I’m excited to bring you another episode about empowering parents to better help their autistic children. My guest today is Mitch Leppicello. Mitch is a social worker who’s spent decades working with autistic kids and their families. Mitch has used his experience to create a program called The Calm Compass. The Calm Compass is an online resource for parents of autistic children, helping them to better navigate difficult situations, as well as gain insight, and outside-of-the-box solutions for everyday challenges. I’m a huge fan of empowering parents and unfortunately, many of these things weren’t available to me when I was first starting out. The Calm Compass is a fantastic resource for parents and I hope you enjoy the show.
Learn more about Mitch and The Calm Compass by clicking here.
Find me at theautismdad.com
The Calm Compass
Rob: Welcome to the autism dead podcast. I’m Rob Gorski. And I have a fantastic show for you guys today. So thank you for taking the time to tune. I really appreciate it. Uh, season five is all about empowering parents and helping ’em to better navigate situations with their autistic kids. And my guest today is Mitch Le patella, and he’s a clinical social worker who specializes in working with autistic kids in their families.
Rob: He’s been doing it for a very, very long time, and he’s created a gram called the com compass. And it’s here to talk about that. Basically the com compass isn’t like an online resource that can help you manage. Situations that pop up in your everyday life. You can learn new parenting skills and there’s a lot of insight to kind of outside-the-box solutions to problems that we deal with every day.
Rob: I’ve been a parent for 22 years. I’ve raised three autistic kids. I’m still raising three autistic kids. And a lot of these things were not available to me when I first started out. And so it’s important to me that I make you aware of the resources that are available to you. So without further ado, I, I wanna take a second and just say thank you to Mitch for coming on the show.
Rob: And if you wouldn’t mind, could you take a second, just kind of tell us a little bit about yourself and your background and experience.
Mitch: Hi, Rob, thank you so much for having me. Yeah. Um, I, again, my name is Mitch LA Patel, and I’m a clinical social worker here in Minnesota and I see kids and, and families, um, with autism spectrum disorder and Asperger syndrome in my practice.
Mitch: And I’ve been doing that for almost, uh, 30 years, maybe over 30 years, I lose track. So , it’s, it’s, it’s been a, it’s been a lot of fun, um, getting to know so many great people, um, in this work and I’ve just really enjoyed it. So yeah, that’s, that’s what I do. What,
Rob: uh, just kind of, cuz I’m curious, what sort of drew you to that line of work and working with, uh, people in the autism community.
Mitch: Yeah. Um, you know, it’s a, it’s a question I, I get sometimes and I love telling the story that, uh, I, I was with some, um, colleagues and they said, you know, one, one of their, and we were doing like a clinical consultation. So, um, clinicians get together and talk about their clients to sort of try and solve and, and get help solving to some challenging situations.
Mitch: And this, and one of my colleagues said, you know, the, my client has Asperger syndrome and I said, what’s that. I literally said what’s Asperger syndrome and this was in the early nineties. And, you know, I think she looked at me and said, you know, I’m not, I’m not entirely sure. And we all kind of looked at each other and went, we don’t, we don’t know what this is.
Mitch: Is this is this in the DSM. We, we should know this we should absolutely know this. And I think I was just attracted to the fact that I didn’t know anything about it. And, um, I wanted to learn more about it and, and, and it just kind of hit me like a lightning bolt, I guess. Like I gotta find out what this is and, and then, and then I started to find.
Mitch: What this was and the, and the challenges people have around this and how it was really misunderstood. And it became kind of like a, a bit of a passion for me to find out why is it so misunderstood? Why, why, why? So, um, that, that was really when it started. Yeah. In fact, even before at Rob, I was in a clinical program and our clinical instructor where I graduated said.
Mitch: Is anybody here gonna work with kids with autism and our, the students, you know, our, the clinical students looked around the clinical social students looked around and said, well, uh, no, we’re not really gonna work kids with autism. Don’t do therapy and stuff. They’re probably in a place. And they, you know, we had all these horrible stereotypes, right.
Mitch: Um, well, of which were false. Right. So, and, and. We’re like, no, no, no. And said, okay, well let’s move on. I’ll never forget that moment either. So it’s those two combined moments that just make me like floored today, as we’re talking about it all comes back like, oh my gosh, I can’t
Rob: believe it. Right. Like, that’s really crazy.
Rob: Cuz like I remember my oldest is 22. He was diagnosed in 2005. So he was, he was about five or six years old, I think. Ish. Okay. In that area. And this is back in 2005 and it was still something like one in 25,000 or something, right. Was the, the number. And when we heard autism, it was like a death sentence.
Rob: Is what kind of the impression that you got when, when you heard that. And so then you go into this panic, like, oh my God, like, what are we gonna do? And the only reference, and I was just talking about this on someone’s podcast yesterday, the day before the only reference we had was Rainman right. really.
Rob: And, and so you have this idea in your head about what’s gonna be, you know, what your kid’s gonna be going through forever. And, uh, it’s, it’s usually holy not accurate. And, uh, and we’ve moved to a place now, just in the last 20 years where it’s now one in. Uh, what is four
Mitch: now? One in 44 was the newest number that I got this past week or so.
Mitch: Yeah. Right. In fact, I use, I mean, that happens so often, Rob. I mean, that’s, what is, you know, classic parent in my office look is, you know, it’s ass. Do you know what autism check disorder is. And, um, have you heard of this or Asperger syndrome? Um, no. Might be a response. Um, and, uh, yeah, I’ve heard of it and I’ve kind of wondered about it or, you know, no, no we’ve had, ’em tested.
Mitch: It’s not that okay. , you know, I’m like, okay. You know, because my son or daughter, isn’t like Rainman and now we’re able to provide other. You know, again, it’s interesting, you know, I try to use real people who have identified like, like Elon Musk, who just came on, you know, Saturday night live and said, I have Asperger some.
Mitch: We were like, yep. Right. I remember, thanks Elon. We, we kind of figured that out, but we were really glad that you came out and, and confirmed and affirmed that, that that’s a thing. And that, you know, you’re a bright guy and, and he normalizes it. Right, right. So it’s not that death sense. And,
Rob: and it. And it makes it socially acceptable, which, which it should be.
Rob: Yeah. I know. Uh, I was just talking on that same podcast the other day. Uh, like all three of my kids had been diagnosed, but all three of them are very different and I missed the diagnosis with my middle child because he presented yep. Like in my air quotes. Quote unquote like normal, which is, which is, I don’t like using that word, but like he presented very typically compared to what his brothers were at the time.
Rob: And so like I thought autism was what my oldest was experiencing. And I learned that autism was what my youngest was experiencing, but my, my middle child was very different. And so I just was like, oh, okay. So he isn’t, but then you get him around peers, like in kindergarten and you get to observe him. Uh, interacting with other students and other, other people his own age.
Rob: And that’s when it, like, that’s when I recognized some of the subtle differences and some of the unique challenges and, um, Right,
Mitch: right. Right. My child doesn’t have Aspers because they’re, they, they can play varsity hockey and I’m like, fantastic. And then after the game, they must have, you know, in the locker room, there must be a lot of, you know, great stuff going on.
Mitch: A lot of social connections going on. Yeah. No, not so much. Oh, Oh, okay. you know,
Rob: so it, I I’ve gotten your kids are so smart. How can they be autistic? Like holy cow, like the, the level of ignorance that exists in society when it comes to things like this at this point in time is really, I mean, it’s sad, but it’s really sad because it’s so prevalent.
Rob: I mean, You, you have, uh, like the good doctor you have atypical, like all these shows that, uh, present autism in a, I think a more relatable way. I just had, um, major Dotson on the show this past week he’s stars in the movie Tyson’s run where he plays an autistic kid, but he’s, he’s actually autistic himself.
Rob: He’s on the spectrum. And so, you know, it’s, it’s just a cool. You know, it’s a cool thing to see that kind of representation. And it’s nice to see autistic people being able to play autistic people on TV. Um, I
Mitch: have kind of a, I have kind of a, a line that I use with parents when, when they say so how do we help this?
Mitch: And I say, from understanding to action, the more we understand ass D the better our actions. To help them in their challenging situations. And I use literally, you know, videos from movies and film and whether it’s real life or portrayals of, you know, from temple Grandin’s movie to little man, Tate to where, where it may not be explicitly ASD, but it’s like, oh yeah.
Mitch: You know, just varying kind of to, to bring out the, the, the. It’s not just the neurodiversity. Yeah. The neurodiversity. It’s not just your situation for, with my younger kids, you know, I, I even have, uh, the Disney, um, oh, flu. So I use flu as like, you know, look at this guy who’s making kind of a social mistakes and very involved in his thing and look at, he misses things, you know, not because he’s a bad guy eye, but because this is how his brain works, you know, different kind of elements, different pieces to help them sort of see it.
Mitch: It’s such an abstract concept for a lot of kids. Um, So the more, hopefully the more that they can see
Rob: that. Yeah. So you created something called calm compass. I wanted to talk about that because I am so into helping empower parents to better manage situations at home, right. To help their kids, empowering parents, to help their kids, I think is it’s one of the tools that I lacked when I first started out because were just kind of on your own, you know, like you really didn’t have that support system in place.
Rob: And empowering parents, I think is. Uh, is so important. So can you tell us a little bit about what you’re doing?
Mitch: Absolutely. Yeah. So the calm compass was, was made exactly for parents to help empower parents, to put, to put tools in, in the hands of, of those who need it the most. Right. Mm-hmm uh, so, you know, if you are, if you’re a parent and you, you bring your child to this therapy and this therapy and this therapy and this therapy, well, your job has become, you know, Uber taxi driver delivery of things.
Mitch: And then, and then they come home and, and live with you. And, you know, a lot of parents were saying to me, I, I don’t know what to do. I don’t know what to do when they come home. And I mean, and bring ’em to all these therapies, why aren’t they getting better? And so the, you know, versions of that, where, where Mitch Years’s might my child to, for you to work with them for the therapy hour or, you know, an OT for this.
Mitch: Time and, and so on. And then I got calls from parents saying, what can I do? What else can we do to help our child? And the calm compass is, is really geared towards what you guys, as parents can do to help your kids at home. And so it’s a, it’s a compass. Both, uh, metaphorically and, and in the way to kind of help guide.
Mitch: So you can go in any of these four directions. So calm stands for connect, articulate, lift, and move. And each one of those directions has three parenting strategies associated with, um, with that direction. So for example, in the calm, um, and, and connect it’s relate, respond and regulate. And so in each one of these directions, there are, there are strategies.
Mitch: And in my course, I have videos that help people understand what, you know, what is it to, to help your child regulate, to help them get calm and get control. What are great ways to respond to your child? When they’re in a stuck moment, they’re having kind of a sticky brain syndrome sort of situation or moment, um, you know, how, how can we, how can you help them at home?
Mitch: Without calling like, oh, we gotta get in you. We gotta get you to see a therapist for this. Well, it’s nine o’clock at night and it’s time to go to bed. you know, what are some things you can do at home? So, so much on the empowering part.
Rob: So it’s kinda like, um, kinda like not running to the emergency room for every little tiny thing.
Rob: Anytime you and manage a situation at home successfully is a positive thing. I mean, nobody likes to drive the autistic kid out to anywhere they don’t have to. Right.
Mitch: Right. So let’s say the, let’s say the complaint is, you know, you know, he’s hitting, um, his sister and that’s not allowed and, you know, sort of like what the rule is and like, yep.
Mitch: I I’m. I think everybody gets the rule. That hitting is not okay. What can we do to help that child, um, besides punishment? So punishment has typically been kind of a first response, you know, stop and then punish for a bad behavior. And, you know, kids in everything in practices for kids with ASD punishment just does not work.
Mitch: Because it’s not personality based, it’s neurologically based. So we need to find new habits and new strategies that are not punishing, uh, demeaning. In fact, punishing in my experience makes more mental health problems for that child than other. More effective strategies. I mean, it can actually, I think make things worse because they’re so sensitive to their wrongdoing that they can regress and become more depressed and more anxious and feel worse about themselves than they did, you know, before, which was already pretty low.
Rob: Yeah. Totally relate to that. Now I was just thinking about this when you, yeah. That. My, uh, my oldest is 22 and he’s, he’s more profoundly impacted than his brothers. He’s made a lot of progress over the years to where now he’s, we’re working on, uh, he’s. He wants to move out and live in like a, a group home with some peers and, uh, things like that, which is amazing.
Rob: But one of the things that, that he does is when he makes a mistake. And I just, just talked to him about the yesterday, um, when he makes a mistake or he does something that he has to be corrected, he’s not upset that he has to be corrected. He’s upset that he made the mistake. And he can’t seem to let that go.
Rob: And then he just perseverates and then he starts beating himself up sometimes, physically, sometimes metaphorically. Right. And it just escalates for him, for him specifically. He is so hypercritical of himself. He expects perfection from himself. He doesn’t expect it from anybody else, but he expects perfection from himself.
Rob: And if he makes what he perceives as a mistake, it’s, it’s a real slippery, downward slope to where we end up. We can end up with, you know, meltdown because he’s so overwhelmed or so over stimulated, or, um, he just gets so upset that he just has to purge, you know, and all, because it was just a simple, innocent mistake.
Rob: And, and punishing him for those things is counterproductive. It’s totally counterproductive because it’s the way he’s wired. It’s the way that he right, the way that he reacts. But what I, what I do try to do is help him find better ways or more appropriate, safer, more, um, uh, healthier ways to manage his anxieties, his frustration and his stress.
Rob: I never punished my kids for things that are outside of their control. But if there’s a, if there’s a way that they can do the same thing in, in a, in a less violence or less aggressive or less destructive, uh, way, I, I try to show them that way. And then we work on ways of avoiding these situations or, you know, what could we have done differently or what you feeling in that moment?
Rob: And when you feel this way, what are some things that you can do? Like. Rather than hold him. Go ahead. So Rob,
Mitch: let’s go in the, in the, in the direction of move. Okay. So that’s the M so let’s, let’s go into the tric of move and in move, you will find rehearse, repair, redo, and recreate. Well, this, this, you know, your son’s mistake is something that we can repair, not reprimand.
Mitch: So let’s repair these mistakes, not reprimand these mistakes. And then we come up with, and I have, um, in repair, you know, three strategies to, you know, which, which includes, but is not mandatory. It, it, it includes acknowledging the problem, um, with an apology, but the apology isn’t kind of the most I, and thing.
Mitch: It’s a social skill, but it’s not. Mandatory what’s mandatory is acknowledging and then a plan to move forward. And what we wanna do is help these kids move forward, not get stuck in the bad thing that they did, because that just, as you, as you say, they’re, they’re already predisposed to fixate and hyper criticized them themselves and just get down on themselves worse and worse and worse.
Mitch: And now you’ve got like, well, wait, I, okay. We gotta deal with your thoughts of now. That life’s not worth living and you have to apologize to your sister, which one should we do? you know, like, wait a minute, wait a minute. You know, how did we go there? You know, like, let’s acknowledge that, Hey buddy, your sister made something cool outta Legos.
Mitch: I said, it’s time to clean up. You jar cleaning up her Lego thing. But I didn’t tell you, I was gonna take a picture of it first. Shoot. How do we fix this? How do we repair this? And. Yep. And your sister’s sad. So what’s the social skill. When we, you know, do something that, you know, might hurt someone else’s feelings, we say, I’m sorry.
Mitch: And then we fix the mistake mm-hmm um, or, or something like, you know, so, um, yeah, absolutely. You know, we wanna help ’em fix those challenges. Um, One of my, one of my favorite directions is actually lift, um, because it’s, it’s inspiring and motivating mm-hmm . I mean, I think kids with ASD do not get enough positive experience, positive moments, you know, in their life.
Mitch: I think they spend a lot of time going inside their head, going to a video yo game, not for enjoyment, but for avoidance, they’re trying to avoid their social environment. I mean, I, I don’t have any research on this. This just basically what Mitch thinks based on my experience with kids, but you know, it, it’s a, it’s like if they don’t see anything on their schedule of what they’re gonna do today, they just like, all right, I’m gonna go play a video game, cuz that’s where I can kind of avoid the stimulation of maybe.
Mitch: My house, my siblings, my yep. Whatever I need to do my homework, all these sort of outside expectations that get overwhelming. And I’m just gonna go somewhere. Um, before video games, kids still avoided challenging situations. I mean, kids had ASD buffer video games, right. So mm-hmm what did they do? They hold themselves out.
Mitch: They, they isolated just like they do now. Now we just call it. Electronic screens and video games, but right. So helping kids kind of like lift them up and, and get them into a different situation. Yeah. Sorry. I’ve
Rob: seen a lot of kids, like, like, uh, some are into like comic books or some are into national geographic magazines or something like that.
Rob: They can lose themselves in anything that they do. And it’s almost like, uh, I’ve, I’ve sort of begun to look at it over the years as like self-preservation for them. You know, because it’s, it’s like a shield that keeps the outside world away and it works for them, but it, there’s also kind of a, um, it comes at a cost, right.
Rob: Because then they’re, they’re missing out on some of the experiences that help them to grow. Uh, So when you’re talking about lifting these kids up, what are, what are some examples of ways that you can do that? Right. You
Mitch: know, providing opportunity for them to, to learn a new skill, a, a motivator and incentive, um, and encouragement.
Mitch: Um, so the three areas, the three strategies and live have to redirect, reassure and reinforce. So redirecting them from a, a. An isolating activity that might be asocial to something more social or more inviting something like. You, we can help them kind of get out of a stuck spot by trying this. So instead of, you know, lamenting on you can’t do that.
Mitch: You can’t do that. You can’t do that too. This is what you can do. These are some things you can do providing other kinds of things they can do in their moment in their challenging situation. Um, so redirection is a great, um, lift strategy. Reassure, they only get reassurance. And I, and I believe in you, you, as a parent can maybe, you know, say, say more about this, but I, I think kids can’t reassure themselves because they’re, they’re kind of wondering is, is what I’m doing.
Mitch: Okay. Right now is what I’m doing in the moment. Okay. I, I don’t even know if what I’m doing is this fine? What I’m saying, how I’m thinking. I don’t even know. You know, I mean, I I’ve heard kids tell me that I don’t know what people want from me. I don’t know. What’s expected of me. So reassurance is you are on the right path.
Mitch: You know, you’re doing, what’s expected. And that kind of external guidance helps them feel better about themselves and where they’re going. But tell me what as a parent, you know, do you find your kids kind of in that lost space sometimes? Yeah. The negativity, you
Rob: know? Yeah. And there’s times that I have to point out, especially, and this is especially with my oldest, I have to remind him that it isn’t that big a, of a deal.
Rob: Like it it’s okay. You know, you can, we can learn from this. And, and I remind him that. You know, did you, I don’t know. Did you have a meltdown or did you get upset and frustrated? Sure. But look at what you didn’t do, right. Instead of, instead of hitting the wall or throwing yourself across the room, like you are calming yourself down, you’re taking deep breaths.
Rob: You’re you’re asking to go to your room so you can listen to your mute. It can calm down. I mean, those are all huge things. Right. And like, And, and , and I really like to focus on those positives to help him, to help him maintain perspective, which I think is tough for him to do sometimes re reminding him how far he’s come and that everyone is allowed to make mistakes.
Rob: Everybody’s allowed to have a bad moment or two moments or five moments, whatever, but we just, we just get back up and we to keep moving and we learned from it. And we remember that. You know, we’re not defined by our mistakes. And some of that’s a little bit complex, I think for him, but like, I, I try to, to do it in a way that works.
Mitch: No, that’s actually in the direction of articulate that you just named a couple of strategies, Rob, the direction of articulate, like reflect and review. Let me show you what you’ve done in this situation before all these strategies, aren’t new to the world. They’re just more intentional. They’re more direct.
Mitch: So hopefully, you know, like you just named a, a bunch of different. Strategies that are excellent in those situations. Um, you know, even moving off to, to rehearse some of these strategies. So instead of like, what was the barrier that got in the way of you, you know, getting ready for school this morning, let’s rehearse getting ready for school this
Rob: So how does this work? So parents, they go to your website, right? Yep. The
Mitch: com compass.com.
Rob: Okay. And so like how accessible is it for parents? Is it, is it something that they can, um, is there kind of a learning curve to it or
Mitch: is it it’s a learning management system? And so I introduce, um, the course with videos and I talk about each of the strategies with in, in videos.
Mitch: There’s um, so it’s an online learning management system in course, so you can print out. Things you wanna work on. There are exercises for parents to work on with themselves, with their children, um, you know, providing a vision, like what do you wanna see different, um, with your child? How do you wanna be different with your child as a parent?
Mitch: These are non-traditional parenting strategies. So it’s a little outside the box. I think this is what parents are asking for and, and have found a lot of success. I’m trying this. So, um, what they can do then is then they have, they have the course it’s theirs. Um, they can also interact with me on the course.
Mitch: So if they have a question about something, they can type it in and say, you know, Mitch, can we use, um, a social story? Video or, uh, work, uh, worksheet or, or exercise on this particular subject. I’ll get that through the learning management system. So any parent anywhere in the world can use the com compass and say, you know what I need, I would really love a video on this.
Mitch: What do you do for kids with visual? Um, wear a channel by transitions in their, in their schedule. Oh, well, let me put a, let me ask you maybe a couple questions and then let’s let me put a video together. Let me make a worksheet for that. It’s so much better than a workbook that is, um, paper, because as soon as it’s printed, it’s kind of like, oh, I wish I would’ve done that.
Mitch: I wish I would’ve done that. So I can kind of continually edit the calm compass and add things and people we’ll be able to get it. So it’s kind of neat
Rob: that way. So then parents can make. Suggestions or parents can say, Hey, you know, how can I apply this in my life? And you can help them find a way to apply what the lesson is to their situation.
Mitch: Yes. Yes. Okay. You know, the boundary of, yes, it’s more supportive, um, and, and psychoeducational versus psychotherapeutic. So, um, if, if the questions become more involved, I might ask them to take it offline with me and we can communicate about how to get help wherever they are, wherever they’re, you know, in whichever state they’re located.
Mitch: Um, and I can help people. That way, but just in terms of you, don’t, you need a video of, you need a video of this. All right. Let’s do that. Let’s make one, Laura, you know what, I need a worksheet on. I need some more guidance on as this part of move and recreate, you know, my kid’s gotta fear bugs, you know, what do I do about recreate?
Mitch: Um, okay. Yeah, it doesn’t have to be outdoors. Um, it can be indoors you
Rob: know, what has the response been so far from parents? Are they, are they finding. Are they finding this beneficial and, and helpful.
Mitch: Those who have responded have, um, said positive things about it. They like that they can communicate with me about it.
Mitch: They like that they can watch the videos. Okay. Um, they are showing the videos to, um, their spouses, um, and, and people can kind of do it whenever they want, because it’s really, you know, they can. After they put the kids to bed, they can watch a two and a half, three minute video. Nothing is super long and, you know, kind of drawn out.
Mitch: So they get a couple of quick videos on different kinds of things. Um, and that’s really accessible.
Rob: So there, well, that that’s really good because, um, the, those short, digestible, informative little snippets of information, I think tend to, to get filed away better than right. Watching like a 20 minute something.
Rob: Uh, I think that’s probably why like, TikTok is so successful cuz they give you those, just those things and just small. Yes. Spurts. Uh, yeah. So, is there an app that parents can download or is this based on like a web-based?
Mitch: So it’s, web-based okay. Best to use on a laptop or an iPad, probably as opposed to an iPhone.
Mitch: Um, but you want to go to, um, the calm compass.com and then they just sign up for courses and it says the calm compass and you click on the courses and sign up.
Rob: All right. So I will have all of that information in the show notes. I’m telling you what, it’s been one of those days. , uh, I will have all that information in show notes.
Rob: You guys don’t have to remember, you know, where to go. You can just click on the link and, uh, it’s the calm compass.com. And you can find all the information that you need there. You can sign up for the courses, uh, that are applicable to your life. Find more information, and if they want it to reach out directly to you, can they do that through the web site?
Mitch: They, they can send me an email or call me, uh, contact information on my website. Very
Rob: cool. Well, is there anything, before we go, is there anything that you wanted parents to know? Or, or listeners to, I dunno like a takeaway, well,
Mitch: feel free to reach out. I mean, I just want parents to feel free to reach out.
Mitch: And I, I hope this really gets to, even though ASD is just a, a wide range of challenges and situations and, and brains out there, um, that this can. Speak to some of the challenges that they’ve been having and, and hopefully remedy some of their, some of their stress and just enjoy parenting your child, you know, with ASD, just enjoy that.
Mitch: And that’s kind of, that’s the side goal. yeah, I
Rob: like that. That’s really good. Yeah. So again, it’s the calm compass. Dot com links will be show notes below. Mitch said, you can reach out to him through the website, if you have questions or, uh, whatever you can sign up for the courses. Uh, if that’s something that you’re interested in doing.
Rob: And, uh, yeah, so I really appreciate your time and the fact that you’re doing this, because like I said, at the start, I really, really like empowering parents to, to better navigate things on their. Uh, yeah. It’s
Mitch: need more tools,
Rob: don’t they? Yeah. Yes we do. Yes, we do. So keep in coming. I really appreciate it.
Rob: And, uh, well, thanks, Rob. Thanks for having me. Me. Yeah. Yeah. You’re welcome. Thank you for being here. And what is it? Wednesday, Wednesday. It’s Wednesday is Wednesday. Yep. Yep. I remember took me a minute. Uh, have a great rest of your week. you know, since COVID like everything just sort of slurs together and, uh, I, I lose track of like what day is what or whatever, but it’s Wednesday.
Rob: I know that. And have a great rest of your week. Enjoy your weekend. And, uh, we’ll be in touch. Sounds good, Rob. Thanks
Mitch: so much. All right, thanks. Okay. Okay. Bye. Bye. Bye.
Rob: Before I close things out. I just wanna say thank you to Mitch for taking the time to come on the show and talking to us about the calm compass.
Rob: Uh, I really appreciate the work that you’re doing in the community and a big fan of empowering parents. So it’s a, it’s a good fit. Uh, keep up the good work. And if you guys are looking for more information about Mitch or the calm compass, you can find firstname.lastname@example.org. Links will be a shown on it’s below.
Rob: As always. You can find email@example.com. All my social links are. Top of the page. You can subscribe to this podcast and any one of your favorite podcasts, listening apps, please just hit that subscribe button. I’d really appreciate it. And if you could rate it too, that would be super helpful. I really appreciate that as well.
Rob: Um, outside of that, I hope you guys have a fantastic week and I will talk to you on Monday. Thanks, bye.