Chapter 4: Communicating With Children and Families

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Hello and welcome back to the Deep Dive.

I am genuinely pumped for today's session because we are trying something a little special, a little different.

We are calling this the Last Minute Lecture Edition.

That sounds slightly ominous, but also knowing our listeners, very practical.

Exactly, we know the reality.

Sometimes you're leisurely browsing for knowledge, sipping coffee, enjoying the pursuit of wisdom, and sometimes, let's be real, you have a massive exam in 48 hours.

Or you're starting a terrifying clinical rotation on Monday morning and you need the high yield, don't kill anyone stuff right now.

That is it.

So today we are breaking down chapter four from the Maternal Child Nursing sixth edition.

An absolute essential text.

And the topic we're covering is communicating with children and families.

Now, I have to be honest, when I first saw that chapter title, I had a moment of skepticism.

I thought communication, really, I know how to talk.

I've been doing it since I was two.

How hard can it be?

But as I was reading through this chapter, I realized I have been doing a lot of things.

Well, let's just say, so optimally.

It's a very common misconception.

We tend to think communication is just instinct or personality.

You're either good with people or you aren't.

But in a pediatric nursing context, communication is a hard clinical skill.

It's not just about being nice or friendly.

It's not a soft skill.

It's not a soft skill at all.

Effective communication is the bedrock of safety.

It's how we get accurate assessments.

It's how we minimize trauma.

If you can't communicate effectively with a terrified four -year -old or a defensive parent, you literally cannot provide safe care.

That's the frame we need.

This isn't soft skills.

This is survival skills.

So here is our mission for this deep dive.

We are going to take you on a journey from the absolute basics, like body language, and touch all the way through the complex stuff.

Like how to negotiate with a teenager who wants absolutely nothing to do with you.

Exactly.

And we're going to pay special attention to the tables and frameworks in the text.

So if you're commuting or at the gym, try to visualize these charts as we walk through them.

We're covering family dynamics, cultural bridges,

and the big one.

Oh, the big one.

The one everyone stresses about.

Developmental milestones.

That is my favorite part.

The tactical guide on how to talk to a toddler versus how to talk to a high schooler.

But let's start at the foundation.

Section one,

the components of effective communication.

The text makes a pretty bold claim right off the bat.

Communication is much more than words.

Right.

Words are actually a relatively small percentage of what we convey.

It includes tone,

eye contact, physical proximity, and body language.

Yeah.

If your words say, I'm here to help, but your arms are crossed and you're glancing at the clock on the wall, the family hears, I'm busy.

Leave me alone.

Let's talk about touch.

Because with kids, we assume touch is huge.

We think of pediatrics and we think of holding babies.

But the text adds a lot of nuance here.

It's not just hug everyone.

Definitely not.

Touch is a powerful tool.

It conveys warmth and security from birth through adulthood.

But context is everything.

The text highlights that we have to be hyper aware of cultural sensitivities.

Okay.

So what does that look like?

For example, in some Middle Eastern or Native American cultures,

unsolicited touch, especially from a stranger, which is what a nurse is initially,

can be seen as intrusive, disrespectful, or just uncomfortable.

So you have to read the room first.

But assuming touch is culturally appropriate, how does it change by age?

Because you aren't going to cuddle a 17 year old.

Please don't cut to the 17 year old.

That will not end well.

Noted.

For infants, touch is essential.

Holding, cuddling, stroking.

That's how you communicate safety.

They don't understand it's going to be okay, but they understand a gentle hand.

Right.

Toddlers and preschoolers usually respond well to stroking on the back or arms.

It grounds them.

But then you hit the school age kids and adolescents and that's a whole different ball game.

It is.

They might appreciate a pat on the back or hand on the shoulder, but the text makes a critical distinction here.

You need to ask permission first.

Oh, that's huge.

Is it okay if I check your arm?

Do you mind if I touch your shoulder?

It respects their bodily autonomy, which is a massive developmental need for that age group.

They're trying to figure out ownership of their own bodies.

And the hospital strips a lot of that away.

It strips all of it away.

So giving them the choice to say yes or no to touch gives them a little bit of that power back.

That leads perfectly into physical proximity.

There's this eye level rule in the book that I love because it's so simple, but so often ignored.

It says essentially don't stand over a family.

This is referenced in figure 4 .2 in the book and it's a classic nursing visual.

Imagine you are a child lying in a hospital bed.

A nurse walks in and stands right next to the bed looking down.

That nurse looks like a giant.

It's physically intimidating.

It screams authority figure.

It triggers a fear response before you've even said hello.

So the rule is sit down.

Exactly.

Grab a chair.

If there isn't a chair, squat,

stoop, get your eyes level with their eyes.

It completely changes the power dynamic.

It says I'm here with you, not above you.

And it signals you have time even if you don't.

Even if you're slammed, it suggests a conversation rather than a command.

And we also have to think about the environment itself.

To a nurse or a doctor, the unit is just the office.

It's familiar.

It smells like work.

But to a child, it's an alien planet.

White coats, strange beeping machines,

sharp smells, syringes left on counters.

The

Right.

A syringe sitting on a tray isn't a tool to them.

It's a threat.

Even a blood pressure cuff can look like a restraint device.

So hide the scary stuff until you need it.

Absolutely.

Keep the environment as non -threatening as possible.

Keep the equipment out of sight until you're ready to use it and explain it.

And speaking of environment, what about privacy?

The texts seem to flag this as a major issue, particularly for adolescents.

Huge.

If you are interviewing a teenager or even a school -aged child about sensitive topics, you cannot do it in the hallway where mom or dad or random visitor might overhear.

They'll just shut down.

Instantly.

You need a private space.

And that applies to the nurses talking to each other, too.

Never discuss a patient's case in the hallway.

Oh, that's a good point.

Fragments of conversation can be overheard and totally misinterpreted by families.

If a parent hears, oh, it's really bad in there regarding a different patient, they might think you're talking about their child.

That causes unnecessary panic.

OK, let's unpack active listening.

The text breaks this down into four pillars.

I feel like we all claim to be active listeners.

It's one of those things you put on a resume.

But the book is pretty specific about what that actually entails clinically.

It is.

It transforms it from a buzzword to like a procedure.

The first pillar is attentiveness.

OK.

This means physically and mentally eliminating distractions.

Turn off the TV in the patient's room if you're the most important thing in my world right now.

Second is clarification and reflection.

This is the therapist voice.

Ideally, yes.

The example the text gives is a child saying, I hate the food here.

A passive listener, you know, a busy parent says, oh, well, it's hospital food.

Eat it anyway.

Right.

Deal with it.

An active listener uses reflection.

When you say you hate the food, what specifically do you dislike?

Is that the taste or you're just not hungry?

You're validating the complaint and using it to investigate the real issue.

So maybe they're nauseous.

Maybe they're nauseous.

Maybe their throat hurts.

Maybe they miss home.

Reflection digs for the root cause.

I like that.

It turns a complaint into data.

The third pillar is empathy, which is validating feelings.

It's OK to cry.

I know this hurts.

You aren't trying to fix the feeling.

You're acknowledging it.

We have a tendency, especially with kids, to want to say, don't cry.

Be brave.

That actually shuts down communication.

It tells the child their feelings are inconvenient.

Empathy opens it up.

It says, your feelings are safe with me.

And the fourth is impartiality.

This one feels tricky, listening with an open mind.

This is crucial for building trust, especially with teenagers.

The text uses the example of a young adolescent who admits she's sexually active and worried about an STD.

As a nurse,

your personal values, your religion, your judgments, they have to stay at the door.

Your job is to provide support, resources, and education.

Not judgment.

If she feels even a hint of judgment, she stops talking and you lose the chance to help her.

You become just another adult she can't trust.

One last thing on this components section, visual communication,

the text calls it listening with the eyes.

I love that phrase.

It refers to non -verbal cues the patient gives you.

The text describes a four -year -old who turns away and sucks her thumb when the nurse enters.

She hasn't said a word, but she has shouted, I am insecure and I need comfort.

If you miss that visual cue and just barrel in with your stethoscope, you failed the assessment.

You need to address the anxiety first.

And visual communication works both ways.

The nurse is also a visual signal.

Yes.

Your clothing, your appearance.

A white lab coat can trigger anxiety, what we call white coat syndrome.

It signifies pain or separation to many kids or holding that syringe we mentioned earlier.

If you walk in holding a needle, the child assumes they're getting a shot right now, even if it's just for the IV line later.

You have to explain your equipment immediately.

Immediately.

This is just to help wash your line.

It's not a poke.

Deescalate the visual threat.

Moving on to section two, tone, body language, and timing.

The text points out that infants understand tone way before they understand words.

Absolutely.

A soft, smooth voice equals comfort.

A harsh, loud voice equals stress.

But here's where it gets really interesting.

Incongruence.

This is when your words say one thing, but your tone says another.

Like saying, I'm so happy to see you through gritted teeth because you're stressed.

Exactly.

Children are essentially lie detectors.

They pick up on that mismatch immediately.

If you're frustrated or scared, but saying happy words, they will feel the frustration and get confused or anxious.

So you have to be authentic.

You have to strive for congruence.

If you are stressed, take a beat before you enter the room.

Reset your tone.

Authentic communication is safer communication.

Let's talk about body language.

There is a great table in the book, table 4 .1, that contrasts open versus closed postures.

This is a checklist for your own behavior.

You should mentally scan yourself.

Open postures, leaning forward, arms loose at your sides, frequent eye contact, smiling, and again, being at eye level.

It invites interaction.

It does.

And the dreaded closed posture.

Yeah.

Tell me about that.

Closed posture is leaning away, arms folded across the chest, hands on hips, a rigid stance, frowning.

Hands on hips is a big one.

It feels like a power pose or just a resting position for us.

But to a boss and you are in trouble.

And rigidity is another one.

If you are stiff, you telegraph tension.

If you are swaying slightly or moving slowly, you telegraph calm.

Nurses need to loosen up physically to put families at ease.

And what about timing?

The text says do not teach when a child is distraught.

It seems obvious, but in a busy hospital, we often forget.

If parents just left for work and the child is crying, that is not the time to teach them about diabetes management.

They're not hearing a word you say.

Not a single word.

Their brain is in survival mode.

You have to address the distress first, comfort first, education second.

And for the parents.

How does timing apply to them?

Respect their schedule.

Don't try to do discharge teaching when the mom is rushing to get to her shift at work or is exhausted from sleeping in a chair for three nights.

Schedule it for when they can actually listen.

It's about meeting the family's needs, not just clearing your checklist.

Which brings us to section three.

Family -centered communication.

This feels like the philosophical heart of the chapter.

What is the core idea here?

The philosophy is that the family is the constant in the child's life.

We, the nurses and doctors, were temporary visitors.

We might be there for a shift or a week, but the family is there forever.

Therefore, the family are the experts on their child.

They are partners, not visitors.

And the yes, it's not just the nuclear biological family.

It's blended families, LGBTQ plus parents, grandparents raising grandkids, foster parents, even close neighbors in some communities.

Wow.

We have to respect the structure that exists, whatever it looks like.

Yeah.

Do not assume the man in the room is the dad.

Do not assume the woman is the mom.

Ask, who is here with you today?

Validate their support system.

I found the section on rapport really helpful, specifically the script for when you are super busy, because let's be real, nurses are incredibly busy.

They are.

Sometimes you just don't have the time to chat.

Right.

You can't always talk for an hour, but you can't just brush them off.

The text suggests saying something like, I have an immediate need with another patient, but I will be back in 10 minutes.

Okay.

And the key is?

And then this is the absolute key.

You have to actually come back in 10 minutes.

That builds trust.

If you don't return, you've taught them that you are unreliable and that their needs don't matter.

Now let's get into the spicy stuff.

Conflict management,

box 4 .1 and table 4 .2.

This blew my mind a little bit.

The text wants us to change our vocabulary completely regarding difficult situations.

Language shapes reality.

It really does.

The text identifies poor words versus better words.

For example, stop saying policies or not allowed.

It's hospital policy.

It sounds so authoritarian.

And bureaucratic.

Instead, use guidelines or welcome.

Our guidelines for safety are.

It explains the why rather than just enforcing the rule.

And stop labeling parents as non -adherent or difficult.

Oh, non -adherent is such a classic medical term.

The patient is non -adherent with their medication.

It sounds like a crime.

It is blaming.

It assumes they are just choosing to be bad.

The text suggests replacing non -adherent or difficult with partners or coping.

So instead of a difficult mom.

Instead of saying a mom is difficult, recognize she is coping with a terrible situation in the only way she knows how.

Maybe by controlling the environment.

It changes your empathy level immediately.

And it changes how you approach the problem.

Totally.

Why aren't they taking the meds?

Is it money?

Is it confusion?

Non -adherent stops the conversation.

Coping starts it.

And when conflict does happen, what are the resolution strategies?

Seek win -win solutions.

Avoid blaming.

And active listening again.

If a parent is yelling about the side rails being down, don't get defensive.

Say, I can see you are very concerned about safety.

Let's talk about that.

Validate the concern.

Validate the concern.

Even if the behavior is aggressive,

de -escalate by agreeing with the underlying emotion.

We also have to talk about transcultural communication.

The text mentions assessing decision -making practices.

Right.

You cannot assume the mother makes the health decisions.

In some families, the grandmother is the matriarch and final word.

In others, it's the father.

In others, it's a group consensus involving extended family.

So you have to ask.

You have to ask, who helps make decisions for child's name?

If you educate the mom, but the grandma makes the decisions, your education hasn't reached the decision -maker.

And what about other practices?

You also need to know about health practices.

Dietary laws like kosher or halal or the use of traditional healers.

Don't dismiss herbal remedies.

Ask about them so you can check for interactions.

And there is a golden rule here regarding interpreters.

Never use a child to interpret.

Say it again for the people in the back.

Never use a child to interpret.

Why is this such a hard line?

A few reasons.

First, it puts a tremendous emotional burden on them.

Imagine asking a 10 -year -old to tell his mom she has cancer or that his treatment failed.

That creates trauma.

Second, they may not understand the medical concepts, so they might mistranslate benign as good or malignant as bad without context.

You must use a trained interpreter or an adult family member who is fluent or an adult family member proficient in English, but preferably a trained medical interpreter.

It is a safety issue, full stop.

And the text adds a note about refugee or migrant families.

Yes.

Be aware of trauma histories.

Be aware of the fear of enforcement or deportation.

It can make families very hesitant to share information or sign forms.

So what's the approach?

We need to build extra safety and trust there, reassuring them that our priority is health, not immigration status.

Moving to section four.

Therapeutic relationships and boundaries.

This is the Goldilocks section.

Not too hot, not too cold.

Exactly.

We are aiming for a therapeutic relationship.

The text warns against two extremes.

Over -involvement and under -involvement.

Let's look at the warning signs.

Box 4 .2 and 4 .3.

What does over -involvement look like?

It starts with good intentions,

but it looks like buying gifts for the child with your own money, giving out your personal social media handle, inviting them to social gatherings, or competing for affection.

If you feel like you are a better parent to this child than the actual parents, or you think, only I can calm him down, you are in the danger zone.

You're creating dependency.

You are.

You're making yourself essential, which is unhealthy.

And under -involvement.

That's distancing yourself, avoiding the child's room because the case is sad or the parents are angry, calling in sick to avoid an assignment,

trading assignments to get away from a difficult family.

So that's burnout, basically.

Its professional burnout manifesting is neglect.

It denies the patient the care they deserve.

The goal is empowerment.

Right.

If the family depends on you specifically for everything, you haven't done your job.

You want to make them competent so they don't need you anymore.

The best nurse is the one who makes themselves obsolete by discharge.

You empower them to care for their own child.

Section 5.

The nursing process.

Let's talk about assessment and health literacy.

This is critical.

You can't just hand a family a pamphlet and walk away.

You have to assess if they can actually use that info.

So how do you do that?

Look for cues they might not be able to read or understand it.

A classic sign is, I forgot my glasses or I'll read this later.

Or avoiding filling out forms.

If you see that, what do you do?

You don't want to embarrass them.

No, never.

You just have it.

You teach in their language.

You use demonstrations.

You use videos.

You don't rely on the written word.

You make the information accessible without making a big deal about the literacy gap.

Health literacy is about our ability to communicate, not their ability to read.

And for implementation, the text loves play.

Play is the universal language of childhood.

It reduces stress.

It's how children process trauma.

If you can turn a procedure into a game, you win.

Like what?

Give me an example.

Let's see if you can blow this pinwheel.

Is a breathing exercise.

Let's put the doll to sleep.

Can help prepare for anesthesia.

And storytelling.

I love the yarn story idea.

Oh, that's a great technique for assessment.

You have a ball of yarn.

You tell a piece of a story, like once there was a boy in a hospital.

Then you tie a knot and pass the ball to the child.

Okay.

To tell a piece, tie a knot and pass it back.

It's a low pressure way to get kids talking about their fears or feelings without a direct interrogation.

So they might reveal something indirectly.

They might say, and the boy was scared of the monster in the closet.

And now you know what they are afraid of.

There is also table 4 .5 regarding self -esteem.

This is about how our words build up or tear down a child.

Helpful strategies.

Praise effort, not just character.

You tried really hard to hold still rather than you're a good boy.

That's a great distinction.

Use I statements, set clear limits and the harmful strategies.

Criticizing the person, you are being a bad boy.

Using physical punishment or sarcasm.

Sarcasm is toxic to kids.

They often take it literally and feel mocked.

It erodes trust.

Okay.

Stick with us because here is where it gets really interesting.

Section six, deep dive into developmental milestones.

This is table 4 .3 in your text.

This is the meat and potatoes of pediatric nursing communication.

If you are taking notes, this is the time to focus.

You cannot talk to a toddler the same way you talk to a teenager.

You have to match your style to their cognitive stage.

Let's go chronological.

Infants, zero 12 months.

Their nature is reflexive.

They are just beginning separation anxiety around six to eight months.

So the approach is calm, soft voice, respond to cries immediately.

You cannot spoil an infant by picking them up.

That is a myth.

Right.

And crucially, talk to them before you touch them.

Even though they don't know the words, the sound prepares them for the contacts so they aren't startled.

Next up, toddlers, one to two years.

My favorite age group to watch, my least favorite to negotiate with.

Their favorite word is no.

They are defining their world.

They have stranger anxiety.

They engage in parallel play, playing next to other kids, not with them.

And they're egocentric.

Completely.

They can only see the world from their own perspective.

So the approach is use their words.

If they call a pacifier a bobo, you call it a bobo.

If they call an injury a booboo, use that.

And timing is critical here.

Absolutely.

Explain the procedure immediately before you do it.

If you tell a toddler, we're going to do a shot in an hour, you just gave them an hour of terror.

They have no concept of time.

Tell them, then do it.

Preschoolers, three to five years.

This is the age of magical thinking.

They are very literal.

If you say, cough your head off, they might be terrified their head will actually fall off.

Oh, wow.

If they wish their sibling would go away and the sibling gets sick, they think they caused it with their magic thoughts.

They are also in the why phase.

So what's the approach?

Offer choices where possible.

Do you want the pink bandaid or the blue one?

Not, do you want a shot?

Because the answer will be no.

Use puppets or dolls to demonstrate what you are going to do and the timing.

Prepare them one to three hours before the event.

They need a little time, but not too much.

School age, six, 11 years.

These are the scientists.

They're concrete thinkers.

They want to know how things work.

They're competitive and want to master things.

They want to know the rules to the approach.

Use diagrams, books, videos, show them the equipment.

This is the cuff.

It gives your arm a hug.

Encourage critical thinking.

Let them handle the stethoscope.

Explain the steps sequentially.

And for timing, you can prepare them one to five days in advance.

They need time to process and ask questions.

And finally, adolescents,

12 plus years.

The nature here is independence and the imaginary audience.

That feeling that everyone is watching and judging them.

Privacy is paramount.

They are fluctuating between acting like an adult and acting like a child.

The approach needs to be collaborative.

What do you think is the best way to handle this?

Engage their interests.

Use charts and photos.

And respect their privacy, absolutely.

Treat them like a partner in their care.

And for timing, you can prepare them up to one week in advance.

That breakdown is gold.

I wish I had that table for just life.

It works pretty well outside the hospital, too.

Knowing if you are dealing with a magical thinker or a concrete thinker changes everything.

Section seven.

Language matters.

This is table 4 .4.

We talked about hard versus soft words.

The text gives a don't say list.

That is honestly shocking when you hear how a kid interprets these words.

This is eye opening.

We use these words all the time.

Don't say die for a contrast scan to a child that sounds like die as in death.

Oh, my gosh.

Instead, say medicine to help the doctor see.

Don't say stretcher.

Sounds like stretcher.

Like a medieval torture device.

Say bed on wheels.

Oh, wow.

I never thought of that.

We're going to put you in the stretcher.

That sounds terrifying.

Exactly.

Don't say shot.

It sounds violent.

Gunshots.

Say medicine through a small needle.

Don't say gas.

They think of gasoline or fumes.

Say medicine or air to help you sleep.

And cut or slash.

Yeah.

Never cut.

Say make an opening.

And there are some concrete explanations needed, too, like take your vitals.

Right.

To a kid.

Take my vitals.

Sounds like you are removing something from them.

Don't take them.

I need them.

Say measure your temperature.

And ICU.

ICU.

Exactly.

Sounds creepy.

Say a special room with nurses.

We have to soften the edges of this scary medical world.

Small changes in words prevent huge amounts of trauma.

Section eight.

Procedures and the Peach Back Method.

Preparation is key.

Know the procedure yourself first.

Then describe the sensory aspects.

Kids want to know what will it feel like?

What will it smell like?

What will it look like?

Give me an example.

Don't just say I'm cleaning your skin.

Say this alcohol wipe will feel cool and wet.

This cuff will feel tight like a squeeze.

You might smell something like strawberries.

And the Teach Back Method.

This isn't quizzing the family to see if they are smart.

No.

It's testing your teaching.

If they don't get it, you failed.

Not them.

Okay.

So break down the steps.

Step one.

Assess readiness.

Step two.

Provide info with no jargon.

Step three.

Verify.

Ask the family to repeat it in their own words.

Can you show me how you will change the dressing?

Tell me in your own words when you should call the doctor.

And step four.

Ask for questions.

If they can't teach it back to you, you haven't taught it effectively yet.

You need to re -explain using a different method.

Section nine.

Communicating with special needs.

This requires some specific adaptations.

Let's run through them.

Visual impairment.

Orient them to the room.

Walk them around.

Describe sounds.

That beep is just the monitor.

Keep furniture consistent.

Don't move the chair every time you leave or they will trip over it.

And you have to announce yourself.

Always speak when you enter or leave so they know you're there.

Don't be a ghost.

Hearing impairment?

Face the child so they can read lips.

Do not shout.

It distorts your face and looks aggressive.

Use sign language cards if available.

And a gentle touch before speaking helps get their attention without startling them.

Language barriers.

Use communication boards with pictures and dual languages.

And try to learn basic words in their language.

Hello, thank you, pain, bathroom.

It shows respect and effort.

Even if your accent is terrible, it builds a bridge.

And profound neurologic impairment.

This one is really important for dignity.

The crucial rule is, assume the child can hear and comprehend.

Even if they are nonverbal.

Even if they seem unresponsive.

Never talk over them like they aren't there.

That's so important.

Speak softly and slowly.

Address the child by name.

Explain what you are doing.

Jenny, I'm going to watch your arm now.

Watch for nonverbal signals like blinking or grimacing.

They are communicating just differently.

Respect their humanity.

We are in the homestretch.

Section 10, evidence -based practice.

We have a study here.

Knight, Trinkle, and Shannon.

What did they find?

They tackled the problem of transitions from hospital to home care, which is a super risky time for miscommunication.

Parents are overwhelmed and things fall through the cracks.

So what was the solution?

They used video conference handoffs before discharge.

So the hospital nurse, the home care nurse, and the family all got on a video call together.

And the result?

100 % of the home care nurses and families felt they had the info they needed.

Anxiety dropped.

It proves that using tech to connect the dots works.

It closes the loop.

That is a perfect example of how communication equals safety.

That was a marathon, but a necessary one.

Let's wrap this up with our outro.

What are the top nursing priorities from this chapter?

If you take nothing else away, remember these five things.

Number one, communication is safety.

It's not fluff.

It's a clinical skill.

Number two, use family -centered care.

The family are the experts on their child.

Partner with them.

Three, match your language and timing to the developmental stage.

Use those tables.

Don't prep a toddler three days in advance.

Avoid jargon and hard words.

No die, no stretcher.

Check your vocabulary.

And number five?

Verify understanding.

Use the teachback method every single time.

And a final thought for our listeners.

Communication changes outcomes.

It empowers the powerless, the child, and it calms the anxious, the family.

When you master this, you aren't just a nurse administering meds.

You're a translator for a scary world.

You make the unbearable bearable.

I love that.

A warm thank you for listening from the Last Minute Lecture Team.

Good luck with your studies, good luck with your exams, and good luck with your practice.

You've got this.

You really do.

See you next time.