Transcript
Speaker: Hey moms, it's Laura Olinger.
Speaker: Welcome to the Positively Healthy Mom podcast.
Speaker: Because there's no manual for the hardest job in the world.
Speaker: Welcome to part two of my conversation with Barbara Achilles Minardi, founder of Reach for the Stars ATX.
Speaker: So, okay, let's shift gears a little bit.
Speaker: So I want to dive into more of you as a mom.
Speaker: So tell us a little bit like your kids' ages, and then I would love to, and then I'll follow up with, you know, what have you taught them?
Speaker: I know you're probably trying to teach them everything that you teach in your workshop, but I know they're a little bit younger.
Speaker: So tell us about their ages again.
Speaker: Yeah, I have a son who's seven and a daughter who's nine.
Speaker: My son is in first grade.
Speaker: My daughter is in third.
Speaker: And they were really the core, the
Speaker: the reason I started doing this.
Speaker: When I had the idea to do this, I was, you know, talking to some of my girlfriends.
Speaker: I'm like, you know, worst case scenario, nobody understands what I'm trying to do.
Speaker: This doesn't really, you know, have much traction.
Speaker: Worst case scenario, maybe my kids will learn a thing or two.
Speaker: You know what I mean?
Speaker: So even if my, you know, even if my focus and my dream doesn't, you know, come to fruition, worst case scenario, my kids picked up something.
Speaker: And they help me a lot in the workshops when I go and do my promotions and
Speaker: You know, I go around to different events.
Speaker: My kids are always there with me.
Speaker: I think it's important not only for them to hear what I have to say, but to see how I'm putting myself out there, to see how I'm, you know, communicating with new people, how I'm marketing myself and trying to build a business.
Speaker: So there's so many benefits to what I'm doing for my kids.
Speaker: And it's funny because even in all my, my material that I make for the schools, cause I designed the curriculum for my afterschool workshops and enrichment programs.
Speaker: And on each little footnote it has for Gabby and Jack's, which are the name of my kids.
Speaker: So they're really the intention there.
Speaker: They're, they're, they are a part of everything I do, you know?
Speaker: And the reason, the way I come up with a lot of the workshops are because of situations that I've had with my children.
Speaker: or being a substitute teacher, seeing things on the playground that, wow, somebody should really sit down and focus on this with the kids.
Speaker: And it's funny, because that's where I got the motivation or the idea for loose lips sink ships about how kids say sometimes too much of the wrong thing, but not enough of the stuff that they need to be telling us, right?
Speaker: And so teaching them, okay, this is what you need to tell a grownup about.
Speaker: This is what you need to tell a trusted adult about.
Speaker: And maybe this isn't so important.
Speaker: It's interesting, but maybe we should focus on other things.
Speaker: And it's big also in the elementary school too, is because kids don't know what's relevant and how to prioritize their folks, you know, what's what they want to say.
Speaker: And maybe something actually really bad happened that they should have told a grownup about, but then they go home and they tell their parents, but the teachers and the subs and the people that work in the elementary school have never heard about it.
Speaker: So teaching them that,
Speaker: Yes, you do want to tell your parents, but let us know too.
Speaker: Tell us this important stuff.
Speaker: Because I think kids are nervous or scared or they just don't realize.
Speaker: They just don't realize that it's a priority.
Speaker: That's an important thing to discuss.
Speaker: But yeah, going back to my kids, they're fantastic.
Speaker: They are a part of everything I do here.
Speaker: And so, yeah, worst case scenario, maybe they'll pick up a thing or two.
Speaker: I have a feeling they'll pick up more than a thing or two for sure.
Speaker: I'm hoping.
Speaker: Yeah.
Speaker: Yeah.
Speaker: But I love the concept of it must make your work and your personal life feel like really organically intertwined because if you're like kind of coming up with ideas about, you know, say you're at a birthday party with one of your kids and you know, you see something, you're like, Oh, that might be a good idea of something to teach to my class or in my class.
Speaker: Right.
Speaker: Like,
Speaker: you're kind of like stuff.
Speaker: And so that's what I like about it, because this isn't just like this is real life, like you're you're you don't just teach theory, you're actually kind of practicing what you preach, because these are things that have really happened.
Speaker: Yeah, yeah.
Speaker: And that's, that's kind of where I get a lot of my inspiration as well, because with I, you know, I have got teenagers in my own.
Speaker: And so then I'm constantly like, Oh, my gosh, this is the thing I need to start talking about more ever, you know, focus on so so I like that.
Speaker: And, you know, what,
Speaker: What do you hope that someday they say about you?
Speaker: Oh, goodness.
Speaker: Um, I hope they say the same thing that I say about my mom.
Speaker: My mom's also a big inspiration for this.
Speaker: Um, she's very strong.
Speaker: She's had overcome a lot of obstacles in her life.
Speaker: Um, I don't know a lot of people that would have persevered as well as my mom has.
Speaker: Um, and so I hope that there's some, some equal respect, um, and consideration there.
Speaker: And I've tried really hard to do good for them.
Speaker: A lot, like I said, a lot of the stuff I do is because of them.
Speaker: You know, they are at the ignition to all of this.
Speaker: And I just want them to think that, you know, I did the best I could.
Speaker: And again, just think warmly of me.
Speaker: I think, you know, the relationships between parents and children are often very complicated with lots of, you know, layers and stuff.
Speaker: Just, I mean, I have it as well.
Speaker: But regardless of all that, you know, regardless of all that, I hope they have positive things to say and they realize that, you know, they were the center of all of this.
Speaker: That's beautiful.
Speaker: I love that.
Speaker: So it made me think, um,
Speaker: What if you have a mom who really is needing help with her kids and she thinks she's modeling or she's trying to model or she's doing her best to model, but no matter how hard she tries, it's just doesn't seem to take with her kid.
Speaker: It doesn't seem to work.
Speaker: And so she finds out about you from today and they want to enroll in your workshop.
Speaker: But yet they have a resistant child.
Speaker: Like what advice or encouragement could you give to the mom in order to maybe somehow help get the child there?
Speaker: And then if the child is there and they're still resistant, how can you help break down those walls a little bit?
Speaker: Well, I just come across those kids quite a bit because my workshop is not really a workshop that people technically, you know, that people are that familiar with.
Speaker: They don't really have expectations to tell their children.
Speaker: They don't really know what to tell their children.
Speaker: So their children are even more, you know, confused coming in.
Speaker: So I understand that.
Speaker: You know, when I was a child, I was extremely shy.
Speaker: I was like painfully shy and self-conscious.
Speaker: I had a speaking disorder, making things, you know, communicating a huge challenge.
Speaker: And so I can relate to the children that are nervous, that don't understand, that want to hide.
Speaker: And so I'm really good.
Speaker: One of my strengths is talking to those children and calming them down and letting them know that we're all kind of scared here.
Speaker: You know, nobody really knows what's gonna happen, but let's sit down and try our best.
Speaker: And then the kid, if the child doesn't wanna be there, if it's painful or confusing,
Speaker: I don't want that child there.
Speaker: And I know that probably isn't the answer to your question.
Speaker: Oh, it is.
Speaker: But I'm not a professional in that regard.
Speaker: I don't want to make a child forcefully put a child through something that they don't want.
Speaker: You know, obviously, I would try and encourage and, you know, let them know that we all feel nervous and scared and apprehensive when we are put into new environments.
Speaker: But I want the child to enjoy themselves and eventually get that comfort.
Speaker: And if they're not going to, well, then maybe they'll, maybe, maybe we'll try it again in six months, you know, maybe some growth for them might, might be what they need.
Speaker: Well, I think that's, or just maybe a different avenue is some of the, I have quarterly workshops at the Lake Travis community library where I do free community events for everybody in the area.
Speaker: And so maybe, you know, encouraging the child to come to one of those free events with their family, getting to know me, kind of getting to know the vibe and, and,
Speaker: you know, what I represent, you know, maybe then they'd be more comfortable later on doing something a bit more private with me.
Speaker: But I think it's all baby steps, right?
Speaker: I don't want the kids to jump in.
Speaker: It's not going to be a fit for anybody.
Speaker: Yeah, I think that's an excellent answer.
Speaker: You know, it just, maybe it's not the right time.
Speaker: Maybe it's not the right fit at the moment, but that doesn't mean it's not going to be in the future.
Speaker: And I like the idea of baby steps and, you know, nobody is going to really be receptive if they're so shut down, they won't be able to learn.
Speaker: So how do you make it fun for the kids?
Speaker: Because, you know, I'm thinking I'm imagining like the mom's thinking, oh, my child wouldn't like that or they wouldn't think it was fun.
Speaker: So what do you do?
Speaker: I mean, I know you because I've met you personally and you are very fun and engaging your dynamic like that's your personality.
Speaker: But how do you like apply that to the curriculum?
Speaker: That's part of everything I do.
Speaker: The kids aren't going to learn if they're not entertained.
Speaker: Right.
Speaker: And they're not going to want to come back if they're not entertained.
Speaker: It's not going to sit.
Speaker: They're not going to like me.
Speaker: So, you know, engaging with them, having them relax and know that I'm not some rigid woman, you know, in there with a ruler trying to teach them etiquette, but that there's real world applications for this.
Speaker: And, you know, maybe we're not going to have the most fun right now, but later on, you'll leave here with a smile on your face.
Speaker: just be receptive to the information and then we'll get through it because a lot of it is kind of these rigid rules sometimes, or these, you know, these definitions that are a bit dry when I'm trying to teach about character strengths, like,
Speaker: the definition of resilience and perseverance.
Speaker: You have to explain these and the kids kind of in one ear out the other.
Speaker: So I explained that, you know, after we get through all the grit of it, you know, that there'll be fun, that there'll be activities.
Speaker: And I always make jokes.
Speaker: I'm always light.
Speaker: I try not to take the class too seriously.
Speaker: When I was younger, one of the reasons I started doing this was that when I was younger, I was an assistant to an etiquette coach in high school.
Speaker: this is what I did for my high school job.
Speaker: So I was always in the finishing programs.
Speaker: I was always going around to different events and, and areas and watching her teach the children and watching her, you know, do the trainings and kind of having that lens of seeing what worked, seeing what didn't taking the things that I knew that were necessary, making sure that I brought them in, but doing it in a way that it was more modern, more fresh, more entertaining, cracking jokes, you know,
Speaker: I'm a big fan of Shrek.
Speaker: So a lot of my workshops have Shrek references.
Speaker: And who doesn't like Shrek, right?
Speaker: And so I try and bring in little clips and little funny things just to keep the children entertained and make it an event and not just lessons.
Speaker: Yeah, it does.
Speaker: Yeah, I feel like that sounds like a lot of fun.
Speaker: And then what about what's your take on kind of like boys versus girls?
Speaker: Because we talk a lot about this stuff.
Speaker: What I think of is girls being able to kind of like want to be more interested in this and want to absorb, you know, because we're like relational and boys tend to have that stereotype of being like the more physical.
Speaker: And so this information might not be as relevant.
Speaker: But you have a daughter and a son.
Speaker: So I'm sure you've learned a workaround for that.
Speaker: So how have you done that?
Speaker: You know, a lot of my workshops are more boy heavy, which is shocking to most people because they think, oh, well, this is for girls.
Speaker: The modern manners, that's a girl thing.
Speaker: My son's not interested.
Speaker: But I find the boys are actually very receptive.
Speaker: I think that some of the girls kind of think they know this already.
Speaker: or that their parents have kind of drilled these courtesies and these manners into them already.
Speaker: So it's just another person telling them, you know, to sit nicely, sit up straight, you know, keep your elbows off the table where the boys, this is kind of new to them.
Speaker: You know, we have this bias on how we treat our children subconsciously.
Speaker: You know what I mean?
Speaker: Like, even though we want to say that we treat our children equally, we feminize our girls and we mask, like it's just subconscious, right?
Speaker: Yeah.
Speaker: And so I think the kids come in
Speaker: the girls are already like up to here with the manners and the sitting properly.
Speaker: So the boys, I think are in, get more out of it.
Speaker: I think they appreciate it more sometimes.
Speaker: But then again, I hate to paint them with a broad brush because each person is so individual and each child has such a different response to the program.
Speaker: But I think people are shocked when they realize, oh my gosh, this is, there's a lot more boys in here than I had anticipated.
Speaker: And, you know, and I don't treat them differently.
Speaker: Everybody gets, you know, but it's a bit of a, it's just something that people don't expect as much, the boys in the class.
Speaker: Yeah.
Speaker: How receptive they are to it.
Speaker: Yeah.
Speaker: I have my own personal, I don't know what I call it because I can't necessarily take credit for it.
Speaker: Although maybe I can since I'm their mom, but my son who's 14, well, I have two sons and two daughters, but my son who's 14, I think he's so polite.
Speaker: And he always says, hi mom, how's your day?
Speaker: And I'm like, what other 14 year old boy says that?
Speaker: Right.
Speaker: Because we typically think of them as being so self-absorbed.
Speaker: They're so into their own things.
Speaker: And when I hear that, I would, every time I'm just, I don't know why I'm so shocked, but I just think it's the cutest thing.
Speaker: Or my other son who's 12.
Speaker: I love it when he texts me and he says something like, thank you.
Speaker: Like I've done something for him.
Speaker: Thank you.
Speaker: And I'm like,
Speaker: I'm just I don't know why I should I'm so shocked they're my own kids.
Speaker: I should know that like that that's part of it.
Speaker: But I'm just it makes me feel good, you know, as a mom to feel like I'm doing a good job.
Speaker: And, you know, I think is, I don't think they were always that way.
Speaker: I think somehow maybe just like part of their development and part of what I've been teaching them.
Speaker: What do you feel like, do you, you know, because you work with such a wide range, can you tell us kind of like what you see in like the six year olds versus the 16 year olds?
Speaker: Like what are some of the kind of unique things about each age group?
Speaker: 16 year olds are definitely harder to do.
Speaker: to talk to, you know, to teach them the younger kids.
Speaker: The younger kids are still very malleable and, you know, excited to be in a new environment and they see all the colors and the activities and they're curious, right?
Speaker: The 16 year olds have kind of checked out and they're on their phones and I'm not cool.
Speaker: My Shrek references just are kind of missing the mark.
Speaker: No, they don't like donkey.
Speaker: But, you know, again,
Speaker: Again, it's the broad brush.
Speaker: I hate to say it all to the 16-year-olds, but they come here on their iPhones and everything, so constantly asking them to please put their technology away.
Speaker: But yeah, you would think, though, that the older they got, the easier they would be, but I find that the younger kids are the most curious and excited and the most willing to absorb what's being taught to them.
Speaker: Yeah, they're the most open.
Speaker: So it's almost better, you know, not that you don't like to do it, but it's almost better.
Speaker: It's like if you're going to do it, start them young when they're open and receptive.
Speaker: And then that just kind of, you know, because our brain, our brains, you know, they're neuroplastic and they're changing, they're firing and rewiring and all this stuff.
Speaker: And that's what happens developmentally is, you know, we shed a lot of the unimportant information at about the age of 11 is when the brain starts to
Speaker: you know, shed those initial connections that were made when they were babies and toddlers, but that information is no longer relevant.
Speaker: So it's like this information is relevant.
Speaker: And so how can you help the moms continue to reinforce it?
Speaker: Because if they learn it when they're six, they're going to kind of need the constant reminder.
Speaker: So what do you do for the parents to help them?
Speaker: The constant reminders, you know, sitting down at dinner and talking about these things, bottling them,
Speaker: making sure that they're around family members or neighbors that are also modeling this behavior and have it be intentional, right?
Speaker: A lot of families think, oh, well, my children are in sports, so they'll pick up the resilience and the grit because they're great in sports.
Speaker: And that's great.
Speaker: There's nothing wrong with that.
Speaker: But again, it's a peripheral type of learning.
Speaker: I think the intentional learning is where you really need to be at with this kind of stuff.
Speaker: And just the constant re talking about it, bringing it up at dinner time, you know, make talking points, make a list of, you know, have you seen anybody represents, you know, this, this characteristic today, or how did you represent this characteristic today?
Speaker: When I dropped my kids off at, for school, I always tell them to be kind, to be helpful and to be funny.
Speaker: And so, and which I think are very important, right?
Speaker: Because very different, you know, strengths,
Speaker: but very necessary for engagement and communication and building, you know, friendships and relationships with people.
Speaker: One of the things that I focus on, like you said, how do I keep the children entertained is humor.
Speaker: I think humor is one of the very, you know, commonly overlooked character strengths, but it's very important for, you know, making people feel comfortable around you, having people feel warm and wanting to be in your, you know, in your presence.
Speaker: And so, you know,
Speaker: encourage the strengths that your kids are naturally kind of drawn to or, or exhibiting.
Speaker: And just the intention, bringing it up again, over and over and over again.
Speaker: I mean, not in, you know, in a drill sergeant type of way, but just in as casually as, as you can.
Speaker: Well, I thought that was just gold, pure gold, but you just said, kind, helpful, and fun.
Speaker: Is that funny?
Speaker: Oh, funny.
Speaker: Yeah.
Speaker: Yeah.
Speaker: Because you did say humor.
Speaker: So, okay, that, that just making sure.
Speaker: So kind, helpful and funny.
Speaker: And so that's coming from you and that's what you're teaching your kids.
Speaker: And so I think that's something that I'm going to start sharing with my kids.
Speaker: I think that's really valuable because it's like, what those things make a great friend and they make a great classmate, make a good kind of just like good citizen.
Speaker: And so what about, you know,
Speaker: Bringing up or bringing out the character strengths in maybe someone that's not, it's not as easy or it's not as obvious.
Speaker: Maybe they are the more closed off child and they're not really showing you what, or maybe they're showing like some negative things and you're having a hard time finding those positives.
Speaker: How do you help them do that?
Speaker: I think just, you know, going through different activities, sports, Girl Scouts, scouts, putting them in an environment to where they're maybe able to pick it up from other people.
Speaker: And I think also sometimes, I mean, I know you said the negative, which is not good, but sometimes being closed off and reserved and quiet, I don't think see that as a weakness sometimes.
Speaker: I mean, yes, you might, you know, yeah, yeah.
Speaker: Yeah.
Speaker: Yeah.
Speaker: Yeah.
Speaker: Like if they're in your class and you're having a hard time getting speed on them, you know, I was just, I was just, I love, I'm, I love introverts.
Speaker: They're great.
Speaker: Um, they make the best.
Speaker: Yeah, I don't want to put the spotlight on anybody who doesn't want the spotlight on them.
Speaker: You know what I mean?
Speaker: I think that comes with respecting their boundaries.
Speaker: Some people just aren't going to enjoy that.
Speaker: But like, but going back to the negative, if they're if they're exhibiting negative things, you know, making sure they're in an environment to where they're around people that are exhibiting positive traits.
Speaker: Right.
Speaker: And then hopefully slowly they'll, you know, develop and a little bit of the other people rub off on them.
Speaker: Yeah.
Speaker: And then, you know, and if they're not try something new, you know, sometimes, sometimes, you know, especially with sports and dance, it could be very competitive.
Speaker: So you put them into these things thinking that they're going to learn all these fabulous behavior traits.
Speaker: And then actually that requires because it's too competitive.
Speaker: It's, it makes them feel self-conscious or it drops their confidence.
Speaker: You know what I mean?
Speaker: So making sure they're actually in the right activity for them as well.
Speaker: Right.
Speaker: I think it's important.
Speaker: Yeah.
Speaker: That's actually, that's really wise.
Speaker: Another, I feel like that's a golden tip for today is really being aware of the environments that they are putting their kids in.
Speaker: I can't remember who taught me this.
Speaker: It was one of my guests a long time ago.
Speaker: And so now my mind, it'll, it'll take me a second, but they talked about talking to the coach.
Speaker: of the team or maybe if it's the dance leader, whoever, you know, whoever the adult is that is in charge of the activity and really to get to know them and to form a relationship with them and how important that was.
Speaker: And I was like, wow, I never did that when my kids were younger.
Speaker: I didn't think of that.
Speaker: I just, you know, assumed that it was fine, but I didn't think of like really developing that relationship.
Speaker: So what are your thoughts about that?
Speaker: they're the leader, right?
Speaker: It's like when you're in a corporate environment, the leader sets the stage and the energy tone for the entire company.
Speaker: Same thing with sports teams or dance teams, that the leader, the coach is going to be the one who, who models initially, right?
Speaker: And if they come in very competitive, very, you know, like you said, authoritative, then it's not going to suit a lot of the children very well.
Speaker: So yeah, they definitely set the tone.
Speaker: Definitely.
Speaker: Yeah.
Speaker: Yeah.
Speaker: Okay.
Speaker: So we have just a few minutes left and how would you like to spend that?
Speaker: Because, you know, again, our audience is worldwide, so maybe not everybody can get to your classes, but like, what are just a, maybe a few more things that tidbits that you could give the moms today?
Speaker: Again, focusing that intention on the character strengths and the strengths and the traits that you want to see in your children.
Speaker: We are overwhelmed as parents.
Speaker: There's so much information being thrown on a,
Speaker: thrown at us on how to do parenting properly, right?
Speaker: We put our children into sports.
Speaker: We spend Saturday mornings and Sunday nights in the freezing cold or the heat to try and encourage athletic strengths in our children.
Speaker: We spend hours helping them with math and reading novels to them and teaching them all this stuff to develop academic strengths.
Speaker: I know my house is covered with glitter and paint.
Speaker: in the hopes that my children will develop artistic strengths.
Speaker: And so we do all these things already as parents to develop these strengths, but the strength that really is the most important that leads, you know, to have overall success and happiness and wellbeing and harmony in life are the character strengths.
Speaker: Yet they're commonly overlooked or assume that they'll be picked up, you know, by doing other things.
Speaker: So again, focusing intentionally on these, on these strengths,
Speaker: Because these strengths are going to be the things that really decide the pathway and the behaviors and the impact that you'll have in life.
Speaker: And another thing about character strengths that I think is so important is that it's fluid, right?
Speaker: You're not born with a certain strength.
Speaker: And in that sense.
Speaker: So with IQ, as I know is a popular thing right now to discuss, is how IQ, you're just born with it, right?
Speaker: Yet we're constantly doing puzzles and doing all these things to try and improve our intelligence and make ourselves more smart, which is great.
Speaker: But you can't really change it, but you can change, you know, your honesty, your integrity, the core values that, that make you a person that make you have, you know, that make you engage with the world.
Speaker: Those are something that we can develop and, and, and,
Speaker: So I think it's important to focus on that because if you're going to spend time on something, make it something that you have control over, not something you don't have control over.
Speaker: And so, yeah, I think I think character strengths are overlooked as a part of a necessity in raising children.
Speaker: Yeah, I mean, if you think about it, this is not things that we were taught as children.
Speaker: We didn't have this social emotional learning component when we grew up.
Speaker: So it doesn't necessarily may become natural that we are outwardly teaching it.
Speaker: So I love that you've kind of like found this niche and you realize how important this is and you're sharing your message.
Speaker: and really getting that out there and really explaining like why this is important, you know, coming on to talking to an audience like today and really bringing this to the mom's awareness.
Speaker: Because I know as we all are, we are kind of on autopilot.
Speaker: We're just going throughout our day.
Speaker: And like you're saying, we focus on all these things, but maybe like one of the most important things that we can possibly imagine, we are actually overlooking because there hasn't been a structure for us in the past.
Speaker: And so I think that the work that you're doing is just incredibly important in creating good citizens of the world, creating good people and helping moms help to do that for their kids.
Speaker: So going forward, how can people find you if they want to reach out, if they want to learn more about your programs?
Speaker: Absolutely.
Speaker: So I have a website, reachforthestarsatx.com.
Speaker: And then I'm also on social media, reachforthestarsatx.com.
Speaker: They can private message me on my website.
Speaker: I have all of my upcoming events.
Speaker: I have a few community events coming up at the Lake Travis library.
Speaker: I'm doing quite a few things, but I have everything that's available there.
Speaker: And then if there's anything that you don't see that you are interested in, in your children learning, let me know.
Speaker: I'm always looking for new ideas, new content.
Speaker: You know, maybe you're, I had a parent actually reach out to me last year, their children are going to a wedding.
Speaker: So I customized a wedding, you know, the I do's and I don'ts of being a wedding guest.
Speaker: How to, you know, have all your handles yourself in that environment.
Speaker: And so I'm open to ideas.
Speaker: And I would love to, I would love to meet new people and be there for your guests.
Speaker: That is really great.
Speaker: And I have a vision for you of kind of going national or going global with like having some more courses that maybe are digitally accessible for other people.
Speaker: So that's my magic.
Speaker: Ta-da.
Speaker: Send it to me.
Speaker: I'll take it.
Speaker: Yes.
Speaker: So anyway, yes, be kind, be helpful, be funny.
Speaker: This is amazing.
Speaker: And Barbara, thank you so much for coming on today.
Speaker: It's incredibly helpful and knowledge and just great information for all of our guests.
Speaker: Thank you for listening to the Positively Healthy Mom podcast, because there's no manual for the hardest job in the world.
Speaker: Don't forget to subscribe and share with your friends.
