1 00:00:00,870 --> 00:00:03,570 Lauren: Hi, high school counselor friends. I am Lauren, 2 00:00:03,570 --> 00:00:05,970 I am your host of High School Counseling Conversations. 3 00:00:06,000 --> 00:00:09,600 Welcome back to another episode. So glad you're here and tuning 4 00:00:09,600 --> 00:00:12,540 in. Whether you're a new listener or you are a longtime 5 00:00:12,540 --> 00:00:13,890 listener, I'm glad you're here. 6 00:00:14,550 --> 00:00:18,510 I'd love to read a review as we get into this week's episode. So 7 00:00:18,510 --> 00:00:22,140 this review is from Jenna Nock, I don't know if I'm saying that 8 00:00:22,140 --> 00:00:25,260 right. I never know, and I always have to laugh because 9 00:00:25,260 --> 00:00:28,140 Apple podcast names could be your real name, could be a fake 10 00:00:28,140 --> 00:00:31,320 name, could be just something completely made up from your 11 00:00:31,320 --> 00:00:34,650 middle school screen name. So who knows? Thank you, Jenna. I'm 12 00:00:34,650 --> 00:00:38,790 guessing that's who this is. She says, subject line of her 13 00:00:38,790 --> 00:00:42,990 review, finally found a high school resource. She said, I'm a 14 00:00:42,990 --> 00:00:46,620 second year secondary counselor. I am so excited that I found 15 00:00:46,650 --> 00:00:49,050 counselor clique. I've been looking for a podcast that would 16 00:00:49,050 --> 00:00:52,260 give me quick tips in order to better my program and learn up 17 00:00:52,260 --> 00:00:55,770 to date ways of doing things. So I know Jenna has not been in 18 00:00:55,770 --> 00:00:59,370 this for super long to feel like she's doing out of date things, 19 00:00:59,370 --> 00:01:02,640 but this is a relevant High School Counseling podcast that 20 00:01:02,640 --> 00:01:05,310 you are listening to. I'm so glad you're here. Thanks Jenna 21 00:01:05,310 --> 00:01:08,490 for leaving that review. I always appreciate a review so 22 00:01:08,490 --> 00:01:10,890 that other high school counselors can find the podcast 23 00:01:10,890 --> 00:01:12,960 and enjoy listening to it as well. 24 00:01:13,800 --> 00:01:15,840 We're in the business of prepping our students for life 25 00:01:15,840 --> 00:01:19,050 after high school, aren't we? It's funny, like we think we 26 00:01:19,050 --> 00:01:22,920 have ears that are hyper attuned to our student needs, their 27 00:01:22,920 --> 00:01:25,920 regrets, their level of skills and confidence as they launch 28 00:01:25,920 --> 00:01:29,610 into life after high school, and we hear them when they say 29 00:01:29,610 --> 00:01:33,030 things like, why didn't they teach us about taxes? Why do I 30 00:01:33,030 --> 00:01:36,330 have to learn about geometry proofs instead of how to change 31 00:01:36,330 --> 00:01:40,170 a car tire? Like, I don't know why we hear these complaints all 32 00:01:40,170 --> 00:01:42,840 the time, but I guess as counselors were privy to hearing 33 00:01:42,840 --> 00:01:47,100 them. I swear I heard these all the time. We've heard it before, 34 00:01:47,310 --> 00:01:50,970 but I could also get really defensive and say things like, 35 00:01:50,970 --> 00:01:53,700 listen, we tried to teach you useful things. You just didn't 36 00:01:53,700 --> 00:01:55,980 listen, or you started skipping school because you had 37 00:01:55,980 --> 00:01:59,250 senioritis and you didn't listen to us. If you would have 38 00:01:59,250 --> 00:02:01,620 listened, you would have heard us saying these things over and 39 00:02:01,620 --> 00:02:04,860 over again, and you would not be sitting here complaining with no 40 00:02:04,860 --> 00:02:05,610 life skills. 41 00:02:06,170 --> 00:02:10,430 I do think that counselors have a unique space to decide how we 42 00:02:10,460 --> 00:02:14,180 want to address some of the big mindsets and behaviors and help 43 00:02:14,180 --> 00:02:16,670 students with some real practical stuff before they 44 00:02:16,670 --> 00:02:19,610 leave high school. This makes launching our high school 45 00:02:19,610 --> 00:02:22,910 students so much different than elementary and middle school, 46 00:02:23,180 --> 00:02:26,510 like they're just on that precipice of complete 47 00:02:26,540 --> 00:02:29,960 independence, and we're kind of their last lifeline for teaching 48 00:02:29,960 --> 00:02:34,820 them those last life skills before they are truly a bit more 49 00:02:34,820 --> 00:02:37,100 independent than they've ever been in their whole lives. 50 00:02:37,730 --> 00:02:41,540 So I want to start a three part series. It was gonna all be in 51 00:02:41,540 --> 00:02:43,640 one episode, and then I thought, I've got too much to say. We're 52 00:02:43,640 --> 00:02:46,370 gonna divide this up, where I wanna give you three different 53 00:02:46,370 --> 00:02:48,860 life skills to consider teaching your students before they 54 00:02:48,860 --> 00:02:53,450 graduate, and how they could practically flesh these out. So 55 00:02:53,480 --> 00:02:56,180 we're gonna talk about one per episode. 56 00:02:56,360 --> 00:02:59,060 But before we get into those things, let's take a look at the 57 00:02:59,060 --> 00:03:02,120 ASCA mindsets and behaviors. I'll link those in the show 58 00:03:02,120 --> 00:03:05,570 notes. But pro tip, I love having these printed out, hang 59 00:03:05,570 --> 00:03:07,790 them by your desk, so that you can reference them really 60 00:03:07,790 --> 00:03:10,430 quickly and really easily. Because as you're making 61 00:03:10,430 --> 00:03:14,030 decisions for your program, even in a really informal way, it's 62 00:03:14,030 --> 00:03:16,940 really helpful to have these somewhere that you can just 63 00:03:16,970 --> 00:03:21,650 glance over at and think about them through the lens of, what 64 00:03:21,650 --> 00:03:24,920 is this lesson or small group or guest speaker or class meeting 65 00:03:25,100 --> 00:03:29,030 or school wide event? How is it helping me accomplish the 66 00:03:29,060 --> 00:03:32,660 mindsets and behaviors that are put in front of us? What are we 67 00:03:32,660 --> 00:03:36,560 trying to do? Is the event or the thing that we're trying to 68 00:03:36,560 --> 00:03:40,760 put on going to help us reach our students with the things 69 00:03:40,760 --> 00:03:42,440 that we're marking as really important? 70 00:03:43,230 --> 00:03:45,510 So these ASCA mindsets and behaviors give us a few 71 00:03:45,510 --> 00:03:48,630 different pathways to consider with our students, and help us 72 00:03:48,630 --> 00:03:51,060 think through our big picture goals, especially if we don't 73 00:03:51,060 --> 00:03:54,300 know where to start, or we don't know where to filter our energy. 74 00:03:54,390 --> 00:03:57,720 What's that saying that people put on their desk? You only have 75 00:03:57,780 --> 00:04:01,710 24 hours in a day, like same as Beyonce, same as everybody else, 76 00:04:01,710 --> 00:04:04,590 we've all got the same amount of hours in a day. So how are we 77 00:04:04,590 --> 00:04:08,250 going to use those effectively and efficiently? The ASCA 78 00:04:08,250 --> 00:04:11,550 mindsets and behaviors are our counseling standards, if you 79 00:04:11,550 --> 00:04:14,460 will, and those lay the groundwork for whatever goals 80 00:04:14,460 --> 00:04:17,430 we're trying to achieve with our students. I think we can all 81 00:04:17,430 --> 00:04:21,270 agree that we want to see our students find success every year 82 00:04:21,300 --> 00:04:25,410 that we have them under our covering in K 12, but these 83 00:04:25,440 --> 00:04:28,980 specifically help us help them with college and career 84 00:04:28,980 --> 00:04:32,280 readiness, academic success and social emotional development, 85 00:04:32,490 --> 00:04:35,850 all three of our big umbrellas that we are trying to cover with 86 00:04:35,850 --> 00:04:36,870 our high school students. 87 00:04:37,560 --> 00:04:40,410 Let's roll the intro, and then we'll get into the first of the 88 00:04:40,410 --> 00:04:43,620 three life skills that I want you to consider helping your 89 00:04:43,620 --> 00:04:46,260 students master before they graduate, and I'm going to share 90 00:04:46,260 --> 00:04:49,440 with you some practical examples of how I would do it. And then 91 00:04:49,470 --> 00:04:52,770 also think through the lens of the ASCA mindsets and behaviors 92 00:04:52,770 --> 00:04:57,060 on how we should measure kind of what those goals are for our 93 00:04:57,060 --> 00:04:57,660 students. 94 00:05:03,150 --> 00:05:05,550 You got into this profession to make a difference in your 95 00:05:05,550 --> 00:05:08,670 students' lives, but you're spread thin by all the things 96 00:05:08,670 --> 00:05:11,850 that keep getting added to your to do list. I can't create more 97 00:05:11,850 --> 00:05:14,460 hours in the day, but I can invite you into my counselor 98 00:05:14,460 --> 00:05:17,700 clique, where you'll finally catch your breath. Come with me 99 00:05:17,700 --> 00:05:20,820 as we unpack creative ideas and effective strategies that'll 100 00:05:20,820 --> 00:05:23,640 help you be the counselor who leaves a lifelong impact on your 101 00:05:23,640 --> 00:05:26,790 students. I'm Lauren Tingle, your high school counseling hype 102 00:05:26,790 --> 00:05:29,850 girl, here to help you energize your school counseling program 103 00:05:30,030 --> 00:05:32,100 and remind you of how much you love your job. 104 00:05:35,600 --> 00:05:39,620 So first up this week, budgeting basics. Can't we all look back 105 00:05:39,620 --> 00:05:42,080 and wish we had learned a little bit more about how basic 106 00:05:42,080 --> 00:05:47,420 budgeting, credit cards, loans, interest, all worked? I know, I 107 00:05:47,420 --> 00:05:50,450 guess I'm speaking from my own experience. I wish it was just 108 00:05:50,450 --> 00:05:53,480 more of a conversation in my household. I didn't have anybody 109 00:05:53,480 --> 00:05:56,660 else talking to me about that outside of my household, and I 110 00:05:56,660 --> 00:05:59,930 remember it being a pretty private conversation in our 111 00:05:59,930 --> 00:06:02,930 house that like that doesn't need to involve you. That's too 112 00:06:02,930 --> 00:06:06,050 much information for you. You know, some of that was probably 113 00:06:06,080 --> 00:06:09,050 a little bit of protection over me, so it wasn't something I 114 00:06:09,050 --> 00:06:12,530 needed to worry about as a high school student. But it also 115 00:06:12,530 --> 00:06:15,020 would have been helpful to have some of that knowledge and just 116 00:06:15,020 --> 00:06:18,560 see either the successes or the mistakes that my parents made. 117 00:06:18,560 --> 00:06:20,540 And that's definitely something that I'm shifting in my 118 00:06:20,540 --> 00:06:22,940 parenting. We all live and learn, right? 119 00:06:23,510 --> 00:06:26,060 I wouldn't expect high schoolers to have some deep knowledge and 120 00:06:26,060 --> 00:06:29,330 understanding of stocks and investing money, like that feels 121 00:06:29,330 --> 00:06:31,880 really far reaching if they don't have money to invest yet, 122 00:06:31,880 --> 00:06:35,840 you know? But I think things like cash, credit, loans, those 123 00:06:35,840 --> 00:06:38,030 should all be at the forefront of their mind as they're 124 00:06:38,030 --> 00:06:40,940 transitioning into young adulthood, or whatever their 125 00:06:40,940 --> 00:06:44,810 next season is like, wherever they find themselves. They're 126 00:06:44,810 --> 00:06:47,690 moving into a season where that's going to be important for 127 00:06:47,690 --> 00:06:48,020 them. 128 00:06:48,530 --> 00:06:51,080 Maybe they've had a part time job and so they realize the 129 00:06:51,080 --> 00:06:54,470 value of hard work and $1 and how many hours it takes to reach 130 00:06:54,500 --> 00:06:57,770 a savings goal that they set out for. And maybe they've had those 131 00:06:57,770 --> 00:07:01,820 savings goals with the security of living rent free in a home 132 00:07:01,820 --> 00:07:05,930 with parents who provide for them in a lot of other senses. 133 00:07:06,560 --> 00:07:09,440 The reality checks seem to come all at once when they're 134 00:07:09,440 --> 00:07:12,800 suddenly responsible for a lot more than they're used to. Now, 135 00:07:12,830 --> 00:07:16,100 this could turn into a complete parenting podcast episode, 136 00:07:16,100 --> 00:07:18,410 because I'm sure we all have thoughts and opinions on how to 137 00:07:18,410 --> 00:07:21,170 build that independence around money management if we were 138 00:07:21,170 --> 00:07:24,440 their parents, but we're not. So let's shift back into school 139 00:07:24,440 --> 00:07:27,320 mode and think about how we can make an impact within the school 140 00:07:27,320 --> 00:07:28,670 walls while we have them. 141 00:07:29,420 --> 00:07:32,720 I know it feels like we have to say something 100, at least 100 142 00:07:32,720 --> 00:07:35,660 times before students actually hear us, and that it actually 143 00:07:35,660 --> 00:07:39,830 sticks. So what tiny things can we do now with great intention 144 00:07:39,860 --> 00:07:42,410 that can actually make a big dent for our students? 145 00:07:43,070 --> 00:07:46,730 Use your classroom face time for a basic budgeting lesson. Or 146 00:07:46,760 --> 00:07:50,060 something I loved to do was work with the senior economics 147 00:07:50,060 --> 00:07:52,820 teacher or a social studies teacher who's doing a lesson 148 00:07:52,820 --> 00:07:56,690 like this anyway, where they were doing a project based on 149 00:07:56,720 --> 00:08:01,010 the reality of a future budget. You can pop in with that 150 00:08:01,010 --> 00:08:03,740 teacher, and you can add to what they're already doing, bring in 151 00:08:03,740 --> 00:08:07,490 a different spin from the counseling side, and compliment 152 00:08:07,520 --> 00:08:09,560 their project or their lesson that they're doing. 153 00:08:10,410 --> 00:08:13,050 Maybe it's showing your students how to balance what's coming in 154 00:08:13,110 --> 00:08:15,990 and what's going out, and being able to measure and 155 00:08:15,990 --> 00:08:19,440 appropriately look at their income versus their expenses. 156 00:08:19,830 --> 00:08:23,130 That's a very simple, very practical skill that we all need 157 00:08:23,130 --> 00:08:26,220 to have, and I think it's a lost art, because we're often not 158 00:08:26,220 --> 00:08:29,070 balancing checkbooks anymore. We're just trying not to 159 00:08:29,100 --> 00:08:31,920 overdraft our checking account. I felt like that was what I was 160 00:08:31,920 --> 00:08:35,730 always doing. That was my measure of income versus 161 00:08:35,730 --> 00:08:39,000 expenses when I was just launching out of high school. 162 00:08:39,870 --> 00:08:42,510 Another thought is, if they're college bound, or they're still 163 00:08:42,510 --> 00:08:45,240 making some of their final college decisions, or you get 164 00:08:45,240 --> 00:08:48,390 them earlier than senior year, you can show them how to use 165 00:08:48,390 --> 00:08:51,900 that net price calculator that's on every college's website and 166 00:08:51,900 --> 00:08:54,750 what the breakdown actually means. I know it's easy to say, 167 00:08:54,750 --> 00:08:57,450 in theory, every college has to have this on their website, but 168 00:08:57,450 --> 00:09:00,480 how do you use it? What does it mean, and what does that mean 169 00:09:00,480 --> 00:09:03,360 for me and my financial situation? So showing them how 170 00:09:03,360 --> 00:09:06,540 to access those resources and then how to use it and interpret 171 00:09:06,540 --> 00:09:07,800 it would be huge. 172 00:09:08,670 --> 00:09:11,520 If your students need some pen and paper reflection time, you 173 00:09:11,520 --> 00:09:14,580 can give them my budgeting workbook and that will help them 174 00:09:14,580 --> 00:09:17,370 reflect on some of their money mentalities that they've grown 175 00:09:17,370 --> 00:09:21,090 up with. That truly does shape how you view money as you move 176 00:09:21,090 --> 00:09:24,300 into young adulthood and beyond. Did your family operate from a 177 00:09:24,300 --> 00:09:27,600 scarcity mindset because there was never enough? Did you have 178 00:09:27,600 --> 00:09:30,000 to take on the position of independence really early 179 00:09:30,000 --> 00:09:33,480 because you came from a single parent household and you were 180 00:09:33,480 --> 00:09:36,660 told that you needed to start contributing? Or did you focus 181 00:09:36,690 --> 00:09:39,450 completely on school and not have a job until you graduated 182 00:09:39,450 --> 00:09:42,090 college and therefore never truly had to make decisions 183 00:09:42,090 --> 00:09:46,050 about money until later in life? All of these different pathways 184 00:09:46,050 --> 00:09:47,760 would frame how you view money. 185 00:09:48,240 --> 00:09:50,850 For us and for our students, it's important to reflect on 186 00:09:50,850 --> 00:09:54,240 some of these money mindset questions. So not only are we 187 00:09:54,240 --> 00:09:57,240 teaching them practical skills as a counselor, but you're using 188 00:09:57,240 --> 00:10:00,630 that counselor expertise, those counseling skills to dig a bit 189 00:10:00,630 --> 00:10:03,600 deeper and help them understand the why behind their money 190 00:10:03,600 --> 00:10:06,390 management and why this is all even important. 191 00:10:07,200 --> 00:10:10,020 While we're here, can I give you a few more questions to reflect 192 00:10:10,020 --> 00:10:14,430 on personally yourself, and you could just take them right on 193 00:10:14,430 --> 00:10:17,940 into an individual group or classroom counseling session 194 00:10:17,940 --> 00:10:20,730 with students? I think that these can make for some really 195 00:10:20,730 --> 00:10:24,540 good conversation starters or some deep questions to journal 196 00:10:24,540 --> 00:10:28,740 or reflect on as you consider money and its impact on you. 197 00:10:29,490 --> 00:10:32,460 Can you think of anyone who handles their money well? Who is 198 00:10:32,460 --> 00:10:35,730 that? What do you respect about that person? How do you know 199 00:10:35,730 --> 00:10:38,970 they handle their money well? What does that mean to you, like 200 00:10:38,970 --> 00:10:42,390 how do you define what is well, and what is handling money well? 201 00:10:43,260 --> 00:10:46,200 Do you have any goals as it relates to money? And let's 202 00:10:46,200 --> 00:10:49,020 think deeper than the goal being, yeah, just have a lot of 203 00:10:49,020 --> 00:10:51,900 it. Think about your values, or the values that you'd like to 204 00:10:51,900 --> 00:10:52,830 have in your life. 205 00:10:53,350 --> 00:10:57,220 I found when we would be sitting researching future careers, 206 00:10:57,250 --> 00:11:01,510 students were so focused on the job, the career that just made 207 00:11:01,510 --> 00:11:04,960 the most money. And then you get to the existential debate, would 208 00:11:04,960 --> 00:11:08,740 you rather be unhappy making the most money or just happy making 209 00:11:08,740 --> 00:11:11,740 enough money? And what is enough? That begs a real 210 00:11:11,770 --> 00:11:16,960 question to look introspectively and decide what is enough. What 211 00:11:16,960 --> 00:11:20,620 are your goals with money and with where you're focused? How 212 00:11:20,620 --> 00:11:23,980 does money fall in line with those goals? Are there any 213 00:11:23,980 --> 00:11:26,680 habits that you need to change or mistakes that you need to 214 00:11:26,680 --> 00:11:30,100 correct right now in order to have your money habits align 215 00:11:30,130 --> 00:11:31,810 with what you say your values are. 216 00:11:32,620 --> 00:11:35,410 For this life skill, let's pop on over to those mindsets and 217 00:11:35,410 --> 00:11:40,060 behaviors and see kind of what this skill would fall under. 218 00:11:40,780 --> 00:11:46,090 BSMS4, is a behavior, a self management skill, and that one 219 00:11:46,090 --> 00:11:50,860 is delayed gratification of long term rewards. If we were talking 220 00:11:50,860 --> 00:11:54,610 about setting goals and saving money in a lesson, this is one 221 00:11:54,610 --> 00:11:57,910 that stands out to me. I think this is a behavior and a self 222 00:11:57,910 --> 00:12:01,300 management skill that takes training, even as an adult, when 223 00:12:01,300 --> 00:12:04,360 I look at that and I relate it to money, I think this is 224 00:12:04,360 --> 00:12:05,920 something I'm still working on. 225 00:12:06,880 --> 00:12:11,650 BSMS1 is a behavior and another self management skill, number 226 00:12:11,650 --> 00:12:16,000 one, it's responsibility for self and actions. This feels 227 00:12:16,000 --> 00:12:18,460 really all encompassing, but taking on financial 228 00:12:18,460 --> 00:12:21,670 responsibility for self and others requires thought and 229 00:12:21,670 --> 00:12:25,360 action. Being independent with finances is a huge step of 230 00:12:25,360 --> 00:12:28,690 responsibility, and with the right skills, our students can 231 00:12:28,690 --> 00:12:32,590 be sent out successfully into taking on this responsibility. 232 00:12:32,620 --> 00:12:35,200 Like, there's no avoiding it, they're gonna have to do it. 233 00:12:35,410 --> 00:12:38,050 It's something that's gonna follow with them for life. And 234 00:12:38,050 --> 00:12:41,440 so accepting that responsibility now and knowing, hey, we need to 235 00:12:41,440 --> 00:12:44,920 nurture these skills in order to be prepared and responsible for 236 00:12:44,920 --> 00:12:47,050 what comes next, I think is really important. 237 00:12:47,710 --> 00:12:49,960 I'm going to link the student budgeting workbook in the show 238 00:12:49,960 --> 00:12:53,020 notes, and I have these types of reflection questions, along with 239 00:12:53,020 --> 00:12:56,680 a financial aid literacy PowerPoint and a printable 240 00:12:56,680 --> 00:12:59,410 workbook for students to reflect on money mindset and to be able 241 00:12:59,410 --> 00:13:02,530 to start practicing some of those budgeting skills with a 242 00:13:02,560 --> 00:13:06,640 budgeting spreadsheet. We'll be back next week for the second of 243 00:13:06,640 --> 00:13:09,130 the three life skills that your students should master before 244 00:13:09,130 --> 00:13:09,940 they graduate. 245 00:13:10,800 --> 00:13:13,740 Hey, before we go, would you mind sharing this episode with a 246 00:13:13,740 --> 00:13:16,560 counselor friend who needs to hear it? You may have seen my 247 00:13:16,560 --> 00:13:18,840 Instagram stories recently. I just have to share this funny 248 00:13:18,840 --> 00:13:21,690 story. Someone in a large Facebook group of high school 249 00:13:21,690 --> 00:13:23,790 counselors, shared something cool that they did in their 250 00:13:23,790 --> 00:13:27,660 school, and I publicly because I thought it would be more normal 251 00:13:27,660 --> 00:13:30,240 than sending them a message when they didn't know me, I asked 252 00:13:30,270 --> 00:13:32,880 them if they wanted to be on the podcast to share it. And he 253 00:13:32,880 --> 00:13:36,480 immediately responded that it sounded like a scam, to which I 254 00:13:36,480 --> 00:13:40,290 just giggled all day, and I had to respond, nope. I'm just a 255 00:13:40,290 --> 00:13:44,610 person with a podcast. So I say that to say that not everyone 256 00:13:44,610 --> 00:13:48,000 knows I have a podcast for high school counselors. So you taking 257 00:13:48,000 --> 00:13:50,580 a second to send this episode to a high school counselor friend 258 00:13:50,610 --> 00:13:54,360 is the powerful word of mouth exposure I need to get these 259 00:13:54,360 --> 00:13:56,730 counseling tips into the air pods of more high school 260 00:13:56,730 --> 00:14:00,240 counselors. So I appreciate you stopping and doing whatever 261 00:14:00,240 --> 00:14:02,910 you're doing right now to hit share with a friend and just 262 00:14:02,910 --> 00:14:05,850 send it in a text message to a friend right now. I'll see you 263 00:14:05,850 --> 00:14:06,420 next week. 264 00:14:08,220 --> 00:14:10,680 Thanks for listening to today's episode of High School 265 00:14:10,680 --> 00:14:14,010 Counseling Conversations. All the links I talked about today 266 00:14:14,010 --> 00:14:16,230 can be found in the show notes and also at 267 00:14:16,230 --> 00:14:20,790 counselorclique.com/podcast. Be sure to hit follow wherever you 268 00:14:20,790 --> 00:14:23,850 listen to your podcasts so that you never miss a new episode. 269 00:14:24,420 --> 00:14:27,090 Connect with me over on Instagram. Feel free to send me 270 00:14:27,090 --> 00:14:32,130 a DM @counselorclique, that's C, L, I, Q, U, E. I'll see you next 271 00:14:32,130 --> 00:14:32,460 week.