The Baffling Behavior Show {Parenting after Trauma}
Formerly the Parenting after Trauma podcast, internationally recognized children's mental health expert Robyn Gobbel decodes the most baffling behaviors for parents of kids with vulnerable nervous systems. If you're parenting a child who has experienced trauma or toxic stress or a child with a neuroimmune disorder, sensory processing, or other nervous system vulnerability, this show will let you know you are not alone. You can stop playing behavior whack-a-mole because Robyn offers you tools that actually work.
You can become your child's expert, feel more confident as a parent, and bring more connection and clarity into your family.
Educators, therapists, coaches and consultants- you too can learn all about what behavior really is and become more effective at helping the families you support. You can love your work again!
The Baffling Behavior Show {Parenting after Trauma}
EP 273: What this Framework Asks of Helpers
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You know that kid who just can't stay in the therapy room? They leave, wander around, get into things that aren't theirs, or are maybe even destructive? And three therapists have already called it quits.
Maybe this describes your kid. Maybe this describes the kids you work with. This episode is for both of you. The helper who is trying to be with this kid, wondering what they're doing wrong. The helper who is working with a furious or checked-out parent — because it's the same question. But this episode is for the parent of that kid, too.
In this episode you will learn:
- Why saying yes to this work means saying yes to dysregulation — kid dysregulation, parent dysregulation, all of it
- What it looks like to stay regulated next to someone else's protection mode, whether that's a kid on a windowsill or a parent saying nothing is working
- Why a helper- or a parent- can't do this alone; and how being met with regulation yourself is what makes it possible to offer it to someone else.
Come find your people — the ones who get how hard and how worth it this work is.
If you’re a parent or caregiver, join us in The Club at robyngobbel.com/theclub
If you’re a helper and want to be included in my database of professionals trained in my framework, apply for the immersion program at https://RobynGobbel.com/immersion
Resources mentioned in this podcast:
- Reframing Resistance → https://robyngobbel.com/training/reframing-resistance/RobynGobbel.com/starthere
- Immersion Program → RobynGobbel.com/immersion
Read the full transcript at: RobynGobbel.com/helperframework
If you work with the parents of OTHER people's kids, register for Reframing Resistance: Supporting Parents through the Lens of Relational Neuroscience on July 14 @ 10-1:15pm eastern.
----> RobynGobbel.com/ReframingResistance
We have a few spots remaining at the Presence in Practice retreat-style training in Michigan July 15-17!
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Grab a copy of USA Today Best Selling book Raising Kids with Big, Baffling Behaviors robyngobbel.com/book
Join us in The Club for more support! robyngobbel.com/TheClub
Sign up on the waiting list for the 2027 Cohorts of the Baffling Behavior Training Institute's Immersion Program for Professionals robyngobbel.com/Immersion
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Over on my website you can find:
Webinar and eBook on Focus on the Nervous System to Change Behavior (FREE)
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LOTS & LOTS of FREE Resources
Ongoing support, connection, and co-regulation for struggling parents: The Club
Year-Long Immersive & Holistic Training Program for Parenting Professionals: The Baffling Behavior Training Institute’s (BBTI) Professional Immersion Program (formerly Being With)
So when your kid's behavior is baffling and yours is too, sometimes, yeah. I know. Let's take a break from all the man boozle. Here on the baffling behavior. Y'all, if you've read Raising Kids with Big Baffling Behaviors, you know that I was not Nat's first therapist. Very rarely was I a kid or a family's first therapist. Many, most of the kids I saw came to me after several therapists had said, I can't help you. And I remember having a conversation with a club member. That's been a long time. I don't remember how long, but it's been a long time. This person had said that their kid had been discharged from three therapists in the last year alone. And not really because the kid didn't want to go to therapy, but because when they were at therapy, they were having a very hard time staying in the room. They'd like open the door and leave, or um, wander around the building, or like get into the therapist stuff, like desks, chest drawers and purses and you know, things that were personal items. And they this this family has had several therapists say, This isn't working. Um, so I can't continue to see your kid. And I want everybody listening, whether you're a parent or a therapist or a helper, to hear me be really clear that this isn't um an episode about being critical of therapists, right? Uh we look at everybody here through the lens of connection protection, right? And their level of activation. Um, everybody, kids, parents, helpers, me, right? We look at everybody through that lens. Okay. And then I we're I've got a parent who is writing into me in the club and saying, How do I get my kid to stay in the room? How do I get my kid to respect the therapist boundaries? And um I told her immediately that that wasn't her job, that that was the therapist's job. And actually, it wasn't the therapist's job to get her kid to do anything, but it was the therapist's job to figure out how to stay regulated enough through these behaviors that are what's bringing the child to therapy in the first place, right? Also, I know it's real easy to say that and much harder to do. And y'all, you know, I know that because I have been that therapist. So that was a very long runway into welcome, y'all, or welcome back to the baffling behavior show. It is me, Robin Gobel. I am your host here on The Baffling Behavior Show, the author of Raising Kids with Big Baffling Behaviors. I'm a former therapist, and now I do this. I podcast, I write books, I have a community where I get to support parents directly in the club, and I have um an intensive professional training program as well as some less intensive professional training opportunities. Now, y'all, most of the episodes here on The Baffling Behavior Show are really about parents. But I want to take a slightly different lens today and actually talk to the helpers who are listening, the helpers who don't know what to do when kids are running out of the room, when kids are going through their stuff, when kids are doing absolutely the opposite of what is being asked of them to do inside the therapy space. This has happened to me. I've been locked out of my office. I have needed to get a child off the roof of their parents' car. I have had all sorts of things happen at work because of a highly, highly, highly dysregulated child. And it is highly dysregulating to have a kiddo who is struggling with these kinds of behaviors. And that's exactly why they're coming to get help. Exactly why they're coming to get help. And so, as helpers, when we embody this framework, this framework of relational neuroscience, of regulated, connected kids who feel safe, do well, when we take what we know about the brain and how the brain changes and apply it to these highly dysregulated kids, then it's true that this framework is asking a lot of us because highly dysregulated kids are coming into outpatient therapy offices. And there isn't really a lot of other places for them to go. And yeah, we're being asked to do something enormous, right? So let's just stick with this mom for a second who is asking me this question in the club about how do I get my kid to not run out of the therapist office or stay out of the therapist's belongings or follow the rules of therapy because my kid wants therapy and we keep getting fired from therapy. And I need my kid to do things that don't get us fired from therapy, right? Of course, highly dysregulated kids are dysregulated in therapist offices, right? That's really the whole premise here. And one of the things, something someone said to me recently was uh when I said yes to doing this kind of work, I also said yes to being with this type of behavior. And I thought that was really helpful. Like when I said yes to working with kids with histories of complex trauma, kids with highly vulnerable nervous system, kids that nobody else really wanted to work with, I said yes to figuring out a way to be with these behaviors inside my office. And parents are running out of places to go, right? I mean, this mom in the club was like, I've already, but we've already been through three therapists. Like, I need my kid to do differ do this differently so that we can stay in therapy and not get discharged again. Right. And I get that fear because they're afraid of losing another therapist, afraid of being alone again and afraid of be going through the process of having their kid be rejected by therapists and all that kind of good stuff. And again, let me just be really clear: not judging therapists. We're all doing the very, very best that we can. And also, if we find ourselves practicing outside our scope of practice, we absolutely have an ethical, you know, commitment to do something about that a hundred percent. And if we're going to work with highly dysregulated kids and we're gonna work with them through this framework, part of what this framework is asking of us is to find a way to be okay with high levels of dysregulation. And high levels of dysregulation come with behaviors that are really inconvenient to us, like kids bolting out of the room or going through all of our stuff. Highly, highly dysregulated kids need somebody who has the capacity to be with their dysregulation without being pulled right into it. Right. And it's not about uh quote unquote tolerance from a perspective of like muscling through it, right? It's not about necessarily having the skill of patience, right? It's about having the regulatory circuits that allow us to be with somebody who's highly dysregulated while staying regulated. That ultimately is actually the entire scope of the treatment, you know, that we're offering. When kids can't stay in the room, when kids are going through all their stuff, when kids are breaking essentially the rules, right? That's not a client to discharge. That's the child's nervous system really showing up in the room and giving us an opportunity to be with them. That doesn't mean fix them. That doesn't mean get them to be more regulated. It gives us the opportunity to be regulated while they're dysregulated, which is exactly what a dysregulated nervous system is really, really, really in need of. And so I've been thinking about this when I said yes to working with these clients. I said yes to welcoming these behaviors into my office. And that felt like a really empowering statement to me. So I'm offering it to you in case it feels empowering to you as well. If you've read Raising Kids with Big Baffling Behaviors, you've heard this story. Um, but uh I'm thinking about a kiddo who um was getting ready to leave session, session was over, asked their parents if they could stop and get a treat on the way home. And parents said no. And this turned into an enormous episode of dysregulation, like crawling up into my windowsill, literally sitting in my windowsill and like screaming at me. Again, this is a story I've wrote about and raising kids with big baffling behaviors and have, you know, altered the story appropriately for confidentiality and also gotten permission from the family whose child, you know, sparked the idea for this story. So when this was happening, and I've got a child in my windowsill and the session's over, and I've got another child in the waiting room ready to come in, I was frustrated, right? I had a client ready to come in. I had three other therapists in my building who were trying to do therapy with their own clients and mine screaming their head off. And it's true that like screaming was kind of normal in our building. People expected that. But I still had this like pang of like, ugh, this is so disruptive to everybody else. And my job in that moment was to really notice my own frustration and remind myself this place, this little blue house, the whole purpose of that place was to welcome dysregulation. It was a place for dysregulation. I knew that, my colleagues knew that, our other clients knew that, the parents of other clients in the waiting room. Everyone knew that. This was a place that welcomed dysregulation. It was the whole point. Right. So I noticed my frustration, soothed myself, brought my owl brain back, right? Remembered that in that moment, the most important thing for me to do was to be with this particular child right here in front of me who is highly dysregulated because that was the work. Right. So I also, of course, kind of like looked around. Is anything dangerous? Is something gonna get chucked at me? Nope, everything's okay. So I remember really clearly I sat down in what we now call crisscross applesauce. I sat down and um I stayed like really present and engaged, but I did want to get lower than her so that I would, you know, decrease some of the cues of threat. I sat down, dad sat down. Dad, we'd known each other long enough that this parent really just trusted me to manage what was happening. And, you know, I used the things that I know to use and that I teach people to do, like validate, reflect back, match the energy. And for a while, all I got in return was shut up. I hate you. You hate me. Right. Finally, I actually did just shut up, right? And I teach that too. Like when kids are telling you to shut up, what you should do. You should stop talking. Right. So, you know, this went on for a few minutes. Um, it felt like forever. And it went on for a few minutes. And my job at that point was to stay, stay there, right? To be with, to stay present, to stay regulated myself, to not check out, to not dissociate, you know, not to not get to the point where I'm like, oh my gosh, this has gone on long enough, right? All of that kind of stuff. My my whole job was to stay regulated. And that's a really hard job, y'all. Okay. So when I say, what is this framework asking of us helpers? It's asking us of a lot. And I also have discovered along the way that to really lean into this framework in this way has actually been a buffer towards burnout. It actually is requiring less emotional energy that is draining because it is more honest, it is more authentic, it is more present with myself. It is a continued invitation back into connection mode for myself, as opposed to getting focused on how do I get my client to come into connection mode? Right. And even though I think on the outside looking in, it could seem like, wow, this way of being with clients is really exhausting. It's really emotionally intense. And in it is, but it's actually depleting, depleted me less than when I was, you know, feeling frustrated, feeling overwhelmed, feeling all the other things and trying to get the client to be different. Right. It was my job to say yes to this behavior. Right. So eventually in this particular scenario, we of eventually did find some regulation. I eventually offered the child, you know, a drink that the child was willing to accept. And eventually they did leave. Right. And that was the work that day. The work was to be with exactly what was needed in that moment. And it took a lot of scaffolding myself, it took a lot of professional support, it took a lot of mentorship, took a lot of other people co-regulating me for me to be able to do that. So, yes, those of us who work directly with kids, sometimes what we're saying yes to is the child's dysregulation. And sometimes what we're being asked to say yes to is the parent's dysregulation. Right? The parent who comes in and says, nothing is working, the parent who says, You've let me down, the parent who says, We have paid you so much money and nothing has changed. The parent who is being extremely critical of me, or the parent who's being extremely critical of their child, which is also a hard thing for most of us to regulate through. Now, again, for those of you who are parents listening, I don't want you to hear me talk about this and censor yourself when you go and meet with your helpers because you know that it's hard for them. It is hard for them, and they have said yes to this. Okay, this is the work, right? To invite in honesty, authenticity, dysregulation, protection mode. Right. And the reality is that when a parent, when an adult comes to me in my office or now in the club or, you know, wherever it is, I have the privilege of interacting with parents now. It's there is a moment where my nervous system wants to shift into protection mode too, because nervous systems match each other and I am still human after all. So I have a moment where my whole body kind of wants to defend against the work, right? I want to like remind them about why we're doing what we're doing or tell them about all the ways we've made progress or, you know, disagree with them on the way that they're seeing things. I don't want to like point out all the small little shifts that I've seen and explain why change is slow, right? Like I feel my own nervous system wanting to convince, wanting to get them to understand. And uh, and as I'm this is a podcast, you can't see me, but I, you know, when I said get them, I said I put that in air quotes because get is one of the top cues that somebody is in protection mode. And someone asks a question, how do I get my child to, or how do I get this parent to see this differently? Well, when or when I'm thinking that, how do I get this person to stop doing what they're doing? That is a shift into protection mode. Right. And so what I've learned to do is not judge myself for how my nervous system shifts into protection mode, but to be compassionate, to be non-judgmental, to be observing, right? If I'm gonna be compassionate and non-judgmental, I'm gonna be more willing to be honest with myself and notice, like, whoa, yeah, there's that judgment. Then I can be with it, then I can do something different with it. So instead of meeting that parent with my own defensiveness, which sometimes can come out looking very polite, but it's still being fueled by defensiveness, right? That's not helping. And the reason it's not helping isn't necessarily because I'm saying something that's untrue. The reasons it's not helping is because I'm meeting protection mode with more protection mode, right? Two nervous systems in protection mode, like bouncing off of each other, is normal, is human. I'm not criticizing or judging it, but it isn't what we want to offer dysregulated people. And again, if I've said yes to this work, I'm saying yes to that as well. And again, I have just been finding that a really empowering thing for me to say to myself lately. If that's not landing with you, no problems. Then don't use that as a mantra. But I've I've been using that myself. Like I've said yes to this work, therefore I've said yes to this part of the work as well. This part that's really, really, really hard. The truth is, it would be so easy to label a parent something like difficult, resistant, not ready, right? It'd be really easy to label someone that way because that relinquishes me of doing my own work, right? If this is about someone else and I don't have anything that I need to do, right? But if I label that behavior as protection mode and I have said yes to people bringing me their protection mode, then the the curiosity with myself becomes how do I honor that yes? How do I resonate with that protection mode while also staying in connection mode so that I can still welcome that in? Because y'all, unfortunately or fortunately, I don't know, we this feels different at different times. That is actually what we're helping parents with as well. Right? But ultimately, we are not teaching parents a bunch of you know strategies and tools. Ultimately, what we're helping parents do is stay more regulated in the face of their child's dysregulation. Therefore, the kind of only way for me to do that is to be regulated with a parent's dysregulated, to be regulated with a child's dysregulation. And yeah, that's asking a lot. It is asking a lot. And I'll just say again that what I have found over the years is that although this can seem like this way of being, you know, in this framework is asking a lot of us, it is actually exactly what has allowed me to keep doing this work and the way that I do it and support the amount of people that I do it. Because I'm now in resonance and coherence with myself. And therefore I can now be more resonance coherence with my clients, even when they are highly dysregulated. Also, y'all, this doesn't mean I never set boundaries. Totally set boundaries. That's just a different episode, right? Totally set boundaries. I mean, the kiddo in my windowsill, if that something had happened that was dangerous, I would have absolutely boundaried that. I kind of didn't need to because I had created a space that was safe. There wasn't anything that this child could have picked up and thrown at me, for example. And I had done that with a lot of intentionality. But definitely hear me that I set boundaries. And certainly when things shift into being dangerous, it's just that this that's not what this particular episode is about. But it's no more fair for me to expect parents to come. Me regulated than it is for me to expect kids to come to me regulated. If parents were regulated, they wouldn't need our help. Um, so we, yes, we are saying yes to their dysregulation. And when we do that, we are actually offering them something so much more powerful than a strategy or a tool, right? We are offering them a nervous system experience, and that is the work. That is the work. So nervous systems, right, are genuinely physiologically contagious. Right. When I'm sitting with someone in protection mode, a kid or a parent, my own nervous system picks that up as a cue of danger and wants to follow that path into protection mode. Humans in protection mode are dangerous. And so we want to shift into protection mode and someone else is in protection mode. That's normal, right? That's our nervous system is doing exactly the work that it's supposed to do. Right. And then because we've said yes to doing this work, we can work really hard to strengthen the part of our brain that can stay online longer and say yes to the dysregulation. Right. I can be with this dysregulated person and be okay. Right. We can strengthen that part of our brains. And if we're going to do this work, we really, really have to strengthen that part of our brains. I do think there's a way where when we say yes to working with highly dysregulated people, we say yes to the bringing their dysregulation into the office. And to say yes to something means that I can be with that experience and not necessarily like it, but I can be okay with it, right? And those two things aren't the same thing. And I also want to tell you that this is something that my team and I talk about and think about all the time as well. Right. When I created the club, when I created the immersion program, if I'm going to stay kind of in the same language I've been using, I said yes to welcoming in not just a dysregulated parent into my office, but to welcoming in hundreds of dysregulated parents into one space. Right. 45 dysregulated students into the immersion program, because although the professionals show up in the immersion program way different than parents show up in the club, there is dysregulation that accompanies both of them. Right. Dysregulation is generally speaking what prompts somebody to join something like the immersion program, right? There's this sense of like, I need help. And I'm working with highly dysregulated people, and I want to be able to do that better. So they come into the immersion program and often bring a lot of their own dysregulation. And my team and I'm job is to say yes to that. Right. It's not just my job to teach the framework, to teach owls and watchdogs and possums. Uh my job and my team's job is to say yes to dysregulation, to overwhelm to students who are really struggling. And then however they demonstrate that struggle, because it's different for everyone, right? Students are overwhelmed, they're defensive. They want to know the exact answer right now. Right. And it would be easy for me to say, oh no, you don't get to bring that dysregulation here. But again, I said yes to that. And I know that that experience of inviting in that dysregulation is exactly what that student needs in order to be able to sit with parents' dysregulation, to be able to sit with kids' dysregulation. It is this nested process where my team and I hold the students' dysregulation, which gives them a new experience in their own nervous system, gives them new predictions about what's possible with dysregulation. And what's possible is that I can be regulated with dysregulation. That changes the helper's nervous system, which then allows them to be with parents who are dysregulated. That then changes the parents' nervous system, which then allows them to do their kids' nervous system differently. It's not just about teaching, it's about the experience and kind of this nested experience that we are all having. The way that the nervous system learns someone can meet me here and stay steady is by having that experience. And so I want to offer that to my professional students so that they can offer that to the parents, so that the parents can offer that to the kids. We're not telling people to do this, we're offering the experience. And the only way we can do that is by saying yes to their dysregulation. And that is asking so much of us, y'all. So much. I get that that's asking so much. This framework is asking so much of us as helpers. And I believe that's true while also saying it's actually asking my nervous system for less. My nervous system is actually more resilient the more I learn how to be okay with other people's dysregulation. Instead of trying to fight it or fix it or say, no, that can't come here, finding a way to be with it. It has been less taxing on my nervous system. Now I'm going to be clear one more time that this welcoming and dysregulation does not welcoming and mean welcoming in all behavior. And again, that's a different episode. I would make this episode way too long. I'm just going to state that clearly. Welcoming and dysregulation does not welcome in all behavior. And that's true with my students too. Their dysregulation is welcome, but that doesn't mean, you know, that all behavior is welcome because it's also my job to keep my team safe and to keep other students safe and all that kind of stuff. And I actually think that's something else really important for a nervous system to learn. Dysregulation is welcome, but not all behavior is welcome. Now what I'm really hoping is that as I do some episodes where I talk more to professionals or I honestly acknowledge some of the prof the struggles that professionals are having, that parent that professionals feel less shame around that because the less shame we feel about something, the more we can move towards it. And I also really want prof parents who are listening to not take the struggles that professionals have on as their own burden. It is not your job to be less hard for the people who are helping you. Right. It's just not. It is our job, the helpers, to find out what we need to do to strengthen ourselves so that we can welcome in the hard. And it really is the same truth that it's not our kids' job to be less hard for us as parents, because it's hard for us when they're hard, right? It's just not their job to change that. It's our job to figure out how to be with their hard better. And that's why I'm so clear about doing this work with the professionals and the helpers, too. Because if we want parents to be with their kids' dysregulation, then it's our job to be with their kids' dysregulation too, as well as, you know, the parents' dysregulation as well. And then we also get to have opportunities to demonstrate the the truth that being with dysregulation doesn't mean being boundaryless. And the more we get to actually do that with someone in real life, the more their nervous system can learn that. And that's a really, really, really important thing for a nervous system to learn. Right? It it helps us not feel um helpless and hopeless. So, y'all, if you are listening as a professional and it feels like you could use some help with this because you know you also have said yes to working with dysregulated parents. And also it's really, really, really hard. Uh, I've got a couple potential options for you. Um, of course, the immersion program. And we're accepting applications in the immersion program now. We'll accept them until the immersion program for 2027 is filled, which will probably be a while from now still. But if you want to apply, go ahead and apply so that you can secure your spot, then you just don't really have to worry about it again. Um, and I also know that the immersion program is not an option for everyone. And so one of the things I always offer every summer is an online virtual workshop for helpers. It's called Reframing Resistance, Supporting Parents through the lens of relational neuroscience. And that is being offered. I hope I'm getting these dates right, July 14th, 10 a.m. to 1:15 p.m. Eastern time. So um it's early in the morning for those of us here in the States, and it's um late afternoon if you are um across the ocean, and if you're all the way over in Asian and Australia, it is probably the middle of the night. And um, you can register to receive the recording instead of coming live. I think coming live is more fun, but the recording is helpful as well. And we will, I'll give you kind of a framework for being with parents in protection mode, right? It's a three-hour workshop, it's not a year-long immersion program. So, like we won't strengthen our nervous system the way we would over a year-long immersion program, but I will give you some tools and strategies for how to start doing that yourself. Um, so reframing resistance is at robingobel.com slash reframing resistance. Um, if you're interested in the immersion program, that's robingobel.com slash immersion. And if you're listening as a parent, I want to just reiterate that you deserve a space with somebody who can be with your dysregulation and your kids' dysregulation because that's what you need. And just because you deserve the space doesn't mean that you have access to that space. And I really get that. And that's why I have the immersion program because I'm just so committed to helping there be more folks out there who can increase their capacity to be with dysregulation. That's why I've set the immersion program up the way that I have. So that the program gives to professionals what I know they need in order to be with highly dysregulated clients. Right. So, like that's what I've said yes to. I've said yes to creating a program and an experience that gives the professionals the containment that they need so that they can be with highly dysregulated kids and families. Not all professionals have that. And I'm really grieved about that. And if you're listening as a parent or a caregiver, because simply because you can't find that doesn't mean you don't deserve that. You absolutely deserve that. And you might consider coming and joining us in the club. Um, it is not a substitute for therapy, but I also know so many of you listening don't have access to therapy. Um, and so it can offer a bridge in that it creates an experience where you get to be held in your dysregulation. And also, you know, you get a lot of practical support and resources and uh ability to talk with people who get it and get some pretty great ideas from folks, as well as sometimes just getting that camaraderie of like, this is hard, there's no answer, and we really get it. So if you are having a hard time finding a person like that in real life, consider coming and joining us in the club the next time we were open. All right, I'm gonna close with just one final thought, right? If you are the professional, you're the helper of a kiddo or a parent who's bringing in a lot of dysregulation, right? The kid won't stay in the room, the parents really mad at you. My guess is you're not doing it wrong. I mean, you might. You know, y'all, it's always really good to be super self-reflective about what we're bringing into an experience, of course. But also when we work with highly dysregulated people, they bring dysregulation into us, right? That is the job we've said yes to. So you're not failing or doing it wrong. You're doing the job that you said yes to. And I hope that leaves you with a couple extra drops of felt safety in your felt safety buckets today. A couple extra drops that can maybe help us keep doing this really hard work longer because the families and kids out there need us to keep doing this work. And if coming to the Reframe Resistance three-hour workshop or my full uh year-long immersion program feels like what would be helpful for you in your professional life, just head to my website. Lots and lots of information over there. Alrighty, y'all. Be gentle with yourselves this week. Lots of compassion, lots of connection with yourself. And I'll be back with you again next week on another episode of the Baffling Behavior Show. Bye, y'all.