Therapist Unplugged
Welcome to Therapist Unplugged – Real Talk from Real Therapists.
Hosted by Laurie Poole of The Montfort Group, this podcast pulls back the curtain on what really happens in and around the therapy room. No jargon, no perfection—just honest conversations about the messy, meaningful, and deeply human parts of life.
We cover everything from burnout and boundaries to sex, shame, relationships, parenting, grief, identity shifts, and mental health in the modern world. Each episode features licensed therapists who get it—because we live it too.
If you're looking for emotional insight without the clinical lecture, you're in the right place.
New episodes drop regularly.
Subscribe, listen in, and stay a little more human with us.
Therapist Unplugged
The hidden benefits of personalized education are changing how students thrive.
What happens when education is completely reimagined around the individual student? Alexandria Armstrong, Director of Admissions at Fusion Academy in Plano, reveals the transformative power of their one-to-one teaching model where every class consists of just one teacher and one student.
Alexandria draws from her decade of experience in education and her personal journey as a homeschooled student with ADHD to explain why this revolutionary approach works for students who struggle in traditional settings. She shares how Fusion's holistic methodology addresses not just academics, but emotional wellbeing and social development—creating breakthrough moments for students who previously felt misunderstood or overlooked.
The conversation explores how COVID-19 accelerated changes in student socialization that were already underway, while examining the balance between digital communication and essential face-to-face connection. Alexandria offers fascinating insights into how Fusion creates a customized daily experience for each student—from flexible start times to dedicated homework cafes where students complete assignments on campus and connect with like-minded peers.
Most powerfully, Alexandria describes the visible transformation as students find their place at Fusion: "You see their shoulders roll back and their posture change" as they discover an educational environment where they're truly seen and understood. For parents of students with learning differences, social anxiety, unique scheduling needs, or those simply needing a different approach, this episode offers hope that education can be reimagined to help every student thrive.
Ready to learn more about personalized education options? Visit fusionacademy.com to explore their 80 campuses nationwide or contact Alexandria directly.
🎙️ Therapist Unplugged is produced by The Montfort Group, a boutique therapy practice based in Plano, Texas, helping individuals, couples, and families build emotionally intelligent, connected lives.
Subscribe for real conversations with real therapists, because healing doesn’t happen in perfect soundbites.
To learn more about our team or schedule a session, visit: www.themontfortgroup.com
Follow us on Instagram: @themontfortgroup
Welcome everyone to another edition of Therapist Unplugged. This is Laurie Poole, licensed professional counselor with the Montfort Group in Texas North Texas, north Dallas and today's guest I'm really pleased we're going to have a fun conversation. Today's guest is Alexandria Armstrong, who is the Director of Admissions at Fusion Academy, plano, and I have asked Alexandria to chat with me today about learning and education and what happens for students who really would benefit from a very individualized, one-on-one type of curriculum and education. And Fusion Academy has a niche to that which Alexandria is going to share with us today.
Speaker 1:But just to give you a little background here, alexandria earned an Associate of Arts degree from Miami Dade College and then transferred to Florida State University where she received a Bachelor of Arts in Women's and Gender Studies, and then she went on to complete a master's degree in higher education at Morgan State. She spent over 10 years in the education sector and has a real good understanding of the academic landscape. She's had different roles in education, including an enrollment recruiter at Trinity Washington University, transfer evaluation specialist at Morgan State and then director of career education articulation with the Florida Department of Education, and then was also in retail banking with Wells Fargo. So she's got a very diverse background. Welcome Alexandria. I'm so excited about our conversation today.
Speaker 2:Thanks for having me, Lori. I'm so happy to be here.
Speaker 1:Well, you know, you and I have a kind of shared background because my undergraduate degree is in education, although I never taught a day in my life. But I worked in higher ed for 15 years as an academic advisor and then director of enrollment management in a college in Montreal.
Speaker 2:So you and I have swum in some of the same waters.
Speaker 1:Yes, absolutely, absolutely, absolutely. So I you know we talked a little bit before today's conversation about, you know, the impact of COVID on learning and student needs and and also, I think you know one of the things that I'm so curious about is the impact of social media and devices on students and how that impacts learning styles but also socialization. Like, yeah, I have a little concern about a whole generation of young adults and teenagers and children who are maybe not as attuned to the nuances of facial expression, voice intonation, body language, face-to-face conversations, definitely.
Speaker 1:Which is really different. I'm just wondering what some of your thoughts are on that and what your experiences have been with some of the students you've encountered.
Speaker 2:Yeah, I think that's a really interesting question. The students I feel that are coming up in I would say this generation, definitely have a different experience than I believe you've had and as well as myself. The effects of COVID, right, and learners just leaving the traditional school setting and going to school via the internet and being virtual with their teachers and peers, kind of pivoted the education and work sectors. Right, it was very, at that time, non-traditional. Though we were a very advanced culture, you know, very tech savvy, there were just things we weren't doing yet and though online learning had been a thing for quite a bit, it wasn't a massive thing that students or the workforce was participating in. So COVID definitely did spearhead some of that virtual learning right, especially for younger learners, a lot of online courses or advanced degrees, but our primary school kiddos that wasn't necessarily a thing for them, right, not at all. And so that kind of also affected that socialization piece, because when COVID happened we could not go outside and play with friends or even anything like that. But I would even add, lori, that maybe prior to COVID I would say there began to be a shift with socialization in students, because a lot of socialization was happening on tablets and through video games, and so perhaps COVID just made us more aware of the socialization dynamics that were trending and then kind of maybe expedited that in a piece in a bit. But I find it really interesting with the students that we encounter here at Fusion more so in the socialization aspect, they're more so looking for a group of students who are like-minded and like them.
Speaker 2:Fusion Academy is a boutique-type school.
Speaker 2:We are a one-to-one education model, so this means that there's one teacher and one student, and so we don't necessarily have group classes. We do have small group settings that we can offer, but on a widespread we're one-to-one learning and so we find this model to be really helpful for students who have a hard time in a traditional academic setting. But because we are focused on the student as a whole, taking that holistic approach, we do have a focus on that socialization piece and really wanting to meet them where they are in that space as well and helping them to find students who are like minded and that they can build relationships with classroom. But we do want the environment within the classroom to really allow themselves to really maximize themselves to their fullest potential, and so that focus just one-to-one in the classroom really allows that to happen. But in our homework cafes where the socialization happens, cafes where the socialization happens Our students are able to find their peers who have like interest, who have the same interest in different gaming or theater or arts.
Speaker 2:It's really interesting to see them come together in that shared space and it's such a safe space. So it's really interesting to see on campus.
Speaker 1:I bet.
Speaker 2:I bet it is.
Speaker 1:You know you talked about holistic and I'm wondering if you could describe for our listeners what you mean by that, in terms of a holistic education and sort of considering the a holistic approach to student development, their learning styles, that kind of thing. What do you?
Speaker 2:mean, yeah, that's a great, a great question. So a holistic approach, um, at fusion is not only academic, right, it's emotional and it's social, and so we want to meet students where they are in every area. So the academic space we're able to meet them where they are, whether they are quote, unquote, behind right, and being able to fill in some gaps, meeting them where they are and getting them where they need to go. But assessing the whole student to see, maybe, what emotional things are happening. That may be maybe collaborating with teams like the Monfort group to pair with these families and students to see if we can assess if there's something deeper going on with the students and there's a need that can be met in that sense, and then checking in to see if they even have the capacity to learn right.
Speaker 2:And so making sure we pair our families and students with therapists or different mental health professionals in the community to make sure that that emotional aspect of the child's needs is being met and then also that social piece right. We know that as humans we need connection. That's really important, and we need folks who genuinely care. And sometimes our students are having a hard time exceeding or excelling in the academic space because perhaps they just don't have anyone who's been interested or cared enough to understand them holistically and, to you know, take a certain attention to understanding what they have going on in order to make learning interesting. And so that's what I mean when I say holistic approach. It's not just about academic, it's not just about mental health, it's not just about socialization, it is the intersection of all of these things that kind of help the student to move forward or matriculate through the academic sector and life in general just in a positive way.
Speaker 1:That sounds really fantastic for students who can really take advantage of that, because, you're right, it's not just academics, I mean, when you're talking about, say, ages five or six, what is the youngest age group that you take at Fusion?
Speaker 2:Academy.
Speaker 1:So we're grades six through 12th grade. There's a lot of development and some pretty big milestones, you know, through early adolescence right through to the age of 18, and maybe a little beyond. But there's a lot that goes on and those social and emotional elements can affect learning and you know how students view themselves. It can affect learning and you know how students view themselves. It can affect relationships in the classroom, outside of the classroom, all kinds of things. So I can only imagine that to have that kind of focus on the one-to-one learning and the support outside of the classroom must create or contribute to a pretty different experience for a lot of students than what they had before they arrived at.
Speaker 1:Fusion.
Speaker 2:It's definitely different than a traditional school setting. You know, it's really interesting because there are folks who can thrive in a traditional academic setting and I think, unfortunately, one of the drawbacks of traditional schooling is that we're not all the same in terms of how we learn.
Speaker 1:That's right.
Speaker 2:And so when we're able to customize a curriculum for specific learning styles or learning differences, if we have students who are more visual learners and want to work through things on the dry board, if we have students who just need just a different approach in their learning, we're able to do that for them, whereas in a traditional school setting I have to teach to a class you know I can't necessarily cater to the needs of one student challenging that can be for a student to sit in a classroom of their peers and feel like perhaps something is wrong with them because they cannot take in the information that they're supposed to be learning, and so that can cause different emotional issues to come up for them that they begin to struggle with because they compare themselves to their peers.
Speaker 2:And that happens a lot as students are growing up and navigating the different parts of development right, that comparison piece and maybe feeling like they're not enough or they're missing something. And so when you're able to sort of take that out of the way and put them in a space that's specifically tailored and designed for them, like that is like a door opening and a breath of fresh air or maybe a feeling of like relief that they can finally, you know, feel excited about learning and feel engaged and not checked out in a sense, and so it's really a unique model that we have at Fusion that students can take advantage of and receive that breakthrough.
Speaker 2:you know, and not even only in the academic space, but just as a whole student. You know as a whole person and, and how they're able to just show up differently, and so I think that's a very powerful approach that we have the opportunity to see here at Fusion.
Speaker 1:Yeah, that makes a lot of sense Because what I mean, that you're right, it's like an intersection the emotional, the social, the, the educational piece of it. Tell me, alexandria, a little bit about faculty members and how. How do teachers and faculty get involved and what's their background that they're drawn to a place like Fusion, to? Work one-on-one with students. It sounds like the best of everything it is?
Speaker 2:It definitely is.
Speaker 2:I would say the background of the folks who work at Fusion is very diverse, just like our student body is diverse, right, we don't have one type of student that attends and we don't have one type of staff member that is qualified to work here.
Speaker 2:So we all come from different backgrounds, different walks of life, and I would say a big piece of what a lot of the faculty and staff members have in common is that heart for catching those students who are falling through the cracks and just wanting to meet them where they are and assist them with where they need to go, and so a real passion for people and change and empathy. A lot of the folks that work here just really have a heart to help, right, and I think that makes a difference, because it's not just a heart, it is definitely a passion, and when people have a passion for something, it shows up differently in the work that they do, and so I think that, yes, we have different backgrounds or degrees or interests, but I think at the root of it, lori, is that heart and that passion, and so I think that that is the best way that I could answer about that.
Speaker 1:Well, listen, I think that sounds as though that's the key a heart to help and someone who's genuinely interested in the overall well-being of a student and can overall well-being of a student, yeah, and and can adjust their, their teaching sales and the way they approach things according to the needs of the student. You know which, which ultimately has got to be quite interesting and rewarding for a faculty member as well, because they get to really make a difference in the relationship with that student, whether it's over the content or something else. But we all can remember teachers who left their thumbprint on us because of how they were. It was either a personal relationship we felt respected, we felt seen. They really demanded something of us that we were able to rise to.
Speaker 2:Yeah, you know, teachers are very, very important, and this sounds like a really interesting environment, yes, very impactful Very much so To students and can definitely help them unlock their full potential and their passions.
Speaker 2:As they're growing and learning and figuring out who they are, who they are.
Speaker 2:Those teachers definitely have the opportunity to pour into our students in a positive way.
Speaker 2:And you know, something that I find unique about Fusion is that our teachers, at the end of the day, do something that's called charting, and in that charting report they may write what they assessed about that student that day where they were mentally, their capacity, you know, did they have the capacity to learn today or was something weighing on them heavily, did they have a conversation or bring up something to their teacher that was weighing on them? And then where they were in their lesson plan, maybe some struggles that they were having with the concept, and so they'll write all of this up and they send it to their parents, and so there's a level of transparency that's there that our parents can get a daily report of where their student was and maybe some a glimpse of what the teachers are gathering in those classrooms. Maybe there's something that wasn't shared with a parent that a teacher is able to kind of say hey, you know, I kind of noticed this thing and the parent has the ability to kind of just read over that and go over it with their students, should they have the desire to. But I think that that is a unique component because our teachers are taking intentional time to assess the person in their classroom and giving a report to the family, and I think that that is something that also is not available in a traditional academic setting. You know, sometimes the student doesn't get noticed until there's a huge problem, right?
Speaker 1:That's right yeah.
Speaker 2:And so I just find that that is a very unique tool that we're able to incorporate in our method of teaching and learning as well, and I think when school and parents have communication like that, it becomes more difficult for things to fall between the cracks.
Speaker 1:Yes, and parents who are investing, you know, considerable finances in providing this opportunity for their student really want them to be successful, and so they've got a real vested interest in the outcome of all of this. It seems to me, and that then, if there's this ongoing, so just let me ask this does a parent then receive feedback from all the teachers that the student had that day? Yes, Interesting.
Speaker 2:They will receive a chart from each of their teachers, so they know the teachers that their student has class with by name and they're getting those reports from those teachers daily. And so if a student has three classes in one day, they'll receive three of those reports. At the end of the day they have two places, et cetera. So it is very, I would say, hands on. The parents are always in the loop and I mean it's just really dynamic and taking, I think, next level of care and attention Right, and so I think that that's important.
Speaker 1:Very important. I'm curious to Alexandria about your own experience and how did you land at Fusion Academy? Yes so where should I start?
Speaker 2:Well, I would just tell a little bit about my upbringing. I was actually homeschooled my entire life, and so I actually had the effects of one-to-one learning.
Speaker 1:Oh, interesting.
Speaker 2:Because I was homeschooled.
Speaker 2:I also have ADHD Right, and so at that time I didn't know I that affected my ability to learn differently or my inattentiveness, but my mother did, and tutors that I had did, and they were able to present learning to me in a different way, and so I personally appreciated that attention I was able to receive.
Speaker 2:And so, throughout working in higher education I've always worked in higher education for most of my professional career and just had a heart for hearing students' stories and really wanting to aid in their matriculation, somehow to help them get to where they wanted to go. And so as I was relocating to Dallas from Florida, I was searching for roles in the ed sector and came across Fusion and I read their mission, I read what they were all about and when I read the one-to-one education approach and I said that is such a dynamic thing, how are they doing that for a mass group of learners? Now I know it's really important because I've experienced it, but I've never seen it as an academy, I've only experienced it as a homeschooler, or you know, in that form.
Speaker 2:And so I did a bit more research and saw some of their videos on YouTube and I said, wow, like this is really something that I would love to be a part of. And so I applied, and and so I applied and landed the role here in the DFW area. But I was really just drawn to the mission of the institution and I was like I know the effects of one-to-one learning and I really feel like if a mass amount of students could experience that, that would just change their world.
Speaker 1:Yes, undoubtedly, undoubtedly, alexandria. Can you walk me through sort of what a typical day might be like for a student at Fusion, understanding of course, that with individualized curriculum etc. It might not be the same for all students, but I would imagine there are some commonalities. You've referred to the homework cafe, for example. Can you sort of give an overview of what a day might be like for a student?
Speaker 2:Yeah, so at the Plano campus the student would enter in school in the morning or afternoon. So let's just say each student's schedule is also customizable. If a student prefers not to start their school day until 11 am, they have that option. If students want to get up early and start at 7 30 in the morning, they have that option as well. So when they walk into the door they are greeted by our office manager, angel, and she will greet them, she'll check them in and then the student will walk back into our homework cafe space and then they'll probably spend a little bit of time there just getting themselves ready for their class, and then they'll probably spend a little bit of time there just getting themselves ready for their class and then they'll enter into their classroom with their teacher. Our classrooms are about your professor, about how big that office is, is about how big our one to one classrooms are and within that setting, classes are about 55 minutes to an hour and our teachers will sort of assess, check in with their student how they're doing that day. I mentioned capacity, their capacity to learn that lesson for the day, and the teacher will dive into that learning plan for the day. And now each student learns differently, and so that lesson may look differently depending on the student in terms of how it's taught, but it will be individualized, so the student can expect that individualized learning to happen within that space. After that class, our students are then designated an hour of homework cafe.
Speaker 2:Now, the homework cafe is designed for there to be a clear separation between home and school, and so we want our students to get their homework done while they're on campus and while they can also ask for any assistance that they need with that homework right, and so they'll be able to go into the homework cafe after that class.
Speaker 2:If there was any homework assigned, they'll complete it during that time and then, once they complete it, the staff member or the director of student life will review their schedule, and if they have a clear schedule, they're free to do whatever they like in that space, so they can either interact with their peers, whether that be in games or talking or having something to eat, or even we have a quieter space where they can maybe even go take a nap or read a book, or, if they want to do their homework in a quieter space, they can maybe even go take a nap or read a book, or if they want to do their homework in a quieter space, they can do that. So typically that is how the day will look and depending on how many classes they have, they also have that same amount of homework cafe hours. So we do also block scheduling. So this means that Mondays and Wednesdays will mirror and then Tuesdays and Thursdays will mirror.
Speaker 1:Okay.
Speaker 2:Yeah, and so if they have a total of three classes, then they will also have three homework cafe sessions.
Speaker 1:I see what you're saying. Yes, okay.
Speaker 2:Yes, and so their day could be anywhere from four hours to six hours, depending on you know how many classes that they have in that day. But we also have different clubs that our students are a part of, and all of these clubs are initiated by our students and their interest, and so, like we have Dungeons and Dragons or a Mario Kart club, and they can participate in those clubs on certain days, and we also have different field trips that happen monthly, and so our students also will tell us where they want to go, and if we can make it happen, we'll do that, and so they may have a field trip on a Friday. And so really, that is what a student or family could expect when a student comes in for a typical day. Could expect when a student comes in for a typical day.
Speaker 1:Okay, wow, that's really interesting. It feels very all like, all encompassing the academics, the interest, the socializing through the cafe, field trips and so on. It sounds really really interesting who are the kind of students that really benefit from an environment like Fusion Academy? I know you've talked about diversity, like student athletes, and maybe there's some learning differences, but is there sort of a type of student or an individual who would be most drawn to what Fusion has to offer?
Speaker 2:That's a great question, Lori. I would say there is not one specific type of student. I think that any student could thrive at Fusion, but I can describe different types of learners. So we have students with learning differences, ADHD, dyslexia. We have student athletes who are highly competitive and in club sports and they need a flexible schedule. Right, you know? There was a student who's a competitive swimmer and has practice at 5 am and then has an afternoon practice and wants to maybe go to school in between.
Speaker 2:Those have not have had a lot of social anxiety about attending their traditional school setting, and so coming to a place like Fusion has really helped ease that anxiety around school. And so we have different types of students who, whether or not they just need a different environment of learning and are able to find that here. We have students who are very interested in the academic rigor that we're able to provide and really want to maybe go at a faster pace, and they're able to do that here. They can go as fast as they need to, or perhaps they need to go a little bit slower and take their time. We're able to do that as well, and so we're very diverse in terms of the types of learners that would do well at Fusion. I would say it's great for any type of student and we're very again taking a holistic approach on the whole. Student really has designed us to be able to equip multiple types of students.
Speaker 1:Alexandria. Do you think that there are particular challenges that students are facing these days? You know we talked about it, I guess, a little earlier, when you pointed out that my experience is different than yours and is different, which is also different than this generation of students I wonder about. You know that there is actually greater isolation for some students. You mentioned we're all wired for connection, and that's absolutely true, and there isn't any substitute for human connection and contact. That AI or gaming or any of that stuff, well, it's not a void that can be filled with alternative devices and so on. It's really about that human connection which.
Speaker 1:Of course, as a therapist, I'm always so interested in right, Because it's relationships. Yeah, that's how we, that is how we feel connected to people. It's the quality of our relationships. So I'm just curious if, if there's anything that you know along those lines that faculty and staff talk about in terms of particular challenges for students these days.
Speaker 2:Yeah, I think it's definitely a challenge, depending on the type of student. I think it's definitely a challenge depending on the type of student. I think one of the great things that we have here is a learning specialist, and then we have the opportunity, for our students have been able to learn certain skills that are important to connecting and also advocating for themselves and autonomy, right, which is important, because when we talk about connection, we want students to learn how to advocate for themselves in you know, expressing what types of connection they will allow or not allow, and that they are in control of that, and that is a boundary. And so if they do prefer to interact with students via text or through a gaming app, then that's great right, but we do want them to learn how to verbally express those things, and so we're able to teach that as well. And so I think it's important, as we think about connection and students and socialization, that it's also important to respect the ways in which students can receive those things and how the world is advancing and moving on.
Speaker 2:I think that a lot of times, even with talking to my father or my mother, they may say well, we didn't have to do this when I was growing up and you know we had to do X, y and Z and I'm like well, I'm so glad you had to do that. I don't necessarily have to do that right, and sometimes we feel as though there are certain things people have to experience in order to acquire a certain skill, but I think that there is some truth to that. However, I do feel that because the way in which the world is changing our ideas around people's ability to feel fulfilled, in that connection piece our idea around.
Speaker 2:That should also change, and so I think, as long as we have the ability to teach folks how to advocate for themselves, how to use their words and how to assess themselves, in learning who they are, they can find out what ways that they are able to feel fulfilled in terms of socialization and connection, and so I think that that is one of the things that we're able to teach very well at Fusion, and students feel safe in this environment to explore learning what those ways of socialization and connection are for them.
Speaker 1:You know you bring up a really interesting thought about how things are changing. As a as a couples therapist, my concern or worry is that the reliance on texting, for example, is a form of communication that has no body language. It's just the words in the text.
Speaker 2:Yeah.
Speaker 1:And how is it that we actually feel connected to other people? It is certainly through words to a degree, but there are places that words don't reach. There's physical contact, there's a facial expression, there's a tone, there's a nod, there's all of that that is part of that communication experience. Yeah, that influences emotional intimacy, and connection includes, in my opinion, emotional intimacy.
Speaker 1:Now, that's maybe a long-term goal, but I just I I wonder about what happens with texting, as an example, or chatting or that kind of thing, because it has limited it's communicating to a point when we've got emojis and some people are allergic to those. But I would say, I would say that you know this, the, the human element of connecting I worry about sometimes, yeah, when I see, when I see a lack of conversation at the dinner table or and these may be sort of old school kinds of things, but they are also some of some of that is what absolutely contributes to feeling connected and having conversation at home and learning how to use a voice in an authentic way that only give you one element of, or allow you to say some outrageous things, because you're not actually looking at the impact of your words on the person receiving them.
Speaker 2:Definitely. I think you bring up so many good points. I definitely feel and agree with you that that physical connection is definitely important, and we can't receive that through a text message. Sometimes we just need a hug, sometimes we need someone there laughing with us, sometimes we need to have lunch with a friend, sometimes we may want to go to the park with someone, and those needs can't necessarily be met through a device, and so I definitely agree with that. I think one of the unique things about fusion and socialization is students have been able to find their person or their people, but they're not necessarily pressured to teach, though.
Speaker 1:It kind of happens organically.
Speaker 2:Naturally yes, and I think that that is a beautiful thing. Something about the traditional academic setting as I've worked in that setting seems like there's just a lot of pressure or desire to fit in or a greater sense of feeling alone in that setting. And I think that when our students come to Fusion initially you can see in their demeanor the hesitancy about what to expect around that socialization piece and who they'll meet or who they'll sort of vibe or connect with.
Speaker 2:But as you watch these students throughout the weeks and months you see their shoulders roll back and their posture change oh that's so cool and see them interacting with a student or two or several, depending on their personality, and I think that the ability to find students who are more like them is just so comforting, right, and it just brings ease that maybe there's just so many students at a traditional setting that it can just feel overwhelming, right, it can feel very isolating too, yes, and isolating, and so, yeah, um, I think I love the way that things happen organically in this setting and how they are able to find those safe people for them who they may be able to laugh with or go to the park with or get a hug from right, and so I think that so long as they have a core group of people that that can happen with, then that's important, I do worry for those who haven't found that yet, but I don't think that's happened outside, within fusion. I don't think that's no.
Speaker 1:I think that's probably a sort of a big issue. Alexandria, this has been so interesting. I have really enjoyed our conversation. If people want to get more information about Fusion Academy, Plano or Fusion Academy and other parts of the state, what should they do? Who can they contact? Do you want to provide any sort of a website or phone number or?
Speaker 2:anything? Yes, so fusionacademycom and you can find we have about 80 through campuses across the nation, and so folks can find a location anywhere near them using our website. I'm, like you said, located at the Plano location. We also have a Dallas location located near North Park, and then we have a South Lake location, so folks can use our website to get in touch with us, and then I'm here. You can provide my email I don't know in the show notes, but I will say it's aarmstrong1atfusionacademycom. They can connect with me. That way. I'm happy to be a resource to those who have any questions about our program.
Speaker 1:Beautiful.
Speaker 2:Beautiful.
Speaker 1:Alexandria, thank you so much. I look forward to meeting you in person. Well, we have met in person, but to see you again in person, and thank you for your time today. I think we talked about a lot of really important things.
Speaker 2:And yeah, thanks so much for having me Lori, Unique niche.
Speaker 1:Oh, my pleasure. Absolutely Take care Thanks.
Speaker 2:Thanks for being on Therapist Unplugged.
