Yeah, and I think you may, I mean, you made some really good points and gave some really good examples there. And I think, you know, one of the things that the MSJC sees does is it requires the counselor and the client or students to really examine their privilege and marginalized identities and it doesn't leave that on one or the other, right? So it even forces us as the counselor to sit in space. And I might be a marginalized counselor with a privileged client. So what does that mean in this counseling session? So you know, that's even a concept or conversation, or reflection to even have, right. And so there definitely is that sense of power in there. I mean, we think about it all the time, when you think about it, when I stand at the front of a classroom, and I try to have a very, you know, equal, you know, classroom and think about sharing power with my students, but the fact that I have to even think about sharing power with my students, that in itself is power. And so, you know, it's not saying that, for people who might be new to this, like, there are accounting theories that are derived from social justice ideology. So for example, we have ecological systems theory, multicultural theory. But, but that's, and we only talked about, you know, four theories here, but RCT, you know, relational cultural theory, critical race theory, liberation, psychology, and intersectionality theory, those are really inclusive, and they align with the purpose of the multicultural and social justice counseling competencies, but I mean, I think, you know, yeah, you know, the idea of meritocracy, or the idea of, you know, I am, I only am, you know, sitting with this client in this space, and not really considering that they are part of this environment, whether it be you know, home, or whether it be society based on an identity that they hold, and how that shows up in the experience, that they're having, you know, the challenge or whatever it is that brought them to counseling, you know, what role does their environment play in that? What role does their race plan that their gender identity, their sexual identity, whatever, is at play in that, and those are the things that I think we have to think of, you know, we come out of a counseling training program, as a, you know, really new fresh counselor, hurry, therapist, yes, I'm always, you know, telling my students like, listen, because they're so focused on I have to have a theory, I have to have a theory. And so we walk out with a theory, I think I walked out as an existentialist without having, you know, ever really been a counselor. And then I went in this environment that I had a huge immigrant population, I had a ton of students for whom English was their second language, I had a good percentage of students like 10%, that identified as homeless. And so here I am, and I'm really being existential in my, you know, perspective, and not that somebody else can come in that same space with this same group of students who have been oppressed it, you know, experienced oppression in so many different ways. Um, every time they leave our building, they're they're feeling that way. Um, but I'm trying to make them fit in there to my adaptation of what I, you know, how I perceive existential dualism. And that's what I was trying to do for so long. And I'm like, this is not working. And so if I didn't even know about relational cultural theory, and I didn't know, you know, about these other other pieces, and so had, I had something like the MS. JCC, along with a social justice theory, to integrate maybe, you know, alongside or put be in tandem with my traditional counseling theory, I might have been a little bit more successful in that, instead of feeling like, you know, I wasn't there, maybe they needed to build connection, maybe it was more about the relationship we were having, instead of me trying to be so focused here and not take into consideration what happens when they walk outside this building.