Mm.

That was it.

That was consent.

And sex was very much something that was men's prerogative and was women's duty.

And then, of course, we hit the '60s, '70s, '80s, things really changed.

Revolutionary book by Nancy Friday called My Secret Garden that she started talking about women having desires.

Women had fantasies, and this was all seen as something very, you know, ve- very, very kind of revolutionary at the time.

Mm.

Mm.

That was it.

That was consent.

And sex was very much something that was men's prerogative and was women's duty.

And then of course we hit the '60s, '70s, '80s, things really changed.

Revolutionary book by Nancy Friday called My Secret Garden, that she started talking about women having sexual fantasies.

Women had desires, women had fantasies, and this was all seen as something very, you know, v- very, very kind of revolutionary at the time.

Mm

So can we go a little bit deeper then? And Paula, can I ask you to elaborate in the way that you are actually leveraging or teaching the personal and social capability within your context? What's one to two things that you're actually doing that essentially might be inspiration for some of our listeners?

I think the first thing what we did was we all come together as a staff and we looked at the personal and social capabilities.

And because I'm lucky enough, to have 12 beautiful children at school, I actually printed them out and tracked every single student on the continuum.

So they have the four elements on the continuum for people who aren't sure about it of self-awareness, self-management, social awareness and social management.

And they have different sub-elements for all them where they move across from pre-prep, aged all the way through to like year 10.

So I focused on from obviously year six backwards, but I've tracked at the start.

So where did every student fall when it comes to say emotional awareness? And it gives you ideas of how to, you know, what are you seeing in the student? Can they regulate, can they even identify what an emotion is? Some students like obviously preppy kids will start to learn what emotions are.

I think it's foundational here and it's absolutely essential that Paula, I'm conscious of time and I want to get to the on the reg segment, but before I do, can I, is there anything that I haven't asked that I should have asked? Because I feel like there's so much.

... is telling them that something's problematic?

Absolutely.

Absolutely.

Um, you, [laughs] you, we get some people coming to The Laurel Center who say that they are definitely addicted, they know they are addicted, they've been trying for years to stop and they're, they're sure they're addicted.

Uh, and actually when we do a diagnostic assessment, it, that, that's, that's not the case at all.

And then on, of course, the other end of the scale you've got people saying, "This isn't a problem.

This is just recreational.

Right.