Ever felt like the white picket fence dream is more of a nightmare? Ever thought that ADHD could actually be a superpower? Get ready to rethink those assumptions with our special guests, Ben and Cassidy Royall, on the latest episode of 'The Last Shot'. We take the conventional American dream and flip it on its head, discussing how the white picket fence is not just a chore to maintain, but could symbolize exclusion from community. Plus, we get hilariously philosophical over the struggles of keeping a white shirt clean in a fast-food world.
Shifting gears, we delve into the misunderstood world of ADHD. Ben and Cassidy share personal stories and insights, challenging the negative stigma often associated with this condition. They passionately argue that, far from being a hindrance, ADHD can be a strength when harnessed properly. From school experiences to self-discipline, and overcoming negative comments, this episode is a journey through their unique perspectives. So, tune in to the Whiskey and Wisdom podcast for an enlightening conversation that will make you rethink and appreciate the potential benefits of ADHD.
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Speaker 1:
Welcome back to another episode of the last shot, the mini series where the whiskey sets in and the host and Guests get a little silly. In this episode of the last shot we talk about why the white picket fence may not be the dream and how ADHD can be a superpower if harness the right way. I hope you enjoy another episode of the last shot.
Speaker 2:
I thought a white picket fence is real cool, but it's only cool in the middle of nowhere, like a white picket fence in the middle of a neighborhood looks real weird. It does so like we were tough, like I was talking about friend, a real literal with this.
Speaker 5:
Oh, yeah, really literal. I always thought white stuff was nice too, until you have kids, and then it's dirty yeah.
Speaker 4:
I can't even keep my own If I go to Chick-fil-a. Polynesian sauce tries to find the fastest way to my stomach and it's not backwards into my mouth, down my throat, it's like just straight to my shirt.
Speaker 3:
No matter what, it always misses my mouth. White shirts are a no-go for you. Yeah, why shirts?
Speaker 2:
are definitely no go, I'll just admit in general, like separation from your community. Oh yeah, I have a white picket fence.
Speaker 4:
Yeah, what does that say?
Speaker 2:
Yeah like you have your backyard, so that's like still got a fence, but I feel like that open fence up front. You're like, you're growing, you're meeting your neighbors and your kids are growing and you're building a community.
Speaker 3:
I like that.
Speaker 4:
Sorry, yeah never, yeah, you did get more, you did get more.
Speaker 2:
Uh, eddie, with I was like he's gone really literal about I have to explain how I get to points because I jump really far.
Speaker 4:
Oh, me too it's.
Speaker 2:
You're probably ADHD, then, or ADD, oh there's a thousand percent, me and my wife, both are.
Speaker 4:
She'll show like track what she'll like. She'll like. Well, I'll start bringing up a conversation that we were talking about three days ago, seamlessly as if we were just talking about it, and she's like babe, that's a three-day old conversation, how did you think about that? I'm like oh, we were talking about cereal, and then cereal has grains in it, and then that made me think about milk, and then milk made me think about protein and. But, it happens like that all those thoughts happen in like half a second.
Speaker 3:
Yeah, it is fascinating. Yes, like we could I'm sure do a whole podcast on ADHD, but I've never for sure been around someone really that had ADHD and then I married someone with it and I'm like my gosh superpower.
Speaker 4:
It is a superpower and I want to reframe, like not to get totally off topic, but I got one to reframe that because everybody looked like look man, they wanted to put me in disability classes when I was in school. But you know, then when I took the SAT in high school and I was not the best student, I got a 1680 out of 1800 but they wanted to put me in disability classes. It's like.
Speaker 1:
It's like I was brilliant, but my brain I just couldn't sit.
Speaker 4:
Still I couldn't, and I didn't do homework, because I'm like why am I gonna do homework when I don't?
Speaker 2:
I don't useless.
Speaker 4:
I'm understanding what you're teaching me in the hour and a half block that I have with you. Why do I need to go home and do more of it? And like I love school and like kids should go to school, stay in school.
Speaker 3:
It's not. It's not built for every night.
Speaker 4:
It's not built for everyone.
Speaker 3:
That's what's crazy for me. I love school. I think I like order and structure and I can sit still, but we're complete opposites and I'm like it makes a lot of sense why you would have struggled, because I see you like sitting still is not a thing.
Speaker 4:
I would look at a rubric at the beginning of a semester and I would say, ok, I could not do all these things and I can get this on the final exam and I can pass the class. See. I would literally do the math in my head the day of the rubric being given to us and being like OK, cool, so I'm not doing any homework because it's only worth 20%. I need a 70 to pass, so then that gives me a 10% window. I can knock everything else out and like quizzes and tests.
Speaker 5:
I'm like I ain't worried about that, the worst thing that happened for me. So you know one of my best friends, Ian Hackett. So we read the four hour work week and learned about the 80-20 principle that was out there and stuff too. So the first thing that we did because same thing, we have the same type of mind is we were like all right, so to do the 20% of the work, to get 80% of the outcome, is this, ok, got it. So we don't want you to put in the work and drive the teachers? Absolutely not. Yeah, can you please hand in homework?
Speaker 3:
But you graduated and you're fine and you was just in the college. Yeah, I just hated doing homework.
Speaker 4:
Yeah, I mean and also, but I hated it because I'm like I don't need this, like I don't need to do this. But going back to the ADHD thing, it really is. I really think it's a superpower. It is a superpower and like so many kids are in school right now and like I think of, like one of my nephews who has ADHD and like I love that his mom isn't like looking at it as this disability, because if you get put in school, there's a statistic out there that when a child is diagnosed with ADHD, the number of negative comments that they hear versus positive comments over that next 12 years of their life, like being in education, and it's staggering, wow, the number of negative comments that they themselves will hear, not that people will just say, but they'll hear. And so you think about the like.
Speaker 3:
It kind of shapes you too.
Speaker 4:
It will shape you like vital time in your life there was a period definitely where, like, I believed, like I believe things about myself that weren't necessarily true because of what teachers would say, and even in some ways, like my parents were great, but like what my mom would say and stuff. But I learned to shape myself through discipline and to control myself, because ADHD is in some ways very hard, but I learned to just have self control and it just takes a lot of discipline and, like I have pretty bad ADHD and you can see it at effect and and conversation and this conversation I'm sure I can actually see it, my wife can see it when I start the dishes and then three minutes later I'm doing laundry, and then a minute and a half later I'm cleaning the bathroom, and I didn't finish any of the tasks.
Speaker 3:
Yes.
Speaker 4:
But it can very much so be a superpower, and that is a conversation that needs to be start having everywhere.
Speaker 2:
I think what would be amazing is if the government one pay teachers better but two preach two if which is totally possible, there's so much land and so many kids in the world if they built like multiple schools for different like personality. Yes, yeah, different like learning types, yeah, no, this is a lot of yeah, so like I feel like you can't really do it because you got too many kids in one classroom, because we don't have enough teachers.
Speaker 4:
Yeah, like a 30 to one ratio. Yeah, how is a teacher? They can't expect it's not their fault.
Speaker 1:
No.
Speaker 4:
Yeah.
Speaker 3:
It's so true.
Speaker 1:
I hope you enjoyed the latest episode of the last shot. If you thought this snippet was interesting or entertaining, please consider subscribing to the whiskey and wisdom podcast or listen to the full episode with Ben and Cassidy Royall.
