledging that.

388

: 00:20:02

all, humans struggle.

389

: 00:20:04

It's part of our shared experience.

390

: 00:20:07

It's part of being alive.

391

: 00:20:09

And it's normal.

392

: 00:20:10

To find things difficult,

to fail, to make mistakes.

393

: 00:20:14

And we are still worthy

of love and acceptance.

394

: 00:20:17

That in itself is going

to promote resilience.

395

: 00:20:21

And reduce isolation.

396

: 00:20:22

you can create a really supportive

and accepting environment.

397

: 00:20:26

That might mean that your house

has to look a little bit different.

398

: 00:20:30

It might mean that you have a kind of

flexible seating arrangement so that if

399

: 00:20:35

you've got a young girl who likes to be

fidgety and dancy and is hyperactive,

400

: 00:20:41

they have the space to do that.

401

: 00:20:43

Or you at least understanding why

they're doing it and not telling

402

: 00:20:47

them to sit still and sit down.

403

: 00:20:49

They are allowed to be

themselves within boundaries.

404

: 00:20:53

At home.

405

: 00:20:54

And if you're in school there

are ways that you can structure

406

: 00:20:58

your class structure, your day.

407

: 00:21:00

So the kids who need.

408

: 00:21:02

Breaks kids who need stimulation.

409

: 00:21:04

Kids who process information

differently are supported.

410

: 00:21:09

And the same thing at home, it means.

411

: 00:21:11

Everybody benefits.

412

: 00:21:13

As an example, I know that

I need visual information.

413

: 00:21:18

I cannot process auditory information.

414

: 00:21:21

At the same speed and I can't retain it.

415

: 00:21:24

So if you need to have quite

boards, Have one at the front door.

416

: 00:21:28

I have one in the

kitchen, wherever you are.

417

: 00:21:31

So that you can record the

information, normalize it.

418

: 00:21:35

For the young person involved.

419

: 00:21:36

An advocate for yourself and for them.

420

: 00:21:40

To have the accommodations that they need.

421

: 00:21:43

Early on.

422

: 00:21:44

Even if they don't have a diagnosis.

423

: 00:21:46

There are things that you and

the school can do that do not

424

: 00:21:50

require vast sums of money.

425

: 00:21:52

Just take some time.

426

: 00:21:54

And a bit of flexible

thinking and although.

427

: 00:21:57

Neurodivergent people are often

told that we're very rigid.

428

: 00:22:00

I have to say that in my

experience quite often.

429

: 00:22:03

There's an institutional element

of, this is how it's done.

430

: 00:22:07

That speaks to me of a real rigidity and

lack of flexibility when it comes to doing

431

: 00:22:12

what young people need in that moment.

432

: 00:22:15

The next thing you can do is

empower them with knowledge.

433

: 00:22:19

There are some great books about

ADHD and go-tos, I would go to

434

: 00:22:22

the one by Patricia Quinn and Dr.

435

: 00:22:24

Kathleen Nadeau.

436

: 00:22:26

These fantastic trailblazing women

in the forefront of ADHD and women.

437

: 00:22:32

Go to them.

438

: 00:22:33

They have books about ADHD and girls.

439

: 00:22:35

And understand them and yourself.

440

: 00:22:39

And don't feel like you have to

give them a lecture about it.

441

: 00:22:43

Drop it into conversation.

442

: 00:22:45

As you're going around.

443

: 00:22:46

If something happens.

444

: 00:22:47

And you say, oh that's okay.

445

: 00:22:48

That's normal with ADHD.

446

: 00:22:50

Because, our working memory is

a little bit more challenged,

447

: 00:22:54

especially if we're upset.

448

: 00:22:56

It doesn't need to be more

complicated than that.

449

: 00:22:59

And you don't need to watch a TV

series or go through a book with them.

450

: 00:23:05

Unless they are interested if they are.

451

: 00:23:08

Have at it.

452

: 00:23:09

As long as it's one that focuses on the

strengths and the possibilities that

453

: 00:23:14

come with ADHD, as well as understanding

where we need to add the scaffolding.

454

: 00:23:19

This means that when they go

into a setting outside the home,

455

: 00:23:23

They're going to be more able

to communicate what they need.

456

: 00:23:27

An advocate for themselves.

457

: 00:23:29

And I have to say.

458

: 00:23:31

I have seen young people who are so able.

459

: 00:23:34

To express what they need.

460

: 00:23:37

The adults in the room actually

didn't say anything because

461

: 00:23:42

it was so clearly expressed.

462

: 00:23:45

And so reasonably asked for.

463

: 00:23:48

This is what I need, because I

don't understand when you do this.

464

: 00:23:52

It's much easier for me to focus

when the class is like this or

465

: 00:23:57

when there's something on the

board and when the teacher reading

466

: 00:24:00

it out, I need both of those.

467

: 00:24:03

We need to empower them.

468

: 00:24:04

So that they know what they need.

469

: 00:24:06

And they're able to ask for it.

470

: 00:24:08

In a way that.

471

: 00:24:10

Most adults and all of them are going

to accept and be grateful for because

472

: 00:24:15

they want them to succeed as well.

473

: 00:24:18

And finally.

474

: 00:24:18

The next thing you can do.

475

: 00:24:20

And what is the most important things?

476

: 00:24:22

Is to understand the coping strategies.

477

: 00:24:26

Need to be personalized.

478

: 00:24:28

And share with that young

person, what they need.

479

: 00:24:31

Low them.

480

: 00:24:33

The space to be able to

identify when something works

481

: 00:24:36

and when something doesn't.

482

: 00:24:38

So if you have spent a fortune and this

is not me personally, I've seen it.

483

: 00:24:43

If you have spent a fortune on stem

things for young people, whether

484

: 00:24:47

that's chew things or fidget toys.

485

: 00:24:49

And they don't touch them and

they keep using the clicky pen.

486

: 00:24:52

That's okay.

487

: 00:24:54

They maybe need a stim toy that

has that level of noise that

488

: 00:24:58

has that particular action.

489

: 00:25:01

And we need to say that's okay.

490

: 00:25:03

That's what you need.

491

: 00:25:05

allow them To notice and then

record it with them and a way

492

: 00:25:10

that they can access later.

493

: 00:25:12

Things that can help a lot with

personalized strategies are.

494

: 00:25:16

Social skills groups.

495

: 00:25:17

And there's some debate around

whether these are actually

496

: 00:25:21

encouraging people to mask.

497

: 00:25:23

I personally think if a child chooses

to engage in a pro social behavior.

498

: 00:25:29

So that they can make friends.

499

: 00:25:32

That's okay.

500

: 00:25:33

As long as it's their choice.

501

: 00:25:35

And we're not asking them

to not be themselves.

502

: 00:25:38

We're sharing the knowledge of how.

503

: 00:25:41

This other group of people communicate.

504

: 00:25:43

They can opt in.

505

: 00:25:44

So social skills groups,

executive function, coaching,

506

: 00:25:48

which is something that I do.

507

: 00:25:49

And of course CBT or DBT, which is

something I don't do because I'm

508

: 00:25:55

not a therapist or a psychologist.

509

: 00:25:57

It's worth exploring what works for them

at different ages and different stages.

510

: 00:26:02

Because the social skills element, I

think, is the one that is really missing.

511

: 00:26:08

And is crucial.

512

: 00:26:10

And I have a few bits and pieces and

pulling together for that over the summer.

513

: 00:26:15

And the reason that they need to know

is their personal needs and their

514

: 00:26:19

personal strategies is because it gives

them a sense of autonomy and agency.

515

: 00:26:25

These are fancy words.

516

: 00:26:27

For saying that they are in control.

517

: 00:26:31

They are the people.

518

: 00:26:32

Who know themselves best.

519

: 00:26:35

Just from a safety point of view.

520

: 00:26:38

It's really important that all

children know that and they're

521

: 00:26:41

able to say what they need.

522

: 00:26:44

And hopefully those needs will

be met by the adults around them.

523

: 00:26:48

Whether that's family carers or in school.

524

: 00:26:51

Because when we focus on

self-confidence and self-compassion.

525

: 00:26:55

We're maybe notcreating young people

who are gonna be mini- geniuses

526

: 00:27:00

and get top marks in school.

527

: 00:27:03

We are helping.

528

: 00:27:04

Young human beings.

529

: 00:27:06

To form a core identity of worth

530

: 00:27:10

of healthy self-concept and genuine

resilience so that whatever happens

531

: 00:27:17

they know what works for them.

532

: 00:27:20

What they need.

533

: 00:27:21

And they're able to ask for it.

534

: 00:27:22

And they know that their worth is

beyond what they are putting out in

535

: 00:27:26

terms of productivity or academic

results or social validation.

536

: 00:27:33

As usual in the show notes, I have

linked a lot of academic pieces that

537

: 00:27:37

I think are valuable, are relevant.

538

: 00:27:40

And I've included the books

that I think are most useful.

539

: 00:27:44

But if you have a girl with

ADHD, That number one thing I

540

: 00:27:48

think that you need to offer.

541

: 00:27:50

Is acceptance.

542

: 00:27:52

Support.

543

: 00:27:53

And compassion.

544

: 00:27:55

And you need to offer that to yourself.

545

: 00:27:58

And show them how to do it.

546

: 00:28:01

That means.

547

: 00:28:02

Children do.

548

: 00:28:04

What we show with them,

not what we tell them.

549

: 00:28:07

So we might talk about

compassion and acceptance.

550

: 00:28:11

If we're not walking the walk.

551

: 00:28:14

they will ignore the talk.

552

: 00:28:17

That's my number one suggestion.

553

: 00:28:20

And just love them.

554

: 00:28:21

Just loves them with all their amazing

differences under things that make them.

555

: 00:28:26

Fantastic.

556

: 00:28:27

Fun to be around.

557

: 00:28:28

I absolutely love kids with autism ADHD.

558

: 00:28:33

Because they are so

interesting and fun and unique.

559

: 00:28:38

And I hope that you can enjoy

that and celebrate that.

560

: 00:28:42

With them too.

561

: 00:28:43

Next we have got a special

guest episode with Dr.

562

: 00:28:46

Kathleen Nadeau.

563

: 00:28:48

And we have got next week.

564

: 00:28:50

I'll look at the transition.

565

: 00:28:51

Between school and university,

early adulthood from teens

566

: 00:28:55

through to early adulthood.

567

: 00:28:57

It's going to be an absolute

cracker of an episode and it's

568

: 00:29:01

after international women's day.

569

: 00:29:03

Until then please take care of yourself.

570

: 00:29:07

Go out and I hope it's springtime

where you are and you can see the

571

: 00:29:10

spring buds and the flowers coming up.

572

: 00:29:12

Because it is making my heart sing.

573

: 00:29:15

If you've got a little girl,

who's what I call a fireball.

574

: 00:29:19

Or maybe somebody in your family does

share this episode with them and.

575

: 00:29:23

Make sure they know that you

see and value their young girl,

576

: 00:29:27

from one team bulb fireball,

family home here, to yours.

577

: 00:29:32

Take care of yourself.

578

: 00:29:33

Until next week.

579

: 00:29:35

I'm ADHD, coach Catherine.

580

: 00:29:37

Remember to stand in possibility.