The Role of School Counselors

Hello and welcome back to another episode of the Drug Prevention Power Hour. I’m your host, Jake White. And today we’re talking with a dear friend, Kriya Lendzion. Cannot begin to tell you enough nice things about Kriya. We met when we were both speaking for the DEA event in Vegas, and I knew we were gonna be friends. But just to give you a little bit of info on her, maybe you call it her resume, her CV, she’s spent decades helping students honestly turn risky decisions around. She’s been a school counselor. She has her own practice as well. She’s done family coaching.

She’s even been called a teen whisperer. And I love her platform because ⁓ she has so much experience, but she seems to relate with everybody, including myself. So, Kriya, thanks for being on the Drug Prevention Power Hour with me today.

My pleasure and honor. I’m excited to be here.

Yeah, and we also just like quick plug, like we get to spend time, feels like quite a bit because we go to the same conferences. You even came over to Arizona to visit and we’ve worked on some stuff together. So if you stayed to the end, I’ll tell you about a project that Kriya and I are working on that you could benefit from. But little sampler there, but Kriya, tell us a little bit about why you do this work.

Yeah, well, I was originally inspired by my own story. I just my own life experiences that I was a teen really struggling with self-destructive behaviors. And that really started for me in middle school. I had a lot of risk factors and was looking for ways to just make myself feel better in my skin and better about my life and feel more confident and to connect with other kids, you know, to feel a sense of belonging and acceptance. And I started reaching for self-destructive stuff. And there really wasn’t a lot of or enough people around that were that were keying in on what was going on for me or asking me the right questions about what was going on. I was in trouble a lot, you know, just starting in middle school. You know, I was getting busted for drinking in high school for, you know, my parents were busting me, you know, having parties and and drinking and sneaking around and doing self-destructive stuff, but they weren’t intervening in ways that were actually working, know, helping me shift my behavior as a teenager. So I really committed to being that person, you know, to helping empower other adults, whatever that setting is, in school settings, parents, of course, and anybody working with youth, at how to not just prevent, also to intervene in impactful ways with the kids that they care about and are working with.

Yeah. Well, thank you for your work. And I appreciate that you have a passion that stems from some things that you went through that you can help others navigate. And it’s not just on the prevention side, but in recovery and early intervention, you’ve kind of seen all different scenarios because of your work with schools. So can you tell me a little bit more about your time as a school counselor, what are some of the things that you notice? Because now you actually coach school counselors and you speak to them and you train them. So what are some things that school counselors might even be struggling with today that you’re able to kind of offer some insights and some things that they find helpful from you?

Challenges Faced by School Counselors

Yeah, well now, so 23 years, I think I lost count after like 20, but I was a school counselor and working mostly with middle schoolers in the end, but middle and high schoolers. And yes, I retired, now I get to pass it on. But school counselors have the tough job of, they care so much about these kids and they’re spread really thin. They have this, you know.

Sometimes 500 kids on their caseload that they’re supposed to be kind of looking after and guiding and caring for. And so one of the difficulties they have is just a small timeframe. know, they, sometimes the best that they can do is go into a classroom and speak to everybody or do passive programming on campus where there’s messaging that kids are seeing, you know, everywhere they look or sometimes be guiding like peer educators or peer-led programming. So they’re kind of giving their little bit of time and effort to the kids who will take it even bigger. But they don’t have a whole lot of one-on-one time with kids, honestly. you when they are worried about a kid having a lot of risk factors, because maybe they know that the older sibling was going there.

You know, and had an issue that they’re exposed to it in their neighborhood, in their family, that they’re kids that are particularly needy for acceptance and having a hard time fitting in, or kids that seem to be uncomfortable, you know, in their skin and kind of lacking self-confidence. I mean, all those things that we know as risk factors, you know, for kids that are more likely to get into substance use is that school counselors, more than anybody, of see all the levels of that.

And so they kind of have this tough part of being able to see a lot but not have as much time, not be able to do as much as they want to be able to do. So they really have to be thinking about, I’ve got 10 minutes or 15 minutes with this kid. What can I do in that one-on-one interaction? Or I have this hour that I could do like a group, maybe, and just kind of scoop up a bunch of them at once for a targeted, for some kind of a targeted response. Or like I said, they can advise a student group that can be a lot more feet on the ground. So I think it comes to using motivational interviewing, really just knowing a couple tools around motivational interviewing that can just asking a kid a simple question about, all right, so on a scale of one to 10, how much do you think your use is interfering with your life?

Motivational Interviewing Techniques

You know, with the things that you want for yourself. You know, or on a scale of one to 10, how much do you really wanna quit vaping? You know, asking one question and this, it can be a magical moment because a kid can say, I don’t know, just like a three. It’s like, okay, it’s a three. Why is it a three and not a one? You know, or what would a seven or eight look like?

Or how do we keep it at a three? Or what if we just bumped it down to what it looked like to bump it down to a two or a one? You can have that conversation in 10 minutes and leave a kid motivated to make the tiniest of changes or at least self-reflecting and thinking about it, right?

Collaboration Between Counselors and Administration

That’s interesting. Kriya, I had a presentation last year when a student came up afterwards to ask about marijuana, because he’s like, Jake, I don’t really believe the stuff you told me. Or like, I don’t agree with you. And I was asking him questions. And what you just mentioned, huh, I didn’t realize it, but maybe it was a motivational interview question because he said it wasn’t a problem. And it was like, yeah, what would it what would have to happen in order to feel like a problem?

Good job. Didn’t even have to go to counselor school. Yeah. The other thing that school counselors come across that can be challenging is like working, collaborating with administration. Because sometimes that school counselors have this perspective of, okay, I see the needs underneath what they’re doing. You know, that we are trained to address it on that level. It’s the only level that makes sense.

And it sounds like a scale, but yeah, who knew to change any behavior, right? Any self-destructive behavior is like, okay, so what are the needs that this kid is trying to meet, you know, with what they’re doing? They’re only doing it for reasons that make sense, by the way, right? And that are normal adolescent needs like belonging and fun and confidence and coping, right? And so counselors automatically see things that way and want to address it that way often administrators come from a they’re like, okay, I’m thinking about safety and liability and you know, behavioral, they want to go sometimes to a punitive, you know, where they’re starting to learn some restorative practices and a little bit, you know, a deeper way of approaching things. for it is it is still kind of old school in a lot of places where it’s like, okay, we want to make it sting. So they so they don’t we want a scary consequence. So they won’t want it. You know, and then we want to it they do it so they won’t do it again. It’s like that’s doing nothing to change To change like to teach them how to do something different right. So so count though there’s often a rift between counselors and administrators and so What I really try to coach is is a is really thinking collaboratively. I mean they have the same goals Right. They have the same vision.

They want kids to to you know, be in line with their mission statement of the school, which every one of them is about helping kids thrive or be lifelong learners or, you know, have fulfilled lives. You know, like they all sound pretty much similar. And so that’s what everybody’s trying for, right? So to look at like, how can the counselors be involved in the discipline process and how can we look at it holistically as approaching the needs that this kid is telling us they don’t know how to meet, you know, and what the things that they’re needing that they don’t have, you know, whether it’s knowledge or whether it’s outlets or whether it’s resources, you know, or, you know, some other kind of needs. So that’s one of my biggest pieces of advice with schools and with counselors is to figure out how to get on the same page with administration and then the rest of the staff because school counselors can’t do it all. The kid is sent down the hallway like, you fix it. This is a behavioral thing or this is an emotional thing. So you fix it. And not thinking about how, well, hold on. If the kid may be connected to some other person on campus that really is a role model to them or influential to them, and it could be the librarian or the bus driver or the janitor or somebody making the lunches.

You know, it’s not, you know, or yes, a coach or a, you know, social studies teacher, but everybody needs to kind of be on board in realizing that they can play a role, both in prevention and in catching a kid. It doesn’t matter. If any adult had said to me, looked me in the eyes and said, hey, what’s going on for you? That would have changed the trajectory, I think, of my teen years, honestly.

And no one asked me that question. They made me wrong for the choices. I got punished. I got scared. got, you know, but nobody looked at me and why.

You know what’s interesting about that? That you were going down this path of destructive choices or risky decisions and no one seemed to ask you what was going on. And I just had this thought. I was on a different path. I was going down the path of I was making healthy choices.

But I felt all the pressure, the social and societal pressure to start using. And I’m realizing no one, no one even asked me why I didn’t want to use. Like I felt like society said, no, you’re going to drink one day. You’re going to smoke one day. That’s what you do if you’re an adult. And there was kind of this unseen pressure that like gravity is moving people towards substance use. Like if you look at what’s natural in our culture there’s so much money and culture trying to pull us towards these risky choices. And what I’m hearing right now and what I’m realizing from this discussion is like, we have to be really intentional about flipping that using positive social norms, using strategies, being those caring adults in people’s life, getting training so that we can fight gravity and jump higher and not fall for these risky decisions or let our young people.

You know, go down that path because yeah, the default is not going to lead to great things. It takes work to fight where all the momentum is going. And I say that not to say that every young person wants to make risky decisions. No, but they’re learning and testing boundaries in adolescence and they’re dealing with a lot of different things. And if you just take our culture and our surrounding and all the marketing dollars that are being spent like that’s some severe gravity trying to pull them towards that wrong door.

Yeah, it’s very normalized and expected. So interestingly, while nicotine is, people are still like, well, that’s bad, even though people go there and do it, is that alcohol is completely acceptable. And that it’s just this common understanding that like, well, someday you will go there. And now cannabis is following right behind, right? It’s getting legalized too. But school staff, again, don’t sometimes don’t realize how much impact they make as role models and just they don’t have even not stopping and saying like, hey, we’re gonna talk about substance use today kids or all the reasons not to use substances.

Yes, it’s wonderful when everybody’s doing that in their corner, but that how impactful it is for an adult just to highlight what they, how much fun they have on the weekends, the things that they do that bring them fulfillment and pleasure and connection with their social world and just the fact that they’re not mentioning it happening in a brewery, you know, or that, but whenever they’re highlighting all of the alternatives, but especially when they kind of highlight not, that they, when they’re not drinking or that they’re, you know, that they are having fun, you know, sober, whether it is once, you know whether it’s their daily choice or not, that soaks in to the kids that are wiring everything that they’re exposed to right now.

Positive Role Models and Prevention Strategies

Yeah, that’s so true. I think that’s why I have such a strong conviction because growing up, that was my battle, right? Of like, everyone’s trying to pull me this way or culture’s trying to pull me this way. Didn’t find my tribe and still I started throwing those giant sober parties. And then it was like, cool. There is a different culture. Like people do want this, but you wouldn’t know unless you stand out.

Right, instead of fitting in, like you kind of do have to be confident in yourself. And I remember too, I was chatting with you, we were texting back and forth, because you’re mentioning this is not a counselors go fix it issue. This is a everyone community issue. And I was texting you about the 40 developmental assets and how it really is everyone’s job. Like this is a, you know, building up communities and that’s going to influence the life of, you know, a kid who’s going to

Yeah, love them be a part of that asset for someone else and be a good influence on someone else.

And I’ve seen advisors, know, when schools have advisory groups and they’ve got 15 minutes together, you know, a few days a week or something, or coaches, I’ve seen them take the developmental assets, with my coaching, of course, but, and use it like, okay, this is just an activity. We’re gonna check off the ones that we have in our lives, you know, and then have a little discussion. And we’re gonna talk about this, you know, once a week or something.

It’s amazing what comes out of that and kids just being able to identify where do they need to strengthen? How can they do that? How can they support each other in doing that? How can the school, what can they get at school or what can they, who can they go to to point them towards outside of school activities? It’s simple, it’s easy, you don’t have to be trained in it, but you know.

Finding Your Tribe and Community Support

Right? Yeah, you can copy the framework that’s there. There’s like 30 years of research. I think a couple of weeks ago, I just learned about it. I was so excited that I just did an episode explaining what they were. So if you’re interested in that, check out that episode and then get in touch with Korea. If you want to do something more in depth, like an activity, Korea, you have a lot of activities on your website and things like that that people can use.

I have some, yeah. And I will say too that the Girl Scouts actually have been basing their programming for years and they’ve got a ton of free activities. Last time I checked on their website that were like lesson plan, you know, it’s all laid out. Again, you know, people that are Girl Scout leaders are not trained counselors. They’re not prevention specialists. They’re usually a mom or a community member. And they, you know, we can easily talk about like what kids have and what they want and what they, you know how to get support and support each other without being a nuisance.

My gosh, that’s cool that’s a, you, okay. So I want to make sure I get to ask you this before. So my second question for you is going to be about school policy and like creating a prevention intervention plan. But before we get there, you seem to know all these different resources. Like if I, if I had any question Korea about what’s out there, I call you, Hey, is there a resource that does this? Is there a resource that does this? Cause you just have this collection of what’s out there and available. What are some things that you’ve seen that you’re excited about? Like when you’re out speaking at a school district, your training staff and stuff like that, and they want to pull some things that are out there. Like what are a few programs that you really like?

 Effective Drug Education Programs

Thanks for asking. So I love everything that Stanford Reach Lab does, everyone, in terms of drug education, now keeping in mind, just the facts about drugs are only one part of prevention. But I think that they do that part of it really, really well. And they also go into some of the pieces of peer pressure and media pressure and media literacy. I those are really huge things for kids to understand like what is being pushed to recognize what’s and pulling on them and how to kind of see behind the curtain of the industries, you know, the agenda of those industries, right? So I love, you know, they have the, they’ve got a cannabis specific and a nicotine specific one and then just a comprehensive. So I love those, Catch My Breath also, Everfi, you know, they’re free.

There’s no reason not to use them. They don’t cost anything. then I honestly, and Jake is not paying me to say this by the way, but I love, love Vive 18’s curriculum so much. Because I feel like, and I always recommend it to supplement those other ones because those are, are, know, nitty gritty drug education. Here’s how these substances can impact the growing adolescent brain.

Really important for them to understand. it’s really updated. The Stanford stuff keeps it. It’s on Canvas, so it’s like really engaging and they constantly update it. But what Vive’s curriculum does is it kind of picks off where those leave off, picks up. Let me say that again so we can edit. So what the Vive 18 curriculum does is it picks up where the other ones leave off. So how do you take what you know about substances and how they can affect you and personalize them and self-reflect on how could these things interfere with what I believe in and who I want to be and what I want for myself. And so really looking at what are the pulls and pushes in my life, outside of me and inside of me that could lead me towards, that put me at risk of falling into substances or what are the tools that I have or the strengths that I you know, having my life that make me resilient and protective to these things that are pushing and pulling. How can I grow those? And it guides you through the process of that self-reflection and growing those resilience and protective factors. It’s just, it’s brilliant. So I highly recommend. Yeah.

Thank you. And I love it because you’re a super fan, Kriya. You’re always so supportive of what we do. And as I learn more about this field, I can look back on the things that we’ve created in the past. And I’m like, my gosh, okay, that comes from this scientific research or this theory in development. And it’s so fascinating, this whole field.

I’m glad you find it helpful. And I know you bring our tools sometimes like when you go to conferences and stuff. So thank you for being that person. So Kriya, now I definitely want to leave people with some, maybe something they could go chew on right now, some meat that, talk to us a little bit about like, what do you recommend when you work with like a school district or a school entity on prevention and intervention, like how do we develop something that covers everything that needs to be covered in this field? Because it’s a lot, but if someone comes to you like a superintendent or a whole school principal and is like, hey, Kriya, we don’t just want a one and done thing, or we don’t just want this training, like how can we do it right? What do you say to them or what tips could you give them?

Creating Comprehensive Prevention and Intervention Plans

Yeah, a systemically strong system that is preventative. So I have them look at their mission statement, actually. Okay, what is it that you want kids to have? And is it just that you want them to have this just while they’re on your watch? Or are you hoping that they have this forever more? They all say forever more, like, okay. We have that vision of that you are trying to instill things for them long-term, right?

It’s not just to get them to behave and comply while they’re here. You want to teach them something. So we look at ⁓ the aims of policy being, and this is in particularly the responses when they say, okay, well, this is what we’re gonna do if we, like, it is not okay for you to use substances on our campus, for one, right? That’s every campus agrees to that.

And so if you do that, then, right, this is where it gets tricky. It’s because the old school response, which was the, okay, we’re gonna have one day, that’s not working, two days suspension, now three days suspension, right? Or we’re gonna, and it’s all this, know, putting it on their record. And we know the kids went home, they just go home and they vape for three days. And they feel worse about themselves, they feel more resentful at the school disconnected more from the classroom and even more behind in anxious, it completely backfires. And there’s, there is lots of research. If anybody needs that, we’ve got, I’ve got plenty of data to show you that that does not work. It also leaves stress more, it also leaves staff more stressed and, and those kids are more likely to actually continue, can, can, unhealthy behaviors and it’s not shown to change behaviors at all. So looking at, I mean, the word discipline comes from the root of to teach, right? So I recommend that when a kid gets busted, that the policy is that we are going to address the underlying needs of that.

Right now I understand when it’s cannabis, right, in particular, folks are, you know, they’re in a tricky position where they have to involve legal also, but they can still work with legal forces and say like, hey, this is what we’re gonna wanna do with our kid on campus. So thinking about if we want discipline to, we want kids to learn, to repair and to change, right? We don’t want them to feel bad about themselves. We don’t want them to get sneakier about their behavior, right? Learning report. Yeah.

We want them to learn. So then providing them with a deeper education. So going again on that basis of like, all right, well this kid needs more information in part, so that they, because a lot of kids don’t know what they don’t know, right? They don’t know how this impacts the things that they care about. You know, that their brain functioning, making ADHD worse, making anxiety and depression worse long-term know, stress response is bigger. They think they’re helping those things. And it often is really illuminating for them to be like, snap, like I’m working against myself here. That’s not what I was trying to do. Right. So so them getting some more intensive education and they do and again, Stanford, I can’t say enough. They have a healthy futures. The lung association has another free program that that kids can be plugged into. But it needs to be guided by an adult. So

So plugging a kid in to something on the computer where they go, okay, let me watch the video, let me take my little quiz, now I know the information. Again, it’s not, that doesn’t mean, they need an adult that is checking in on them to say, okay, so then what does that have to do with you? What are you gonna do with it? What do you need next to do that, to do something with it? So then we need to give them the ways to change their behavior, right? I mean, they need the resources, the outlets, having cessation programs that are available on campus, so that they’re accessible to everybody. there’s, again, I think that the American Lung Association also has a program that I think it’s like 400 bucks and anybody, and I’ve known bus drivers and janitors that got certified to be the ones to facilitate this on campus. Cause they were ex smokers and they wanted to pass this on to kids. It doesn’t matter who it is, right? So if you’re going to lead them to water and make them drink in the best case scenario, you gotta give them the water, right? so ways cessation. And then really looking at, I love to have an administrator, a counselor and some other adult that that kid is connected to whoever it is on campus, when a kid gets busted, that you kind of lay this kid’s, they get together and say, okay, what’s going on for this kid?

What is going on outside of them in their world? What’s going on inside them? Okay, they seem anxious. They just lost their grandparent. They are living with really low income. There’s violence in their neighborhood, whatever. Like what is going on for inside and outside of this kid then what can we provide them on campus, on our watch, that will help them better meet those needs in healthier ways? Whether it’s belonging or managing tough life stuff or confidence or a sense of control and leadership, right? Or just fun and like healthy, that healthy, and dopamine popping, right? That sense of like challenge and overcoming challenges. Like what can we provide under our roof?

What can we lead this kid towards, engage this kid in, or what can we help their family access to better meet these needs? So involving parents in the process, because even more than the kids, they really don’t know what they don’t know. And they think they know what’s up, because some of them were going there, are going there. This is not, right? And even them everyone thinks it should be someone else’s job to fix this kid, right?

Or they don’t know the impacts that these substances can be having, even just nicotine on their kid’s growing brain and their mental health and their cognitive, the growth of their cognitive functioning. And I’ve never had a kid not, I I’ve never had a parent not care about that when, you know, I share that with them. So parents need not just to be resourced, but to be supported. So sometimes I’ve had parents open up to me and say, yeah, well, you know, I’m kind of struggling with my own use or as somebody that uses myself, I don’t quite know how to talk to my kid about this. So you’re like, okay, now we know what you need, you know, and can help provide you with that, right? So them getting education and counseling, and then things that there can be really like out of the box, innovative interventions like, community service or service learning. What if the kids engage with recovering addicts or with people on the lung unit, you know, like with lung illnesses, what if they just do research projects on some of, we’ve got a ton of stories of kids that have taken the wrong pill or that have gotten lung transplants from vaping now, or that have had cannabis-induced psychosis, or, right, I mean, they could do research projects, you know, on these cases.

But I love engaging those kids in leadership. Crazy idea, but they’re the best ones to include in the conversation, to engage in what messaging would make a difference. Why are kids going there? What would kids need to not go there? They’re the best ones. And then their need for value and feeling good about themselves is met while you.

You know, so all of that can be part of an innovative, effective policy. I mean, when people get vape detectors, I’m not slamming that. But if it’s just, if it goes off for the administrator to get an alert and they’ve got to go run and find, you know, run into the bathroom that it happened in 10 minutes ago instead of all the other things they could be doing, right? Or to shake down any kid that went in and out of the bathroom, you know, that the SRO is going to shake down and search their stuff.

That’s not the approach. if the counselor, the only way I’ve seen it work, and I’ve had conversations with these companies too, I will say that, because I wanted to know what I was talking about, is that when they have camera integration and the camera shows kind of who might be involved, and the counselor is the first responder and that they engage them in one of those motivational interviewing 10 minute conversations about, hey, just checking in on you and what’s going on and curious about, you know, and they’re the ones that are checking in without it being actually alerting administration at this point, right? So all of that policy, what happens, if we really want the kids to buy into that policy, then it needs to be really clearly communicated and understood by everybody in the community. So that means not just the handbook that nobody reads, or whatever, is that that means that there’s actual conversations in the beginning of the year that the staff engage the kids in of saying like, hey, what do you know about the vaping policy? And why do you think that that’s in place? Because we want to package up policy in.

It’s about two things, science and care. Like this stuff is shown to to disrupt you, your mental health, your physical health, your emotional wellbeing. so we, as long as you’re on our watch, we’re gonna do everything we can to keep you from that, you know? And to steer you away from it because we care about you so much. And if you do go there, we’re going to step in, we’re going to intervene and help you figure out how to do healthier things and to not be healthier because we care about you. Same as parent discipline, right? We want it to be the same way. But so we want to communicate that in person. Like, why do you think this policy exists? You know, what do you even get their ideas for? What do you think would be even more effective policy? That’s when it really, really, but.

Well, I know that’s something Tomas does with his family, right? When he told me about the meetings they have and like, great, what are your expectations? Why is that important? Here’s mine, here’s why I think it’s important. And here are the non-negotiable ones, like we have to do, like you said, to keep you safe and to care for you. Which ones do you want to set? Yeah, that’s so empowering.

We want to have family meetings in school, right? Treat it as a community. Remember school connectedness, number one protective factor, right? We know that. So communicating that and having those conversations so that we know that the kids know it and they understand where it’s coming from, you know, and they’re very clear on what would happen. And they also get that what would happen is coming from a caring place, right? So.

It’s cool. Your school is another caring community. Yeah, so that’s what I recommend is that we just need to keep in mind what sometimes administrators, superintendents, people that are at the highest places in education, weren’t, for one, they weren’t always in a classroom. They didn’t learn a lot about social and emotional, psychological development of kids. So.

Engaging Students and Families in Policy Development

They need to understand how adolescent brains work and that when they are choosing to use on campus, it’s not because they’re bad kids, because they want to be defiant, because they don’t care if they get in trouble. It’s none of those things. It is that when they’re in the bathroom and they’re presented with the opportunity to vape and they know I could get in trouble for this, I don’t want any of those consequences. What their brains do, right? They’re still developing brains is they’re hyper rational.

And they tend to look at what’s the likelihood of getting busted compared to the likelihood of getting this thing that I want, which is often belonging and acceptance or de-stressing, right? Or feeling good. And so it makes sense when they make that choice in that moment. that leads to that bigger question of like, okay, then how do we affect the peer culture or God, just have the staff use the frickin’ students’ bathrooms. Instead of vape detectors, have the staff, if they know that the staff could come in there at any moment, I’m telling you, it changes things.

All right. It sounds like we are. Yeah, there’s a, there’s a lot under this and I’m glad that you are the one that’s doing that district wide stuff. So I can focus on the, I can focus on the student led peer led clubs, but Kriya this, this has been a lot of things that you on. I’m sure our listeners could watch this a couple of times and get something new out. Cause you have so much knowledge and, like resources and everything that you do, but just to leave some leave them with somewhere to go, where can people go to check out all that you’re doing and the resources that you have?

I have my website, I’ve got some really well built out curated resource lists for counselors and clinicians and for educators of all kinds and for parents. And there’s kind of three sections you can go to. And if somebody becomes a member of my website, which all they need to do is plug in their email, go to like there’s a tab in each of those sections where it says, hey, the member.

Click here for members only resources, which is like the VIP area. And because you’ve watched this podcast, you are now eligible to be a member of my website. There is nothing behind the scenes. do not spam you, send like a few notice letters a year. But the vortex of awesomeness will open up to you once you go, once you plug in there. And all of the things that I use for coaching schools and consulting with schools and for coaching parents and for my own one-on-one work with kids. I drop it all in there for everybody to use. That’s awesome. So they can go to krialenzion.com. That’s K-R-I-Y-A-L-E-N-D-Z-I-O-N.com.

I almost forgot. In the beginning, we mentioned a special project that Kriya and myself are working on, and it is a course for educators. So if you work with a school and you want to train those school counselors, those school staff, administrators on prevention, best practices, and how to practically do prevention in your school and the tools to do it, you’re going to have access to that course.

This is something that we’re working on right now, so just stay tuned in the future. We’re putting a lot of effort into it want to make sure that it’s very easy for you to implement and learn from, that it’s quick and simple. So stay tuned for that. And now we’ll see you all next Monday for another episode.