David Waranch (00:20):
Hey, David Waranch here again. Thanks for joining me. This is the Authentic Dad Podcast, where we inspire fathers to flourish in their relationships and be more connected and present parents and partners. Thank you so much. We have Ruth Lambertytoday. Ruth has this very cool and also very needed company called adult prep. And it is what it says. She prepares kids middle schoolers, high schoolers for adulting, whether it’s finances, whether it’s college applying to college, money management. Very cool. She provides coaching. She has classes. We talked to her and I got a lot of it. So thanks for that. Stick around. Reach me furthur.coach F U R T H U r.coach. It’s my website. Hit me up feedback 30 minute free coaching discovery call I’m on Instagram, further underscore coaching. Tiktok Furthur coaching and I hope everyone is safe and well and healthy, and we will see you on the other side.
David Waranch (01:25):
And I am here with Ruth Lamberty. She founded adult prep, LLC, a hands-on education and coaching organization after nearly two decades of marketing communications and engagement work for various nonprofit and for-profit entities. And now she guides teens and adults in the area of personal development school and career goals, executive functioning, life skills, and leadership skills. She also volunteers with several community organizations where she helps shape programs for team building, community engagement and self focus goal setting a certified life coach Ruth received her BS from university of Florida and has received numerous continuing education certificates in related fields. Hello? Hello. Thank you very much
Ruth Lamberty (02:15):
For coming along.
David Waranch (02:19):
So I have known you for a long time, but when I heard about this business adult prep, I thought it was very, very cool and very needed because we have probably a big vacuum in our schools about teaching what you are teaching. So tell me how you landed on adult prep and then we’ll get more specific. Like I love the idea. How did you come up with it?
Ruth Lamberty (02:46):
Well, thanks for having me. Like you said, we’ve known each other a long time and I really can appreciate what you’ve done with your career and your life and this step that you’ve taken and this wonderful podcast. So I appreciate you. It’s maybe it’s my job. So my journey, I, as you said, I was in the non-profit and for-profit world for about just shy of 20 years. And I loved the work that I did, especially my last 10 years in nonprofit work. And I really wanted to ensure that I would continue to give back and my next adventure. And I use that word specifically because that’s how I want to think of life. I don’t want to think of life. I don’t want anyone to think of life as being stuck in any one particular role or any one particular job or any one particular location.
Ruth Lamberty (03:46):
So for me, there was just something so special about giving back through that everyday work. So when I felt like it was time to move on to a new challenge, I thought long and hard about the population I wanted to work with. I had heard this wonderful speaker talk about financial literacy for people in their twenties and thirties who hadn’t yet learned it. And my mind just went a little bit crazy thinking, why aren’t we doing this earlier? What happened to home-ec? What happened to learning, how to spend our money properly? How many people really use calculus in the real world that we need to be teaching it in high school? So it was important to me, you know, to pick a population that I’m particularly passionate about and young people is that population. So I started by creating these life skills classes, I streamlined them over a few years. The three that I do most often right now are financial literacy easing the transition from middle to high school and managing the transition from high school to college. And I’ve just found it to be so vital to the kids that I work with. And I, and that’s why I’m so grateful for people like you that can help me spread the word and help people to realize how important this foundation is for every young person.
David Waranch (05:19):
So the age range let’s say is what, 15 to 18, what are we talking about?
Ruth Lamberty (05:27):
Classes are mainly 13 to 18. I start in middle school. And then my one-on-one coaching can be any age to any type of,
David Waranch (05:39):
Which is a particularly impactful age range. I would, I would think 13 to 18. So financial literacy, like how did you learn financial literacy
Ruth Lamberty (05:52):
From my father?
David Waranch (05:54):
So you were one of the lucky ones. Well, well, to be quite honest
Ruth Lamberty (05:59):
He had a lot of faults and I can see that now as an adult, I can see a lot of things as an adult. And that’s part of the challenge with our young generation is that they don’t want to learn from us. They don’t think we know anything. And then you, and you realize how much you know, those adults did know. But what I did learn was how to manage money and working at a very young age, I started babysitting when I was 12 and that was my spending money. Right. I couldn’t go beyond that. And luckily the one thing that he did do for me, which I really appreciated, and I often talk about is I was given a credit card at the age of 14. It was only to be used for back to school clothes. It had a budget on it. I think it might’ve been like a hundred dollars back then. And I couldn’t go outside of that budget and it’s really taught me a lot about how to live within my means. And that’s a big problem in today’s American societies, people living beyond their means and not sharing any of that with their children or with the world. Right. Our pride is too big and we don’t want anybody to know if we are struggling a little bit or if we’re puffing our chest out a little bit.
David Waranch (07:25):
Yeah. Or maybe a child sees their parents not living in their means, so they don’t know any better. So someone comes in and we will talk about the other ones, but I I’m really interested in the financial literacy. And what kinds of issues besides, let’s say overspending or credit card debt, what kind of stuff are you saying and how do you help them?
Ruth Lamberty (07:49):
Well, financial literacy is a group class, so set curriculum. But I do let the kids guide me with their questions for the most part. They’re very basic questions and that’s fine because I’m not a finance guru. Right. I teach what I know for and what I know is needed for everyday life. So I get asked a lot about how taxes work. You go to fill out your first your forms for your first job. You don’t know what to write down. You don’t know what it means, what it’s for, what social security is. So we, we really do talk about the basics that these kids don’t know. So that’s from budgeting to taxes, how to open a bank account. And as, as my new, as the difference between a checking and savings account percentage rates and credit cards and what building credit looks like and why it’s so important.
David Waranch (08:49):
So really practical things like how to open a bank account, but also sort of mindset. Like what does credit mean? Why is it important? So you, it sounds like you have a nice combination of both.
Ruth Lamberty (09:01):
I do. And also it’s you know, it’s bringing their real life situations into the classroom. You know, I get the question, for example if I want a car, when I turned 16, what do I need to do? Well, the answer is, I don’t know, because that’s up to you and your parents, but we can talk about what that conversation looks like and what your parents might have in mind for goals for yourself before something like that can happen and how everything works in. Everything works together, right? You can’t necessarily have one without the other. And to be honest, anybody that is in my class particularly with financial literacy, is there because either they or their parents have realized this is something that they need. And unfortunately, I don’t necessarily reach those people that are not in that situation because they don’t, they’re not looking for my health. Right. They might unfortunately be passing down those bad habits too, to their kids.
David Waranch (10:08):
Yeah. You’re probably preaching to the choir, but it’s, it’s super important that you exist. So if someone listened to this, maybe a dad and is struggling to say like, how do I get my kids to let’s say value money, or maybe even more specifically, like what age should I, you know, it’s very general, I guess it depends on the kid. What age should I give my kid a credit card? I’m like, what general advice can you give someone say broadly about a 15 year old and how to kind of help them get on the right path.
Ruth Lamberty (10:41):
So generally 15 is too late. If you’ve come to me, then you’re, then you’re a little bit behind the ball and that’s, I’m not judging. It’s really difficult. There’s a lot of things to teach your children, right? But you want to start as early as possible because if coming to me at 15 needing to know what a bank account is and how it works, you know, I’m going to catch them up to speed. But as early as you can start with all of these things, the better, you know, when a child is even as young as three or four, most financial experts will say, start with a piggy bank for money. Yeah. I show them actual money and how it works. And don’t use your credit card for everything. Because if you’re taking out a piece of plastic at the store and that’s all your child sees, they don’t necessarily see the value behind the money that you’ve brought in and the money that’s going out.
Ruth Lamberty (11:35):
And secondly, it’s, to be honest with them about your own situation, why you learned the way you did, why you do what you do with your money, and also honest about your spending for them, you’re saving for them. Like I realized that I can’t buy you eggs this year. I’m very sorry, but I’m really trying to put as much money into your college savings account as possible so that you can have a good education and not worry about paying back a hundred thousand dollars in loans the earlier that they can learn those things from you, they’re models the better off they’re going to be.
David Waranch (12:15):
I’m going to ask you one more question about this and then we’ll transition into the transition. So chores, should a child be paid for chores like in allowance or should chores be something that I know this is sort of a parenting question, but financially should, should it allowance be given or should chores be built in as sort of the normal, why should I pay you for doing that? This has come up in my household. And I think there’s a little bit of a debate amongst parents on that one.
Ruth Lamberty (12:44):
There’s a big debate, and I can understand why I see both sides to the coin. Your children are part of this household and the need to work towards keeping the household running. I think that that’s very important. On the flip side, you also want to learn that the work that they do has value there, the value just like yours does. So my recommendation would be to have an age by which that allowance starts, whether or not you connect it to chores, I think is a very personal decision. I do think that allowance in general, even if it’s small is a very good idea because it teaches kids at budgeting very early. If you get $20 a week and that’s all you get, you have to make that decision. Is that $20 a week going to go into your savings account so you can buy those Uggs for yourself, or are you going to spend it now and realize next week that you spent it on [inaudible] and no money this week to go to the movies with your friends, because that’s what they’re all doing.
David Waranch (13:55):
Right. And, and maybe not micromanage that decision so they can learn. All right, it’s gone.
Ruth Lamberty (14:01):
Yeah. You don’t need that extra 20 from, from your dad’s slipped behind your back. All the time, look, I mean, you gotta do it sometimes and you gotta love on your kids. And sometimes that is okay.
David Waranch (14:15):
Okay. So I love that. So allowance is important, whether or not it’s connected to chores is a parental decision. I think that’s a very good answer. Thank you for that. Let’s transition to transitions. So some of the other things you mentioned was the transition to middle to high school, high school, to college. What kinds of things are coming up in those classes that you, that you teach?
Ruth Lamberty (14:38):
So the middle of high school and the high school to college are very different. As you could probably imagine, a middle to high school deals a lot with social aspects. It feels a lot with the changing lifestyle going from not a lot of homework to usually a lot of homework going from a a relationship with your parents, where they’re doing most of the work to very often starting your independence, right? Asking your parents for that independence and learning the ropes of high school. Throughout all my classes I have and my coaching, I have a very solid theme of building independence. And for example, the middle to high school class talks a lot about, well, if you have anxiety about starting high school, which is very common, what can you do to alleviate that anxiety from you? What can you do from within yourself?
Ruth Lamberty (15:38):
And I’m not a therapist it’s very different from therapy. It’s always looking forward. It’s always setting goals and moving forward as you know, but it can be thinking about what they can be doing. That’s not relying on other people, for example, you’re going to a new school. Can you ask that school? If you can come during the summer and walk around, get used to the halls, get to know where your classes might be. Aaker is outside of an orientation, right? What can you do? Can you sit down with someone who is at that school and ask the questions that you have of someone that’s a year or two older than you were, and always being an adult? The high school to college incision is concentrates all very heavily on the non-academic side of college, as concentrating on high school, very heavily on the academics, right? The problem is that when these kids get to college, they don’t know how to deal with the other side of life. Especially if they’re leaving home for the first time they’re going to a four-year school. And they’re dealing with a lot outside of the actual classes, right? 13 roommates for the first time. And the chores that come with roommates for the first time, the social aspects, the challenges, the peer pressure.
David Waranch (17:02):
Well, sometimes the freedom, as exciting as that is, can be really counterproductive for certain personalities. I’ve seen like people I knew growing up, he would, you know, they’d go to their first year of college. I’m thinking of one person in particular and he just couldn’t couldn’t handle it. Like you win this, this guy. He went crazy. He had like a nervous breakdown. He was partying. And just that’s an extreme example, but I would imagine even the good things about college can be difficult.
Ruth Lamberty (17:34):
They NB, and especially with the levels of things like anxiety right now in the kids and the what they feel like they have to live up to. Right? My teens, my teen clients range, they have a huge range. Some of them have executive functioning challenges or ADHD. Some of them are almost on the opposite spectrum where they try too hard and they want to be on the top of every list. And some are in between. And all of those personalities have challenges. They leave home and most challenges don’t stop throughout adulthood. Right? You go to college, you got your first job, your first big relationship, eventually, probably a marriage, maybe children buying a house, the challenges don’t stop. So for me, it’s about helping them figure out for themselves so that it’s coming from inside themselves, how best to deal with those challenges, whether it’s ahead of the game, whether it’s in the middle of the game or whether it’s retrospectively, it’s different, everybody. And when you get to school, like you said, that was an extreme example, but there’s a lot of challenges that come with that, that we’re not preparing our kids for. We’re just not,
David Waranch (18:52):
Yeah. I love that term executive functioning. How would you, cause they think that is required in all of these transitions, probably different than some of the emotional components. How would you define executive functioning and how do you cultivate it amongst the the young ones? You know, I’m just, I’m sure many adults struggled with that as well, but and then we can talk about, even talk about there. Probably we can go down the, you know, I’m sure you have people that have ADHD and that’s like a different challenge with executive functioning, I would think.
Ruth Lamberty (19:31):
Yeah. So one of my certifications is actually in ADHD and executive functioning challenges, they have a lot of similarities, but with ADHD, the brain just functions differently. Yeah. And part of, part of all of those chat, part of it, any challenge in a family is for parents to understand what those challenges for their children are and how, and if they can be overcome with ADHD, it is built into our brains. And it’s important for, you know, I have parents that run the spectrum summer summer, just like at, over a kid, like, right. That’s not the best attitude to have it’s understandable coming from the older generation. Because we weren’t necessarily as coddled.
David Waranch (20:24):
I mean, I don’t know a lot about ADHD, ADHD, but I am told there is perhaps a part of the brain with people who have ADHD, that, that doesn’t have that same level of executive functioning. Then let’s say someone who doesn’t have ADHD. So that is a challenge that they’re just born with,
Ruth Lamberty (20:44):
Correct. It’s an underdeveloped developed part of their brain. And while you can increase executive functioning skills with time and with practice, just like anything else, you can’t necessarily change some of the aspects of how that person thinks. Right. So with the executive functioning challenges that really runs the gamut, it is, I describe executive functions as anything that runs our daily lives, from time management to planning to communication. And everybody kind of has different descriptions for it. The biggest I think the biggest challenges I see the most in teenagers as far as executive functioning goes is communication and time management. It’s those pieces, right? It’s how do I learn how to get my essay done? Finish the paper study for the chemistry exam all in the same time period,
David Waranch (21:46):
Maybe put down the phone. That’s the answer.
Ruth Lamberty (21:50):
Sometimes the answer, yes. Sometimes the phone gets locked outside of the room that the child is working in. Sometimes that child needs to be working in a public space so that they can concentrate. And very often for me, planning comes into play a lot. For example, my older clients, my older teen clients that I’m working with college pieces on, I’m not a college counselor, I’m not working with them necessarily specifically on their essay or how to get into the best they want. Right. But I am working with them on what you need to do junior year in order to prepare yourself for that application process, because there are 500 steps you need to figure out what college, what college you want to apply to, how many you want to apply to what their requirements are like theirs and that learning that piece can be applied anywhere in your life. Right?
David Waranch (22:46):
It’s it’s, it’s the meta, it’s how to get to step one to step two. How do I organize? It’s not right. You can write the essay, but how do I get to the place where I have time, energy effort to write the essay? Yeah. Adulting, hashtag adulting.
Ruth Lamberty (23:05):
I will say one of the things I do that if I could give a tip for your listeners. I, and I learned this from my marketing and communications background, I would a trafficker, that’s a bad word, marketing trafficker for several years at the beginning of my career. And what that is is you’re the person that that makes sure the train is running, that everybody’s doing their pieces to get to that, that piece, to the printer on time or that email out on time with the pieces in it that it needs to have. I always work backwards. So I just finished with a client who’s starting her junior year and we over the summer together and the last few sessions we had, we worked on her entire, her calendar for her entire junior year, as it relates to applying for colleges because you have to visit the schools or now her truly visited the school. There’s just so many pieces. And what you do is you work backwards by when do you need to know what schools are you applying to, right. It’s July 1st of next year, so that you can start working on your applications. We’re going to work backwards from there.
David Waranch (24:15):
Yeah. Well, I love that you are working with the child. When I did my first podcast, we had this whole section about what’s called an overfunctioning, where the parent will do all the stuff the kid was supposed to do and you know, you’re teaching and the, the, the child to do it. But do you also, for example, have any tips for what role, if any, because the people you’re working with, they’re still children, they still have parents. Like how active or what role do the parents have should have, do you work with that as well? Or you don’t get involved?
Ruth Lamberty (24:53):
Well, it depends. What, what you’ve just described as over functioning, I call a bulldozer. Parents are used to the helicopter parents. Not as many people are used to the trucks. Now it’s a drone, but they’re clearing those obstacles out of the child’s way before the child even knows that they exist. Right. That’s a huge disservice. Absolutely. So as far as my communication with the parents, when I have, I make it extremely clear to the parents that the child is my client. The reason I do is because the child needs to have some skin in the game. They need to be there and they need to be able to articulate the things that they think are important. The things that they want to work on that doesn’t necessarily mean we won’t work in what the parents want to work on. The parents are part of my exploratory session, which is the first session I have.
Ruth Lamberty (25:50):
And then they have the option with the client, with my client of being in every four sessions or so once a month with us with a check-in, but it’s always driven by the client, by the child, if they want their parent to be there, if they want to take their own initiative and talking to the parent, if they want me to talk to the parents separately, it’s all very individualized. I prefer that the parent be both have their ears open. Right. But a little bit sometimes they’re, I hate to say this, our mouths closed a little bit because you, it’s hard. It’s very hard for a parent to not step in. And I get that. I understand it, but you have to let your child go through the process a little bit on their own and figure out a little bit of the pieces on their own, whether they’re working with me or, or your work, you as the parent, or working with them on their own, you can’t, they need to learn how to fall and pick themselves back up.
David Waranch (26:49):
Yeah. I was just going to say that learning how to fail, learning how to get frustrated, which is very hard sometimes for a parent, you want to want to take away that,
Ruth Lamberty (26:59):
Right. But you have to think about them failing forward. Right? You cannot feel the successes without the failures and fail doesn’t necessarily mean flunk out of school. It doesn’t necessarily mean that you’re going to be your you’re going to be terrible at it at what we’re calling adulting. Right. It just means that they’ve throwing something against the wall that didn’t work. And that happens all the time in life. So let them figure it out, let them try something new.
David Waranch (27:26):
Yeah, no, it’s just, I’m just thinking about my own, you know, I’m an attorney as well. And I’m thinking about my law practice about, of course there’s practicing law, the content of what I’m doing, but so much of it is organization and management and time management and executive functioning. I think so much of school, success of school, at least, at least when I went to school seems to be that way and never taught. It’s not taught. This is such a, such a beautiful vacuum that you’re feeling. What, if any, let’s say, do you have them read books or are there any, let’s say exercises, strategies, things, what kind of homework is given or like, what do you besides talking and what else are they doing to conflict,
Ruth Lamberty (28:16):
Less of exercises and strategies at the end of? So my class, my classes are a little bit different. They’re built as like a series of six. And now of course we’re all virtual, which they’re all very used to, so it’s fine. But in the classes, for example, the homework, the assignments I don’t like to call it homework usually is related to what we talked about in that particular class. If it’s a transitions class, it might be, go have a conversation with your parents about X, right? Yeah. Transitions to college class. It’s the have the hard conversation they need to talk to their parent, for example, about what college is going to look like is college fund, what am I responsible for contributing to my college education financially? Do I need a loan? And how will that work? And also how are we going to communicate when I leave for school? Because it’s important for you to have that conversation before you go to school so that you know that your parents are for example, paying for school and they expect you to call them three days a week and that’s a patient you need to fill. If you want them to pay for your school at the same time, they need to understand this new freedom of yours. Right. And you would really like to not talk more two times a week. So what compromise are you going to come to? Because life is about compromises.
David Waranch (29:47):
This is huge. I would, I call this setting context, you know, like, we’re going to talk three times a week. We are going to talk maybe on these days. And because if you don’t have that, it’s going to break down some, some way or another. If, if you all don’t have, if you’re swimming in different water, let’s say, so this seems like a huge, huge piece. How what it sounds like, I would think you mentioned like finding that person to get the tour of the school or doing an interview of a kid who goes to that college, something like that is potentially out of these children’s comfort zones. Right. How, how do you, how do you sort of motivate a kid of a certain age to have that hard conversation or get out of that comfort zone? Because it could feel really vulnerable and you know, it’s, we’re not used to that. It’s like emotionally, how do you work with that?
Ruth Lamberty (30:43):
One step at a time, just like with everything else, if if I’m working with a client or a teen in my class that is having difficulty having those conversations, the question is why we need to talk about it. And hopefully I’ve gotten to the point with them that they’re comfortable with me. I think that one of my strong suits in coaching and leadership of my courses is my empathy. I, listen, I listen a lot. And that really goes a long way with teens to have someone that is an adult, but not acting in the same way as a parent or a teacher might write in sort of demands for lack of a better term. And I want them I want them to feel confident. I want them to feel their independence starting to emerge. But that can only come from them.
Ruth Lamberty (31:47):
So it’s building those relationships with them and taking it one step at a time. So how, if you’re going, if you want to find someone that has, that goes to that school, how can you do that? Yeah. And, and letting them lead the way, just like just like they’ll need to do when they’re on their own. Teaching them to think outside the box and with a little bit more strategy and purpose than just following instructions. Following homework and with, you know, one-on-one clients, they’re coming up with their asks on their own. They are with my help and my support figuring out what needs to come next. And if we meet again and they didn’t get that done, the question is why it was trial and error. Wow. So
David Waranch (32:40):
You’re really, I mean, you’re really holding them accountable too. Yeah. Now there’s so much richness here because yeah, you’re a coach, but it also sounds like you’re a mentor. And this third party mentor that, that isn’t a parent, so they’re going to respond to you differently. And if you’re listening to them, they’re really being seen and hopefully it’s safe. And you’re really trying to kind of cultivate, not just the skills, but their best self, you know, do that on your own. And if you fall, what happened? How can we, and, and that’s, that’s really powerful. I are there any books or other resources that you’d recommend?
Ruth Lamberty (33:21):
Ooh, there’s so many books. So
David Waranch (33:24):
Is there one that stands out like, wow, this one, if not, you can,
Ruth Lamberty (33:27):
I have to say, I still really love, and it’s, it’s a little bit old, but there are different versions of it. Seven habits of highly effective people, one for college students that are yeah. It’s it seems kind of trade at this point and sometimes you’ll read a book and you’re like, yeah, yeah, I know. But sometimes you have to read what you already know. You just see it in front of you. You have to see an expert write about it or talk about,
David Waranch (33:54):
I still see that one on all the recommended lists of all kinds of stuff. So, no, I think it’s still, still pretty popular. Yeah.
Ruth Lamberty (34:02):
Your listeners can’t see this, but there’s a whole, you know, whole set of books behind me. And I just love it. I love as, as we get older, I still love the tipping point. Malcolm Gladwell. I think I steer clear of the, some of the books that are too specific. Right. We get, like you said, the overall person, the overall child, and unless you are dealing with something like ADHD, where of course you should read as much as you can and learn about the underlying issues. Really I think grabbing little bits of bits and pieces from different places in different people is what makes us who we are and how we function and how we talk to each other. And that also shows Rudy your kids, if you’re working on yourself and bettering yourself, which we should all be doing all the time and working on your relationships, your marriage, if you’re married it shows to our kids that we know that these challenges continue throughout life and you know, there’s no stopping and resting on our laurels.
David Waranch (35:14):
Well, that’s an important point. It doesn’t happen in a vacuum. There’s a whole system and it doesn’t end. Hopefully can parents share their struggles in an appropriate way with their kids and let them know that we are always growing. Anything else that we, I mean, this could be many, many podcasts, so we’ll have to have you back. Cause there’s so many, any, any rich so many
David Waranch (35:38):
Rich topics does anything that yeah. That we didn’t add and then we’ll, we’ll, we’ll find out where we can find you, but what else, what else is important that we didn’t talk about?
Ruth Lamberty (35:47):
Yeah. I just think in speaking to your particular audience and, you know, it says, if I’m speaking to you, you’re a dad and you’re a great dad. And I love that society is starting to change the way it thinks about fathers and fathers roles in their households. And I’m sure that most of your listeners are already more involved in their children’s lives or wanting to be. And that’s why they’re here with you. And I think that that’s just so important to both be and to show to your kids, right, that you’re doing this and that they’re important to you. And that you’re a part of the conversation. It’s not just going to the mom for something. And you know, in some households, I’m, I’m sure it’s just going to the dad for something, but that decisions like this are family-based, whether there’s two parents or one, whether there’s multiple kids or one and that the most, the strongest that we can be and show to our kids, the stronger they’ll they’ll become. And I, I just think that that’s an important
David Waranch (37:03):
Well said. And yeah, I think that’s kind of the point that hopefully if I’m doing or being the best I can be and pay it forward to my children and their children and a hundred years from now, maybe there’s a little guy who didn’t has, has a little, has it a little bit easier. And if we all did that, the world would be a better place. Yeah. That’s a little corny, but I really believe it.
Ruth Lamberty (37:32):
Well, dads are nothing. If not corny.
David Waranch (37:34):
That’s right. That’s right. And I’m no exception. Where can people find you Ruth and birdie?
Ruth Lamberty (37:44):
My website is adult prep.com. That’s the best place to find me ask your questions, look at our FAQ’s. If I can be of any help to anybody, any of your listeners or people they may know, I would love to connect. Coaching is in my blood now. I, I love it and I love what it can do for people. And I just appreciate your time and having me on, and
David Waranch (38:13):
I can sense your passion around this, which is good. You’re the real deal. I don’t do the video, but post the video, but maybe I should start. Cause I can see how much you lit up with some of these things. And thank you. So, so I mean this really to say one more thing about why you’re doing this, this really lights you up. Yeah. I can sense how passionate you are.
Ruth Lamberty (38:33):
Thank you. I think that everybody needs a little bit of support sometime in their lives and you might have a great partner or a great parent or a great best friend, but that doesn’t mean that they can support you in a way that lets you shine and lets you figure out what’s next for you. Martin thing I think with coaching is that we are there to show our clients what they can be, what they can bring to the table and make sure that they see their confidence starts to grow. It is a huge problem. Especially with entrepreneurs and some of the other groups I work with that stems from often from childhood, which is why, you know, the, the span of ages is important for me. To keep up to date on however you generation is feeling and doing what their lives, but we get so much taken away from us and we get torn down so much in our lives that having someone that’s got no vested interest in your life, other than to support you in what you want in your goals is like nothing else. I mean, there’s nothing else that exists like this. And many people don’t know what coaching is or maybe thinks that it’s you know, fruit, fruit or meditative and there’s all different types of coaching. But the bottom line is coaches are here to help you figure out what your goals are, set them and support you in reaching them.
David Waranch (40:14):
Yeah. I think we’ll have you back and do a whole thing on confidence. Cause I think that’s a, that’s a big one too, that we didn’t talk a lot about. But yeah, no, if there’s an issue or something going on in my household is say call roof, here’s a number. I have no idea
Ruth Lamberty (40:28):
I’m here now. I know I should’ve been a doctor. Right. I’ll just take, take over the Dr. Ruth title, but I, I don’t know everything. And that’s, that’s very important for people to understand, right? I’m I’m not here to figure it out for you. I’m here to help you figure out what works for your life,
David Waranch (40:49):
Right. You’re here to facilitate what works best for you. So I love it. Thank you very much there lady. And we will see you next. Hopefully come back again, have a great day. See ya anyway.
New Speaker (41:03):
There you have it. That’s my conversation with Ruth Lamberti. Thank you so much for your time. Ruth, very important stuff. She’s filling a real vacuum that we have in the schools and we outsource everything else in our lives. Why not outsource a coach or send your kid to a class to help them manage their finances, do the transition from high school to college and just overall adulting. I think it’s a very cool idea and I think it’s needed. Thank you all as always consider subscribing giving a five star review. Why? Because this really helps people find it. I love the people that we have listening. Thank you for doing that. We want to grow it. We want people to find it. I think it’s an important message self-serving of course, but I think it is. I hope you all are doing great. And thanks again. We’ll see you next time.