This is a machine transcription and is subject to error. Apologizes in advance. 

hi my name is Jessica Greene and today we are listening to the health and wellness podcast.
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our guest today is Lily Krentzman from human resources. she's the director of human resources
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and also the title nine coordinator. today we're gonna learn a little bit about what title nine is
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how students can access it how can be helpful to them and hopefully clear up any misunderstanding
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or questions people have. so welcome Lily. thank you very much just. thank you
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so much for being here I really appreciate if you can time I think it's important I think if there's a lot about Title Nine that's
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so confusing and so I thought if we could just have a session where we just learn a little more about it to help enlighten students
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I thought of you good idea. absolutely happy to help. often thank you so first. might you
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tell me a little about yourself and your role here at Stonehill. okay. yes I am the director of human
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resources as well as the title IX coordinator which means I oversee the process
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and the investigators report to me as well it's sort of a dotted line
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previously in my previous employment. I was a title nine investigator. so
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I have some experience being on that side of it as well. well that's helpful to have that behind the scenes on both sides
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yes you understand what happens. grades lately. thank you. So title nine I
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feel like we've heard that term before but it sounds so confusing up you might not even understand
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what it is could you explain a little bit about what title nine is and what it means here at Stonehill. sure. so
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title nine is part of the Civil Rights Act of nineteen sixty four. it's
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really a comprehensive federal law that prohibits discrimination on the basis of sex and any
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federally funded education setting or activity so it's similar
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to title seven which prohibits just coming nation and hiring and employment practices.
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but it's geared specifically towards students. so in
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terms of how it applies to students the legislation eliminates sexually
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based discrimination and to ensure that all students regardless of gender have
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access and equality and education it offers a wide range of protections
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and those include things from athletics to admission to housing and also to sexual harassment
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yeah and that's barely been big I guess over the last ten years especially with previous ministrations
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having that your colleague letters and encouraging colleges to really take on
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the topic of sexual assault prevention and colleges. this is kind of been a charge
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for college is for quite a while. yeah absolutely I think really it started mostly
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in the athletics field and women not having the same rights as men in athletics
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and in the educational setting but it has certainly grown movement. absolutely thank you
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so much. so what would be a reason why someone would contact the
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title IX coordinator? so often times it's for, it
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really turns out to be something if they're questioning the process or if they're not sure if
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something actually falls under the title nine. whether it be our policy or the the law
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itself. so they're coming to ask questions and looking for guidance
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as an example someone. if someone tried to touch or kiss a student
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but they're really not sure if that falls under title nine maybe they didn't you know go through with that
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or if they hear of the situation that happened to perhaps a friend
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they might want to come forward and just have some questions before they actually report it. so
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the tendency is to come to me when they're not sure about reporting. although some have come
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to me and specifically reported as well so that's an important distinction yeah so I
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know where talk about our resources later on and what to do if you suspect you
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some you know has been involved in a sexual assault we'll definitely get into that a little bit later but that's
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good to know that there is um some clarifying information and that people can still contact you either just ask
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questions to clarify for just for guidance absolutely. so if someone
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did wanna contact you or contact anyone with an title nine.
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how would they make a report how would someone want to make a title nine report how would they go about doing
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that. so there are a number of different ways certainly as I mentioned they could come to me
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directly and my my information is on Stonehill directory. but more importantly
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there is a title IX resource section of our website that you can access from sort of the bottom left
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of our front webpage and there you'll see the policy and all the resources
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and specifically the people who are involved in this process. they there are two deputy
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coordinators as well one is Cindy McDonald who is in athletics and
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Michael Labella who is in community standards certainly campus
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police that there are so many resources there are a number of ways to report you can
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make a phone call and talk to us you can send an e-mail. you can fill out an anonymous report
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or fill out a report with your information and all of this is located under that
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helpful links under title nine and I know I've even searched if to go search for
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in the web. you can just search title nine or even sexual assault and all this information I'll pop absolutely
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we try to make it as easy as possible. another term that we here on campus sometimes
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is the term mandated reporter. sometimes that comes up and we talked our stance about things like confidentiality
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could use explain whether mandated reporters. yes generally anyone in
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the institution who hears of something that might be a violation of title nine
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is required by law to report that to again one of the folks that we
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just discussed myself any of the deputy coordinators but any
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employee on campus with a few exceptions that I know we'll talk about are required
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to give us that information by law so it's similar to when a child
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goes into an emergency room and there is suspicion of abuse there you know the doctors are required to
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contact children services it's because it's similar to that and and the fact that you
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don't really have a choice which sometimes makes that easier for people yeah. to know that they can't
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decide but they must do it. yeah and I think that's important you know to so if a student were
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you know to have a conversation with maybe their professor maybe they're feeling comfortable in there
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I'm talking about issuing something pops up to us to know that you know faculty or a mandated recorder
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if a student was in the residence hall and they were having a conversation with an RA knowing that that person 's a mandated reporter
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I know in a little while we'll talk about confidential and private resources but I'm glad
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that you mention that because I think sometimes it's confusing. it is and I think it's confusing for both
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the person who's reporting something as well as someone who's receiving the information because
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I think the initial instinct is to try to keep things confidential but in reality
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not only they required to do it but I think it's also the right thing to do it yeah well that's the best
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interest for everyone and I definitely. so kind of talking a little more about
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sexual assault sexual harassment. any concerns that someone has either experienced
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that or knows someone who's experienced that if someone wanted to
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make a report you mentioned that there are multiple people in ways we could do that too I just maybe clarify a little bit more
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about how to do that for like if the student had been sexually assaulted or if they
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they had a friend that had been reporting a sexual assault what are some avenues
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it's just you know give some options sure. so there are a number of different
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options for reporting as I had mentioned what we talked a little
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bit about the private and confidential but in terms of you know where
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the report can go through again I can go to you know an actual report they can speak to an RD
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and they can speak to RA they can speak to their professors. but ultimately
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that information is gonna come to our team in those terms and so at that
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point we would reach out to whoever the reporting party is to do that so
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really you know however the student feels more comfortable. coming forward yeah
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it is the best way this also applies to faculty and staff as well
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often in colleges you don't see as much of it. when the faculty and stuff but it does apply to them
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as well. and so you know we wanna make sure most importantly that someone is taking care
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of. yeah and so the key is if they have any kind of physical harm
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or mental harm. we wanna remove them from that traumatic situation and we want
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to make sure that they're getting the support that they need. so
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you know whether they need to go to health services or campus police or if it's off campus.
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they have another other number of other options and they can reach out to
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and I can specifically go into those if you'd like. but there are a number of of options for them. and
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again there are those things that we consider private. yeah and talk
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about those now. yeah sure sure. okay. so really in terms of privacy
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because our job is to investigate what has happened um we
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try as much as we can to keep the situation private as an investigation is
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happening when we first find out about a report we keep
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it sort of within our own team. but the reporting party will generally go
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to community standards to file you know at some point whether they filed a written report
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or no and then that information. they will assign an investigator. usually they speak
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with me first we said we assign an investigator. we try to find the right investigator for
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the party involved to make sure that they're comfortable and then
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from there you know again we're keeping this all as private as we possibly can.
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when they get into the investigation stage becomes a little bit more difficult right because now
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they may have to reach out obviously to the responding party then they may have to reach
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out to witnesses who would witnessed the situation so the privacy piece
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of it is harder for us to control as that happens we do encourage people
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who are involved in the process to keep it private out of respect for both parties
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but you know often there is a little bit of
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you know people talk to you here. yeah I understand that college this is smaller area
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it is and I think it's also can be traumatic for even those people who witnessed it
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or or you know felt any kind of connection to either parties and I think that that's part of the problem so.
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so many of ours but there are services on campus that are confidential
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and those include the counseling center. so any of our counselors health services for students
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our certified athletic trainers are considered confidential campus police
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is consider confidential actually I believe it's campus priest. yeah sorry. Campus police are
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our first responders are you glad okay. the campus clergy so they have to be actually clergy
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as opposed to like our campus ministers who aren't clergy yeah. alright yeah
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and then those are all yeah and then off campus there are actually several
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confidential resources which include local hospitals like Brockton and their emergency room Wharton Hospital.
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there are some other resources that are described very and very great detail on the
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webpage, a local crisis center, a new day, victim rights law Center
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there's Catholic Charities is a number of other options of people want to keep it confidential.
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sometimes they wanna start out keeping it confidential and then you know
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I think get the strength to come forward about what has happened to them. yeah
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absolutely I think first of all anytime you go through anything traumatic just take full
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the time to kind of wrap your head around it. I think the number one thing that we're trying to relay is that there's a variety
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and multiply level of supports both on and off campus and the best
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thing is to you know reach out and try and get the person you know safe and healthy
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and and you know do whatever they feel is best for them.
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so whether it's you know it immediately happens you know the night before or if it has
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something happens last semester or even a year ago. just know that those supports are
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still always there. yes they are and as a matter of fact we even have former students
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who come back to us that things may have happened to four five six years ago and
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you know but the feeling is that they haven't had an opportunity to probably process
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and have that closure so we always reach out to them still because
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it also tells us a lot about maybe what we need to do differently here or
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we can look at how we've improved since that time. and at that time and space. That's
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great. thank you so much. so I know we talked a little bit about
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the ways that students can report. I just go back a little bit for that. so
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there is on the title nine website an online instant report form and
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that could be for anything simple as I felt maybe I was sexually harassed
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her I think I was actually assaulted but I wanna only give certain information I
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still wanna remain anonymous. then there's also reaching out to someone right
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on campus like if something just happens and I want to call campus police and have
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an emergency medical services come to me. or if I'm waking up the next day and I'm not
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sure what's happening and I wanna you know just close and talk to someone could be you know someone in
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residence life could be going to health services to make an appointment checking with them.
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So there's multiple ways to have that conversation and just knowing the difference between those you know private
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resources which is it sounds like it's pretty much anyone on campus except for those for confidence resources right
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so confidential is the you know clinicians and counseling services, clinicians in health
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services, campus priests and athletic trainers so that is also I think a
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soothing thing to know that if you I just need to kinda write my head around stuff and have that safe space to have a
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conversation with someone maybe that confidence resources a good place to start and let knowing that there's other resources
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on campus. I know that we also have great this SHARE program I'm gonna plug that because
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I do help with that. SHARE an acronym and actually things for sexual harassment
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assault resource and education and these are actually advisers that are specially trained
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their staff members on campus and they're really they're just to help guide students through the process both
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parties. the one reporting the what is the other term for it,
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are reporting and responding responding parties. yeah so we're we're here
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to help our students and help walk him through and I think just on noon community
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so scary and sometimes having someone like sure advisor there to help guide
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you answer questions or offer additional resources you might not have thought about like academic services
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or other accommodations is really helpful so again you can find all of the information about
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share on our website. please know they're another resource that are really helpful.
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I think this might be a good place to add also that through the investigative process.
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both parties can have an advisor with them during the interview process and so
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that person really isn't allowed to contribute to the conversation but there there
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is a support for the person they might be there to discuss at the end.
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outside of the room. hey you didn't mention this or
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you shouldn't have mention you know whatever it may be but they're they're just really
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more for you know I would say sort of the image of holding
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their hand to the process and I can be a shared advisor it can be a family member
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can be a friend it can be an attorney. so any number of people can
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you know be that advisor we like to limit it to one advisor just because it it
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becomes a little overwhelming for everyone and some people choose to come alone.
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but you know the advisors are really good option and I think this year. advisors are particularly
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helpful. yeah they've been great over the years i know. maybe let's talk
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a little more about the process and some things that are current campus such as
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the e-mail that go out. I know sometimes there's always you know different feedback from
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students about the campus alerts that go out. can you explain
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a little bit about why those go out and about the information that's in there or not allowed to
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be in there because I think sometimes it's always a confusing thing first. yes. yeah. so we're required
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you to send out what's called a timely warning and that timely warning is if we find out within
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a certain period of time that there may be something happening on campus that could impact
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others on campus. so for instance if you know someone comes to us two weeks three weeks
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after something has occurred. it's obviously not a timely warning
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but if we find out something within the first twenty four or forty eight hours. we would we
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are required really to send out a timely warning that warning generally comes from campus
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police they're made aware of the situation and it lets us know that there might be someone on campus
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who shouldn't be here or for people to you know to have a buddy when they're walking from
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one building to the next at night or something along those lines. generally there's
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not a real risk to the general public when we're sending
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out those you know those warnings because it's really something that has happened
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between two people often as some type of relationship between those two
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people but any case where that might not be true where maybe someone has come onto campus
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and assaulted someone. we wanna make sure campus police knows right away so that we can make
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sure we get a no trespass in place or if it is someone on campus we often put in a contact
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in place so it's really important for us to know that as quickly as possible and many folks
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are you know on call twenty four seven at different times to make sure that that information gets out
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there and that we can do that it's also required by law as I mentioned as part of the clery
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act as well so we are required to send out those timely warnings. and It's so
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funny I know a little bit behind the scenes of how challenging it can be to write those e-mails
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and I know you know students always want more information but it must be hard
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to try and wanna keep the privacy of the people involved so that they don't feel like they have a big you
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know X on their back and people are talking about them so it be must real challenge trying to figure out what to put in
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and how much to say it is and I think you know making sure that people don't
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overreact if it's not something to overreact about but also making sure that we're keeping everyone
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safe I think is critical and often at the time of the timely
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warning we don't necessarily know exactly what has happened you know
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where at the very very beginning stages and we might have a big picture idea of what's gone on but
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often we don't know specifically so even if we could or would
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share that information at that time we may not have very much of it. and as you said you know we do try
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to keep things as private as possible so you know that's kind of a key
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around all of those because we don't want to frighten off the person who's reporting this to us
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and you know or to frighten anyone else to be honest but we also wanna want people to be aware
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it's really important that you're just aware of what's going on on campus. absolutely and I even
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heard him say you know I use in their follow up will happen with that. can we have some you know
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what we want students want to know everything we're in the day and age where everything 's at your fingertips and you can have
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all the information you want but I do often here since they all with the follow up what happened what nothing
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happens and usually there's a lot that happens just we're not at liberty right to say or
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it's not our business to share that information right yeah. you know I having the human
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resources hat on you know often we you know we are not allowed
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to share any private information about an employee unless they sign a document that says that we can
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and so it's almost similar in that to that in nature except that we do
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have to share the information with some people on campus and in particular
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you know any witnesses are responding reporting parties need to know as much as possible but
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you know there is some information that just needs to be held private especially in the case of an investigation because we
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don't want anyone to make any assumptions about what the outcome of that case maybe that's um so glad
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you brought back so it's gonna be my next question too. I know over the years. the investigation process
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is and changed now with you know new administration we've heard new federal administration
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we've heard that there are changes yet again so is there any idea about like
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a time frame about the investigation process fine. I know used to be wrapped up in thirty or
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sixty days and now it's a little different because sometimes that might confused students
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and I know or you can't really say exactly but it is a little more a little
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longer than it has been in the past is that right. yes that is the goal in the past
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has always been to have the entire process down with and sixty days. but there were more regulations
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put in place and I'm actually gonna sort of read them because they're very specific and different for each step in the process
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but a charge letter needs to be sent to both
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parties both the reporting and the responding party within five business days
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of the initial meeting with either or both of the parties. the investigation
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commences no sooner than three days after that issuance of that
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that charge letter so that there's time for the person or people to process
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what they've just received because you know sometimes it's a shock or they need some time
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to say okay I'm going through with us now I have to you know really put my you know
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my hat on and and just move forward then the parties are given
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seven days to respond to the investigative report so that's there's a big chunk of time missing
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in the middle there right so much of it depends on time
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of year where students are so you know starting by the investigator meeting
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with the reporting party that can sometimes be difficult to coordinate
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around students classroom schedules or anything along that nature I winter break spring break
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and winter spring break summer break have been very challenging absolutely
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and so then you know then time to meet with the reporting party time to meet with
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witnesses we've had some cases where there are no witnesses we've had some cases where there might be two or three
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and we've had other cases where we had twelve. so and
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you can imagine trying to coordinate you know fourteen students can be a little bit challenging with everyone
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schedule so that we try to keep that process within that that sixty
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day time frame sometimes it's a little less sometimes it could be a little bit more as
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well so it it can be a little bit challenging so they have the after that actual process they have
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those those seven days and then the associate VP for student affairs the dean
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of students in our case Kevin Piskadlo he has five days
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with then accepting the report for for notifying the parties of the outcome when he accepts
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the reports once he received the report from the investigator
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he then has five days to determine whether he is accepting the report as it is and perhaps he has more questions
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he'll reach back out to the investigator or investigators and then within five
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days of the except and so this is good. I'm ready to move forward. he needs to
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notify the parties involved which would be the reporting party and the responding party obviously not the
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witnesses and then either party again has to
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notify the vice president for student
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affairs Pauline Brodsky. if they want to appeal
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and then Pauline will notify them within twenty
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days of her choice in terms of the appeal whether or not
24:53
the appeals gonna go through or not so this could really take anywhere from thirty days
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to a hundred days depending on you know that
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that I guess the complication of this particular issue.
25:10
yeah no I totally understand a real challenge. yeah. that can be an entire
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semester for someone and that's what you mentioned earlier about earlier about having some resources
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I think that's so important. i can i have some power
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to be able to talk to academic services for
25:30
them to make some type of an accommodation for classes in terms of more time to
25:35
get work done ability to do some work outside of the classroom.
25:40
get some extra help and support so their number of things that we can do to help ease
25:45
the burden for either both of the students involved to make it
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easier for them in terms of the academics we thank you so much. we also
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through the health and wellness Center offer a lot of great support resources. we partner with
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the new day and offer counseling group counseling for students
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who have been sexual assaulted and are at a point where they're ready to you know
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do some group therapy to get better obviously ever individual counseling we have on and off campus
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resources sometimes students don't wanna you know go through the stonehill resources
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they wanna use outside once that's totally fine too we have a lot of different options
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and a little bit later I'll talk about some of our prevention tip because from prevention mind fame I love tho always
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plug some of our away so we can get more involved and kinda take this at all. so
26:38
just a question. what are the different options if a student if
26:43
but they're found either, the words aren't right guilty not guilty well so yeah right right
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what are the different options, I know sometimes students are always thinking oh what will happen students still on campus so they
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off campus their you know restrictions do they, so if you can talk a little more
26:59
about the different options that are there after an investigation is completed.
27:04
okay. yes absolutely so obviously if it involves two students on our campus.
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the first thing that we will do almost immediately we'll is put a no contact order in place between
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the two student so both of the reporting party and the responding party are not allowed to contact
27:19
each other we are a small campus. occasionally those two students made live in the same
27:25
residence hall day maybe in a class or two with each other but
27:30
with that no contact in order we again provide whatever support we need to to you know
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make it easier for them to not see each other so that's really the first thing that will put
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in place. if it involves someone off campus will put a no trespass order in place model which
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means that person can't you know crisscross our boundaries and come onto campus. so
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that's certainly part of the process. yeah and then just are they
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if someone is found responsible do they still stay on campus or they not allowed to be a student
28:02
here. also once we've completed their investigation. depending
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on the outcome and what you know that there is I don't
28:12
if anybody has seen the policy it's several pages long and so in terms
28:17
of what piece of the policy did they violate and so depending on
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what part of the policy they've violated and the nature of the incident will
28:27
sort of determine what happens at the end and that can be anything from just
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that that the person we've determine that there is no evidence to prove that the person
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did this in terms of the responding party or could
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you know it could move all the way up to yes they did this we call it
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the preponderance of evidence right. yeah it's a preponderance of evidence standard so it's
28:54
sometimes more difficult right it's not like going to a court of law where you're guilty or not guilty right one way or the
28:59
other. the preponderance of the evidence is does all the evidence point to
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this happened and it was a violation of our policy or does it point
29:09
to there's not enough information to determine so it's not generally you know guilty not
29:14
guilty eight right so it's which I think sometimes for the responding parties can be difficult
29:19
because there isn't a clear you know I'm I'm not guilty of
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this particular issue and I think that does make it you know difficult but
29:30
depending again on where that falls. it can be anything from some general
29:35
education you know perhaps some some training we offer as you know
29:40
a lot of things here that our students can attend. sometimes we asked him to write something
29:46
about what happened and you know to learn more about what the policy
29:52
is what the laws is why someone might not do something like that so that's generally part
29:57
of what the dean of students will do with the student is to work on that and and
30:02
follow through with them and I could see that more for if there was like an inappropriate touching a party I
30:07
could see someone you know having maybe that as a potential consequence but I could definitely see that
30:13
not as if someone had been charged with sexual assault that's not not hardly on so sexual
30:18
assault. if the preponderance of evidence points us toward the fact that this is more likely
30:23
than not to have happened generally the student will be released from school. yeah yeah.
30:28
and again we you know even in that case we will try to provide some level of support to that student
30:34
in terms of here what your options are outside of Stonehill you know just
30:39
give them a little you know a little support and you know what we're their next stops but we
30:44
have to do the right thing here to protect our students absolutely no this is a very difficult
30:49
thing in virtually this is something where there's it's a challenge and
30:55
problem and then issue for everyone involved and there's even when there's some type of
31:00
like clarity in the response that maybe someone once it still hurts
31:05
a lot of people involved so yeah. so I think moving back to
31:11
just reminding everyone about different options here in campus. just
31:16
in terms of prevention. I find that with college students we have a lot of
31:21
really great training but they don't always attend so this is my shameless plug into please
31:26
these if topics speak to you when you wanna learn more. I just really challenge you to
31:32
get involved. we have some really great programs here that are state of the
31:37
art that we would love more student participation student feedback and
31:42
some of them are at the bystander bring in the bystander program. this is a bystander
31:47
is something that many colleges across campuses do
31:53
that helps students identify potentially risky situations and then how to safely intervene or
31:58
respond. the idea is that there are many people involved who can
32:03
have a positive influence on a potentially risky situation. and I will say here at Stonehill
32:09
we have multiple levels of bystanders so that bring in the bystander at first
32:14
actual full prevention is a really great one anything for potions to learn about what
32:19
are the risky situations that can occur or whether it has to do with like alcohol
32:24
or being in a certain studying or how someone's committing consent
32:29
or not when you can consent and how someone's receiving that. so we have that really great program
32:35
our student athletes. we have a wonderful program just specifically for student leaders and student athletes
32:40
called MVP mentors and violence prevention last year NCAA
32:45
did actually require that all student athletes receive annual training
32:50
on sexual assault prevention. we had actually been doing it for years before so we're definitely ahead of
32:56
the curve. but this is a wonderful train that teaches leadership
33:01
skills and helps our student athletes really be excellent role models on campus. terms of
33:06
interpersonal communication. we have some really fabulous bystander program.
33:11
that talk about diversity and inclusion and social justice issues lead for courage which
33:16
is a really great program I know are all incoming freshmen will be going through that and a lot of other
33:21
groups on campus but that's another program that teaches how to respond to like a bias incident
33:26
then how to be more inclusive or how to respond to potential things of ignorance
33:32
and then our faculty and staff are also going through many trainings as are many
33:37
people. this is another thing I always tell students when you graduate stonehill you're gonna enter the working
33:42
world and you're gonna need to know how you know communicate with other adults
33:48
and other people and a lot of companies are now requiring their employees to go
33:53
through these trainings to know what sexual harassment is how to
33:58
you know talk and communicate in a group setting what is allowed and not allowed at work so
34:03
this will not be the first or last time that our students will encounter these trainings in our
34:09
faculty and staff are going through them to so this is the new norm we have from definitely over the past couple years
34:14
with the me too movement and everything that's been happening with all of the high profile media
34:20
cases. the topic of sexual assault prevention and how to empower people
34:25
to take a stand to speak up and know that their voice is important
34:30
and should be heard. I think if I could just relay that through this you know podcast
34:35
let them know that if someone has experienced sexual assault and they're out
34:40
there and they wanna reach out. these are some great resources we talked about title nine resource
34:45
on our website explains all of this health and wellness Center doors always open
34:51
messes human resources door and then just
34:56
that this is everyone's issue on campus this isn't just a woman's issue
35:01
or this isn't just an issue for college students this is everyone's issue on campus
35:07
and we all need to take a part and helping make this place safe and inclusive
35:13
environment you. I actually talked our parents during orientation I say this is our
35:18
family this is our home so your children are leaving your home and they're coming to their Stonehill home
35:23
and that's actually how they feel I talk to a lot of of alumn and they still talk about their stonehill families.
35:29
so how do we make this safe inclusive place
35:34
during the day during the evening on weekends for your four years here so
35:39
this is great did you have any other comments or things you wanted to add. I think maybe just adding to you know
35:45
knowing what we are asking students to do in terms of learning as much as they can about those.
35:50
you had mentioned that we have you know a number of sessions that we offer many of them
35:55
are required so bystander training last semester was
36:00
required last year sorry. last academic year and also
36:06
a session called developing your tool kit your diversity toolkit. so
36:11
again sort of taking thing from things from one level to another we have a lot of compliance training
36:16
around these types of you know federal compliance issues in
36:21
terms of sexual harassment and and that and also
36:26
the semester where we are requiring this year we are requiring folks to go through
36:32
two session now. you know some of it is it talks about diversity but diversity
36:37
covers so many topics accessibility gender
36:42
or sexual orientation. it could be you know it really could be you
36:47
know the faculty and staff of color. anybody you know we all have something that sort
36:52
of falls into there where different from everybody else because of X but for some people
36:58
that is much more intense than others and that feeling is much more intense so we wanna provide the right
37:03
type of training for everyone who can support those people and I
37:08
really would like to push take a few minutes to read even if it's just sort of us can read
37:13
of the policy because my suggestion is to take the training classes.
37:19
read the policy so that when you do find yourself in that situation you're not standing
37:24
there saying oh my gosh what do I do. instead you say okay. I'm prepared.
37:29
I know what I should do in a situation that's my my best point of advice is about education and empowerment
37:34
and prevention and prevention on us right. well thank you so much Lily I really appreciate you coming in here and talk
37:40
about a really difficult and confusing topic I think this will really help a lot of people love happened back again
37:45
some other time. okay. thank you for being here. thank you for having and me I'd love to come back.
37:50
take care. bye-bye
37:56
This is a machine transcription and is subject to error. Apologizes in advance.