Tony Mantor: Why Not Me the World
Autism is a complex neurodevelopmental condition that affects millions of people worldwide.
It is characterized by difficulties in social interaction, communication, and repetitive behaviors.
Although autism is becoming more widely recognized, there is still a lack of understanding and awareness surrounding the condition.
As a result, many individuals and families affected by autism struggle to find the support and resources they need.
Why Not Me The World podcast aims to bridge that gap by providing valuable information and insights into autism, fostering empathy and understanding, and promoting acceptance and inclusion.
Nashville based Music Producer Tony Mantor explores the remarkable impact his guests make by empowering their voices in spreading awareness about autism and helping break down the barriers of understanding.
Join Mantor and his guests as they delve into the world of autism and mental health to explore topics such as diagnosis, treatment, research, and personal stories.
Together, we can create a more informed and compassionate society for individuals with autism.
Tony Mantor: Why Not Me the World
Kory Andreas Shares Insights on Neurodiversity and Self-Realization
What happens when a dedicated school social worker and loving mother discovers her own autism diagnosis later in life?
Meet Kory Andreas, a therapist whose personal and professional journeys provide profound insights into neurodiversity and autism.
Kory's transition from the public education system to private practice was deeply influenced by her experiences with her daughter's early autism diagnosis and her own self-discovery.
Her story sheds light on the systemic challenges faced by educators and families, particularly regarding the identification and support of neurodivergent students.
Uncover the intricate layers of autism masking, especially among women and gender non-conforming individuals, as Kori opens up about her unique approach to assessments.
Moving beyond standardized tests, she employs in-depth interviews to grasp the complexities of each individual's experience.
Her late-life recognition of her own autism not only transformed her personal understanding but also enriched her ability to guide others through similar paths. Kory's narrative, intertwined with her daughter's atypical autism presentation, challenges conventional expectations and urges a more individualized perspective on neurodivergence.
From childhood to adulthood, navigating life with autism presents distinct challenges at each stage.
Kory shares her insights on managing emotional regulation in early years, tackling mental health challenges in adolescence, and confronting the hurdles of adulthood, such as workplace dynamics and personal relationships.
She passionately advocates for the validity of self-diagnosis, emphasizing how access to information empowers individuals to comprehend their experiences. Through her social media presence and public engagements, Kori continues to foster awareness and understanding, inviting listeners to contribute their stories and join the broader conversation on neurodiversity.
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intro/outro music bed written by T. Wild
Why Not Me the World music published by Mantor Music (BMI)
Welcome to why Not Me, the World Podcast, hosted by Tony Mantor, broadcasting from Music City, usa, nashville, tennessee. Join us as our guests tell us their stories. Some will make you laugh, some will make you cry. Their stories Some will make you laugh, some will make you cry. Real life people who will inspire and show that you are not alone in this world. Hopefully, you gain more awareness, acceptance and a better understanding for autism around the World. Hi, I'm Tony Mantor. Welcome to why Not Me? The World. Today, we are joined by Cori Andreas, who will be discussing her career transition from the public education system to a private practice specializing in neurodiversity and autism. Corey's late diagnosis of autism and ADHD became evident as she worked in her private practice. She now leverages her expertise to create a safe environment for individuals to discuss their interests freely. Corey is here to share her journey from its inception to its present form. Thanks for coming on. Sure, let's start off a little bit differently this time. I want you to tell me what you do. Yeah, then we'll backtrack to how you got there.
Speaker 2:Sure, so I'm a therapist in private practice, my main day-to-day gig. I work with individuals, couples for therapy, and then only autistic people, and then I also do assessments, like when people are looking to get diagnosed. So teenagers, mostly adults, but a few teenagers here and there. The other side of that is public engagements and education. I've worked with a bunch of big government agencies to do neurodivergence trainings and things like that. I do a lot of work with other therapist offices and treatment facilities, things like that. So just kind of getting the word of neurodivergence out there and that's a big piece of what I do. And then you know, keep it up on social media and all that kind of stuff.
Speaker 1:What started that journey for you? If you look at your bio, it says you've been around neurodivergent people your whole life. What led you to this path? You decided to go on.
Speaker 2:What I thought started it was working in the schools. I was a school social worker for 20 years. I'm in public schools and a couple schools for kids with learning disabilities and then just kind of gravitated towards the autistic kids. And then when my daughter was about five she got diagnosed. You know they didn't start doing any kind of research on women until like the late 90s and early 2000s so we didn't really know a whole ton. And then a couple years later I started working with adults, started working a lot with women and just all this stuff starts coming out about women on the spectrum. And then I found out I was autistic and my whole family is autistic, so it was sort of a natural inclination that I didn't know was a natural inclination till later. I just dove into the adult world at that point and started working out of the schools.
Speaker 1:During the school years, were you teaching?
Speaker 2:No, no, I was a school social worker, so doing therapy and just supportive behavioral stuff for kids that were having trouble.
Speaker 1:Okay, during those 20 years of working in the school system, what type of kids came to you and then how did you handle it?
Speaker 2:So typically it was the kids who had IEPs and 504 plans. So these are the kids that are identified by the school as needing additional help and supports and things like that. They would often be mandated to have a certain amount of therapy time during the week or someone to check in with when they were having trouble. So a lot of the kids who were on my caseload automatically were the kids that were neurodivergent, so it was a lot of kids with ADHD and autism, just because those were the kids that had the IEPs. I certainly had other kids that didn't have any kind of neurodivergence, but they were my faves.
Speaker 1:When they did come to you, were they situations like they were having meltdowns and just having a tough time dealing with all the noise that happens to be in a school like that? Yeah, how did you handle it?
Speaker 2:Yeah, there was a lot of that A lot of kids coming in for sensory issues. Mostly it was social struggles and behavioral things. So when I worked in the schools that were specialized schools for kids that couldn't really thrive in the public school, we had a whole like a very specific protocol of what we would do and those kids needed a lot of behavioral support. But in the public school it was more so, you know, kids having trouble communicating with teachers, kids that were bullied, kids that were teased and then, just yeah, kids having meltdowns and things like that where they needed a space to go to kind of reset from a sensory perspective.
Speaker 1:I think there was something about you had a situation with a child that had a problem. The teacher or the principal didn't want you to use the word autism and that kind of created a little bit of a controversial issue for you. Can you explain that a little bit more?
Speaker 2:Yeah, towards the end of my school career, my very last couple months, I worked. I was doing some private practice and trying to stay in the schools a little bit, and I worked in an elementary school. And there's a big push right now not to identify kids with autism, because it requires a lot of work, it's a lot of money for them and, you know, hiring people to support the kids and things like that. So they really do. Some schools who are not doing a great job are really reluctant to go through the process.
Speaker 2:So, yeah, it became a big push pull where bringing up the topic of an autism assessment was a big no-no and so and that was my exact role at the team to bring that up. So when I said you know, hey, we need to talk to the parents, they were like, don't use that word in our team. If you use that word, you're going to have to do something. We're going to have to do something about it and we're not going to do that. So at that point I was out. That was the end of my 20 years, I was becoming, you know, I was doing other things outside of the schools and feeling really good about what I was doing there, so it was time to go.
Speaker 1:When you decided to leave. That was really the transition of starting your own company, right?
Speaker 2:Yeah.
Speaker 1:What were your next steps once you made that decision to move forward with your own business?
Speaker 2:Yeah, I had been in private practice part time throughout all of COVID. I started right at the beginning of COVID and then from there I started seeing. I just was able to, you know, see a lot more people. So I had, I was working, I didn't have to work as late at night and things like that. I had more of a typical schedule. But I get really involved into the in the world of high masking autism is how I would put it. Oh, most of my clients are people that are high up in the working world that are doing really well objectively. You know, kind of have it all people and have kind of an internalized presentation of autism that probably other people may not see as easily as what we've seen in the media. Get really involved in that presentation and really just learning and taking a huge deep dive into autism that we didn't know existed until the last couple decades.
Speaker 1:Right, definitely, people are becoming more aware of autism since the mid to late 90s.
Speaker 2:Yeah.
Speaker 1:Unfortunately, the understanding still isn't there yet. What do you do to help the understanding from the neurotypical world so they can see what needs to be done to help others?
Speaker 2:Yeah, well, a lot of my trainings are on giving people the background of the vocabulary, a little bit of understanding about the research and how you know. Kind of misguided we are because we haven't been trained properly. So a lot of the people that are therapists and doctors and school professionals were educated whenever they went to grad school and college. And so if those people you know med school, so if those people are the ones dictating whether or not people get diagnosed, it's pretty scary if they haven't updated their education and you're not required as a therapist or a doctor of any kind of helping professional to get continued ed on specific things. So you can kind of decide. You know where you want to go, especially as a therapist. We really can go into anything. So if you wanted to spend all of your continued bedtime doing eating disorders or depression or you know other topics, you can do whatever you want.
Speaker 2:So a lot of people are getting really bad information from otherwise pretty fantastic therapists because so much has changed so fast. So what I try to do is just update people on. You know, hey, we saw Rain man, we know what that presentation of autism looks like and that's real. But there's this whole other side of autism that people really don't even understand. So just kind of giving them the up to date information, the signs, books to read, accounts from actually autistic people and you know more information, so that they understand that there's this whole other side of autism that we didn't know about.
Speaker 1:Yeah, that's all good points. Now you brought up masking. It's pretty well known that, although some men mask, it's more of a female trait because they're trying to fit in. Sometimes they do. Sometimes it doesn't work out as well. When it doesn't, it can create a lot of psychological issues. What do you do to help them get through that?
Speaker 2:Yeah, so masking is really the reason why so many girls and gender non-conforming people don't get diagnosed, because they become really good at fitting in, really good at kind of faking neurotypicality.
Speaker 2:So one of the reasons why I do the assessments the way that I do it's an interview, so we really just talk about a lot of the different preferences and background, history and things like that.
Speaker 2:So it's about a four to five hour interview where we just talk about how they are sort of oriented to the world. And I think the reason that that works so much better than a lot of the standardized tests is that it's complicated. I mean, I'm autistic myself, so I can be incredibly social and incredibly well spoken and fit in in most situations. But it's detrimental to my well-being at times if I'm really overstimulated or if it's too much and things like that. So really just talking to people about their internal experience, because if you ask the right questions, people are very able to explain what happens, you know, when you kind of push yourself too far in the areas that are tough for you. So I think it was just a matter for me of figuring out what those questions were, kind of picking apart a lot of the assessments that I didn't feel were super accurate and finding out a better way.
Speaker 1:You mentioned that you're autistic as well. Did you find out that you are autistic before you were teaching or afterwards?
Speaker 2:no-transcript. Certainly, every person's presentation is different, but the women and the gender nonconforming clients that I worked with were very different and I just, assessment after assessment after assessment, I could not get away from this just nagging feeling of, wow, this is really relatable. And I have a quirky family. I mean, my family is really weird, really quirky, really creative, really off the beaten path, and so you know, a lot of that was just what I was used to, and it wasn't until years into my career that I realized, wow, there's this whole presentation of not male autism. That was very relatable.
Speaker 1:Once you figured that out, then you realize that you are indeed autistic. Did that change your life?
Speaker 2:Completely. Yeah, it was. It was really eye opening and you know I realized that a lot of the interesting pieces of autism is that the interesting, most interesting piece to me is that perspective taking can be really tough when you're in an emotionally charged situation. So when I'm dysregulated, when I'm having, you know, a tough sensory day or a really overwhelming day or something like that, it's hard for me to. When I'm in it, it's hard for me to always know that I'm struggling. You know, sometimes I just try to power through and things like that.
Speaker 2:But I'm very good at helping other people through those same types of situations because it's really easy for me to sit in this chair and help, because I'm okay, I work, I'm accommodated, I work from my house, my sensory needs are met, I choose my schedule, I work at the times that work for me for as much time as I need to work and that type of like the type of work situation allows me to really stay regulated most of the time and I'm a pretty well adjusted autistic person. So it is really tricky when you're not able to be in that situation. So when I worked in the schools it was a lot harder to stay regulated. But perspective taking is something that you know I really thrive at in this chair, but I can also relate to how how much harder that is when you're out in the real world, so that's something that I spend a lot of time working with other people on.
Speaker 1:You say that your daughter is autistic.
Speaker 2:Yeah.
Speaker 1:Did she get diagnosed before?
Speaker 2:Yeah, long before she was five when we started seeing a bunch of different providers and it took a couple of years to get everything figured out.
Speaker 1:What led you to think that she was autistic, or did you just know? And that's how you found out.
Speaker 2:I didn't know and at that time you know I've learned so much in the last two decades. But at that time my daughter was very atypical in my mind of what I thought autism was when I was working with boys. So she was very social, very outgoing, if anything, extremely social, presented very different inside the house and outside the house. So inside the house she was very loud, very outgoing, incredibly articulate. She was hyperlexic, so she read at a very young age, was incredibly verbal even as a baby, so she blew through the milestones in a way that was almost scary. So when she started having trouble, it was things like more typical ADHD kind of stuff, like couldn't focus on anything and something she wanted to really focus on, things like that. But it ended up being behavioral struggles where it was just a lot of meltdowns. So you would see this incredible emotional dysregulation where she would go from laughing to just throwing herself on the floor hours at a time to a degree that I knew was not anything that was supposed to be happening at that age and it just continued. But you know what's tough is that at three, two, you know, two, three, every doctor is going to tell you that's normal. Four, five, they start to pay attention. And then you know five and six you're really having to convince people that it's not bad parenting or it's not trouble at home and all these things going on and then people really have a different presentation of her in school. You know she would go to school and hold it all together and the second we walked across that street she would come unglued.
Speaker 2:So it was weird because you know she was a very well adjusted and very social kid. So I was not looking for autism in the least until until we really started to see that there were very small nuance things going on with her interactions with other people. She sort of didn't know how to like keep friends. She didn't know, like how to share interests or to do some of the reciprocal communication. It became clear over time, I mean over the next couple of years. You know she sort of hit the ceiling of being able to cover it up and mask in school, but it was. It was tricky to identify in the beginning, even for someone who did this all day at school.
Speaker 1:Yeah, when you found out you was autistic, did you look back and say, okay, this makes sense, I did this, I did this and I did this. Were your meltdowns any different than others? I mean, everyone's different and every autistic child is different from another one. But did you have anything where you said okay, this totally makes sense now?
Speaker 2:where you said, okay, this totally makes sense now. Yeah, my meltdowns were really internal, especially as a kid. When I look back now at what I know was overstimulation and a lot of like social stuff, that was hard for me. It was really just an internalized extreme anxiety, always second guessing my social choices, my social communication, things like that, even though I'm very outgoing. Naturally I would come home and and just agonize over why did I say that? Why didn't I say this? Is that person like me? Did I talk too much? Did I not talk enough? And so it was very much a personal thing.
Speaker 2:The other thing that I didn't know was happening is that, you know, you don't realize that other people have different things in their head than you do. So I was working so hard to fit in, working so hard to say the right thing, do the right thing, and it didn't come naturally initially. And then you know just kind of thinking about other things, like synesthesia, where the senses are kind of like overlapping. So you know, in my mind numbers have a color associated with them and you know schedule their visual and I don't remember things unless I see them. And when I go up and down the stairs I hear like certain musical notes and there's things that get stuck in my head and I can't stop thinking about them.
Speaker 2:The brain is busy, so there's just so many internal things that I would never think to say doesn't everybody have that. So it wasn't until hearing that experience from so many women that I worked with that I was like, oh my gosh. So for me, the big patterns that I thought were just kind of who I was is that I was an intense person, still an intense person, but all of my interests were extreme and everything I do I would do to a degree that was just so above and beyond everybody else, which feels really good for me, but it also depletes me from like an energy standpoint. So I don't know when to stop working, I don't know when to stop talking. I don't you know all those kinds of things.
Speaker 1:So basically, it's the extreme focus that many autistic people will talk about. That seems to be what you have.
Speaker 2:Yeah, and it's all we think about, and so you know my job now. It's great. I'm surrounded with autistic people that want to know about autism.
Speaker 1:Have you run into any situations where they try to fit in so hard that, unfortunately, they get taken advantage of?
Speaker 2:Yeah, oh, absolutely. You know, one of the questions on the assessment is do you ever find that you kind of trust people before you should be trusting people? Do you have kind of a naive sense of trust with other people? Yeah, so a lot of the girls that I meet with will say that they in high school they were dating guys that were well into adulthood, married men, people who really had no business hanging out with a teenager, and you know they didn't necessarily know that it was somebody trying to take advantage of them and teachers, and but yeah, there's definitely kind of a naive sense that can go along with those teen years as they sort of realize that people don't always hear intentions.
Speaker 1:So true. Unfortunately, when you come across someone like that, how do you handle it? They've been taken advantage of. You want them to understand what has happened, but you also want them to handle it in such a way so they don't feel bad about what they've done.
Speaker 2:Yeah, you know we do a lot of work in perspective taking and talking about how other people might be coming from a different perspective that you can't relate to.
Speaker 2:I call it an exercise in perspective taking a lot of the time when we're talking about social things, because we really only know the different experiences that we've had. And one of the another question on the autism assessment is do you have a hard time understanding the perspective of someone that's different than you or for an experience you haven't had yet? And the answer is overwhelmingly yes. So it's hard to even understand your own future perspective. It's hard to think what might I feel about this down the road, this decision I'm making now, or what did I think about this in the past? So it's just a constant discussion and kind of opening up curiosity and just saying you know, is there another way that we could look at that? Could you imagine you know someone else having bad intentions and what might that look like and how would you know and what would be the signs, and just kind of in the way that you learn anything you know, just thinking about all the different things you need to be curious about in order to understand other people.
Speaker 1:Yeah, that makes complete sense. So this business you have, is it your own practice or do you have other people as well?
Speaker 2:Yeah, it's my own private practice. I do have other therapists that are kind of in my network that I refer people to. So if I'm seeing a couple I might send somebody to a colleague of mine for individual therapy and things like that. But it's just me.
Speaker 1:Okay, how long have you had your own private practice?
Speaker 2:I think this is my fifth year.
Speaker 1:Five years. What are some of the changes you've seen from year one to year five?
Speaker 2:That's a great question. I've seen a lot more awareness. The big thing that I'm noticing is that my biggest referral point is social media. So know, people are on TikTok and they're hearing stories from other neurodivergent people and experiences from actually autistic people and they're going that's me and they're seeking an assessment. So five years ago it was more couples that couldn't get the right kind of therapy that they needed because typical couples therapists aren't trained to work in neurodivergence. And now I'm getting a ton of assessments and the predominant clients that come to me are women and gender non-conforming clients that are looking for an assessment and looking for therapy that really works with the autism. So autism affirming care where we really like center the work on the way that the brain and the body are operating instead of trying to apply neurotypical techniques to that.
Speaker 1:Now do you work with the nonverbal as well?
Speaker 2:So I don't. I have some referral sources that I send people to. I don't think that's my strength by any stretch of the imagination. I certainly did in the beginning of my career. Now, you know, I've sort of found that my niche is, I would say, typically highly verbal clients who are more of what they would call like level one autism.
Speaker 1:Okay, that makes sense. What would you say that you see for the major differences between someone that's around five or six like your daughter was when she was first diagnosed to a 15 year old, and then like 25 to 45 or more?
Speaker 2:Yeah, absolutely Great question. So you know, at five you're dealing with a lot of like emotional regulation and skills to be able to go into a classroom and drown out all the things that are triggers. But the social skills are typically okay in that, especially with some of the kiddos that get diagnosed a little bit later, where it's not as obvious when they're toddlers they can sort of be in the periphery of the social interaction or in it, but they're just a little off, they're missing some cues. 15, that's when it all. You know, middle school really is where it all goes off, and so that that's where most of the girls are identified, or if they're not identified or they were, it was missed was because, you know, nobody knew what they were looking at.
Speaker 2:But that's when all of the mental health stuff kind of comes into play. So we see a ton of eating disorders, substance use, we see incredible amounts of anxiety and depression, suicidality. I mean there's just a lot of cutting behaviors, things like that, high risk behaviors. That's really common Boys and girls, all genders at that time. And then you know, 25, we're looking at failure to launch. We're looking at I had a really tough time with the transition to college, but that sort of evens out around 25.
Speaker 2:So most of my 22 to 25 year olds are doing things that neurotypicals were doing at 15 to 18. So there's that sort of like two thirds rule of going to school a little bit later, driving a little bit later, dating a little bit later, having sex a little bit later, like all of the milestones of adulthood, those type of relational things to come typically a little bit later. And then 35, a lot of my in their 30s clients are working on job stability, being passed up for promotions because they have a hard time advocating for themselves or speaking up or accommodating themselves in the workplace. But majority of my clients have incredibly high creative abilities, incredibly high intellect, a lot of skills that make them shine in the workplace in their 20s and 30s. But sometimes the social piece and all of the sort of red tape in the games you have to play in the job can be really, really hard to navigate.
Speaker 1:Yeah, for sure. I've spoken with several different people that have been diagnosed later in their life, some that was in their 30s.
Speaker 2:Yeah.
Speaker 1:Some were in their 40s. Yeah, they grew up and lived in a time that autism wasn't really spoken about and it really wasn't a thing at all.
Speaker 2:Wasn't even a thing. Yeah, absolutely. And you know, tony, the big thing that I see in when it comes to adults in their 30s is the big difference is the reason why they're coming to therapy is because for the first time in their life they have a relationship or they're living with somebody. They have a romantic relationship that might be the first serious relationship that they've had, or the first like cohabitation situation, maybe in their 20s, maybe in their 30s, and that relationship is what makes people realize something is different and I can relate to that Because I, you know, I was.
Speaker 2:I was married very early and divorced and just sort of knew that nothing was going well there. But years later, when I got remarried, my husband was like you are really struggling with some of the things, like I would never think that you struggled with these things if I just met you in public. And it's really. You know, you don't spend that kind of time with somebody unless they're your partner. So the way a lot of autistic people present at work and in the world and to their families is very different than what happens at home, when they're safe and when they kind of come unglued. So that's why people are coming to therapy in their 30s, 40s and getting diagnosed because their partners are the first people that have seen. You know something's going on here, like why is this so hard for you to do things that everybody else does all the time?
Speaker 1:Yeah, so is your husband neurotypical.
Speaker 2:My husband is, I would say, neurodivergent, but not super interested in knowing a whole lot more about that.
Speaker 1:Yeah, the reason why I ask that is I have a guy that I interviewed here a little while ago. He was autistic. His wife was neurotypical.
Speaker 2:Yeah.
Speaker 1:They just looked at the way that they had to get together as different cultures, so and it worked out quite well for them.
Speaker 2:Yeah, it's true, we sort of joke about it and we're pretty playful about it. I think my husband has has some tendencies of neurodivergent life, but his way of doing things is very different than mine and it's actually phenomenal because we are both very intense, we're both very hyper focused on all of our interests and things like that. We get really deeply into things. But you know, I'm more like the creative, like emotional, you know, want to talk about feelings all the time, and he's more practical, logical, grounded, you know all those types of things. So we're very different and it's interesting. We have some pretty neurodivergent kiddos between us too, and you know to see how everybody presents. Nobody looks the same in our house Nobody, you know. Everybody's got different stuff. They have different strengths and weaknesses and I think that's the one thing that stands out that I wish everybody knew is that no two people look the same and even in a family with multiple, multiple people that are neurodivergent, no two people look at all identifiable as having the same kind of tendencies. It's just all over the map.
Speaker 1:How many kids do you have in your family now?
Speaker 2:We each have two, so we have four total and only one of our kiddos is pretty neurotypical. So we have a wide range of stuff going on, a wide range of interests and abilities, and all of that.
Speaker 1:What age range are they?
Speaker 2:Yeah, we have. Right now we have 15, 13, 11, and 9.
Speaker 1:Okay, all right, wild. Yeah, I bet that's fun at times. Interestingly enough, I had a lady that was telling me a story about her son that was autistic. His father which he thought he was autistic but did not get diagnosed. She told her son well, why don't you talk to your dad about this? You go through a lot of the same things. The son said he can't be autistic, he hasn't been diagnosed, and that was kind of the impression that went on between the two of them, even though they did a lot of the same things, exactly the same.
Speaker 2:Yeah, that happens with adults too. You know, in my practice I'm totally okay with self-diagnosis and most of the people that come to me and think they are autistic are autistic. You know there's enough information out there If you want to know, it's out there to find out. And some people have there's some therapists that really don't agree with that and they're kind of gatekeepy about it.
Speaker 1:But I think when you hear the experiences of other people, you're like oh, yeah, I know what that is.
Speaker 2:Yeah, that's just so good. So I guess my next question is how do people find you? Yeah, my website is CoreyAndreascom and I also am on Instagram. I have a pretty active Instagram. It's at NeuroKoryus N-E-U-R-O-K-O-R-Y-O-U-S, and I try to keep it light and high on the information there. So I put a lot of topics that are coming up in therapy, a lot of different areas that get brought up every single day, and a little bit of humor mixed in.
Speaker 1:Yeah, that's great. So your website is once again.
Speaker 2:Yeah, it's CoreyAndreascom.
Speaker 1:Yeah, that's great. This has been awesome. I really appreciate you coming on.
Speaker 2:Absolutely. Thank you, Tony.
Speaker 1:It's been my pleasure. Thanks for taking the time out of your busy schedule to listen to our show today. We hope that you enjoyed it as much as we enjoyed bringing it to you. If you know anyone that would like to tell us their story, send them to TonyMantorcom Contact then they can give us their information so one day they may be a guest on our show. Thank you, guests give to everyone everywhere that you are not alone in this world.