Intelligent Intoxication

Labels can be critical or empowering. When labels instigate “black and white thinking”, they don’t serve us or others.  Invite you to consider these questions: When do you notice labeling others? When do you label yourself? Are your self-labels empowering or critical? When someone labels you, what do you make that mean about you or them? What’s your intention for labeling others?  When do you noti...

We tend to procrastinate, avoid, or put off tasks on our “To-Do” lists that feel too complicated, too hard, or too painful.  We can break down painfully hard tasks into small, actionable, “easy” steps.  Instead of writing down “finish my taxes”, try writing down the one, next, small, actionable step to take: “Print Amazon receipts for January 2022.” Once it’s done, cross it out.  By doing this, yo...

As human beings who desire and thrive on connection to other people, we are triggered when other people don’t like us or have negative opinions or thoughts about us. But, there’s a difference between “caring” what others think AND basing your decisions and choices on your attachment to what they think or feel about you.    Invite you to consider these questions: Whose opinion matters too much to y...

When we say “I like THIS - but I like THAT more,” we simultaneously acknowledge that we do like engaging in habits or actions that don’t serve us long term AND we prefer to do something even better.  “I really like eating sugar and flour AND I like how I feel without it MORE.” “I really like drinking wine AND I like sleeping well and waking up refreshed MORE.” I invite you to consider these questi...

You must know what’s OK and what’s NOT OK in the relationships you have to OTHERS.  It’s NOT OK to: shame or guilt another person blame them for your feelings lash out at others when you’re angry or triggered expect another person to be 100% compatible with you expect others to anticipate or assume what you need self-sacrifice to meet the needs of others push yourself past your capacity  act like...

You must know what’s OK and what’s NOT OK in  the relationship you have to YOURSELF.  It’s NOT OK: to blame yourself or feel at “fault” for having: a neurodivergent brain experiencing anxiety or depression having ADD or ADHD feeling what you feel to avoid taking responsibility for your brain, mental health, or emotions label yourself: “I’m a procrastinator, a flake, stupid, bad… “ to SHOULD yourse...

Amor Fati is a latin phrase that means to “love one’s fate”. If we “love” our fate or circumstances, it means that we resist arguing with “what is” and we accept them as they are.    However, before we are ready to champion “loving our fate”, we must first feel and heal “what ails us”.    I invite you to consider these questions: When you revisit difficult or challenging circumstances from your pa...

Thank you for listening to this podcast - because of YOU, we have achieved almost 15,000 downloads! I’m so incredibly grateful for you!   When we judge our “success” as inadequate, insufficient, or “not enough”, we are in lack and blocking additional progress and abundance.    I invite you to consider these questions: When do you notice achieving results and still feeling like a “failure”? When do...

There are five elements or components of differentiation:   content (what you to need to learn) process (how you learn it and how you apply it) product (what you create and who you create it for) environment (the circumstances you require in which to change) assessment (how you’ll measure your progress)   Teaching Gifted Kids in the Regular Classroom by Susan Winebrenner.   If you want to make you...

There are five elements or components of differentiation:   content (what you to need to learn) process (how you learn it and how you apply it) product (what you create and who you create it for) environment (the circumstances you require in which to change) assessment (how you’ll measure your progress)   Teaching Gifted Kids in the Regular Classroom by Susan Winebrenner.   If you want to make you...

There are five elements or components of differentiation:   content (what you to need to learn) process (how you learn it and how you apply it) product (what you create and who you create it for) environment (the circumstances you require in which to change) assessment (how you’ll measure your progress)   Teaching Gifted Kids in the Regular Classroom by Susan Winebrenner.   If you want to make you...

There are five elements or components of differentiation:   content (what you to need to learn) process (how you learn it and how you apply it) product (what you create and who you create it for) environment (the circumstances you require in which to change) assessment (how you’ll measure your progress)   Teaching Gifted Kids in the Regular Classroom by Susan Winebrenner.   If you want to make you...

There are five elements or components of differentiation:   content (what you need to learn) process (how you learn it and how you apply it) product (what you create and who you create it for) environment (the circumstances you require in which to change) assessment (how you’ll measure your progress)   Teaching Gifted Kids in the Regular Classroom by Susan Winebrenner.   If you want to make your l...

“To make forward progress from what they know to what they don’t yet know, gifted students need compacting and differentiation.” Susan Winebrenner   We, too, need to compact and differentiate our lives in order to continuously progress.    When we compact, we “condense” our obligations to make room for our “different”.    I invite you to consider these questions:   What does continuous feel like t...

“We fail the minute we let someone else define success for us.” ― Brené Brown, Dare to Lead: Brave Work. Tough Conversations. Whole Hearts.   Underachievement can be impacted by allowing others to define SUCCESS and FAILURE for you.    I invite you to consider these questions:   How do you define ACHIEVEMENT? How do you define CREATING RESULTS? How do you define SUCCESS? How do you define FAILURE?...

Underachievement can be impacted by a lack of support while you attempt to create the results you really want.    I invite you to consider these questions:   Which teachers, authors, or mentors might be able to support you? Are you willing to consider hiring someone to support you? What might it take for you to reach out and ask for support? What might prevent you from doing so?   SUBSCRIBE to my...

Underachievement can be impacted by a deep fear of being rejected or being different.    I invite you to consider these questions:   When do you notice fearing being rejected? If you’re rejected, what are you going to make it mean about you? When does it feel unsafe to be different? If I want something different or my results make me “different”, I’m afraid that…. ? When do you worry that you’ll f...

Underachievement can be impacted by not having the time or space to pursue what you’re really passionate about.    Our goal is to “buy back time” to focus on what really lights us up.    I invite you to consider these questions:   What are you doing that someone else could do instead? When do you say YES when you want to say NO? Is your workload beyond your capacity? Do you struggle with YES or NO...

Underachievement can be impacted or caused by perceiving our “work” to be a waste of time or arbitrary. .    In Better Than Before, author Grethin Rubin highlights 4 ways we “tend” to respond to expectations:   UPHOLDERS meet the expectations of others and themselves.  OBLIGERS meet the expectations of others yet may flake on their own.  QUESTIONERS meet their own expectations but resist the arbit...

Underachievement can also be impacted or caused by not knowing or using your inherent learning style or strength.    Here are learning styles:   Verbal/Linguistic: the learner prefers to use spoken or written words to demonstrate mastery.  Physical/Kinesthetic: the learner prefers using their hands, body, and sense of touch while learning.  Logical/Mathematical: the learner excels using logic, rea...

Underachievement can also be impacted by trying to do work that is TOO EASY or work that is TOO DIFFICULT.    If we finish something that’s too easy, we don’t value the results because we didn’t have to work hard to create them. If we attempt to do something that’s too difficult and we never create satisfying results, we don’t feel as if our work was worth it.    We want to engage in work or proje...

When what we’re capable of doesn’t match the results we’ve created, we’re underachieving.    One of the factors impacting underachievement is perfectionism.    Perfectionism is “refusing to accept any standard short of perfection.”   Perfectionism may cause you to “wait to start” or “wait to finish” until you can do so without fault, error, or mistakes.    I invite you to consider these questions:...

Susan Winebrenner defines “underachievement” as “a discrepancy between capability and achievement.”   Teaching Gifted Kids in the Regular Classroom by Susan Winebrenner.    Underachievement can be caused or affected by these factors:   perfectionism work that is too easy or too difficult lack of opportunity to use one’s learning style or strengths lack of opportunity to pursue one’s passions resis...

In screenwriting, you want to have as much WHITE SPACE as possible on your script page. White space makes it easier to read the script.    I’d argue that you need more WHITE SPACE in your life. WHITE SPACE basically refers to OPEN AREAS of actual physical space, room in your day or calendar, peace in your brain, etc.    I invite you to consider these questions:   Where do you need more WHITE SPACE...

In her book Decluttering At the Speed of Life , author Dana K. White teaches to “only keep what you can contain… “ (and I paraphrase).    When we practice “keeping only what we can contain,” we intentionally make decisions to keep only what we have the capacity for NOW - we stop assuming what we’ll want or need in the future.    I invite you to consider these questions:   Which of your CONTAINERS...