Friendship and Psychological Well-Being for Children with Down Syndrome

On Season 11, Episode 5 of The LowDOWN: A Down Syndrome Podcast, Kailey and Sam DeLucry give us the lowdown on friendship and psychological well-being for children with Down syndrome.

Transcript

Thanks, Danielle. On today's episode, we're diving into a topic that's often talked about, but not always deeply explored friendship and psychological well-being for individuals with down syndrome. Specifically, we're looking at what parents and caregivers have to say about it, what they hope for, what they've seen, and what their children truly need to feel connected and emotionally supported. We'll explore recent research that centers parent and caregiver perspectives, and we are very excited to welcome someone who is doing such amazing work on this topic. That's right. Today we're interviewing Miss Kailey DeLucra. She's a maritimer who moved to the prairies in 2018 to pursue her master's and PhD in clinical psychology. She's now living in Ontario, completing her Pre-doctoral residency working with individuals with developmental and acquired disabilities. She's currently recruiting for her dissertation. Note everybody that investigates friendship and psychological well-being among children and adolescents with down syndrome. This fall, she's excited to move back home near her brother Sam. We also have Sam here today. This is very exciting. So Sam's 23 and lives in New Brunswick. He works at Lawtons Drug Mart and enjoys swimming and acting. He has a huge movie collection and loves music from all genres and decades. Welcome Kailey and Sam, it's great to have you with us. Yes, we're happy to be here. Great. Very happy to have you with us today. Um, we usually start with these secret questions, so I'll just get into it here. The first question is if you could live in a different country for a year Air just for fun. Where would you want to live? Oh, Sam, if you could live anywhere in the world, where do you think you would move to? Oh, goodness. That's a I think I have an idea somewhere that you went on a cruise ship recently. There you go. Where was that? Mm. That's interesting. Yeah. So Sam went to see where Luca from the Disney movie in Italy. Whoa! Yeah. Ooh, I've been there, Sam. It is a beautiful spot in Italy. Yes. Very cool. Yes. And he might have seen Luca, so it's very cool. Yes. So I think. Would you move there if you could? That's right. Yeah. I think I would have to go with him. I think I would. Fair enough. I haven't been I didn't get to go on this trip, so it would be very nice if the pictures are very nice there. Yeah. Mhm. Yes. So I think it's like a long vacation you know. Yeah. Yeah. Awesome. Okay. I'll ask the next one. So do you both prefer to eat out at restaurants, or do you like to eat at home? Oh. So. Yeah. Sam, do you like to make food in the kitchen, or do you like to go out and eat at a restaurant? Honestly. What you want? Restaurant? Yes. Yeah. Okay. Well, yeah. Sam? Yeah. Sam, do you have a favorite restaurant that you like to go to? Um. I say, what one? Boston pizza. Oh, yeah. Yeah. Sam was a big macho guy. Right. Oh, yeah. I'm not much of a chef either, so I would say restaurant as well. Yeah. Uh, yeah. You know what? Sometimes it's just nice to have someone cook for you, and you don't have to worry about the dishes. Just enjoy. Right. Dishes? Exactly. Um. Okay. Very important question. Coming up. Who is your favorite superhero? Oh, Sam, do you want to take this one? Yeah. Yep. Who's your favorite superhero? I guess Peter Parker trying to guess. Okay, so for our listeners. Yeah, for our listeners, you can't see this, but Sam is wearing a t shirt of a very cool superhero. Sam, do you want to tell us who that is? Okay. Who's that? I don't know, I guess. So who's that character? What's her name? Oh, Peter Parker. Peter parker. Peter Parker, also known as Spider-Man. Yeah, Spider-Man. That's my favorite superhero, too. Sam. That's awesome, I love Spider-Man. Cool. We don't want to leave you out on this one. Who's your favorite superhero? Who is my favorite superhero? That's a good question. Okay. Hmm. Are there any girl superheroes that you can think of? Girl, maybe. Like, probably Catwoman. Yes. Yeah, that's a good one. Catwoman. Yeah. Sam is very, you know, seen all the superhero movies, so. Yes. Catwoman. That's awesome. Great. Love it. Great choices for both of you. Um. All right. Great. Thanks for playing along with us on those questions. Um, so we'll kind of just dive into our topic. So, Sam, I'm going to ask your sister some questions, and then we're going to ask you some questions too. Cool. And you guys, you're welcome to enter. You welcome to interject any time when your sister is saying something if you have something to add okay. Does that work? Okay, great. Um, Kayla, can you tell us a little bit about how this research project came about? Yeah, definitely. So when I was kind of starting out my PhD, I knew that I wanted to do some sort of project on down syndrome. Um, and I initially was looking at kind of sexuality or sexual relationships. Um, but actually Sam had just graduated from high school and he moved into kind of adult day program. Um, but it was hard to kind of get to know everyone there. He was talking a lot about kind of wondering who his friends were and stuff, and that was kind of at the same time that I was kind of picking out a topic. So I tried to look online to kind of give some resources and stuff, but there wasn't a whole lot. Um, so that's kind of what made me pivot to kind of maybe take a step back from romantic relationships and just look at friendships first. Um, so, yeah, so Sam kind of helped me come up with that idea for my dissertation. Um, yeah. And that's how we ended up here. Yeah. And I mean, can you. That's that's really cool. I like how you're using your lived experience to kind of inspire you for for your research. So how did your experiences growing up with Sam impact your desire to research friendships? Yeah, definitely. Well, Sam and I, I would say like, we've been pretty. We say we've been best friends since the start. Yeah, I would say so. I've always been kind of interested in just kind of down syndrome in general, um, but also mental health and things like that. So I um, yeah, it just kind of came to be. I went to school in Saskatchewan, so we were apart. Um, so it was a little harder to kind of help Sam make those friends in his community. Um, so I was. Yeah, just always. We've all kind of. We FaceTime every day and things like that. Um, but it it came up a lot as something that Sam really wanted. Um, and it kind of felt like kind of unsure where to start in terms of, like, where do you even begin? You know, it's kind of something that a lot of people, I think, kind of take, take for granted. You just kind of learn along the way how to make those relationships and those friendships. Um, so yeah, Sam's definitely taught me a lot. And also I think about like, what is a friend? I think a lot of the time we don't think of maybe family members as friends and things like that. Um, so yeah, just kind of growing up and kind of seeing how he kind of navigates the world, um, made me kind of want to know more. And I honestly was surprised that there wasn't a whole lot out there already. Um, but I've learned maybe that isn't that surprising. Um, in terms of research. Yeah. Yeah. Applies to a lot of areas. Unfortunately, there's not a lot of research and a lot of. Yeah, yeah, yeah. Yeah. It's been a really interesting journey. Like, I even hard to connect with other, like, researchers in that area and things like it's really been kind of a sparse. Sparse. Yeah. Sadly sparse. But hopefully changing. This is one of those things. So yeah. Yeah. Yeah. And that's great because somebody has to do the research. So so happy that you're doing it. And I think there's something so meaningful with somebody who has a loved one with down syndrome in their life, you know, like the research and the work comes from like a different place, um, than somebody who may not know anybody, um, personally with down syndrome. So, so that's it's such a great little component to it. Um, and as you were just saying earlier that, you know, who is a friend that can be a family member. A lot of my like friends are my cousins, right? It like it is. It just depends on, um, kind of what your family dynamic is. And, um, you know, we often talk about different types of friendships so you can have friends with your neurotypical peers versus peers with down syndrome. And in our experience, we have seen that some of those friendships with your peers that do have down syndrome are often very like, you know, long standing, very deep, meaningful friendships. Um, what are your thoughts on the importance of those types of friendships versus others? That's a great question. So I that was something that kind of came up. So Sam was in kind of a classroom with lots of neurotypical peers. And then when he switched to kind of day programming, he was surrounded by a lot of people like him. Um, but he didn't have a lot of exposure before. So kind of learning how to connect with people, kind of like you. Um, so when I did my first part of my study, I talked with adolescents, um, with down syndrome, just directly, kind of on zoom. And it was good. We and a lot of them talked about once they were in high school and they met, you know, some peers that were like them. Those were those friendships that really kind of stuck and kind of transcended context, like more outside of school or more than just one activity and those kinds of things. Um, so I thought that was really interesting. Um, in the sense but it also kind of makes sense. A lot of the research on friendship kind of in general is people are often friends who are with people who are similar to them, um, and who have similar interests and, um, who are close by, you know. So I think those kind of relationships where people. Yeah, they just really get each other, um, I think that's so important. But sometimes, you know, that's not always available. Um, there were people too, that talked about meeting friends at different, like, activities, like extracurriculars and stuff, but they also talked a lot about how, um, you're focused on your game. So it's not it's hard to learn how to, like, meet all these people and play a sport or play swimming or whatever it is. Um, so yeah, just looking for more opportunities for things like that. Um, were there any comments from those teens or adolescents around how important it is or not? I'm making no assumptions, um, that you see someone in multiple contexts for them to be a friend. I don't think they necessarily brought that up a whole lot. Um, but I guess some of them did talk about wanting to have, like, sleepovers and, and those kinds of, like, special the teens, like, they really like parties and things like that. Um, and I think when you're a younger, a younger student having friends at school, that's okay. Like, you kind of play together and do imagination and things like that. But as you get a little bit older, I think what happens is, you know, there's like those inside jokes from those, you know, that time we hung out, um, or those kind of more unstructured activities. Um, so I think it's nice when those friendships do kind of kind of are more than one environment and you connect that way, but sometimes that's trickier if there's not as many opportunities to kind of connect outside of school. Or maybe you need more support from someone to be able to set that up. Okay. Okay. Um, well, let's let's get into some of the findings. I have a several directions. I want to go with this one, but can we start with, um, humor actually, and the role that humor plays, because our observations here in clinic are that maybe our students tend to repeat the same kind of jokes a lot of times, but more importantly, they are hugely appreciated by peers. Yeah, typical individuals get annoyed by hearing the same joke a bunch of times, usually, but peers with down syndrome think it is hilarious, and I find that to be just so heartwarming that like, okay, people want you to say this joke like, you know, every time you see each other. and that I find that to be a difference and and a good thing. Um, yeah. What do you want to share around humor first? So when I talked with the adolescents, they talked a lot about kind of, you know, what is a friend or what's what do you look for in a friend? And that was a big piece is someone who's funny and who, you know, they share jokes and things like that. Um, so that actually ended up being kind of a really important piece. So a lot of the research that's been done looks at neurotypical friendships and what they're looking for in there in terms of sometimes that's like trust or um, like sharing secrets and things like that. But humor is, you know, kind of across the board in terms of even just kind of intellectual disabilities in general. Um, you know, sharing those jokes and things like that. I didn't talk with any neurotypical students, um, kind of during my project. And it's it's not kind of like completely finished or anything. But I do think that, um, you know, neurotypical students, if they kind of learned a bit more, too, about how, um, you know, other people interact with the world and like to tell their stories and things like that. Um, you know, maybe they that those kind of, maybe more repeated jokes would be valued in a different way. Um, yeah. And like, we can probably give some examples here of what we mean by those repeated jokes. So one of the things that I do in my clinical role is I run some teenager social groups, and I have a couple of students who want to tell, like a knock knock joke every time. Very well received. People are loving it. Um, and I have some other students who like to play, like name games, so they will, like, change their zoom name to be somebody else's name in the group. Very tech savvy people think that is hilarious and like it goes over well every time. Um, where in a neurotypical circle, maybe that wouldn't go over super well, um, after the first time. Um, but in this group, people are watching for it and they're like, ready for this punchline? We're having a good time with it. Yeah. Let's talk about maybe a different finding area. And I would love to hear about the caregiver side of things and what you've learned so far from their perspective. Yeah. The parents and caregivers that I spoke with were they had so much, so much like important insights to share, kind of just in their own experience and how they help their kids make friendships. But also, um, school ended up coming up, which I guess is not surprising, but as a huge, hugely important place you spend, you know, more than half the year there, um, in terms of making friends. So the caregivers talked about what they do. Um, so some of them talked about, um, you know, seeking out other parents and trying to kind of share their contact information so they're able to set up stuff. Um, they also did, uh, kind of connecting with teachers. Um, sometimes if there are like groups that help with social, um, social skills and connecting kind of signing their kids up for stuff like that. Um, yeah. So they, they had lots of different ideas and some, you know, they weren't all the same, like some parents found things to be really helpful and others, which again, I think just speaks to how people with down syndrome are all different. Um, but yeah, they it was interesting because I was able to kind of collect from the parents of adolescents what they use. And then for the survey, what I've been doing is asking parents, do they use that and how effective is it? Do they find it? Um, so yeah. Did you ask any questions around how the parental experience changes over time? Uh, I think anecdotally we see parents have more energy for this sustained effort, like in the earlier school years. And by the time their person is an adult, it they're tired. Um, I don't know if that came up at all. Yeah. No, that's such a good point. I think, you know, one huge takeaway from the research I have done is the kind of emotional labor that these parents are putting in, like the amount of ideas and things that they're kind of thinking ahead of to do. I imagine. Yeah, like that is tiring over, over, um, however many years I think, though, what I noticed was parents kind of doing different things when they had adolescents versus when they had those younger, younger kids. Um, it seemed to be around grade three to grade six is when they noticed, um, kind of maybe needing to do more or needing to think about different ways of helping their child in making and keeping friends. Um, yeah. Okay. Yeah. I feel like that lines up really well with what we see here in clinic. Anecdotally, it is around those ages, and I think part of that reflects the changing focus of school, um, in those years. Right. We're moving away from play type things in the classroom to sit at a desk and write things down type learning and you know you're reading to learn at that point. Um, yeah, there's a big shift in education at that stage. And I think friendships too, and just opportunities to interact, for sure. I was really surprised they all like or at least almost everyone directly referenced. And they all called it like a gap. Like there's this gap that kind of comes up. And I was like, wow. And then I kind of looked into the research and I was like, huh? Like, maybe this is a really pivotal period of social development that, you know, if we could get in there and kind of help and kind of know what's coming, then maybe when people graduate high school and things like that, they'll have those skills. Um, and they'll have been working on those skills, you know, so when they're adults, maybe they won't need as much help from their, their, um, support people. Mhm. Yeah. Oh, absolutely. Um, I want to talk to Sam at this point. Sam, I have some questions for you, my good sir. Are you ready? He is ready. All right, so my first question for you is what do you like to do with your friends? Oh, Sam, how can we have you? Okay. YouTube. YouTube. So you like, what do you do on YouTube with your friends? Sometime. Sometimes. What do you listen to? Music. Mhm. Okay. Are you into Just Dance? Oh, yeah. Have you ever done that? Oh, yeah. Yeah. He's a big. Yeah. Yes. What other things I say. Yeah. Can you say that a little bit louder. Oh I'm sorry. Uncharted. So he loves video games. Sweet. That's a big one too. Okay. When you play video games, do you have somebody come over and you play together? Or is it on the screen and someone's at their house and you're at your house? Um, I think, yeah. So I think what he does is he has someone come over. He really likes to play video games with our our sister's boyfriend. Yeah. And I think one other thing you like to do with your friends, I say, look at that one. Yeah. And what are they doing? Yeah. Eating. We like to eat. Okay. Do the friends go with you to Boston Pizza? Mhm. Yeah. Yeah. That's pretty cool. So you hang out, have some nachos. Maybe I think in Boston pizza. Don't they do a lot of sports. Oh yeah. Do you watch the TVs at Boston Pizza. Mhm. You think so. Yeah. Okay. Yeah. If the game is on. Yeah. Yeah. All right. That sounds like a lot of fun. There's a great ways to hang out. So you're hanging out at home. You're hanging out at a restaurant connecting with some music. Sounds like a great time. Do you guys like to sing along with your YouTube music? Mhm. Yeah. What do we do on New Year's Eve? Oh, we play karaoke with everybody. Oh yeah. That's the one. Yes. Yeah. It's a really good karaoke party. Yes. Very awesome. What's your. Do you remember your favorite karaoke song? Oh. Which song do you like to perform? Mm. I'd say. Mm. Something new. Something new? Yeah. I feel like that would change. Oh, sweet. He likes all kinds of music. Right? Every. Everything. Yeah, yeah. That's awesome. Yeah. All right. Sam, can I. Sorry. Can I ask a quick question, too? Um. I know that you like to do acting. Is that right? Oh, that's correct, that's correct. Yeah. So, have you met some friends when you've done acting jobs? Uh, my friend, I guess. Yeah. Have you met friends at acting class? Oh, yeah. What's his name? Uh, Hannah, I think. Oh, wait. Hannah. Other. Other. Hannah? Yeah. Named Hannah. And there's other. Other. Okay. Got it, got it. Makes sense. That's really cool. So even when you're doing some of your favorite activities, like acting, it's a great opportunity to meet friends, right? Yeah. Yeah, yeah. Okay. Awesome. Okay, now I'm hoping you'll tell us about Kaley, your sister. What was it like to have Kaylee as your sister growing up? Was she a good sister? Um. Yeah. What was it? What am I like as a sister? That is me. Yes. And what am I like? You guys hang out? Yeah. She's funny. Silly. Do I annoy you at all? No, never. Oh, wow. Gold star is a very quick response. Yeah, exactly. No. Yeah. Yeah. He's very excited for me to move back home. Um, so we can finally be together again after so long apart? Yes. Yeah, absolutely. He's been. Uh, Kaylee, I'd like to hear a little bit more from you, too. Um, tell us about where your research is at right now. What's happening? Do you need research participants? Where are we at? I think, um, by the time this airs, I will be. hopefully done. Recruitment. We'll see. It's been a journey like I it's been hard to kind of find participants. Um, but I've been able to connect kind of across Canada with so many awesome organizations. Um, so we're hoping kind of by the end of the summer, I'll kind of shift to kind of the writing part, um, and then hopefully defend in the near nearest future. Um. Very exciting. Okay. Okay. And then where can people how can people either, like, get involved or find your research if they want to use this as a tool to support some advocacy for their person in school or even out of school? So, um, on Facebook, there's a kind of a down syndrome friendship and feelings page that I have kind of recruiting for it. Um, but my hope is once I have defended, um, I'll be able to, you know, publish the results, but also kind of share the results, um, kind of with the community, um, in a way that isn't all, like, clunky and, um, you know, kind of jargony. Yeah, exactly. Um, so my hope is. Yeah, like, there's just so much information that parents have shared. Um, I am currently working on an article or like a little piece for the 3 to 1 magazine as well. That kind of kind of lays out specifically around school, um, what parents have found helpful and what parents, um, kind of perceive as barriers. Um, so that's, that's another area or kind of an avenue to learn more. Um, yeah. Would you mind sharing a little bit of that now, like parents have shared? That would be fantastic. So in terms of what parents have talked about that are helpful strategies, um, again, probably wouldn't apply to every student in every setting. But, um, a lot of parents have talked about when teachers, uh, kind of intentionally pair, uh, their child with someone else in the classroom that they think would be a good fit. A lot of parents talked about having a hard time knowing who to coordinate kind of hangouts, but teachers are uniquely positioned in that they're there all the time, and they know those personalities of those students. Um, so that was a really big, um, thing that parents found helpful. A lot of people's kind of closest friends were kind of match made by teachers. Um, but I think another thing to also remember is that, um, some parents talked about how, you know, just because one student has down syndrome or another doesn't mean that they're going to be the best of friends, or that there's that kind of chemistry there at all. Yeah. Um, but teachers, in that way, they kind of are able to see everybody and kind of make those appropriate, um, pairings to kind of see if that works out. So that was a really important piece, um, I think what was another one? So the parents also talked about just kind of having a welcoming environment. So maybe, um, you know, celebrating all different ways that people can communicate and making that kind of. A big part of the classroom culture, uh, celebrating, you know, things like World Down Syndrome Day, uh, I think it was, uh, Katie Jamieson. She has on Etsy, like a book, a set of books that teachers can use and things like that. So kind of incorporating that into the fabric of the classroom, um, instead of kind of maybe just. Yeah, here and there. Um, that seems to be really helpful as well. Um, other strategies were around, um, kind of talking about social skills and I think in the sense not to, you know, mask who you are or, um, you know, not be your authentic self, but maybe helping in those situations where, um, it's hard to join in to a conversation that's already started. Um, so kind of modeling and kind of making sure it's like concrete and kind of repeated, um, to learn those kinds of more tricky skills. So that that was another thing that came up a lot is that, you know, teachers are just such great supports in in the classroom. Um, I think another one to parents talked about teachers helping when there's kind of like a friendship rupture or miscommunication. Um, so instead of maybe separating the students, um, helping them kind of figure it out, um, you know, what happened? Uh, what what does everyone understand about kind of what caused the conflict and kind of working through that? And that's kind of a skill that will, you know, be important for the rest of your life. Definitely. I would say those are the main four that parents found to be helpful. Mhm. Yeah. Yeah. And I would even put repair like that into the umbrella of social skills. Yeah. Absolutely. Right. Um because conflict comes up it's definitely going to come up. And a great skill is learning how to move through that instead of avoiding it. Um, and maybe we can piece apart social skills teaching and masking with this idea of if you have a person who wants to participate and doesn't know how. That's your chance to teach social skills as opposed to somebody who actually doesn't want to join in and be doing something with other people in the moment. And then you're saying you have to like, stop what you're doing and enjoying and go do this other thing. And those are quite different, right? And I feel like we can see them. You can see the difference as a an adult or a teacher in a classroom like, oh, I can tell this kid really wants to get in there and join the fun of this other group. And that would be your chance to teach how to do that. Yeah, I think that's yeah, that's a really good way to kind of articulate. Yeah. What I mean about social skills is kind of modeling and not not taking over necessarily, but kind of more like the scaffolded approach. Um, yeah. It just kind of noticing your students, you know, just watching and wondering kind of when to jump in. um, and and asking like definitely asking the student, do you want to, you know, keep doing what you're doing or having a good time or do you want to do you want to join some other people and like your personal know for sure? Yeah, yeah. And I think it's like interactions can be so different too because you can have and we've seen this plenty of times here where we have two students that are playing alongside each other and are both having a great time. So that can also be considered a form of interaction and social skills and friendship, where you don't necessarily have to be talking to each other all the time and like, you know, sharing toys back and forth, you can each be doing your own thing in a space that's shared and that can be valuable as well, I think. Yeah, I think that's such a good point. And I think when I focus kind of the article on kind of helping people with down syndrome, I think that a lot of it just applies to, you know, all the students in the classroom and knowing that, you know, that that is friendship, too, right? It doesn't have to look one way. And that's kind of the right way. Um, spending time together. Yeah. Could just be you doing your thing that you like and someone else. And that's. Yeah, that's still very, very valuable. Yeah. I think we can be attuned to the nuance there. And just recognizing there's more than one way to be a friend, right? There's more than one way that that can look. Um, as with, you know, most things in life, there's more than one way. Um. Let's see. Mr.. Sam, what do you think that teachers should know about friends and making friends and being a good friend? Do you have anything you want to share? I say oh. Yeah. He says that friends make him happy. Yeah. So it's important. Yeah. Yeah, yeah. And he likes when friends are funny, which we've talked about. Yeah. Yeah. Okay. Yeah. So it is valuable. We want to focus on it. And humor is a big deal. Yeah. Thank you for sharing that for sure. Awesome. Did you want to say anything else, Sam, or was that good? Oh that's good. That's good. Fantastic. Well, Kaylee and Sam, we so appreciate your time today. Thank you for coming to share about your research. This is, as we've mentioned, very underdiscussed. Um, and very important for the short and long term well-being of our students and individuals with down syndrome. So we so appreciate your time. Sam, thanks for giving us the the real scoop of what's important. That's perfect. I think if if there's time, Sam did want to just briefly mention his favorite movies that have friendship in them. Oh, yes, please. That's a great idea. Yes, he's been practicing this one. So he's good with names? Yes. So, Sam, why don't you tell them about your favorite movies that have friendship? Okay, I say. I say Stitch. Stitch! Lilo and stitch. Oh, yeah. The new one. Yes, yes. You saw the new one? And how did you know there are friends? That was good. Yeah. And what? What are they doing there? Oh, yeah. So they're teasing each other? Yes. Fun way. Friends? Yes. Yeah. Um, are there any other ones that you wanted to talk about? Okay, you say that just a little bit louder. Oh, you're turning red. Oh, yeah. Yeah. Oh, yeah. The girls gang for sure. Yes. Really good friends. Yeah. And they helped her calm down. That's the one. That's the one. And then I remember in turning Red, there was. There was a group hug. That was probably a sign of friends. And then the friends were, like, all dancing together. I remember that, too. And doing music. Yeah. We while we're preparing for our podcast, we watched all the clips and the movies that have friendship. Um. And turning red. Remember? Like, she turns into a red panda and her friends help her calm down. Oh, right. Wasn't that nice. Mhm. It was. Yes. Yeah. The friends help each other too. Right. That's a really good quality in a friend. Yeah. Yeah. Did you have any other movies you wanted to mention? Two more. Two more. All right. Let's do it. Okay. I say story. Toy story. Oh, yeah. And yeah. So in Toy Story, how do we know they're friends? Mm. Sometime there's some. Yeah. Sometimes they don't get along. Mhm. Yes. So the clip that we watched was um, buzz was feeling very down on himself about just being a toy and not a real astronaut. And what would he do. Mhm. He cheered. Yeah. He helped him. He cheered him up. Mhm. Mhm. Yeah. And your last movie. What was that. Oh yeah. Would you say that nice and loud. Oh Fox in the Fox and the hound. Classic. That's a classic one. They spent a lot of time outside together in that movie. Sort of having adventures didn't they. Mhm. Yeah. Yeah. What else did you notice in that one? Yeah. What else? What's happening there? What are they doing? Okay. Water. Yeah, they're playing in the water. Oh, yeah? Yeah. And Sam does swimming. Yeah. You're swimming with your friends. Mhm. Mhm. Yeah. I think that's such a cool thing Sam. Such a great idea to use movies to help learn about friendship. And it's, it's so great that you gave us a list so that the people that are listening, if they're going to be teaching their students about friendship, they can use those movies as examples. So thank you for sharing that. That is such a great idea. Great. Yes it is. We also listened to lots of songs about music too. So we yeah, we're pros. If you ever need any friendship playlist. Yes, please. Playlist. Yeah, right. Oh that's awesome. Thank you so much, Sam. And thank you for joining us. We really appreciate your time. And thank you for doing all the work. Hayley, this is so important. And we're really excited to kind of see, uh, how it all kind of comes to fruition. And good luck on the defense and everything. And. Yeah. Yes. No, thank you for having us. We are very excited to. Yeah. Take this time to talk about friendship. Yeah. Awesome. Thank you. Bye, Sam. Thanks so much. Bye.