don't want to be too repetitive, but I think I'll go back to, like, the main point of, there's very little evidence to show that this is supposed to be a punitive process, right? It feels like one for whatever reason. It's portrayed and received as one. But most Counselor Educators aren't trying to punish students. Generally, what it is is we want our students to be successful. You've been admitted to the program for a reason, right? We want mental health counselors out there. We need counselors with all types of abilities and personalities, because there's all type of people with abilities and personalities. We want to help you be successful. And I think remembering that component is really important. And then I think remembering that, ultimately, yes, we want you to be successful, but arguably more important than that, we need to protect people. And if that's what you're in this profession too, you want the best for others as well. And so we have a shared drive there of we want to do what's best for clients and potential clients. And so I think seeing it as it really is a protective and a helpful versus a punishment and a put down. And so seeing that first, I think, is really important, accepting that it's okay to ask for help, which seems so rudimentary, but I see that in all of my classes, my students will struggle with something, and instead of just emailing me the simple question, they suffer through it for days or weeks and spend way more hours on something where I could have just cleared it, like clarified it very quickly. And so I think we're asking clients, when they come to us to accept additional support and admit when they need it. Students would be in the same basket as that too. Of ideally, as you mentioned, they'd be able to come to us and say, Hey, I'm struggling with struggling with this. What additional supports do you have? But it's often we're in the position where it's now we really see that you're struggling with it, and now we have to do something a little bit more formal. And so I think realizing that, like, supports are there and we're willing to help you with them, you don't have to wait until you're being told. I think that other point is, like, it's formal for a reason. It's not just a casual conversation in an office, like, hey, you need to improve this or like, something's going to happen. It's formal and it's written for a reason to protect you, so that you know exactly what you need to do and how you need to do it, and the supports that are available. And then, of course, to protect us as a program, as I mentioned, just like with a syllabus, when you start a class, you agree, essentially to the contract of the syllabus. I'm going to abide by these things. This is essentially just a programmatic way of doing that, right? It's the version of, I hate to say a version of a syllabus, because it's not, but it's it's a plan that's programmatic, that's helping you accomplish what you need to accomplish. I think that really leads to the last point without getting too in the in the weeds, unless we decide to do that, is a counselor education program is more than just academics again, which sounds like a no brainer, but I think students think, well, I'm doing well in class, but you're telling me that this position, this position, isn't where it needs to be, or you're telling me I need additional support. But look, I got an A in all of my classes up until this point. And so I think just remembering that being a counselor is more than just performing while in your classes, getting through a counselor education program is more than just getting passing grades right. Other things are at play here, professional behaviors, dispositions, and I think we as counsel educators need to make sure that we're communicating. Back to that it is about these other things, not just passing your courses.