Making Space for Intelligence to Show Up - Roxanne Daleo

0:00 It is. Let's say a child has a test or

0:03 a paper that they have to write. Before they begin to write, I

0:08 asked them to use their imagination to close their eyes

0:14 and to not only see themselves completing the task

0:19 successfully, but to also begin to compose what it is that they

0:25 need the right, so that they can begin to really trust themselves

0:31 and to trust into an inner intelligence.

0:36 In this episode, I'm talking with Doctor Roxanne Delia, whose

0:39 story invites us to rethink not just what intelligence is, but

0:43 what it needs in order to show up.

0:45 In second grade, she was misdiagnosed with a learning

0:48 disability. Years later, she graduated from

0:51 Harvard with honors. What change was in her

0:54 intelligence? It was a space she was given to

0:57 access it. So today we're asking what

1:00 happens to intelligence when the mind is overwhelmed?

1:03 And how do we create the space for it to emerge?

1:08 Welcome to the show Mind Blend. I'm your host, Karen Chong, and

1:13 I'll be diving into the minds of incredible people, each an

1:16 expert in their very own way. Together, we'll uncover insights

1:20 and share ideas so you can be inspired and empowered to

1:24 navigate your own unique journey in life.

1:26 Ready to get curious and discover what's possible?

1:29 Let's blend. Hi Doctor Rosen, welcome to my

1:38 blend. Karen, it's so nice to be here

1:41 with. You thank you.

1:42 So great to finally have this chance to talk to you about

1:47 intelligence, children, parent, everything.

1:50 So before we dive into it, can you tell us a little bit about

1:54 your journey, you know, between 2nd grade and now?

1:59 Yeah, let me tell you about my journey.

2:01 I think you'll appreciate. When I was young, I struggled to

2:04 learn how to read and I was so anxious.

2:09 I was very challenged at taking tests and when you have

2:14 beginning of school year, IQ tests were normally taken,

2:19 standardized IQ tests and every kid had to do this.

2:23 And when the results came out, my parents were called into the

2:28 principal's office and they told my my parents that I scored

2:34 mentally retarded. My mother said my daughter is

2:40 not mentally retarded and you must have something wrong with

2:44 your test. I would like to bring her to a

2:49 specialist in New York City and test her myself and see what we

2:54 can uncover. And thankfully, because my

2:57 parents were very astute and caring and not easily swayed by

3:05 authority figures, I learned a few things from their from them

3:10 #1 my mother would say there's always an exception to every

3:15 rule. And I think you're an exception.

3:19 So let's find out more about how your brain works.

3:22 It it's not broken, it just works differently, Roxy.

3:26 And we have to discover what we can do for you.

3:30 Well with that kind of encouragement.

3:32 And where I would say the most, the first step is for parents to

3:36 be on the side of their children and not to automatically align

3:40 with a teacher is a very important alliance because it

3:46 does make a difference with the inner life of the child, which

3:50 is key to self, not only self esteem, but to self, the self

3:56 concept and self worth. Because anxiety can become a

4:03 behavior that causes a kid to feel lesser than.

4:08 And that's what we really want to point out today is that once

4:13 you're labeled, it's really hard to overcome that label unless

4:17 you use a few strategies that I will share with your audience

4:20 today. Long story short, I was told by

4:24 the Doctor Who tested me that not only did I not was I not

4:32 mentally retarded, I have to I actually were gifted in certain

4:35 areas of intelligence and that I really struggled to learn how to

4:39 read because I had a food called dyslexia and he would recommend

4:45 reading specialist to help me tutor myself and to get to

4:50 strengthen my ability to recognize letters and words.

4:55 I think the key for for me was that I actually had the ability

5:04 to know that my creativity could come through in every way that I

5:12 was doing my homework. And that once you make an

5:20 association, because associations are conditioned

5:24 responses of the mind. If a kid sits down in front of

5:29 his homework and says, Oh my God, this is so hard, I'll never

5:31 get out of here, then you're you as a parent or a teacher will

5:36 have to find a way to reframe our association and to break

5:41 that link that makes the association negative.

5:46 Yeah, yeah. What my mother used to do,

5:49 because he was an artist and everything in my world growing

5:53 up was about aesthetics and artistry and color.

5:58 And she would not only help me to use construction paper and

6:04 different ways to break down the task into smaller bite size

6:10 bits, so accomplish the task, but she also intuitively knew

6:18 create the association of the homework time with something

6:22 comforting. So she would make pasta with

6:25 butter and she would bring a little bowl of pasta with butter

6:30 to me. Hey, Roxy, take a moment to

6:33 relax, enjoy your little pastini, and then we can get

6:38 into the math in that meeting and we'll do that together.

6:42 There are things that happen in the child's life that we may

6:47 miss, and when you recognize that you have an opportunity to

6:54 turn a child's attention away from the day, bring their

6:58 attention inward to their inner world, their inner life, their

7:03 inner conversation, you're actually building resilience and

7:08 helping them to form a positive self concept.

7:13 I'm so glad your mother didn't just automatically align.

7:18 I think the word automatically is he here because you do have

7:22 parents who just do not accept any comments about their

7:27 children. They're the best when they could

7:30 do things differently. Yeah, yeah.

7:33 Well, there's more to the story because the interesting thing is

7:39 once I began to feel a little bit more accomplished and I

7:43 could achieve a few small goals, it helped me to build my

7:48 confidence to do other things. But my key take away for today

7:54 is that parents and teachers have to have to really pay

7:58 attention to where the arc of learning and where the innate

8:04 gifts of your kid lies. And they are not always visible

8:10 in the beginning when you're in grade school.

8:12 As I got older, I recognized that I had athletic ability,

8:17 confidence from being on the field, being a high scorer in

8:22 hockey and lacrosse, becoming the captain of the team and

8:26 really excelling in athletics. That gave me the confidence to

8:30 have ability in field work, in teaching.

8:35 We were in teacher training at the time.

8:38 As I grew into my college years, I actually used my confidence on

8:44 the field for field work in teaching.

8:47 So there are cases where you have transferable skills and

8:51 that can also build an inner strength for a child as they get

8:57 into adult years and into their career.

9:01 Once I graduated from college, my first job was to help

9:06 children with chronic and terminally I'll

9:10 hospitalizations. Allay their fears and their

9:14 anxieties about being in a hospital.

9:17 They didn't want to talk. They were very upset.

9:21 Many of them were so anxious and afraid they wouldn't even look

9:24 up. But when I got in the art cart,

9:28 when I brought in the art and the materials that are a child's

9:34 first language, ONS, paper, paints, clay, they could mold

9:41 and shape their world using their own hands, their own

9:45 imagination. Being into a child's imagination

9:50 was one of the first skills that I really honed because I felt

9:55 that play was the child's natural medium for

9:59 self-expression. And when you give them the tools

10:05 for the trade, they are able to open up their own genius and

10:09 begin to feel better from the inside out.

10:12 So as I saw a progression in my own learning and teaching, it

10:18 led me to go to Graduate School. And when I was there at Harvard

10:22 Graduate School of Education, one of the teachers that I felt

10:26 was really impactful was Doctor Howard Gardner, who wrote a book

10:31 called Frames of Mind. He was the first teacher that I

10:38 investigated and researched thoroughly who basically created

10:44 the theory of multiple intelligences.

10:48 Let me explain that he proposed that intelligence is not a

10:53 single fixed ability like we were tested.

10:57 Reading and and English were your key academic markers for

11:05 measuring intelligence. He did not believe that.

11:09 He said that is not the way to bring out the potential in every

11:13 child. Intelligence is not a single

11:17 ability, but rather a collection of distinct types of

11:22 intelligences, including linguistics, language, logical,

11:30 mathematics, spatial, musical and bodily kinesthetics.

11:37 Now I had kinesthetics, I also had music.

11:42 But every child has their own personal natural expression of

11:48 intelligence and it comes through these various domains.

11:53 I would say even with team, well let's say meetings, you want to

12:00 bring out a team members assess as their strengths and their

12:06 intelligences. And the only way you can do that

12:10 is to do the first step, which is self-awareness,

12:14 metacognition. Metacognition is knowing

12:17 yourself, knowing yourself enough to know how you think,

12:22 how you learn. In those early years when I was

12:25 just a wee child, when my mom and dad would always come to

12:31 support me, bolster me, there was always a conversation not

12:36 about what was wrong with me, but rather let's look at this

12:42 and see what your strengths are, What are that?

12:45 What is natural for you? I love fixing things when they

12:50 were broken. My mom had such a a delight in

12:54 bringing me plates that would break in our cups and the glue

13:00 was on the table. She said.

13:01 Roxy, you're very good at putting things together.

13:03 Will this for me. I loved working with my hands.

13:08 Here's what's missing with the digital world.

13:11 Our kids are on screen time way too much.

13:15 They don't have a chance to investigate what are their

13:18 interests, what are their hobbies, what do they like to

13:21 do? I remember when my sister had

13:24 her first child and he got into Lagos like nobody's business.

13:29 And I think today, where are those wonderful manipulatives

13:35 and the ways that we investigate children into learning about

13:38 themselves and enjoying downtime without being on a screen.

13:43 I think there's very important to remember.

13:46 How do we integrate the power within and self-awareness if

13:51 they don't have? Practice.

13:54 Is, you know what I mean? It's like, is it practice that

13:57 they follow you out into the garden and they make their own

14:01 herb garden or they bring it and they they take care of it?

14:06 There have to There has to be another way of looking at

14:09 everyday life beyond the screen and the.

14:14 Virtual world when it comes to education for the majority of

14:18 the education system, because there are private schools, elite

14:21 schools and they do have a more well-rounded curriculum for the

14:25 general majority of the education.

14:28 They have set curriculums and they are definitely just fixated

14:33 on those established criteria and like you were one of the

14:37 unfortunate victims of the system like it.

14:41 It will be really difficult for it to be implemented system

14:44 wide, but how could we kind of rethink how we look at

14:48 individual kits to help them bring it out?

14:54 I do want to leave with an optimistic aspect here because

14:58 since Doctor Howard Gardner came out with his book and that was

15:03 that was in the late 70s, he has definitely made an impact on the

15:08 standard system. We we don't have the Mcats,

15:16 which are the standardized tests in grade school as the only

15:20 marker for intelligence. But I think it's up to teachers

15:25 to continue with teacher development and to learn new

15:32 ways of exposing kids in the classroom, their own

15:36 imagination. And the ways that I make an

15:41 impact is to go into a staff development training and to

15:47 offer teachers very manageable, practical ways to bring art, for

15:53 one thing, music and movement into the classroom.

15:59 And it's a simple reset, and it doesn't have to take a long time

16:06 or a pause to really be meaningful, to begin to disrupt

16:12 what the brain is anxious about and focused on, and to shift

16:18 gears and to give them an opportunity.

16:21 Even something as simple as inviting teachers to continue

16:26 with recess outdoors can give the Audi mind spirit a chance to

16:33 reset. And that's, that's the most

16:36 important thing is to not go and be unconscious during the many

16:41 hours of the day. I want to ask you to paint a

16:46 picture like, no pun intended, paint a picture of how this

16:50 looks like in a real classroom, like what you incorporate.

16:56 How it looks in a real classroom is that you have taken a moment

17:03 to bring in not well. Every day is more black and

17:08 white than color. And the minute you introduce

17:11 color, and I mean color construction paper, color

17:15 pencils, markers, paints, the minute you address that by

17:22 opening up a table where kids can explore what are the art

17:26 materials they want to try out for the next 20 minutes.

17:30 That is the way I break into the the child's spirit, the inner

17:36 life. Because what I do is a

17:41 combination of, as I mentioned to you, I use relaxation or mind

17:49 body techniques with art. So the first step would be

17:55 taking our attention away from screen time and reclaiming what

18:01 it is that we are paying attention to.

18:04 I break bell. I use a bell sound to cut

18:08 through the atmosphere and to alert the children something new

18:11 is about to happen. A moment where we ready our

18:15 mind, clear the mind, harm the nervous system.

18:20 This allows you to shift gears from anxiety, turning the volume

18:26 down on the autonomic nervous system.

18:29 And once you begin to elongate your breath, breathing in,

18:33 filling up, breathing out, like blowing out a candle, that

18:38 exhalation is the switch that turns the anxiety down on the

18:45 autonomic nervous system. Sometimes I use bubble blowing

18:50 as an initiator because it's fun and it automatically gets them

18:56 to blow out. We want the inhalation, but that

18:59 exhalation is the trigger to shift gears and to get the body

19:04 to understand time to get out of anxiety into relaxation.

19:10 The next do is have them choose their art materials and realize

19:16 that art is a language of symbols and colors.

19:20 Everything is allowing them to tap into their unconscious and

19:24 to drop into their intuition to find solutions, to become a

19:31 meaning maker with their artwork and to have an acquaintance with

19:35 their inner life. This is key to wholeness and

19:40 health in every age of life. Yeah, I was just thinking the

19:46 technique works for adults too. Yeah, it's a great, great

19:50 technique for, you know, snap development meetings if you want

19:53 to really, you know, depart from your regular, I'd say route

19:58 conversation and delivery. And important key points that

20:04 you want to cover, when you color and you use a lot of white

20:09 space either on a page or on the board, it helps the brain

20:15 receive that in information and retain it.

20:19 And I'm involved with a company right now called Abracademy and

20:24 they are a learning experience design company.

20:26 And there's a lot of elements of play and a lot of similar

20:30 elements that you mentioned, like how we like using colors,

20:35 how we break away from the everyday.

20:37 So like the equivalent of screen time.

20:39 It could be the typical meeting, the typical way of just doing

20:44 stand ups or anything like that. And it's it's doing magic.

20:50 Yeah, or even something as simple as, you know, taking a

20:54 huge bag of popsicles and then breaking out into teams and

20:59 seeing, you know, what they build, what each team builds

21:04 with the same material, and when it's in the period of time.

21:09 And it's a very interesting exercise because it's not only

21:14 about collaboration and cooperation, but it's about

21:17 using your imagination. So you mentioned relaxation and

21:22 then letting them explore with colors.

21:25 So that's the expressive art bit.

21:29 Yeah, well, I use a lot of, I use a lot of music, rhyme,

21:35 storytelling. I I would say it's important to

21:41 mix up the form of art that you introduce and to have a chance

21:49 for the brain to relax into a guided meditation or relaxation.

21:58 Use rhythm and rhyme as a way to journey to a place that's really

22:04 in your imagination, but it changes your Physiology.

22:09 So with this, how do you merge that with the academic?

22:15 The typical subject English, math, history like the more

22:20 academic classes. How can you incorporate the?

22:22 Two, how you incorporate it is, let's say a child has a test or

22:27 a paper that they have to write. Before they begin to write, I

22:32 asked them to use their imagination to close their eyes

22:37 and to not only see themselves completing the task

22:43 successfully, but to also begin to compose what it is that they

22:49 need the right, so that they can begin to really trust themselves

22:54 and to trust into an inner intelligence, which we haven't

22:59 gotten into yet. And I'd like to share a

23:02 teaching, what I got from one of my teachers, Jean Houston, who's

23:07 been named a national treasure because of all human potential,

23:14 she says. What is it that allows certain

23:16 individuals to tap into their creative power, their

23:19 intelligence, even their genius to do wonders in music, art,

23:24 literature, science and healing, while others flounder in despair

23:30 and confusion, cut off from their inner resources?

23:34 What makes one individual take up a challenge at opportunity,

23:40 facing the unknown, the spirit of adventure, while another sees

23:45 difficulty as a reason to go numb, unconscious, giving up the

23:50 one essential factor. What each of these individuals

23:54 has in common is that they are able to tap into and are

23:59 familiar with inner visioning for self direction.

24:06 They know and believe the ideas and images that come from within

24:11 spark their inner energy to create, compose and recharge

24:16 themselves with resourceful needs.

24:19 Each of us has within us the most powerful electromagnetic

24:23 device in the universe, and that is the human brain.

24:28 And research now recognizes the virtual unlimited capacity

24:34 called neuroplasticity of the brain.

24:38 And This is why we are now teaching it in schools.

24:43 And we are learning that stress inhibits the potential for

24:50 cognition, while relaxation opens not to the power within.

24:57 And This is why I developed a series of guided imagery

25:02 relaxation programs called Mind Works for Children and I use

25:08 them in school and invite teachers to put them on.

25:14 It only takes 10 minutes to create a break before they get

25:20 into the test, before they have to write an English or math

25:24 problem and to give body a chance to access that inner palm

25:30 and intelligence. More schools than you would

25:35 believe are actually implementing these kinds of mini

25:40 breaks and they're appreciating the importance of nature and

25:46 going out into the yard for fresh air.

25:49 I tell parents, you know, to reset and slow down.

25:54 Create a pod when your kids come home, let them take off their

25:58 shoes and socks and just grind themselves out in the yard.

26:02 Walk but and then begin to take it a moment to do their

26:07 homework. Give the brain a break from the

26:11 wriggle into like poppies and pops of poppies.

26:16 Yeah, yeah, because I was thinking, you mentioned anxious

26:21 kids. Kids themselves are probably not

26:26 anxious. They're probably absorbing

26:30 anxious energy from the people around them.

26:33 Yeah, exactly. I love that question.

26:35 And I have a a point that I want to make.

26:38 Did you know that infants are born with only two fears?

26:43 Fear of loud noises, fear of heights.

26:48 The rest are learned, unless they're learned.

26:52 If you as an adult don't pay attention to what it is that's

26:56 happening within your body, in your nervous system, how are you

27:01 to minister to your child? That's another reason why, say

27:07 to parents, take back the afternoon before you begin the

27:11 homework and all of what has to happen before bed.

27:15 Just sit with your kids. And as I said, go outside.

27:21 Tell them of a story. Your story is the most potent

27:25 medicine that you can give your kid.

27:27 Do you remember a time when you were anxious, afraid, or scared?

27:32 What did you do? Perhaps you ran as fast as you

27:36 could, or maybe you just threw rocks into a river.

27:41 What was it that you did when you were a kid that helped you

27:44 to decompress, to release that stress and the the tension that

27:50 you you held? If if you pay attention, you may

27:54 find that there are Nuggets of wisdom that you hold that you

27:58 can give your children. Yeah, I have recently read a

28:03 book is by Phillipa Perry. It's called the Book That You

28:06 Wish Your Parent Bred. So in there she talked a lot

28:10 about how how the parents treat their children.

28:13 It's really just a reflection of how they were brought up.

28:17 And then she tapped into a lot of these fear.

28:19 So when you ask me, the natural fear that babies were born with,

28:23 I thought it was a like one level up, like fear of

28:26 abandonment. But those are also learned.

28:29 Those are the feeling that they develop when they were

28:33 abandoned. You're talking about years that

28:36 are the that are innate. Yeah, there are only two.

28:40 And that's why you want to keep a nursery kind of peaceful and

28:44 quiet when you want to avoid places where there are loud

28:47 noises when children are just growing up.

28:50 Because. They do acclimate to the

28:52 commotion, and you don't want them to do that.

28:55 You want them to appreciate stillness, which is almost gone

29:01 in our world. But I have to say in speaking to

29:05 the point that you just made about parents maybe not having

29:10 the intelligence when they were growing up because nobody did it

29:15 for them. I can tell you a story about my

29:18 mom who said her mother used to yell and scream all the time.

29:23 And she said, when I have a family, I do not want to do

29:28 that. She did.

29:30 She created something called Loving time.

29:33 There were three girls. I was the middle child.

29:36 She would have us after school. And I remember this as young as

29:39 kindergarten, four years old, three years old.

29:42 And she would say, Roxy, come, come, come into the living room

29:46 with me, sit right here on the couch.

29:49 Or she'd sit me on her lap. She herself loved opera, so

29:54 maybe it was Aida what was playing in a language I did not

30:00 understand, but what I was picking up with my mother's

30:03 vibration of complete contentment and peace.

30:08 She'd rubbed my back, brushed my hair, and we would listen

30:12 together for, I don't know. Time stood still and it was her

30:19 way of indoctrinating me to the quiet moment of real, true

30:25 bonding and connection and reinsuring me of safety and

30:30 security. She did that with each one of

30:34 us. So my turn, women go.

30:36 I would then go to my playroom or whatever and she'd take my

30:40 next sister and this loving time was something that I'd share

30:44 with my clients all the time and they are amazed at how powerful

30:50 a medicine it can be. It's just.

30:54 Attention. Yeah, that is that moment you

30:58 were describing. It was just beautiful.

31:00 It's not something that I had growing up, but it was a

31:04 completely different world too. She made it up.

31:08 She, she made it up. And I think when when you are a

31:12 parent who is conscious, you want to change things from the

31:17 way you were brought up to find a better way.

31:21 And that's what she did. And I just think I learned so

31:24 much from the way my parents parented us.

31:28 And it's one of the reasons why I'm such an effective person in

31:32 helping others, because there were Nuggets of real treasure

31:39 throughout my life that made a difference in who I am today.

31:43 Yeah, and because my mom also listens to this.

31:47 So Mom, I'm not saying that I was ignored.

31:51 That experience just shaped me into the person I am.

31:54 Yeah. So I want to say because I'm

31:56 sure they're parents, they just, they are frustrated with their

32:01 kids. They think you're just not

32:03 getting it. What's something that we can ask

32:07 them to think of that can help them reframe their mindset?

32:13 Well, reframe is a very, very powerful strategy and one one

32:22 thing that I would say is easily missed is time travel technique.

32:28 I call it the time travel technique when you go back to a

32:32 time when your child was not acting out, not crazy, not

32:37 making you like want to kill them, but maybe they were like

32:43 still under your wing and you were bathing them when they were

32:49 an infant. And you would remember taking

32:52 the towel and holding them and brushing and drying their hair

32:58 and just the way the sun hid their hair, beautiful

33:02 highlights. And you'd notice how absolutely

33:05 blue their eyes were. And you want to, you want to

33:09 take a kid back to its mind when that connection and that

33:13 awareness of you really seeing them in a way where you're

33:19 highlighting their innate, their, their qualities that

33:23 they're born with that cannot go away.

33:26 You want to bring attention to certain qualities.

33:30 You know, when I, when I notice, you know, putting on your shoes

33:35 and slack, you always had strong legs and you could always run

33:40 fast. And I remember that because now

33:43 today when you're trying out for soccer, you're one of the

33:47 fastest kids on the on the field.

33:50 These are three things that no one can ever take away from you.

33:55 The sun has your, your hair and highlights, the beautiful color,

34:00 the color of your eyes and how strong your legs and arms are,

34:05 right? Whatever it is you want to bring

34:08 attention to that. I even have parents take out

34:12 photographs of when they were little so the kids can see when

34:16 they're 10 years old, eleven years old, 12 years old, acting

34:20 out and feeling like they have nothing to go for.

34:23 But there's something within them that can never be taken

34:27 away. And it's thing the foundation

34:32 for the scaffolding of what else they will find within them

34:36 that's more invisible. So now you go into traits and

34:41 qualities and name them and stop action when your child is in the

34:46 midst of, I don't know, bringing a, a tissue to grandma because

34:51 she's, he's watched a movie and she's crying.

34:55 Oh my God, Johnny, I, I am so impressed that you were

34:58 thoughtful enough to bring that tissue to and nobody asked you

35:03 what the very thoughtful thing. How kind of you.

35:06 If you, your parents don't name those traits, you will not get

35:12 more of those traits. You must stop the the, the

35:17 craziness of the day and create a pause.

35:21 You unplug. It could be a breath, it could

35:24 be just moving the body to pay attention to the fact that there

35:30 is something worth not only affirming, affirming what you

35:38 want them to know about themselves, but also to reframe.

35:44 If they are saying something using self talk about the holes

35:50 that needs correction. And I do not hesitate to tell

35:55 parents it's up to you to help them reframe what they say.

36:00 And I was to say it because that's how I'd like to know not

36:03 to do it. But I'd say to my mom, I'm so

36:06 dumb. I'm so dumb.

36:07 I just don't get it. I can't really.

36:09 I'm so dumb. And you would give me a big hug

36:13 or my dad equal attentive. You are not dumb Roxy, your

36:20 brain is a beautiful brain that just works in a different way

36:24 now. I would have never thought to

36:26 say that to myself because I had that reinforced.

36:31 Yeah, that's that's what everyone told you.

36:34 That's the, that's the newest, that's the new reframe.

36:38 So let's switch gears and play something more creative, like

36:44 change our setting a little. I'd like to play our rapid fire

36:48 questions. So quick answer.

36:51 What is one song that always lifts your mood when you need

36:54 it? I would say it's not a song,

36:59 it's it's really classical music, Mozart.

37:04 OK, I'll take that one person you'd love to have dinner with

37:10 and pick their brain. I think it would be Doctor

37:16 Howard Gardner because he made such an impression on me,

37:20 because intelligence was such a big sore spot for me.

37:25 I would love to find out more about his his ideas and future

37:31 application. Why are we going to change the

37:35 standardized test and either get rid of it or measure multiple

37:39 intelligences and giving kids different ways to feel good

37:42 about themselves? Yeah, that I can picture.

37:46 That would have been a really productive dinner.

37:51 So finish this sentence. Intelligence is really just.

37:58 The way that you relate to the world and to yourself.

38:04 Great. That's great answer.

38:07 One thing about working with kids that always surprise you?

38:11 They're genius and they never cease to amaze me on the level

38:18 of creativity. Yeah I agree with that.

38:21 I still wonder mindset like everything is new to them and

38:25 they're not fixated in just a box.

38:28 Yeah. Last thing, what's bringing you

38:31 joy right now? That's a wonderful question.

38:36 I'm very happy to be able to put my teachings into a format that

38:44 can reach more people. And because I love using the

38:50 arts, I enjoy now making videos and using artistic ways to

38:58 convey ideas, not just on paper, although I like to write blogs,

39:03 but to put it into a colorful creative format that really can

39:09 tell a story. I'd love to 1.

39:12 I think you'd enjoy it. Neat things like that, like

39:17 during COVID, coloring books was huge and I think we need to do

39:21 some more things. Right, right.

39:24 Yeah, just doodling. Doodling is a brain changer.

39:30 It helps you to get out of the doldrums and as I said, the more

39:35 colors the better. The the wide range of color the

39:39 better. Yeah, it will make our world

39:41 beautiful. Literally.

39:44 Renee got well. Thank you so much for having

39:48 this conversation with me, Doctor Roxanne.

39:52 Thank you so much, Karen. Keep up the great work.

39:55 I appreciate your reaching out and doing what you're doing.

39:59 Same here. Appreciate the work that you're

40:01 doing to our world, to our future generation.

40:05 Thank you. All right, All right, bye.

40:11 Thanks for listening to this episode of Mind One.

40:13 If you enjoy the conversation, don't forget to follow and share

40:16 it with anyone who needs to hear it.

40:19 And let's keep the conversation going.

40:20 Connect with me on LinkedIn or leave me a comment.

40:24 Until next time, stay curious, keep exploring, and let's

40:27 continue to burn our minds and discover what's possible.