 Okay. Welcome back. We were looking at responding, we were looking at responding skills and we looked at five responding skills of where and when and how do you use the skill in what place and what conversation do you use it? Okay. Before we go into maybe like a role play, we'll just complete a few more slides and then we'll take it on. So what is the, when you're looking at a specific process of responding, let's look at it in four steps. The first one is you are taking cues. So when your counsellor is communicating, you are listening and recording for certain cues and which are the areas that you do it. In the content that is what they're saying, the words that they're stating and the story in itself, the basic information that they are giving. The second is the feelings, that is the feelings that may be stated, they may be telling you they're feeling a certain way or they may imply it in the communication. Like implying means they're not saying I feel really sad but they're saying it was a terrible experience. There were so many things that went bad. They're not telling you that they're feeling a certain emotion but they're implying it in their communication. And the third is the context. Context is you need to be aware that related to what they're saying. There may be some information that they may be about the past or about the setting or when it happened, how it happened, all of that. So these are the three things. The content, you listen for the content, the words that is being stated and the meaning of those words. The second is the feeling. The third is the context, what is happening in and around the conversation, the communication that they're giving. The second thing that you would do as a step is you're sifting or sorting. You are looking through, it's like, let's say you have rice, if you make rice, you first have to clean it off of all the stones or of all the impurities that you're sifting or you're sorting. You're sorting through those cues to really arrive at about some particular information that you need to pick out. A lot of things may be irrelevant but you are sorting it out to pick up relevant information. And the next thing, the third thing you're going to do is you're going to draw a conclusion. You are determining what the essence of that conversation is. So you are formulating a sentence to yourself about what you think that the councillor is trying to say. So you are drawing a conclusion. And lastly, you are expressing. You're expressing the essence of what was being said. You're stating the essence of that information, that chunk which you sorted out to the other person in your own words so that you can check out whether or not you're understanding the other person. So you're reflecting it in words. Now, it's important that you're able to do this as a part of listening. And as you keep doing it, it will become much easier for you to really pick out information that is important. Now, suppose there is, let's say two or three levels of information that is being shared and you can state it out. So what I heard you saying is this one thing, you know, you feel this about this because this happened. And I also heard you saying this about this. And this is how you feel. And this is what it has meant to you. So you can, you can actually break it down, especially when there's a whole lot of information and content that seems to be going on. Okay. Now, it's important to be careful of what we call as high risk responses. Okay. So what are high risk responses? That is a high risk response in listening is a statement which is likely to take the focus off, off and of the other and generate some negative feelings. Now, a key element of listening is keeping the focus on the other person's thoughts and feelings. Okay. A high risk response may not be a, it is a negative, it's a, it's not an effective listening reflection. And people generally use high risk responses when they think they're actually listening, but they are it. All right. So which means you're not really listening to what is happening. And it's being filtered in with your own thoughts or your own ideas. Okay. So here are three high risk responses. First one is evaluating and judging. So when you evaluate as a counselor, when you're evaluating and judging, you're changing the focus of the conversation by shifting it from your counselor's concerns to your own interpretation or to your own judgment or to your own diagnosis. And you are moving away from that. And, and you're giving the subtle message that there's that that what you're feeling is not right. There's something the matter with you, what you're going through is not right. So when you evaluate and judge, it becomes a high risk response, because you're taking off the focus from the counseling and you're actually through your responses creating a negative feeling. So one is evaluating and judging. The second high risk response is solving. Okay. When you're solving something for them, what you're doing is you are sidetracking. You're sidetracking the other person's communication by moving away immediately away to a solution before they can actually process those feelings. So your questions, advice, ordering, threatening, moralizing, moralizing, say, how can you do that? This is not right in front of in the eyes of people in the eyes of God, or a problem solved solving can interfere with your counsellors, exploring the thoughts and feelings that can actually help them lead to those solutions. Okay. So using a response in this category communicates that message that you're too dumb, you know, you can't figure out this by yourself. So I will tell you, that's what you're indicating when you're giving a solution, or when you're solving those problems. So all of these responses are appropriate actually, that is, you know, when the when your counsellor has finished struggling with the issue, and needs help on what needs to go on. So not that, you know, bringing about, you know, suggestive thoughts or suggestive ways of dealing with their problem is bad, it's not that it is bad, but then it cannot be offered prematurely when they are when they're in a high emotional state is not the right time, you give these high risk responses. Okay. And the third one is withdrawing. withdrawing is actually distracting your counsellor from their agenda by actually reassuring that everything will be alright, or you know, there's nothing to worry about this and moving them from that that agenda to something else. Okay. The message that you are trying to convey here is you know, I'm very uncomfortable with what you're saying over here. Let's move from this to something else. Alright, so these are what we call as high risk responses when we're evaluating, when we're judging, when we attempt to solve, and we attempt to withdraw from a certain point or a certain issue that your counsellor may want to actually share with you. Okay. Alright. Alright, now having said this much, let's probably take the next few minutes to just to just do maybe one or two quick role plays. Remember, this is not about solving the person's problem. It is to really demonstrate how we can respond to content, to feeling, to content to feeling, to meaning and to the, to feeling, to content and to meaning. Alright, so this is what we're going to do. So be careful that you don't get into this evaluation judgment, solving or withdrawing. Okay. So I need two volunteers and quickly, if not I will have to call you out. So quickly, two volunteers, one can be the counsellor, one can be the counsellor. You can, the counsellor can talk about, you can talk about about an assignment that is given to you. Okay. How you feel about an assignment. So you can just maybe it's a very simple topic because I just want us to build the ability to respond well, either an assignment or a job that's given to you, that you're not very comfortable with. Something small. Okay. Alright. So who's the counsellor? Quickly. Okay. I'm just going to call out then if you're not going to. Shivukumar, would you like to be the counsellor? I haven't heard your voice. And Anthony, would you like to be the counsellor? Shivukumar and then, okay, Anthony is the counsellor. Shivukumar. Okay. Shivukumar isn't, I don't know. Ravalli, you'd like to be the counsellor. Okay. You may need to unmute yourselves. Ravalli, are you there? Okay. All the counsellors, counsellors are hiding. Prabhu, would you like to be the counsellor? Okay. Anand, would you please step in and be the counsellor? Ma'am. You're the counsellor, Anand. You just have to talk about something. Okay. Anthony is going to, is going to be reflecting your, what you're saying. So, Anand, you could, you could, you could just talk about, let's say some task that you find hard, some work that you find hard. Okay. And you could begin with small, smaller sentences. You don't have to reveal too much. It's basically to see whether your counsellor can draw out more content and information from you. Okay, Anand. On what topic it should be, ma'am? On anything, anything, assignment or someone's asked you to do some job in Bible college or anything, it can be anything. Okay. Thought of something? Just 10 seconds. Okay. Okay. Yes, ma'am. I'm sorry. I think I got cut off. Yes. Yes. Anand and Anthony, ready? Yes, ma'am. Okay. So go ahead, Anand. Anthony is ready for you. Hi, Anthony. Hi, ma'am. Yeah. So good to see you. Oh, sorry. Are you crying, Anand? Yeah. Go ahead. So overwhelmed by your counsellor's good, good wish. Go ahead. Go ahead. Hey, Anand, any glad to meet you. I just wanted to, I just wanted to know a few things, how to solve my problems, Okay. Can you go ahead, please, Anand? I'm listening. I couldn't hear you, Anthony. Okay. Can you hear me now? Can you go ahead? I'm listening. It was fully clumsy. Okay. Okay. Fine. I'll speak. So what happened is I was just doing a bachelor's in theology. So I had one subject of Christian counselling. So our lecturer gave us an assignment. She told us to submit by today. She gave today, but yeah, she asked us to submit by today. And she gave a, she asked us to write a counsellor and counsellor situation like an ABCD model. Like she wanted us to write a conversation between a counsellor and counsellor, building up a conversation. So she asked us to submit by today, but I couldn't submit because it was very hard for me to think of something which is realistic. So I don't know why ma'am asked us to submit by today. I don't know. She thinking as like a counsellor, as a professional counsellor, but yeah, I don't know what to do now. So Anthony, so I'd like you to reflect or respond to content as well as feeling. So respond together. Okay, I can, I can see that the assignment was being very hard one for you. Seeing that you cannot, you would be unable to submit this assignment today. So sorry Anthony, I couldn't hear you properly. Yeah, you're not very clear, Anthony. We can hear you, but your voice is not very clear. So I think it's hard to understand what you're saying. Will you go again once more? Will you try again Anthony? And then the counsellor abandoned you. Yes ma'am, so sad. So because you were complaining of your counsellor. Hello, who can you hear me? Yes, yes, go ahead Anthony, go ahead. Hello. Yes, we can hear you, go ahead, go ahead. So Anne and I understand that the assignment might be very hard for you and given the deadline that you must submit this assignment today, did you talk to any of the classmates if they could help you out or you don't want anybody to help you out with the assignment? Anthony, hang on, hang on, hang on. So we're not looking for, remember we said high-risk response? A high-risk response is finding some way to solve it. We're not looking at that right now. All that we're looking to do is just responding to the difficulty, the feeling, the content. That's all that we are doing right now. So what you said was good. You said I see that you're finding it hard to do the task given to you and the fact that you have a deadline, you said that it's difficult to complete the deadline. So that's good. What kind of a feeling do you sense that he is expressing? I can see lack of confidence. Okay, good. Okay, so would you like to put it across in a sentence to him to understand if the accuracy of your interpretation, you're interpreting that he feels lack of confidence. So can you express that to him because you need to understand if what you have understood is accurate from Anand. So yeah, bring up your next statement. Okay, I can really see that you've been given a short time like a deadline for you to submit your assignment. So would you like to go over the notes again and maybe... Okay, Anthony, there again. Here again, you're going into a solution. You're giving him some solution. What we're looking at is just staying focused on the emotion. So okay, let me help you here. So Anand, I sense that you're feeling pressured to complete this assignment by today and you're quite annoyed or quite upset with your teacher for not giving you enough time. Yes ma'am. Is that so? Yes ma'am. Okay, so Anthony, what was done here is just responded to... I said, okay, maybe you're annoyed at your teacher and you're not feeling confident enough to do this. Did you get that, Anthony? Yes ma'am. All right. Okay, so Anand, I'm going to continue going ahead. So Anand, you said you're feeling not feeling confident and you're feeling quite annoyed. So can you help me understand what is bringing about this lack of confidence to do this? What is the struggle you're feeling? That's the lack of confidence. What is the struggle you're coming across because of this lack of confidence? It's not about confidence and all but the thing is we have to submit by today. So if we have to write a little more practical, so we should need some time. Okay. All right. So you're saying it's not... So Anthony, okay, you want to take on from here? Take on from here. Okay. So Anand, you said it is lack of time. Yeah. Yeah. Yeah, we don't have time. Okay. So Anthony, what did you understand here? One minute. So you understood, so you made an inference that there was lack of confidence and he was annoyed at his teacher. That's the inference we made. But when we bought it out again, he said, no, it is not about confidence. So which means he could probably have the confidence. He said, it's just the fact that he's pressured on time. So he's given you clarity that it is not confidence. All right. But he himself has said, I think there's a pressure of time. All right. Okay. So you have narrowed it down to understand that this is nothing to do with him being unable to do it. It is the pressure of the external circumstance that's there. You've understood that. Okay. Yes, ma'am. All right. Now, I'm going to the... I'm just going to help you with the second question, this thing that he said about annoyance. Okay. All right. So, so Anthony, you did, you know, I do see that you feel a little annoyed at your teacher for having given you this assignment at, you know, at very short notice. Is that so? Yeah. I'm here speaking with me. No, no, Anthony was speaking. No, go ahead. Anthony was speaking. Go ahead. Go ahead to share. Anthony, it's, I'm not annoyed and all. Every time when she used to give us an assignment, she used to give us time, but I don't know what happened today. There are some students that are not responding in the class maybe because of that. She would have given one day to submit. I don't know. But it was very hard for us to just submit in one day. Okay. Anthony tells... So, she's, he's clarified two things Anthony. He's clarified there's no underconfidence. Yes ma'am. He's clarified there is no annoyance with the teacher. It is puzzling to him. So, now, now you're, you're getting another emotion, right, which is... Yes ma'am. So, you may ask something like, okay, Anand, what I hear right now is it's very puzzling to you why your teacher did that when all the time she has actually given you enough time to finish your assignment, right? So, again, content and feeling. It's puzzling to him that the teacher has done something which he's never done before. Okay. All right. Okay. What would you like to bring about? Is there anything that you would like to bring about for responding or do you feel you've come to the end of, you can't respond any further now? Okay. I would like to ask him a question. Go ahead. Okay. Anand, when you said it was a lack of time, was it that the question of all the assignments was a little bit of a technical issue that you might have? That's why you lack the time to do, to finish the assignment. Anand, can you please repeat? So, he said, Anand, he's saying, since you did say it was a lack of time, was it, did you find it difficult to understand the assignment or were there any technical reasons as to why you were not able to understand the assignment? I understood the assignment, but for to do, complete the assignment, I need more time because if I have to complete in one day, I need some persons to sit with me and help and can discuss and do the assignment. If it is, if I have to submit by today, I can't do it by alone. Okay. So, Anthony here, he's come to the place of action because he himself has told you, I need help if I need to do it today. He's also said, if I or that I should have more time or I need the help of friends. So, he himself has come up with three possible solutions. You got that, Anthony? Yes, Ma. Yeah. Okay. So, now, now we've, I think we've come up, I know the situation is really small. So, that's why you may not be able to respond too much, but you can go up to ask him about, okay, Anand, I'll help you here. So, Anand, you've come up with some wonderful thoughts. You've said that either you need time or if you need to complete it today, you need the help of some friends or you may require some more days to do this. So, he's himself. So, I would ask him, so Anand, which of these three possible solutions would you think would help you the most, Anand? Anthony, what's the situation here is there are no friends who are willing to help me because they were also in the same situation. So, why I came to you is I heard Anthony is a good counselor and he is very good at these things. So, that's why I came to you that you can help me in my assignment. Your counselor has ran away. Anthony, he wants you to do the assignment for him. Okay, that would be fine. Thank you very much, Anthony. Okay, all right, okay. So, if you had come to me like this, Anand, I would have asked you directly, I said, so Anand, are you hoping that I would do your assignment for you? No, ma'am. Like, I came to you to just seek your help. I believe that you can help me. Okay, all right. Okay. So, you said two, three things, Anand. You said one, that you may need time. You said you may need the help of your friends and you mentioned that your friends may not help you because they're all in the same situation. So, I see you feel helpless. You cannot even get the help of other friends right now. It makes you feel helpless because even your friends aren't able to help you. Yes, ma'am. Okay, all right. So, I understand that you and your friends are in the same position. Yes, ma'am. Okay. So, what are the two choices that are left or the choice that is left, Anand? You helping us, ma'am. No, I mean, for you to, you said two things. You said time to be able to get some time, right? Or to get the help of your friends. That's what you said and you said your friends are also in the same situation. So, what is left? What is the option that's left for you? I feel like if there is no one to help me, I'd like to ask my lecturer to give us more time to complete our essay. Wonderful. Okay. So, when would you like to approach your lecturer for this request? I don't know. She'll respond. So, do you, I sense that you fear that she will, she may not respond favorably, is it? Yeah. Okay. Why do you think she would, she may not respond favorably? If you were to tell her what you're feeling and where you're stuck at, what makes you feel she may not respond favorably? Because what I shared earlier is like she used to give us time every time when she gives the assignment. If now she is not giving us that time, if she told us to do it in one day, maybe she is strict and she wanted us to submit by today. So, you're telling me that you cannot, you failed to understand what is, what actually has made your lecturer do this right now? Yeah. So, today my mom asked some questions, no one responded in the class. So, that's why she would have gave us the assignment and asked us to submit by today. Okay. So, did your mom tell you that she was upset with you and that's why she's given you the assignment for one day? She didn't told, but I felt like that. You felt like that. Okay. So, if you needed to really understand that's what she meant, what would you need to do, Anand? Maybe I, anyhow, I have to complete the assignment or next class, we all have to speak with our mom. Okay. Okay. So, that's the next thought. You're saying maybe everyone coming together to speak to her, if you're not able to finish the assignment today. Yes, ma'am. Okay. All right. So, how does that sound to you? Do you feel that is addressed? You know what to do? Yeah, kind of. Okay. All right. Thank you very much. The counselor, you drove away your counselor and with the complexity of your situation. Anthony, he's there. He's there. Very, very good both Anand and Anthony. Anthony, good try. Good try. Okay. Thank you, Anand. Okay. Let I have a couple more of slides to complete in the same topic and then, yeah, so just give me a minute. Let me just put this off. Okay. So, what do we do when there are clients who are challenging? Okay. So, what do we mean by clients who are challenging are those who may be difficult, who may not be very forthcoming with their information? What do we do? How can we respond? Like, for example, maybe some of them who are just don't respond. They're sitting in front of you that are absolutely silent. They're not saying anything. Okay. What do you do? So, who are these challenging clients when they are unresponsive or when they're silent or when sometimes they superficially agree that, you know, they want to come in for help or want to come in for counseling but actually they're not they're not fully there. They're not fully open to hearing or to open to even share. The other kind of people are those who do not come in on their own will. You know, they are bought in by somebody else or those who are threatened by someone to come for counseling. They may be it's a parent or it's a colleague or it's a leadership, it's a management that who that they want that they've asked to come or those who have biases about counseling. They are there but they have very strong conceptions about what counseling is. Okay. You need to understand that, you know, especially when people don't come on their own, the premise with which they come is they are expecting the counselor also to criticize them and be focused on their weakness. All right. That the counselor will highlight whatever their weakness is. So that's why they most of them come especially when they're counselors who don't come on their own wish or on their own desire, you will find that they are expecting something negative coming from the counselor or something where their weakness is going to be highlighted. Why? Because the general environment around when they are actually talking to people around, that is what they're hearing. Everyone is criticizing them for their issue or, you know, focusing on what is going wrong. So they think that even coming here to a counselor would probably be the same thing. So how do you respond to counselors who are challenging? What can we do? So when confronted with someone who's challenging, the first thing counselors should do is to focus on your own self-awareness. So you look at yourself and see how you are contributing to that environment, which can be seen as threatening to your counseling. Okay. So when they're coming in, the first thing you need to ask yourself is, am I, what contribution am I making to make this environment for my counseling threatening for them? All right. Because when you're able to do that, when you're able to look at yourself and how you are contributing, you will be able to respond in a certain way that allows your counseling to slowly, what do you say, to slowly open up. Okay. So that's the first thing that you do. I'll look at yourself, be more aware of how you may be contributing to that. Like, for example, let's say a person like a young person, like a young 20, 21 year old is brought by his parents to the room and asked you to see them because there are so many problems within and he needs help. And this boy is sitting there, a girl is sitting there in front of you, not saying anything. In fact, they're looking away. Okay. Now, if I were to ask questions like, okay, what's going on? What's happening? What's wrong? Tell me what's wrong. What is the environment that I have provided by the question? If I'm going to ask them, what is wrong? What interpretation have I already made to the client, to the councillor? What impression have I made to the councillor? What do you think? If I ask the question, so generally that question is not too bad. I'd like to know what's wrong. Like, if there's someone who's coming willingly, that question is not too much a bad question. But in a setting like this, when the person doesn't want to be there and you ask, okay, tell me what's wrong? What's going on with you or what is brought to you here? What's wrong? What do you think it could sound of like to the councillor? Think and tell me. Come on, come on, come on. Quick thoughts. Excuse me. Come on. When you ask someone who doesn't want to be there in front of you, what's wrong? What impression or what message are you giving them? No, no, no thoughts? Okay, so an impression that can come about is I have already made an inference that there is something wrong with the person sitting in front of me, when I ask the question, what's wrong? Yeah, they feel judged. Yes, I'm frowning at their character. I'm saying something that there is something wrong with you and that's why you're sitting here. So hey, tell me what's wrong? Right, I have probably done nothing to connect with the person. All right, so if you do see someone who's resisting, the first thing you need to do is join them as an ally, okay, that they need to know that you are with them and they shouldn't see you as a problem. They shouldn't see you as another problem. Okay, so how you do that is one way, one way that you can do that is saying, I can see that this must be a very uncomfortable, very difficult situation for you and you're sitting here not really on your own will but being pushed and forced by your parents. I can imagine how difficult that may be. So what am I doing? I am aligning myself with him and saying it may be very hard for you to just come here being pushed by your parents. It's hard. So I am trying my best to say, hey, I'm on your side, okay, I'm on your side and I'm okay to have you this way, no problem. So that's what you are attempting to communicate. The next thing that you will do is give them the power, give them back the power. So concede the power of your counseling, it will actually bring down their defenses. So what does that mean? Saying that, I'm perfectly okay if you feel today's not the right time to talk or right time to share anything, I'm perfectly okay that you don't do that. So I have said it's perfectly okay, you have the power to decide whether you want to share something or not. All right, so that's what you're doing. You give them the decision in their hands to whether they want to speak about the situation or not. But I may say something like it's perfectly okay if you don't want to talk about anything. But would you be fine if we just could have a simple chat just to know each other a little better? So what I've said is okay, it's perfectly okay there, but I'm engaging the person to build a rapport. I'm saying would you be okay if we got to know each other a little bit, right? Or they may say, no, I don't, I don't want to get to know you. So I may say fair enough, fair enough. I'd like to share a little bit about myself. So I'm going to head in and say, I'd like to share a little bit about myself. Or I may say I'd like to share a little bit about a time when I had a situation like yours. It's something that will help them to see that I'm building a rapport but that they have the power in their hands. And the last one is to put them at ease letting them know that they don't have to really vent out everything the first time. So sharing with them and saying it's perfectly fine to do it at your own pace whenever you feel you are comfortable to share something that would be probably the best things to do. So take it at your own pace, take it at your own time. So what would you be doing is, okay, so what you're doing is when you're responding to them, you are focusing a lot on their own strengths. The fact that he knows when he needs to talk about his problem. That's what I mean to say focusing on the strength at that time. Or I'm engaging in active listening. Now this listening is not just by what they're saying, but even their body language. Okay, so they may be looking away. They may be looking down. They may be looking on their phone. It gives you a message. When they're looking down, it may seem that they're probably upset or anxious. When they're looking on their phone, they show they're disinterested. When they're looking away, they're being indifferent. So it gives you a clear understanding about observing their external behavior. When you respond, you are also saying, you're also sharing that they are the experts of their lives. Saying that, hey, I'm sure you definitely know what is best for you or you know what is the right thing to do. And the fact that your parents brought you in here has definitely violated that right. So I'm emphasizing that you know what is the right thing to do. And remember, whatever they do to you or whatever they say to you, don't take it personally because it is their defense that is coming about so that they can take care of themselves. Because if you are pushed into something you don't want to do, you will definitely be defensive. And it has nothing to do with the person there, but you are defending yourself. So don't take it personally because they are just exhibiting their defenses. And so what are the skills that are needed? The skills that are needed, especially when you're dealing with clients who are extremely resistant is one, give empathy, express empathy. It is important to let them know that you're there feeling with them. Avoid argumentation. Do not argue with them. Why aren't you talking? You know, what is wrong with you? This is why your parents have a problem with you. Avoid argumentation. Okay. Role with resistance. That means you play along with them. Okay. Like for example, let's say your counselor is saying, my mother thinks that I have a problem, but she's wrong. I do not want to stop drinking. As I said, I do not have a drinking problem. So she is very clearly said, I don't have a drinking problem. I want to drink when I feel like it. So as a counselor, you may say, okay, others may think you have a problem, but I hear that you feel you don't. So then the counselor may say, that's right. My mother thinks that I have a problem, but she is wrong. So these are ways that how you would roll with them with that resistance. Recognizing their strengths. So this is where you help them not to focus on their negative things, but to focus on what seems positive. So for example, let's say the counselor is saying, I'm wondering if you can help me. I have failed so many times. So one thing the counselor can say is, I see that you feel you have failed, but the fact is that you're still here. You have come here, hoping that things will get better. So as long as you continue staying in the process and to having someone support you, do you think success will come about? So what I'm doing is I've taken this thing about her failure and made it into something as a success, saying that, even though you failed many times, you've come back here because you want to help yourself. How can you stay in that process? So that's what I attempt to engage with them to add to that. So these are some of the ways that you can respond to your counselors even when they are resistant. All right. I've come to the end. Any specific thoughts, any questions that you may have? Nothing? Okay. If not, let's just close with a word of prayer. Heavenly Father, we thank you Lord for all that you're teaching us that you help us build these skills on how to work with people really taking time to listen and respond and reflect to what they may be going through, their feelings, their stages of emotional pain. Father, we pray that you will help us to be patient listeners, patient helpers who can journey with people through their struggles and their problems. Maybe not get quick into finding solutions but being willing to stick with people through what they're going through. Thank you for all that you teach us. Thank you for all that you work in us. Be with us till we meet next time in Jesus' name. Amen. Thank you all. Meet you all next week. God bless.