#20. Digging into Boundaries and SLP Guilt with Published Author Mindy Hudon
Episode Shownotes:
In today's episode, I'm sitting down for a candid interview with author and fellow SLP Mindy Hudon. Tune in to learn about Mindy's unique journey from providing services in the medical setting, to creating a clock for young children, to becoming a published author, to co-establishing a private practice specializing in executive functioning skills for children!!
Mindy's experience as a school-based SLP provided her many opportunities to witness firsthand the executive functioning challenges that students face as well as the heavy workload and time constraints that SLPs struggle with. Mindy shares some of her best tips for any speech pathologist struggling with that old familiar saying of "so much to do, so little time."
Make sure to listen to the end where Mindy tells you exactly how you can enter to win one of her "Bee a Time Keeper" clocks if you're attending ASHA this year. (I have one and love it!)
Mentioned in This Episode:
Developing Executive Functioning Skills (2 hour CE course)
Are you sick and tired of feeling overwhelmed by all the things? I can help. Schedule a free consult today to learn about how I can help you take back control of your time.
Come join the FB Group SLP Support Group for more tips and tricks!
Follow me on Instagram! @theresamharp
Learn more about Theresa Harp Coaching here.
Episode Transcript*:
This is Your Speech Path: Mindful Time Management for the Busy SLP. My name is Theresa Harp and, as a mom and speech pathologist turned productivity coach, I know a thing or two about how hectic life can be. If you're an SLP who's overworked, burnt out and feeling like you're constantly falling short as a therapist and a mom, then this is the podcast for you. I cover time management and mindset strategies so you can learn to love your work and your home life at the same time. Let's dive in.
Hello everyone, podcast listeners, welcome back to another episode. This week is a fun one because I have a guest here. Her name is Mindy Hudon. She is an SLP. She is also the creator of the Bee A Time Keeper Clock, and she just published a book through ASHA. She's also the co-owner of a private practice called Achieve Speech and Language Services in Connecticut. So welcome, Mindy. It's awesome to have you on the show.
Mindy Hudon: 1:04
Hi Theresa, Thank you so much for having me. I'm so excited to be here and finally meet you in real life.
Theresa Harp: 1:10
Virtual life yeah, virtual life, the 2D world yes, because we've connected a lot online and this is our first kind of face-to-face interaction over Zoom. So, yeah, I'm so excited. Thank you for coming on. Thank you for having me. I appreciate it. So you are pretty busy. It sounds like You've got a lot going on. I would love it if you could just take a few minutes and tell us about your background, how you became interested in becoming an SLP and, specifically, how you became interested in executive functioning skills.
Mindy Hudon: 1:45
Okay, I'll go way back. So when I decided to become an SLP, it was kind of a funny thing. I was in college going for special education. My sister was an educator and I thought I don't want to be a teacher. And then I was flipping through the catalog over the summer and decided that I would try speech therapy and I loved it. My sister's hearing impaired, so it really related to me and I didn't know if I was going to go audiology or speech. Speech was more me, so that's how I started. And then I basically went into the medical field first. I love the medical field and it worked for my life. I worked a lot with rehab and TBI and CVA and I knew a lot about executive function. Then that was part of your treatment right, you're working with people in real life scenarios. And then I had twins and I needed a school schedule for my life, so I ended up going into the public schools. In the public schools I did find that at that time EF wasn't really something that people talked about. No one really understood it in the schools. They weren't really addressing it in the schools, but it was starting to become the buzzword. And I mean I always, as an SLP, you always implement some kind of strategies or executive function to get your kids to be part of your group or whatever. So I was always doing that. And then I remember going to meetings with neuropsychologists and school psychologists and they started talking about executive functions and I knew exactly what they were talking about. Even children I didn't service. I was invited to a meeting and I'd look around the table and everybody'd be like okay, sure, all right, great. And the neuropsychologists would say they need this, this and this. And I'm like who's going to address these children? Something that could be done in the classroom. But no one had a clue. So I ended up getting involved, my current business partner, Rachelle Maurer, and I. She had taken some courses in EF and she encouraged me to do so, kind of addressing it towards the child as opposed to more of the adult CVA kind of thing. So I started taking some courses and learning more and more about it and I thought I do a lot of this, but let's really structure it and get it in the schools, in the classroom. So Rachelle and I started doing workshops. We started doing EF classroom, helping the teacher to implement strategies within the classroom so children would be successful. All children, as we know, and their executive function skills are not developed at that time. So those children that are challenged with ADHD or something are lagging behind more. So we would do some workshops and then we actually developed a workshop on trauma and the impact on executive function and we had that submitted to a summit and we started doing that. And then our life in school made it difficult for us to continue that. So we opened up a private practice after school to just do executive function with the area of schools. So we just got some private pay clients to come and we worked on strategies to help them in the home and that was really successful. And then life happened and you don't do it anymore and you go back to school. So, that being said, that's how I kind of started with the EF and continued to do so.
Theresa Harp: 5:10
Wow, it seems like such an interesting evolution, right? I mean it just sort of--I love that you were flipping through a catalog, by the way, and discovered speech pathology.
Mindy Hudon: 5:20
And.
Theresa Harp: 5:20
I don't know if we've talked about this before because my memory is- it's so terrible, but I didn't realize that you had, or I don't remember that you had, a sister with hearing loss and twins. So I also have twins and-.
Mindy Hudon: 5:32
Oh, my goodness, I didn't hear that.
Theresa Harp: 5:34
Yeah, and then hearing loss is my area of specialty as an SLP, so-.
Mindy Hudon: 5:39
Wow, that's crazy. Yeah, I worked for her as an undergraduate, I did volunteer work and then ended up working at Rhode Island School for the Deaf and that was just amazing. Just amazing to me, especially having lived with someone who was hearing impaired. I got it and it was amazing. And so I can't say I specialize like you, but it's a big interest area for me as well.
Theresa Harp: 6:03
I'm sure. Yeah, you've got a very personal, personal perspective on it, which is great, and I think that speaks to the vast just the options that are out there in our field and how many different areas there are that you can work in and all the different things you can do as a speech pathologist. I mean, did you ever think when you were flipping through that catalog, were you ever thinking 'executive functioning is where I'm gonna land?'
Mindy Hudon: 6:31
Yeah, I actually was interested in art and I thought I was gonna go to art school and I met with the adjunct professor who was doing communication disorders and she's like what are your interests? And I'm like art, but I'm looking at this because it was in catalog, and so she put me an introductory course and she put me in an introductory course to art therapy and I didn't get the art therapy part. It was kind of vague for me. Love the art part, but the theory behind it was different and more scientific and that's how I led to speech.
Theresa Harp: 7:08
And that's interesting too, because speech, I think, is kind of a blend of science and art together. It is, you could say, certainly to varying degrees depending upon what setting you're working in.
Mindy Hudon: 7:23
My adjunct professor is actually in my book. I put her as the speech pathologist to honor her. I don't know where she is in life right now, but she's the one that got me into the field, so I love that.
Theresa Harp: 7:35
Yeah, this is more in or nor in Nor, in Nor in. Oh, I love that. So tell me a little bit about the needs that you were noticing that the students had when it came to executive functioning skills.
Mindy Hudon: 7:52
Huge dysregulation, right. We see that in the schools a lot difficulty with sustained attention, being able to self-control, right, impulsivity, time management being difficulty with transitioning. So all of those things were a challenge, especially for the children that I serviced with ASD. They really had trouble with that impulsivity and transition and time management and the rigidity of everything was very challenging for them. And that's kind of how it led me into building the clock. Yeah, tell us about the clock, okay. So I developed the clock based on when I was learning about executive function and I would tell the kids "be a timekeeper, be a timekeeper. And then I moved districts to a district who had a B as a mascot and I thought, oh my God, b a timekeeper. And so then I, because of my art background, I actually drew the critters on the clock and I thought you know, we need to think about time in this way. Having taking some courses on time management, I thought I think we need something visual that teachers and parents and kids can use to help them see and feel that passage of time. So I had a parent at the time who I was seeing their son for executive function and she was a graphic designer, and I said here are my critters, here's my idea, and she's like got it, and she put it together and I built it. So I'm a clock maker, so be clock maker. I never thought I'd be a clock maker back when I'm flipping through a catalog either. So it's been really successful. I can't say that I'm like super popular out there in the world. I'd love to be, because I think it's very effective with children, and so in the world of my classroom and in my sessions I use this clock every single session and all the children loved it because they learned to be a timekeeper, they learned to know what time expectations were, they learned to know how to see and feel that passage and to monitor their time and know hey, the bee is on the butterfly, when are we gonna stop? Oh, and the bee gets to the bird, okay, so do we have more time to play? And that made them excited, as opposed to that quick time to go, time to go, time to go. Not knowing that, not feeling and seeing that.
Theresa Harp: 10:24
It helped them kind of chill and calm down and self-regulate so that they were able to manage everything that I had the expectation for, with a visual to-do list basically of what our session would look like, and we always started with time Wow yeah, it sounds like it really helps to address some of the time blindness, right that kids with it young kids have some developmentally, of course that's appropriate, and then some it's not so appropriate because of executive functioning challenges, and it seems like that's a really fun way for them to start becoming more aware of time and feeling more in control.
Mindy Hudon: 11:04
The other thing that I noticed when you walk into a classroom, how many times do teachers say five more minutes, right. And when five more minutes is up and the kids do not understand or see that the child who has trouble with self-regulation, what do they do? They have behavior problems with transition, right, they can't transition, they want to continue to play. They didn't know what their expectation of time was. So I think a lot of times adults tend to put time expectations on children that they can't comply with because children don't know that time especially you're talking your little's right Pre-k, kindergarten, first-k, second-grade is when children are learning how to tell time and yet they still don't know how to. They can tell you what time it is on the clock, but they can't tell you now time, past time, future time. And a lot of schools are changing to digital clocks. Right, I am not an advocate of digital clocks. It's an analog clock. We have to see it, we have to feel it to be able to be time managers. So I think that teaching and teaching children about analog time is really critical, even if you have a child that can look and know the numbers and read an analog clock. Helping them plan their time by planning ahead, by telling them what their expectation is in the future, is critical.
Theresa Harp: 12:22
I agree so much. I was talking about this with my kids recently because they were learning how to tell time on an analog clock and they were talking about how they never really see clocks like that anymore. And I said I know it is. It's just kind of they're fading out and I totally can relate to what you're describing and for those who are listening, we'll link to this, if that's okay. Mindy, can we link to the information about the via team time keeper clock in the show notes? They can see All about it. I can see one in your background right now and I'm lucky enough I have one in my playroom for my kids, which they love. It's just this fun, colorful, just like very motivating thing to look at. It definitely is a work of art and I can see how your art background played a role in that, but it's definitely worth checking out.
Mindy Hudon: 13:15
So all SLPs who are listening to this need to go take a peek at it, because you right, because there's a, there's a bee on the minute hand and a snail on the hour hand, because bees move faster than snails and minutes move faster than hours. So it helps kids understand that and monitor their time. It's it really. I mean, I've seen such joy with children being able to be that manager, a self-manager. They all want to know when time is right, what time are we getting there? Are we there yet? Yeah, how many more minutes? How many more minutes? They want to know time. So it's not typically a struggle for them. I mean, at first they get a little obsessed with it because they want you to see that the time is going by, right, but they get used to it. It, they can do it and I use it. As I have a two-year-old, I'm using it with right now in my practice and he watches it and monitors it. He knows what his expectation is. We're gonna work until here and then we're gonna do this and he's watching the clock and being a Timekeeper, which is so cool at two years old.
Theresa Harp: 14:19
It really is. Yeah, and the other thing I love about it is it is such a language tool as much as it is an executive functioning tool. These are so much language that you can use when you're talking about time and you've got all the photos there as well. I mean, there, I'm just looking at that clock and I'm thinking of my grad students who I teach, and I'm like I always give them this assignment of if you had a you know a cardboard box, how are you that's all you have in your session and how are you gonna use just this cardboard box to hit you know X, Y and Z goals? And I'm looking at that clock and I'm like you could just use the clock and get a whole session out of that. I mean, you don't need. You don't need all these bells and whistles, but it's just so fun to look at.
Mindy Hudon: 15:10
Did you see, on the instructional form that I put in the with the clock? I don't know if you remember that that on the back of that it talks all about that language aspect, because it is so true, before, after, a front, all the names of the critters, maybe they're, their history of the critters and what they, where they live, and all of that is so much. Yeah, and the language of time is so important, just the language of time, right, understanding, that is huge. Yes, absolutely much. That was so kind of you say. I appreciate that.
Theresa Harp: 15:39
Yeah, of course. So I know you also have, in addition to the clock, you also have a book. So tell us a little bit about the book.
Mindy Hudon: 15:47
So the book stemmed from the clock. So I started it in the schools with a PowerPoint and I called it watch out for the time snatcher, because I would tell the kids, watch out for the time snatcher, don't let the time snatcher gobble up your time. And they would get right back on it and look at the clock and try to met self-manage themselves, right. So I thought I'm gonna write a little story, a little picture book about that on a PowerPoint, which I did. And then I Started taking some courses online about children's book writing right and during a course I created watch out for the time snatcher a Picture book and I went to all these conferences and stuff about book being an author and writing books and that and how to publish. And I did all of that. I sent it out to many publishers who all agreed they had time snatchers in their life but they didn't Want to publish it. So one day I'm looking on my email and I noticed that ASHA started publishing a Son of publishing children's books and I thought I've got this in the file, I'm just gonna send it, why not? Let's just do it. And I did. And they got back to me and they said we love the concept, but would you consider writing it into a graphic novel for middle schoolers, which was totally in a different age range that I was focused on? But what are you gonna say? No, of course, I said yes and I started researching about how to write graphic novels. I connected with other SLPs who are comic writers and I learned a lot and I wrote the book with Asha and now it's published as a graphic novel for middle schoolers Cody's adventures how I learned to defeat the time snatcher and I am very excited about it. It's one a couple of awards it's one mom's choice award and more recently, a Brown's medal from readers favorites, which I'm Flying down to Florida to receive that medal. So I'm very excited about and I'm gonna be at Asha on Thursday. What is it this 17th at ASHA Convention and From 1215 to one in the bookstore signing books, so please come by.
Theresa Harp:17:55
Yes, definitely come by. I think it's actually Thursday the 16th, Just oh, thank you.
Mindy Hudon: 18:01
Sorry not looking at a calendar. In it the 16th, no worries.
Theresa Harp: 18:04
My calendar is still on. October is looking above me, so no worries, yeah, I think it's. I think it's. That's actually where I first discovered it. Got to see it in person, was at the ASHA Conference in New Orleans last year and, yes, yes, you do have a picture, that's right. I loved it. One of the things that I loved about it was it it did a really nice job of, I think, speaking to both kids and parents who might be reading the book, or you know kind of, and you've got that section at the back to where you talk about information for parents and I just think it's it really. I just think it's very versatile in the way that it's written and it has really important information for children, you know, for teenagers and tweens and that age range. But I also think, when I was reading it as a parent, it could be a very big eye opener for parents who might be misreading behaviors that they're seeing in their children that are actually an issue with executive functioning skills and not an issue with, you know, behaving quote, unquote behaving. Do you want to talk about that at all?
Mindy Hudon: 19:25
Sure, one of the things you just made me think of and the reason why. I don't know if you remember in the book that I made it a point to make sure that the mother was highly involved in his strategies and is at home focus, because I have worked with clients that you know. The parents know there's an issue. They bring that child to me for executive function instruction, like any therapy, right, but I'm a dot in their life. I can tell you how to do it, but I can't be with you and monitor you and help, guide you and make you feel successful and I wanted to make sure that the book addressed that. That it's- it is a village. You can't expect a child, any child, to just tell them to do something, and it's going to happen day one. You have to help, guide them and support them so that they feel successful. I had a client that she was an older she was like 14 or 15, and the mom worked and she wanted me to go to the house because she was home in the summer. So I went to the house. This little child was very unorganized but wanted to be successful. So I gave her strategies, I talked to mom. Mom was never there and then mom just expected that child to follow through on that and you know she couldn't do that. She had high hopes that she could do that, but she needed help and unfortunately it didn't work out. And it has to do with motivation, right? You have to be motivated to want to make a change and you need that family support, not to nag you but to guide you. So I hope that the book does address that. I appreciate you saying that, because truly that was my focus. Yes, children have struggles. Yes, they may need strategies, but if they don't have support from home and school, they're going to not be successful and then they're going to still feel defeated, right? So thank you for bringing that up. I appreciate that.
Theresa Harp: 21:15
Yeah, and that's true for any child with any needs, right, whether it's executive, functioning, language-based articulation, I mean, regardless of the what it's so important to have, that family support and family involvement and family education, yes.
Mindy Hudon: 21:32
Yeah, I think that's important, right? I don't think as school-based clinicians, we have that time. I mean, talk about time. It's hard for us. We have a lot of kids and a lot of need and it's hard for us to get that across to parents, that even though you're sending things home, it's hard. In a private practice it's a lot easier in that respect because I'm right there with the parent, I am showing and doing and follow through and this is what you need to do and those parents that are, you know, in the SLPs, working with these children in the school. It's definitely more challenging for them absolutely.
Theresa Harp: 22:07
Yeah, which makes me think about kind of the broader issue that we as SLPs I think can relate to more personally. Right, is that time crunch that we all seem to be under. So what I'm hearing is that parents are under it and I absolutely experienced that personally. I experienced that professionally when I was working with families. I always had families in every session, so I got to see that from their perspective and from my own professional perspective, obviously experience that as an SLP and as a parent myself. So I guess what I want to ask you is what are your thoughts on why it is so overwhelming to be an SLP these days and what are some of the time management struggles that we as SLPs are experiencing?
Mindy Hudon: 23:03
I think that we are. Our caseloads are way too high, whether you're in medical or you are in the school system. They're way too high and I think that's why we're losing SLPs. And SLPs are doing other things like me, private practice and you this wonderful program that you have, because it's a lot. It's a lot to manage and if you are struggling with executive function skills yourself as an SLP or an audiologist, it is harder, right, you cannot keep up. The paperwork is overwhelming and I think the demands in the school are placed on SLPs and no one really understands what we do and I can't speak for every district. I can only speak for the ones that I've worked in and what I hear from other people. It's a lot, so I do think that a good. I mean I feel that everybody needs a little bit of executive function focus as an SLP, because we are in a thousand places and it's very hard. We're on typically a 30 minute schedule, get kids, bring kids back right and what can happen, and I literally just wrote an article for ASHA Leader Live, about time management and for the clinician, because so many things happen on a day to day basis, and I based it on basically the school, but it's really anywhere that you're bringing children back to class. You've got to grab another three kids from three different classrooms. It's a time management nightmare. And you're walking down the hallway and a teacher who's on her break stops you in the hallway and says hey, I want to tell you about Johnny. You know I got a kid. So what do you do? All right, let me get them back to class, I'll come. And then what happens? Now You're behind, behind, and if you're behind five, 10 minutes on one group, you're behind for the rest of the day. And then that anxiety and that stress that you feel to complete that because you never even got your planning time or your lunchtime, because you're making up for time that you missed. So it's kind of that ongoing hamster wheel. You just can't get off of it. So you have to set up boundaries, right, I think you have to really set up some personal boundaries about time and about your schedule and find ways and strategies. That's why what you do, teresa, is so important Teaching SLPs and parents how to do that so that they can apply that to their job. And I suggest, pick one right off the bat, one that you need to do like save time management, really watch your clock. And I can say and I'm not trying to brag about the clock, but if you use the clock right the timekeeper clock or a clock with children if they're older you can at least manage your own time because they're watching right. You're giving yourself that five minute leeway to clean things up with the kids and transition and they're going to be the timekeeper for you because they're excited about being the timekeeper. So it helped me a lot in my own time management to have that clock in my room Because they'd be like Mrs Huron the bee is on the spider, it's time to go. Oh, yeah, right, let's go. So it really was helpful so getting your time management but also the boundaries when I decided when I was in the schools, because of all the children I had and all the things I had to do, that sometimes I needed to put boundaries in line. So the first thing I did is, every year I would send out an email about the process of my screening process. If you have a child you want me to screen, pick up the screening letter in my mailbox and I mean in the front of my classroom, and then drop it off in my mailbox completed, because just that, pass by, give me a name of a child. Then you forget that child, right? Or you're so busy that then you have to worry about getting that child. It kind of makes the teachers more what's the word I want? They have to be more compliant with that and what your limits are. You can only do so much. So that was really helpful by doing that, sending out an email and having a screening form that they had to be accountable for. And then I also would put signs up on my door and say you know, busy right now, come back later, testing, or you know, I'm working on a project or something like that and I in the article, I talk about things that are critical and things that are are not so critical. Right, you have different kinds of things that happen that you may need to be interrupted for it. So valid and invalid interruptions. You need to be interrupted for something very important, maybe a meeting you're missed or something like that. Or parents there and they need to talk to you, things like that. But there are other things like people come by to chat, right, your friends, and that's wonderful, but that gobbles up your time, your personal time, when we have so many of ours to do compared to anybody. I feel you're seeing treatment, you're doing evaluations, it's a lot, right, so I need to comply with my time expectations and this is my time and these are my boundaries, and I think people will respect that. If you do it in a nice positive way and by giving an email to the whole staff and say this is what I need to do to be successful, I don't think is a bad thing and it helped me, yes, kind of how I do that, yeah, those are such great examples.
Theresa Harp: 28:25
So setting up boundaries, creating sounds like you created little systems, like simple systems that you can use in the school. I just want to reiterate that this was when you were working in the school district, because I think and this is this might get me in trouble a little bit, but I think sometimes school based SLPs feel a little bit helpless or a little bit disempowered when it comes to what you can do in the school setting. That's why I loved the article that you wrote, because it was geared towards school based SLPs, so it gives school based SLPs a greater sense of control over what they can do, because you might not be able to pick your case load, you're not going to be able to choose the size of your case load, you're not going to get to choose who's on it. You might not even get to choose when you're seeing them. But there are things that you can control and there are. When you focus on those things, it helps make your life easier as the SLP and it also helps make everyone else's life easier, because now they know what to do when they need to reach you and they know that you're there to listen, because that you've clearly articulated what that process looks like.
Mindy Hudon: 29:37
And I think this is what I believe that their SLP is. Slp guilt is a big thing out there and we feel guilty. We feel guilty about everything. So but I feel that, what's worse, I'm in the hallway and I'm running and I go, I can't talk right now seems a little rude, as opposed to at the beginning of the year, say, I am busy and I have children back to back and I only have this amount of time. Here's my planning time. But I may have a sign on my door that says I need to work on a project or I am working on an evaluation or whatever, and be respectful of that. I don't walk into a classroom and interrupt teachers right when they're in the middle of a lesson, so why would they do that to me? This is my classroom, this is my time, and they were very respectful and they understood that. But you don't know what you don't know unless you're told. So it's important that I think you you have to self advocate, because you'll be taken advantage of. Believe me, you will be taken advantage of, and I don't mean that in a bad way to any administrators that might be listening right now. But schools are busy and things are, I think for the SLP right now. I think there's I don't know about anybody else's, but I've heard a lot about numbers increasing. A solid size is increasing and then there's not enough staff to help support that. So when you have 100 plus kids on your caseload and you have to put, I remember going into a school and seeing a woman with 10 children around the table because she had over 100 kids to service how do you do that effectively, right? So my business partner, shell, and I are actually working on a project that we hope and we're not ready to share it yet, but we're excited about it. We are all about working smarter, not harder. That's our motto and we try to live by that. So we're actually trying to develop something right now that I think will be interesting to the school based SLP to help them work smarter and harder. So we're on top of that, but it's not ready to be revealed yet. Yeah, I'm excited about it, but the other thing that I think is important for the SLP in the schools is to take courses like you, to listen to you. There are other courses out there that I actually put in the article, but they cut from your article.
Theresa Harp: 31:49
Oh well, we'll link them in the show notes.
Mindy Hudon: 31:51
Yeah so I don't know if you've ever heard of Mary Desclar Does take my time, she's amazing. And she talked about your analog clock lover. Very good, she's the one that is really the one that got me really involved in that and, as well as my business partner Rachelle Maurer is doing, she did a workshop for Summit that's on demand right now for the clinician or the professional about executive function sheet, highlighting my book and my clock in there. So that's exciting. Yeah, so there's a lot, I think, out there, but you have to complete them and then you have to decide to make a plan to follow through on that one goal that you have to complete and then add the next goal, if it's time management and I feel it all starts with time. You can be a timekeeper, right, you start with time and then everything else you can fit in how to plan that time, how to plan the activities within that time, how to prioritize but if you don't have that time visible in front of you, how can you do that?
Theresa Harp: 32:53
Yes, I wholeheartedly agree with you. Absolutely. I always say it's time is our most valuable resource. I totally, totally believe that. Awesome. Well, we'll link to all of those things in the show notes. One last question before we wrap up. I always like to ask listeners if there's anything that we didn't cover, anything that we didn't talk about today, anything that you wanted to add or talk about before we wrap up.
Mindy Hudon: 33:25
Hold on. I did look at that and just that. I'd love to see people come and see me if they're going to the Asher Convention. I'd love to have them come by and tell me that they heard about my book or my clock on your podcast. And if they do, and they mention you by name, I will put them in a contest to win a free be a timekeeper clock.
Theresa Harp: 33:52
That is awesome. That's a great opportunity. So you heard that everyone, if you've listened to this episode, make sure to stop by and see Mindy at Asher this year and let her know that you heard the podcast and you'll be entered to win the be a timekeeper clock and I said it before, I'll say it again I have one and I love it. So definitely make sure you you take advantage of that generous offer. So let everyone know how they can connect with you. If you want to kind of give us the rundown about all that you've got going on with Asher, just one last time so they know that. And then where can they connect with you? You know, in the online world.
Mindy Hudon: 34:34
Okay, so I will be at Asher Convention on Thursday, november the 16th, in the Asher store at 1215 to one doing book signings. You can read my article on Asher Live. It's on there right now. Time Management you can reach me at my website, mindyhudoncom. I have all of my book and my clock and my practice on there with links. But I'm also on Instagram, mindyhudon author, and on Instagram be a timekeeper, be as in the bug, and then on Facebook, mindyhudon author.
Theresa Harp: 35:12
Wonderful, and I'll link to all of that in the show notes as well, just so for anyone who's listening on the go. They can have it easily accessible. I hope I hear from people it would be fun. Yeah, absolutely. Well, I want to thank you. I know it's a crazy busy week for you, leading up to Asher and then another trip to Florida, so I want to thank you for taking the time to squeeze this in before all of your travels. I really, really appreciate it.
Mindy Hudon: 35:36
Thank you so much for having me. This has been great and we speak the same language.
Theresa Harp: 35:41
We do. It's really nice to connect with people that have similar interests. Right, I love that.
Mindy Hudon: 35:46
Yes, absolutely.
Theresa Harp: 35:48
Thank you, Mindy.
Mindy Hudon: 35:49
Thank you for having me.
*Please note that this transcript was generated by AI and may contain errors.