Por que crianças com TDAH não obedecem os pais?

追加: 2026-05-11

[00:00:04]Hi, dear people. Welcome everyone to our Tuesday of learning. Every Tuesday we meet to talk about ADHD in childhood and adolescence, to give you more knowledge and tools so you can deal with the challenges of everyday life. This is a safe space, a space for us to share knowledge and for you to feel welcome. Welcomed on this challenging journey of raising a child with ADHD. Today we are going to talk about obedience.

[00:00:46]Why doesn't your child with 'th' obey you even after you've asked 1000 times? You will understand what's behind this disobedience and you will learn the first step to break free from this distressing cycle, which is yelling, feeling guilty, and regretting. To scream again, to feel guilt, regret, and so on.

[00:01:14]So, come closer, find a place where you can listen carefully to everything I'm going to share with you here. And I want to begin our conversation today with a scene that you may know very well. You ask once, are you going to take a shower?

[00:01:35]Nothing. Then you ask for a second time, go take a shower.

[00:01:40]Then you start raising your voice.

[00:01:43]The third time, I already told you to go take a shower.

[00:01:49]Soon you're not asking anymore, you're begging, or you're threatening, or you're yelling, losing your patience, raising your voice more and more. And then, when you're already at that point of exhaustion where you grab your child by the hair and drag them to the bathroom, they go, but they go crying, complaining, slamming doors, stomping their feet, making faces, and you're left there exhausted thinking: "My God, why does everything have to turn into a war? Why does something so simple have to become a fight? I'm just asking you to take a bath. Taking a bath will do you good, not me good." And then, after it's all over, comes that guilt. "Oh, daughter, I didn't mean to yell, I didn't mean to speak that way. I love my child, but sometimes I can't cope, sometimes it deeply irritates me."

[00:02:51]So, I want to ask you and say something right here at the beginning of our conversation. And I want to ask you to open your heart to hear everything I have to say, so that you can feel supported and guided on this journey. And I want to say right from the start that you are not alone. There are many mothers here at this very moment, mothers of children and teenagers with autism spectrum disorder who are experiencing exactly this. It's a cycle.

[00:03:22]They ask, they repeat, they insist, they explode, they get angry.

[00:03:27]And then the next day it all starts again. And do you know what the big problem with all of this is? It's that many times this mother is trying to solve a brain function problem as if it were just an obedience problem.

[00:03:47]And here we start to change everything, because when you understand what's behind your child's inappropriate behavior, you stop looking at your child as a difficult child and start to see a child who needs direction, structure, needs help to develop skills that are not yet mature.

[00:04:16]So, I want to talk to you today about obedience, but beyond that, I want to talk about what's behind this attitude that seems like disobedience.

[00:04:31]And most importantly, I want you to leave this class with practices so you can start doing things differently from today, okay? Before getting into the more practical part of this class, I want to validate something very important. First, I know it's tiring and I know you're exhausted. I know you're tired.

[00:04:54]I know you're at your limit. It's exhausting waking up already thinking about how much you need to manage, and even more so, how much you need to remind your child to do: brush their teeth, get dressed, grab their backpack, put away their school supplies, do their homework, take a shower, put away their phone, stop teasing their sibling, get ready for bed, sit down to eat, go to sleep, take a shower. Seriously, it's so much you have to remind your child. And what's stressful isn't remembering important things. What's stressful is remembering routine things. What's stressful is reminding your child every day that they need to put on their uniform for school. But that 's obvious. They have to wear their uniform to go to school. What's stressful is reminding your child every day to brush their teeth. My God, my child is already 9 years old and I have to remind them every day to brush their teeth. That's extremely tiring. That's the kind of thing that stresses you out. It's not stressful to remind your child that they have a doctor's appointment. The doctor, which he sees once a week. What's stressful is the day-to-day. And sometimes it feels like motherhood turns into a command center.

[00:06:20]Do this, do that, do the other thing.

[00:06:21]Come on, it's time. Go brush your teeth, take a shower, do your homework. Get off your phone, stop fighting with your brother, stop yelling, look, tidy your room, pick up the things on the floor, dirty clothes in your closet. Good heavens, you've become a command operator. And the worst part is, even though you're giving commands all day long, it feels like nothing works.

[00:06:46]You talk and it seems to go in one ear and out the other. You make plans with your son and he forgets. You explain things to your son and he repeats the mistake.

[00:06:57]You explain what to do and he ignores it.

[00:07:00]You promise that this time you won't yell, but when you realize it, you 're yelling again. And then the people around you look at you and think: "Wow, you're very permissive."

[00:07:16]Wow, your son needs boundaries. " Wow, you're always coddling him, that's why he's like this." Well, in my day that didn't exist.

[00:07:27]If it were my son, I'd straighten him out in two weeks. Just take away his cell phone, just be firmer, just make a little more effort. People around you give you advice, and I'm putting " advice" in quotes because it's not really advice, right? But people give their two cents on your life as if it were very simple, as if you've never tried to be firmer, more loving, more patient, more creative, more pedagogical, more spiritual.

[00:08:09]If you're not careful, you've even tried to be a Tibetan nun at 7 in the morning. Just so the child is n't late for school, just so your child does what needs to be done.

[00:08:24]People give their two cents as if it were easy, as if it were just a matter of a quick fix here and there. Oh, something quick, something simple. Just straighten him out, for God's sake. There's no one on this planet who loves their child more than you." That you. There is no one on this planet more interested in your son's improvement than you.

[00:08:49]But it's also true to remember, it's good to remember and it's true, that love alone doesn't organize the brain of a child with ADHD. I have no doubt how much you love your son. I have no doubt about your effort.

[00:09:11]I have no doubt that you would give your life for him, that you would do anything to see your son happy, that you would do anything to reduce the symptoms of ADHD, to reduce the harm caused by ADHD. I have no doubt about that, but I need to remind you that love alone is not enough, it 's not sufficient. Love is the foundation and it 's very important.

[00:09:43]But just loving, oh, won't make your son reduce the symptoms and harm caused by ADHD.

[00:09:53]Love needs to go hand in hand with knowledge.

[00:09:57]Love needs strategy, love needs direction, because without adequate knowledge, you start to personalize your son's behavior. You start to think that your son does what he does to test you, that he doesn't care about you, Regarding your feelings, your guidance, you start to think that he's lazy and that laziness is part of his personality. You start to think that your child is stubborn, that he ignores your directions, you start to think that your child is badly behaved and that he only obeys when he wants to.

[00:10:37]And often, and I would say most of the time, this is not true.

[00:10:44]In fact, I find this word curious, this phrase, this moral judgment, " badly behaved child." I find it very curious because, let's think about it, a child wo n't educate themselves alone. Do you agree with me?

[00:11:07]We're on the same page here. Yes or no? Yes. No child can educate themselves alone. A child needs to be educated by an adult. And when I say educated, I'm talking about receiving guidance, right?

[00:11:23]When we say, "Wow, what a badly behaved child," that doesn't even apply. Do you agree with me? Because the child is developing, they are learning to develop.

[00:11:36]The child has a still immature brain, because our brain begins to develop in the womb and... It only finishes developing in adulthood. So, it's still developing.

[00:11:48]When we look at a child and say, "What a badly behaved child," the truth is we're saying, "How many badly behaved adults are raising this child?"

[00:12:02]So, we can conclude that there is no such thing as a badly behaved child. What actually exists is an adult who hasn't been educated to guide that child. So, what we're saying is that the adult around that child isn't prepared enough to guide that child adequately. Paula, but I do everything for my son. I give him love, I give him affection, I pay for his schooling, I do what I can and what I can't too.

[00:12:36]How can you have the nerve to say I'm not prepared? Yes, I have the nerve because I know your challenges. I have the nerve to say it because it's not about effort or goodwill, it's about knowledge.

[00:12:52]I don't know what you do for a living, whether you work or have worked, regardless of whether you have a profession, whether you're a banker, a lawyer, an engineer, or whatever.

[00:13:09]Whether you're a doctor, a nurse, a psychologist, a speech therapist, a salesperson, a sales representative, I don't know, or if you're a homemaker, because my God, what I do know is that everything you know in your life up to this point, whether from a professional or personal standpoint, you learned.

[00:13:33]You weren't born knowing, right? You learned. The other day I wanted to make a different recipe, a different lunch at home, and I went to learn how to make that recipe. I downloaded the recipe from the internet, I went to the ingredients, bought all the ingredients, and followed a step-by-step guide.

[00:13:58]That's a personal matter in my life. The other day I wanted to know how to remove a stain from clothing. I went online, I researched, I sought knowledge, and I learned.

[00:14:11]To become a psychologist, I needed to do 5 years of college. To become a neuropsychologist, I needed to do another specialization.

[00:14:20]To be here with you, giving this class, I needed to take public speaking courses, I needed to put myself out there, I needed to practice. Look at all I had to learn to get here.

[00:14:32]You also had to learn many things to get where you are.

[00:14:37]So don't think that being a mother is natural.

[00:14:40]Don't think that you'll have a child and poof, things will happen naturally. No, things won't happen naturally. We need to learn how to be mothers. And when we talk about atypical motherhood, like the motherhood of a mother who has a child with ADHD, I'm talking about motherhood, but let's extend it to fathers, to family members who also guide and care for children and adolescents with ADHD. Caring for these children is not natural.

[00:15:18]You won't do it intuitively; you need knowledge.

[00:15:24]Many times, the child with ADHD, the adolescent with ADHD, wants to obey, but they can't.

[00:15:33]They can't sustain information, they can't control an impulse, they can't organize an action, they can't finish what they started.

[00:15:48]And here lies one of the biggest turning points for families of children with ADHD.

[00:15:58]Not all disobedience is a choice.

[00:16:02]Sometimes And most of the time it's difficulty with self-regulation.

[00:16:12]Look how important it is for you to understand this. You can look at a child who is totally emotionally dysregulated in an emotional crisis, struggling, wanting to hit people, swearing. And you can say to them: "Calm down, take a deep breath, you don't need to hit, that's awful, look what you 're doing, you're being rude."

[00:16:38]You can look at the child and believe that they have control over that situation, over that emotion.

[00:16:51]It's true that the child doesn't have control and they aren't doing what they 're doing by choice, by option. In fact, it's a lack of choice. The truth is that the brain of a child with ADHD is different. And one of the most important differences in the brain of a child, adolescent, and also an adult with ADHD is control.

[00:17:17]Control of tension, control of impulses, control of concentration, control of emotions. The first thing I want you to understand is that ADHD is not a lack of willpower. A child with ADHD may know what they need to do.

[00:17:32]They know they need to take a bath, they know they need to do their homework, they know they need to... It's about organizing her room, knowing she can't knock, she knows she shouldn't interrupt, she knows she should wait her turn, she knows she needs to put away her things, she knows she needs to study for the test. But knowing is the same as being able to do it.

[00:18:02]Knowing what to do doesn't mean being able to do it at the right time, in the right way, in the necessary time.

[00:18:12]When we talk about ADHD, there are very significant impairments in executive functions.

[00:18:19]And executive functions are like the manager of our brain. And this manager helps the child start a task, maintain attention, control impulses, remember what needs to be done, organize steps, sequences, deal with frustration, wait, and finish what they started. Now imagine a company with a dysfunctional, immature, overworked, distracted manager.

[00:18:51]The company may have many wonderful employees, but the operation becomes chaos because the person who should be leading isn't leading as they should. That's more or less what happens in the brain of a child with ADHD.

[00:19:07]Your child may be super intelligent, super affectionate, have potential, and know how to... The rule is that in real life, in the heat of the moment, when there's noise, when there's a rush, when there's emotion, when there are screens, when there's hunger, when there's sleepiness, when there's frustration, when there's excessive stimulation, the brain's manager fails.

[00:19:31]And when this manager fails, the people around call it disobedience, lack of limits, lack of education, lack of control, laziness, aggressiveness, tantrums.

[00:19:49]And the child begins to see themselves as a problem.

[00:19:55]The child begins to see themselves as inadequate, as a wrong child.

[00:20:02]So, we need this knowledge. In the same way that you seek knowledge for so many other things, you need to seek knowledge to understand the functioning of your child's brain, because it's different. Now I want you to stop for a minute to understand why you need to ask a thousand times. There are some very common reasons for this to happen. First, because your child often hears what you're saying, but they don't retain the information. You say: "Go to your room, get your shoes, put on your socks, brush your teeth and get your backpack." In your head, this sequence of commands is... It's simple, it's obvious, but in your son's head it becomes a storm.

[00:20:49]He heard the first part, but he got distracted during the second, he forgot the third. And when he got to his room, he started playing with a doll that was on the floor. And then you yell from the living room: "You still haven't put on your shoes?"

[00:21:04]And he replies: "Calm down, Mom, I forgot." [clearing throat] And then you think: "Oh, it's not possible." "This boy is messing with me." What do you mean he forgot? I just said it. Yes, you just said it. That's true. But your son's working memory didn't retain that information.

[00:21:23]And working memory is like a mental desk where we put information we need to use immediately. In a child with ADHD, this desk is either too small, unstable, or doesn't even exist. If you put too much information on a small desk, it all falls apart.

[00:21:45]And then a piece of information that is very long becomes just chatter in the child's head, it becomes noise. Therefore, many times the problem isn't that your son didn't hear it—he did hear it, because he doesn't have a hearing problem— but sometimes that information he heard, he didn't retain, he didn't absorb, he couldn't process it. And because he didn't retain it, he couldn't execute it. Another important point that often causes your son not to do what you're asking, and then makes you need to repeat the same instruction several times, is when he has difficulty controlling his thinking.

[00:22:23]Impulse. A child with ADHD often knows the rule, but they can't control their impulse before acting. They know they can't push their sibling, they know they ca n't hit, but they hit. They push. They know they can't yell back, but they do. They know they need to wait their turn, but they interrupt. They know they need to stop playing with the screen, the video game, the cell phone, etc., but they continue. And then the adult thinks: "My God, but they know because I've told them a thousand times?" So they did it because they wanted to. Calm down, control your emotions.

[00:23:03]Knowing the rule is an important part of the process. Very good. But being able to pause, breathe, remember the rule, control your emotions, choose another response when angry, when you lose control emotionally, well, that's a different story. It's a much more complex skill.

[00:23:27]Think about it, you as a mother, you know that yelling won't solve anything, because if it did, it would have already been solved, right? You wouldn't be yelling every day. But the fact that you know that yelling doesn't solve anything, often doesn't... It's no use. You didn't stop yelling because you know how.

[00:23:47]Sometimes you keep yelling. So, controlling the impulse, curbing the impulse, is a much more complex skill. And this skill depends a lot on brain maturity, it depends a lot on training this skill, it depends a lot on the environment, it depends a lot on the context of the guidance. And that's why I always say, a child with autism doesn't just need scolding, they need training, they need skill.

[00:24:18]Because if scolding solved the problem, my dear, Brazil would have already become a world neuropsychological powerhouse with all the yelling here, you know? It hasn't. It hasn't.

[00:24:34]Why? Because it doesn't solve it.

[00:24:36]So, what do we need?

[00:24:37]Real science, okay? And not guesswork.

[00:24:41]Another very important point that makes you need to repeat the instruction a thousand times is when the environment is more interesting, more stimulating, and stronger than your command. You're saying, "Go take a bath," but your child is watching television, your child is playing a game, or they're engrossed in a video they're watching or playing, and so on.

[00:25:09]So, you see, Look at how the information is presented; it's not balanced, you understand?

[00:25:17]Your child is playing and you tell them to study. Your child is playing video games, and you tell them to do their homework. This competition is unfair. It's not that they don't want to do their homework, and it's not that they don't want to take a bath, but the transition from something very, very fun to something not fun at all is difficult, and it would be difficult for you too. Just think, just think how difficult it is to go from a very fun, very enjoyable activity to an activity that is boring.

[00:25:51]So, the brain, our brain, by itself, has difficulty making this transition from something fun to something boring, but the brain of a person with ASD has even more difficulty because it has a very strong relationship with interest, with novelty, with immediate reward. And this means that boring, long, repetitive, unstimulating tasks require a lot of effort.

[00:26:24]Taking a bath can be boring, doing homework can be boring, putting away toys can be boring, brushing your teeth can be boring, turning off the screen can be boring. It can almost be a Greek tragedy.

[00:26:39]So, when you give a simple command, you're competing with the brain that's seeking immediate reward.

[00:26:48]And that's why often just talking doesn't work. You need to change how you guide, how you organize, how you lead. I'll give you some examples that generally don't work, even if you try hard.

[00:27:12]Lecturing in the middle of a crisis. Oh my gosh, I make this mistake a lot, okay? I'm even going to raise my hand here. My sister says I'm a little lecturer. I love giving lectures to my daughter in the middle of a crisis. Now I'm regulating myself, I'm trying to change.

[00:27:30]The child is there, out of sorts, crying, screaming, irritated. Then the adult starts: "Look, why do you need to understand that in life we ​​can't do everything we want?" Because when I was a child, well, for God's sake, at that moment the child isn't available to listen to your story, okay? They're not.

[00:27:52]Your child's brain goes into survival mode.

[00:27:56]In a crisis, the priority... It's not about teaching a big moral lesson. The priority is to reduce stimulation, regulate, contain safely, and then talk. A conversation that goes on for too long in the middle of a crisis usually becomes like adding fuel to the fire. You're only making the situation worse.

[00:28:19]Another point, and another attitude that doesn't work, no matter how hard you try, is threatening, especially when the threat is impossible. I'll give you an example: "If you don't stop now, you'll never watch television again in your life." " Oh, come on, stop it!

[00:28:43]You'll never watch television again in your life! Stop being crazy! You know that's not going to happen. You know you 'll go back to watching television." Yes.

[00:28:53]Everyone knows, God knows, you know, and your child also knows that this isn't going to happen. And then your threat loses its power.

[00:29:01]The consequence needs to be possible, it needs to be proportional and applicable.

[00:29:08]Another thing that doesn't work is repeating something while yelling. Repeating something while yelling might work to interrupt something suddenly, but it does n't teach autonomy. Then the child learns that they will only act when the mother reaches her limit. They will test the waters... Your patience.

[00:29:28]Then she says: "Oh, calm down, no, we can still do a little more." Oh, because she will, she'll repeat it 19 more times.

[00:29:36]Calm down, you're teaching your child to yell back. Then, with the shout, he turns the start button. It's as if the child's brain thinks: "Okay, while my mom is talking normally, it 's not serious yet. When she turns into a dragon, then I'll start.

[00:29:58]When she becomes the villain of the story, then I'll start." And folks, we don't want that, right? It doesn't have to be like that.

[00:30:08]We want the child to learn to respond to clear, predictable, and consistent commands before chaos ensues. That's why it 's so important that you offer clear, short, and consistent commands.

[00:30:27]Look, it's very easy, you'll never forget it. It's the rule of the three Cs. The rule of the three Cs: Clear, short, and consistent.

[00:30:39]Clear means you'll only give one command without a long and gigantic sequence of commands. You'll say: "Behave, behave." What does it mean to behave? Could n't you replace that command, which is sometimes too abstract, with simply sitting down, being quiet, not touching the glass, not poking your brother, not climbing on the sofa? Could n't you replace " tidy your room," which is an abstract command, with " make your bed"?

[00:31:28]Isn't it possible to replace it? Gather all your toys that are scattered around and put the toy cars inside this blue box. Notice that the instruction is short and to the point?

[00:31:39]Instead of telling your child to stop that, stop tapping the pencil on the table. Do you see the specificity of the command? Instead of telling your son to get ready, tell him, "Put on your blue shirt now."

[00:31:58]Clear command. When the command is clear and concise, it reduces noise.

[00:32:07]One instruction at a time. It's no use just throwing five commands at the child and expecting them to organize everything in their head on their own. Remember that the manager of her little head isn't doing too well?

[00:32:21]He is immature. So, instead of telling your child to go to their room, put on their pajamas, brush their teeth, put away their uniform, pack their backpack, go through it step by step, and put on their pajamas.

[00:32:33]After your child puts on their pajamas, brush their teeth.

[00:32:38]After your child brushes their teeth, put their uniform in the laundry basket.

[00:32:43]It seems more work, yes, but it's less work than yelling 57 times, regretting it 12 times, and ending up at night on Google searching if you can change your identity, if you can run away to a guesthouse in the interior of Minas Gerais. Do you understand, guys?

[00:33:13]And the rule of the three Cs. So, the command needs to be clear, it needs to move away from the abstract and become more objective and clear; it needs to be a short and concise command. What is the agreement? A child with Huntington's disease needs predictability. So, whenever possible, plan ahead.

[00:33:33]When you're finished drawing, you can take a shower.

[00:33:37]After your bath, you will choose a story. When the timer goes off, the video game ends. First the lesson, then the playtime. Do you realize that you're giving your child small, predictable agreements? This helps the brain prepare for that transition, which is so difficult for a person with ADHD. Many children with ADHD struggle greatly during transitions. From screen time to shower, from playtime to homework, from bed to school, from the park to home. The transition is a point of conflict. So you need to create that bridge, and predictability is that bridge. So let's imagine a scene from the shower. The old way would be: "Go take a bath, your son isn't going. I already told him to take a bath." He continues. "Aren't you listening to me?" He complains. "You never obey me." And that was it, it turned into war.

[00:34:32]Shouting, confusion. Now, using these commands, using the three baskets, you approach your child and say: "When this episode is over, it's bath time."

[00:34:44]And 5 minutes before you say: "5 minutes until my shower." And when the episode ends, you say, "Okay, bath time.

[00:34:53]Grab a towel."

[00:34:55]He went to get the towel. Excellent. No, he grabbed the towel.

[00:35:00]The towel goes into the bathroom. You don't beg, you lead.

[00:35:07]Authority is not about shouting.

[00:35:10]Authority is about upholding.

[00:35:14]The direction your child needs. Being firm is not the same as being aggressive. Being affectionate doesn't mean being permissive.

[00:35:22]There is a path between harshness that hurts and permissiveness that abandons and neglects.

[00:35:30]And this path is one of authority, yes, but it is an affectionate authority. When a child feels that their mother loves them and that she sets boundaries, the child is happier. When a child realizes that the mother is nurturing, the mother doesn't—my mother doesn't let me be in charge of my house, I am protected by an adult. The adults here understand my TH, they understand how I function.

[00:36:01]This child is better at regulating themselves and understanding their difficulties better.

[00:36:07]This is very important. Understanding TH? It does n't mean turning a blind eye; it means stopping the use of strategies that don't work and starting to build smarter paths, right? You ca n't hit, you can't yell, you can't humiliate, you can't assume their role. What could be possible? You can and should set boundaries. You can welcome the crying. You can say no. You can sustain the limits.

[00:36:39]You can learn new ways. A child with Hypertension needs parents who seek knowledge. They don't need perfect parents, they need parents who are learners, parents who aren't held hostage by improvisation.

[00:36:59]Paula, but I've already tried everything.

[00:37:03]Let's take a closer look. Have you really tried everything? Have you tried every possible approach?

[00:37:12]It will be? It's important that you look into this.

[00:37:16]I don't want you to leave this difficult class. Actually, I want you to leave this class with direction, because there is a path.

[00:37:25]Your child's behavior can improve, communication can change, your child can develop skills, and you can learn to manage Tiag without constantly losing your temper. But this isn't magic; it happens with knowledge, repetition, practice, support, and guidance. That's why I'm so happy to know you're here with me.

[00:37:50]And that's exactly what I do every Tuesday during my learning sessions. And that's what I'm going to do even more, in a more in- depth way, in the new TH journey, which will take place on May 18th, 19th and 20th.

[00:38:06]There will be three free online classes, designed for mothers, fathers, and family members who are tired of constantly putting out fires and want to truly understand how to help a child with TH (Third Way of Life). And I'm not talking about a journey where you have to memorize the difficult name.

[00:38:31]Well, this isn't a journey for you to truly understand what happens in the brain of a child or teenager with TH, but rather to leave with practical strategies to start changing your daily life and reducing the challenges you face.

[00:38:49]Start reducing crises, improve routines, stop making mistakes, and learn how to take the first steps towards raising your child more safely. Maybe you've been trying for a long time, but you're trying alone, screaming, feeling guilty, and improvising. You're trying with love, but you're trying without direction. And love without direction turns into exhaustion.

[00:39:17]So, in this new journey of TH, I want to give you this direction. If you are a mother, father, family member, or if you care for a child or adolescent with ADHD or suspected ADHD, I really want you to participate.

[00:39:32]You can secure your access by clicking the link that I'll share here in the comments, okay? In my profile bio. If you're watching me on Instagram, there's a link appearing on the screen, but you can also secure your access on my profile, on all my social media. I have a link on my main profile for you to guarantee your free access to Tiah's new journey. It will be three incredible days for you to transform your life.

[00:40:08]And if you know someone who has children and is also facing challenges, call that person, call that friend who is lost with her child's behavior, call that family that is just starting this journey and is still scared, call the classmate's mother you know, share it in your child's school group, call that family that is just starting out and needs this guidance, because good knowledge shouldn't be kept to oneself, you know, folks? That's why I'm here. Good knowledge is a beacon, and a beacon is made to illuminate the path. So, let's be a beacon in the lives of many people. The link to secure your spot is in the comments, it's in the description of this video, and it's in my profile bio, depending on where you're watching from. Just search my profile bio and you'll find it. So tap, secure your access, join the WhatsApp group to receive notifications and all the materials for the new journey, OK? See you next Tuesday.

[00:41:19]Kiss, kiss, kiss.