Podcasts about brains

Kelvin Washington & Rob Guerra discuss LeBron James and why they believe LeBron is messing with people because they believe he cared about the recent 10-point record that he broke. Plus, the guys talk Dak's dark horse MVP candidacy, a Disneyland scenario, and more!!See omnystudio.com/listener for privacy information.

Professor Chris Eliasmith is a computer scientist and philosopher who's been modelling cognitive systems for almost three decades. In this episode of Brains and Machines, he talks to Dr. Sunny Bains of University College London about his neural engineering framework and the semantic pointer architecture his team have developed to implement it. Discussion follows with Dr. Giulia D'Angelo from the Czech Technical University in Prague and Professor Ralph Etienne-Cummings of Johns Hopkins University.

In this holiday episode, Melanie Hempe and Dr. Stacey unpack the #1 screen mistake parents make at Christmas: giving in and gifting devices. They reveal the hidden blind spots that cause even the best parents to rationalize smartphones and gaming systems as “good gifts,” especially during the emotional pressure of the holidays.Together, they explain why teaching teens to “use social media wisely” isn't the solution, why willpower can't beat persuasive tech, and how guilt drives parents to hope their kids can handle technology they're not developmentally ready for. Melanie and Dr. Stacey offer simple, practical alternatives: what to give instead of screens, how to plan a healthier holiday, and how to lead with confidence rather than emotion.A timely, encouraging conversation to help families avoid Christmas regret and give their kids the gift of a healthier, screen-strong childhood.Support the showDon't forget to subscribe, rate, and leave a review if you enjoy the episode. Your feedback helps us bring you more of the content you love. Stay Strong! Get your copy of the BRAND NEW Adventures of Super Brain book! Start your ScreenStrong Journey today! Check out our Kids' Brains & Screens products. Want to help spread the ScreenStrong message to your community? Consider becoming a ScreenStrong Ambassador! ScreenStrong Tech Recommendations Canopy—Device Filter (use code STRONG for discount) Production Team: Host: Melanie Hempe Producer & Audio Editor: Olivia Kernekin

Tom Morris and Bharat Sundaresan discuss the upcoming day-night Test. Pat Cummins' potential return, Josh Inglis likely coming in for his first Test on home soil, and England's “Bazball” strategy. Learn more about your ad choices. Visit megaphone.fm/adchoices

In this Coaching Hotline episode, you'll hear two listener questions that will feel familiar if you have ever wondered why your new thoughts seem to “stop working” or why believing you can handle future challenges feels harder than it should. I break down what is really happening underneath that experience so you can see it with a lot more clarity. I also talk about the mental spiral that happens when someone else's unmanaged mind feels irritating, and why that reaction is more revealing about your own thought patterns than you think. If you have ever felt stuck between what you know intellectually and what your brain insists on believing, this episode will show you how to shift that dynamic from the inside out. Submit your own question here and it might get answered on a future episode: unfuckyourbrain.com/coachinghotline Get full show notes, transcript, and more information here: schoolofnewfeministthought.com/445Follow along on Instagram: instagram.com/karaloewentheil/

But you probably knew that!See Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

All those loyalty points you're racking up at the grocery store, hotels and airlines benefit those companies way more than you. Samuel A.A. Levine is a senior fellow at U.C. Berkeley's Center for Consumer Law & Economic Justice and he previously served as director of the FTC's Bureau of Consumer Protection. He joins host Krys Boyd to discuss why newcomers to loyalty programs get priority over long-time customers, the privacy we trade off to get what we think are deals and why we might encounter higher prices anyway. His paper (co-authored by Stephanie T. Nguyen) “The Loyalty Trap: How Loyalty Programs Hook Us with Deals, Hack our Brains, and Hike Our Prices” was published by The Vanderbilt Policy Accelerator and U.C. Berkeley Center for Consumer Law and Economic Justice. Learn about your ad choices: dovetail.prx.org/ad-choices

What happens when chronic endometriosis meets fierce advocacy and a wicked sense of humor? What if your most painful experiences become the catalyst for empowering others? And how does a uterus-shaped wine decanter become a national conversation piece for women's reproductive health?  In this episode of Brave & Curious, Dr. Lora Shahine chats with Erica Loring, the self-declared "brains and uterus behind Shecanter," to talk about turning pain into purpose and stigma into laughter. Erica shares her deeply personal health journey, from fainting spells through high-school to finally being heard, diagnosed, and validated after years of dismissal. Her story shines a light on endometriosis, PCOS, women's healthcare funding inequality, reproductive rights advocacy, and the power of representation through design.  Her viral product line, including uterus decanters, mugs, and more, has become both a feminist cultural symbol and a fundraising tool fueling research and resources for women with reproductive health conditions. Listeners will learn how Erica transformed a frustrating medical experience into a thriving brand, using humor as activism and novelty products as conversation starters.  In this episode you'll hear: [2:37] Erica's endometriosis journey [4:14] Medical dismissal [4:58] Diagnosis barriers [7:18] Women's health funding [11:40] Novelty feminist products [15:26] Patient self-advocacy [17:22] Reproductive health organizations [19:07] Product design process [23:21] Empowering healthcare advocacy [28:08] Finding and purchasing the products   Resources mentioned:  shecanter.com @the_shecanter on IG endometriosisassn.org pcoschallenge.org plannedparenthood.org   Dr. Shahine's Weekly Newsletter on Fertility News and Recommendations Follow @drlorashahine Instagram | YouTube | Tiktok | Her Books

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In this episode, we talk with Simen, a senior software engineer and creator of Almost Done, a weekly email newsletter designed for neurodivergent developers and anyone who thinks a little differently. Simen shares how he built a format that supports real attention - short, scannable essays, intentional accessibility choices, and four writing “personas” that shape each issue's tone.We explore his creative workflow, why timing matters for engagement, and the “subscriber-first” philosophy that keeps the newsletter personal. Simen also opens up about career growth, simplicity in engineering, and practical systems that help with ADHD traits like hyperfocus and time blindness.It's an honest, uplifting conversation about writing, technology, and building a kinder approach to productivity. If the episode resonates, check out Almost Done and share it with someone who'd enjoy it.Sign up here - https://almostdone.news/Or view past issues - https://almostdone.news/issuesReach out to Simen on LinkedIn: https://www.linkedin.com/in/simendaehlin______

In this special musical 250th episode of Wow in the World, Mindy leads Guy Raz and the gang in an exploration of the bonkerballs science of why music moves us - literally! Inspired by new neuroscience brain research from McGill University, this special episode features three brand-new original songs, as the gang discovers how our brains and bodies don't just hear music- they sync up and become part of the beat! from dancing neurons to emotional melodies, it's the Who, What, When, Where, How, and WOW in the world of how music makes us sing, dance, and feel all the feels.Wow in the World is the #1 science podcast for kids and families, sharing the most amazing stories in science, technology, and new discoveries happening in the world around us. Each week, join hosts Mindy Thomas and Guy Raz as they take curious kids and their grown-ups on a cartoon for the ear journey filled with laughter, adventure, and wow-worthy stories. From the tiniest microbes to the farthest reaches of space, every episode of Wow in the World inspires wonder, fuels imagination, and makes science fun for the whole family.New episodes of Wow in the World come out every Monday for free! Plus, each week listeners get even more opportunities to say WOW with two other shows: Two Whats?! And A WOW!, a science-based game show, and WeWow, a rewatch, or should we say relisten, behind-the-scenes talk show hosted by our World Organization of Wowzers president, Dennis, featuring YOUR comments, reviews, and messages!

In this episode, Asher and Dusty explore the complexities of organizing for people with ADHD. Asher shares insights from his background as a professional organizer and ADHD coach, emphasizing that traditional organization methods often don't fit the unique needs of ADHD brains. They discuss the difference between situational and chronic disorganization, highlighting that organizing is not a one-time fix but requires ongoing maintenance, especially for those with ADHD. Dusty introduces the concept of chores as cyclical care tasks, helping shift the mindset away from “done or not done” thinking, which can reduce overwhelm and perfectionism. The conversation also tackles common challenges such as inventory management, limiting beliefs around decluttering, and the importance of customizing organizing systems to individual needs rather than aspiring to unrealistic standards. Strategies such as breaking projects into smaller pieces, sorting belongings into friends, acquaintances, and strangers, and using “partway gone” boxes are shared to help manage belongings thoughtfully. The hosts underscore that organization looks different for everyone and encourage listeners to find practical solutions that work for their lifestyle while balancing priorities and self-compassion. Episode links + resources: Join the Community | Become a Patron Our Process: Understand, Own, Translate. About Asher and Dusty For more of the Translating ADHD podcast: Episode Transcripts: visit TranslatingADHD.com and click on the episode Follow us on Twitter: @TranslatingADHD Visit the Website: TranslatingADHD.com

In this episode, we are joined by Dr. Tony Wyss-Coray to discuss his groundbreaking research on brain resilience and aging. He explains how systemic factors, particularly proteins in the blood, influence cognitive function and the aging process. The discussion covers the role of proteomics, machine learning, and the potential of parabiosis and plasma infusions in developing therapies for age-related diseases like Alzheimer's. Dr. Wyss-Coray emphasizes the importance of understanding the biological markers of aging and resilience to create targeted interventions for healthier aging. Learn more about Dr. Wyss-Coray: https://med.stanford.edu/profiles/tony-wyss-coray - Download Dr. Buck Joffrey's FREE ebook, Living Longer for Busy People: https://ru01tne2.pages.infusionsoft.net/?affiliate=0 Book a FREE longevity coaching consultation with Dr. Buck Joffrey: https://coaching.longevityroadmap.com

Tim Burton siphoned the sentiment of his oddball childhood into the fairytale of Edward Scissorhands: a teenage creation with scissors for hands who struggles to fit into a suburban world that is both amazed and frightened by him. The star power of Depp and Winona Ryder could fuel any 90's film, but aside from the hairdos and topiaries, does Ed still make the cut? The Brains know!   You can watch this, and many more episodes in full video on our YouTube channel: https://www.youtube.com/@TheFilmWithThreeBrains

PART 2 of a Compilation of Freaks & Oddities from RSK XFM Remastered. This episode goes through some of Karl Pilkington's most iconic and imaginative stories of weird stuff. Stephen Merchant and Ricky Gervais cannot contain themselves.

So many entrepreneurs secretly wonder if they've got ADHD because let's be real, the traits that make us visionaries can also make running a business feel chaotic.That's why I've called in today's guest, Johanna Badenhorst, Psychologist, ADHD Coach, and founder of ADHD Her Way. She was diagnosed later in life while juggling motherhood and business, so she brings both clinical expertise and lived experience to this conversation.We dive into what ADHD really looks like in entrepreneurs, why traditional “productivity tips” don't work and how to build systems that support your brain and success instead of fighting it. We dive deep into:How ADHD shows up differently in high-achieving womenWhy entrepreneurs often have ADHD traitsThe burnout cycle and how to break itSystems and structures that actually work for ADHD brainsThe strengths ADHD founders don't realise they haveIf you've ever felt like your brain moves faster than your systems can keep up or like the “one size fits all” success advice just doesn't work for you, this episode is for you! CONNECT WITH JOHANNA BADENHORST:Connect with Johanna Badenhorst @psychologistjohanna on InstagramListen to ADHD Her Way PodcastCONNECT WITH ME:Join 12-month UNSTOPPABLE MASTERMIND Download your 30-day Millionaire Mindset audio trainingCheck out my FREE ResourcesOrder my book “Unstoppable Success” on AmazonApply for 1:1 Business CoachingSend me a DM on Instagram

Reading struggles and dyslexia symptoms don't define your child's potential. Russell Van Brocklen went from severe dyslexia to graduate school. Now he shares the exact strategies that help dyslexic students thrive. Watch to discover simple techniques that actually work.

This episode we talk about John's recent acquisition of a mini rack and Alan's new NAS. You can find all links and stuff mentioned in the episode here: https://polymatic.link/show131

The boys are joined by @movingwithmat and @JamesCantyIII to discuss the recent happenings in the exciting world of Chessboxing. Matt is the moving force behind the Chessboxing movement in the US, while James just recently became the heavy weight Chessboxing World Champion after defeating his Russian foe in Serbia earlier this year. We discuss a wide range of topics, enjoy! Episode sponsored by our friends at https://www.chessreps.com/ Support the channel :♟️Play With Us: https://www.chess.com/join/csqpod?ref_id=207174611

In this episode of The CrazyFitnessGuy Show, Venchele Saint Dic shares insights on public health, personal empowerment, and practical wellness strategies designed for neurodivergent brains. She covers how to navigate mental health, build routines that actually stick, and make meaningful changes without overwhelm. Expect real talk, actionable tips, and advice built for people mainstream wellness often overlooks.Key Takeaways:How public health insights can improve neurodivergent wellnessMindset shifts to overcome self-sabotage and executive function challengesPractical strategies to maintain consistency without burnoutReal-world examples of resilience, advocacy, and self-careSupport the Show: Shop CFG Merch and CrazyFitnessGuy Elite Podcast access (the mall): https://info.crazyfitnessguy.com/mallFacebook Stars – Support Content: https://bit.ly/facebook-starsBuy Me a Virtual Smoothie: https://bit.ly/support-CFGSubscribe for Exclusive Content on Facebook: https://bit.ly/CFGVIPCTA – Get Early Access: Get early access to upcoming episodes and bonus content by joining the CrazyFitnessGuy Elite Podcast: https://info.crazyfitnessguy.com/mallLeave a Review: If you enjoyed this episode, leave a review to help others discover the show: https://www.crazyfitnessguy.com/reviews/Stay Connected: CrazyFitnessGuy Main Site: https://info.crazyfitnessguy.com/cfgJimmy's Site: https://info.crazyfitnessguy.com/jimmyOther Resources Mentioned in This Episode: Episode Promos and Promo Codes: https://info.crazyfitnessguy.com/promosMessage CFG via PodMatch if you want to be on the show: https://bit.ly/message-cfg-podmatchSponsors: https://www.crazyfitnessguy.com/sponsors/Fitness Disclaimer: This episode is for educational purposes only. Consult a healthcare professional before making any health or fitness changes.

Ben welcomes back  Matt Tweedy of Tooth and Nail Brewery to talk about  Ottawa's beer scene, why chasing hype is a fool's game, and the stubborn joy of making classic styles well. They dig into Ontario's latest distribution shake-ups, what it means for small breweries trying to stay afloat, and why Matt would rather perfect a pilsner than cram another gimmick into a fermenter.     

Dr. Lynn Hellerstein of Vision Beyond Sight speaks with Hannah Walton, vision therapist and intuitive wellness guide, to talk about holistic wellness—exploring the power of slowing down, nourishing the nervous system and reconnecting with our intuitive wisdom as a compass for living with more balance, authenticity, and alignment. She starts with breathwork. Breath is medicine, and it is our anchor to grounding and bridge to our intuition. She teaches us that intuition is not woo-woo - it's wisdom - so follow it even if it defies logic. Discover our three brains: the head brain, heart brain and gut brain, each with its own intelligence. Find out about heart-brain coherence and how to become heart-led humans. As a vision therapist, Hannah helps build resilience, confidence and trust with our sensory system by integrating holistic wisdom and collaborating with other fields towards total wellness. She reminds us that slowing down is a radical act of self-care, and self-care is ultimately soul care. Be wild. Be brave. Be intuitive. Dr. Lynn Hellerstein, Developmental Optometrist, co-owner of Hellerstein & Brenner Vision Center, P.C., award-winning author and international speaker, holds powerful and inspiring conversations with her guests in the areas of health, wellness, education, sports and psychology. They share their inspirational stories of healing and transformation through their vision expansion. Vision Beyond Sight Podcast will help you see with clarity, gain courage and confidence. Welcome to Vision Beyond Sight! Also available on Apple Podcasts, iTunes, Google Podcasts, Spotify, iHeart Radio, Audible and Stitcher.

In this special Thanksgiving episode, Evan Hempe steps behind the microphone to share a powerful personal perspective you won't want to miss. As a young adult looking back on a ScreenStrong childhood, Evan reflects on the unexpected (and sometimes overlooked) gifts that came from growing up without toxic screens.While the culture insists that kids “need” smartphones, video games, and social media to survive socially or academically, Evan's story paints a very different—and hopeful—picture. This episode dives into the ten things he's most grateful for now that he's old enough to see the lifelong benefits clearly.From deeper friendships and genuine confidence to stronger focus, better sleep, and a childhood filled with real connection instead of digital distraction, Evan shares why he's thankful his parents took the road less traveled. His list is honest, encouraging, and full of insight for families wondering whether the screen-strong path is worth it.As we head into Thanksgiving, this episode is a heartfelt reminder that protecting your kids from toxic screens isn't deprivation—it's a gift they will appreciate for the rest of their lives.Support the showDon't forget to subscribe, rate, and leave a review if you enjoy the episode. Your feedback helps us bring you more of the content you love. Stay Strong! Get your copy of the BRAND NEW Adventures of Super Brain book! Start your ScreenStrong Journey today! Check out our Kids' Brains & Screens products. Want to help spread the ScreenStrong message to your community? Consider becoming a ScreenStrong Ambassador! ScreenStrong Tech Recommendations Canopy—Device Filter (use code STRONG for discount) Production Team: Host: Melanie Hempe Producer & Audio Editor: Olivia Kernekin

Send us a textIntegration of brain metabolism with neural signaling, highlighting how core metabolites regulate energy use and protect neurons.Topics Discussed:Brain energy efficiency: Brains are much more energy-efficient than computers for similar processing, relying on adaptive metabolic strategies evolved under energy scarcity.Metabolism vs. information processing: Core metabolites like glutamate bridge basic cellular energy production and neural signaling.Lactate as a signal: Produced during exercise, lactate diffuses from muscles to brain, modulating neuronal excitability and providing neuroprotection.BHB in ketosis: During fasting or ketogenic diets, beta-hydroxybutyrate displaces glucose as fuel, enhances antioxidant defenses, and activates protective potassium channels in neurons.Adenosine and sleep: Accumulates from ATP breakdown during wakefulness, triggering sleep and locally inhibiting overactive neural networks for energy conservation.Glial cells' role: Astrocytes and oligodendrocytes handle sophisticated metabolism, release signaling molecules like lactate, and modulate synapses, and influence diseases like Alzheimer's.Practical Takeaways:Regular exercise elevates lactate, which signals the brain to adapt metabolism and may enhance neuroprotection against stress.Intermittent fasting or ketogenic diets can induce ketosis with BHB, potentially boosting brain antioxidant defenses and preconditioning against metabolic stress.Prioritizing sleep helps clear adenosine buildup, restoring energy balance and supporting long-term neural health.About the guest: Dr. Luis Felipe Barros, MD, PhD is a Chilean neurobiologist and professor at the Universidad de Valparaíso, where he leads a lab studying brain metabolism from glucose transport to mitochondrial function.Related Episode:M&M 255 | Unlocking Energy: How Nutrition & Drugs Impact Your Mitochondria | Chris Masterjohn*Not medical advice.Support the showAffiliates: Lumen device to optimize your metabolism for weight loss or athletic performance. Special sale Nov 10 - Dec 1: Lumen is half off ($599 → $299), and MINDMATTER gets another 15% off. AquaTru: Water filtration devices that remove microplastics, metals, bacteria, and more from your drinking water. Through link, get $100 off for AquaTru Carafe, Classic and Under the Sink Units, and $300 off Freestanding models. Seed Oil Scout: Find restaurants with seed oil-free options, scan food products to see what they're hiding, with this easy-to-use mobile app. KetoCitra—Ketone body BHB + electrolytes formulated for kidney health. Use code MIND20 for 20% off any subscription (cancel anytime) For all the ways you can support my efforts

This year's Honeycon is being held at the flagship Macy's in New York City, the day before Thanksgiving. Also in the Macy's is a bear (gay subculture) convention, Bear A Dise. Two heisters seek to infiltrate the cons and steal all of Honeycon's honey. Can they navigate two subcultures and get the prize, while also dodging some mysterious pigs...?Honey Heist is America's favorite bear based comedic RPG by Grant Howitt. It is available at Grant's itch.io, and in a hardback book with many other one page favs from Rowan, Rook, and Decard (Honey Heist is in volume 1, which is out of stock as of the original posting.)Greg - GMDan - Oddvarr Zorka, Retired Black Bear Hacker, Flat CapLaura - Baby, Rook Panda, the Brains, no Hat

Have you ever had one of those days where you're doing everything you're “supposed” to do to get motivated… and you still end up frozen, spiraling, or pushing yourself so hard you're exhausted before you even begin? If you're an ADHD woman, that isn't a character flaw. It's conditioning. It's survival mode. And honestly? It's one of the biggest reasons so many of us stay stuck in overwhelm and burnout. In this episode, we'll unpack why traditional motivation strategies — willpower, urgency, shame, fear, or trying to be “consistent” — backfire for ADHD brains. These approaches don't support our wiring; they fight against it. Then I walk you through four ADHD-friendly ways to actually get motivated without relying on panic, pressure, or self-judgment. You'll learn how to work with your natural tendencies, match tasks to your energy, make things interesting, and regulate your nervous system so you can start from a place of safety instead of stress. By the end, you'll understand the real science behind ADHD motivation and have simple, doable tools to support yourself with more compassion and far fewer consequences. Mentioned in the episode:

James Buttler (England) and Aussie Lucas get together to look back at the first Test of the Ashes 2025/26. England threw away a glorious opportunity but have since doubled down on their attacking BazBall philosophy. Surely, making the same mistakes over and over again is not cricket sense? Mitchell Starc and Travis Head were incredible in Perth and it's the usual success Down Under for Australia. Can England fight back in the second Test? Learn more about your ad choices. Visit podcastchoices.com/adchoices

The Trump administration has staked all its capital on pushing data centers for companies that power AI chatbots. We juxtapose this effort to the weak sauce on many other economic policies to show how the promises to stand for the common man are not being fulfilled. We're joined by Dr. Mitch Prinstein, chief of psychology at the American Psychological Association, who warns against a moratorium on state-based AI regulations. Dr. Prinstein shares thoughts from his riveting congressional testimony on the generational harms being caused to children from the sycophantic nature of chatbots supplanting human interactions. The harms are voluminous, and the need for guardrails is undeniable. We discuss how the very tech companies that broke the internet by transforming it into a data-mining and psychological manipulation tool are now being given free rein to exacerbate every existing mental health crisis among children. He ends by offering a list of ideas for states to pursue, ideas that other countries are already pursuing, as our government focuses only on the Big Tech companies. Learn more about your ad choices. Visit megaphone.fm/adchoices

On legitimacy and chronic crisis. Benjamin Studebaker talks to Alex and Lee about his book, Legitimacy in Liberal Democracy – and why the absence of the threat of revolution makes the crisis drag on. What's wrong with 20th century accounts of legitimacy crises? What's changed? Why is contemporary politics so stuck? Is it inescapable? How does the breakdown of consensus make the emergence of a social majority so difficult? Is there no common programme we can agree on, focused on bread-and-butter issues? Do we need to stare despair in the face? Is catastrophe the only way out? For the full episode, subscribe at patreon.com/bungacast Links: Legitimacy in Liberal Democracy, Benjamin Studebaker, Edinburgh UP UNLOCKED: /361/ A Nightmare on the Brains of the Living ft. Benjamin Studebaker Debilitated democracy: When the legs get ripped off, Dirk Jörke and Benjamin Studebaker, European Journal of Social Theory

Jean-Pierre Segers and Jos Duchamps of Brains and Trees emphasize the critical role of learning and development in facility management. They discuss the diverse educational backgrounds of facility managers and stress the need for ongoing training to bridge skill gaps. Highlighting programs by IFMA, such as the Facility Management Professional Program, they underline the importance of combining managerial, technical, and emerging technology skills. They also touch on the impact of regulations and the shifting job market post-COVID. The conversation concludes with a call for lifelong learning and certification to ensure the future success of facility management professionals.00:00 Introduction to Facility Management 00:58 Meet the Experts: Jean Pierre Segers and Jos Duchamps 02:10 The Importance of Training in Facility Management 03:26 Bridging the Skills Gap 06:06 IFMA's Training Programs 07:54 Sustainability and Regulation in Facility Management 08:58 The Evolving Job Market and Lifelong Learning 11:19 Conclusion and Final ThoughtsSponsor:This episode is sponsored by ODP Business Solutions! Connect with Us:LinkedIn: https://www.linkedin.com/company/ifmaFacebook: https://www.facebook.com/InternationalFacilityManagementAssociation/Twitter: https://twitter.com/IFMAInstagram: https://www.instagram.com/ifma_hq/YouTube: https://youtube.com/ifmaglobalVisit us at https://ifma.org

How do societies work their way out of polarization? And what does the answer have to do with broken trucks, the Apollo program, the movie 'Watchmen', Iroquois Native Americans, a new idea for social media algorithms, moral taste buds, and how we can take advantage of the common threads that bond us -- coming to see each other again as fellow travelers improvising their way through the same noisy world?

Hey tech lovers! In this episode of The LEO Podcast, wedive into three hot tech stories. In this week's Tech Talk episode, we're jumpinginto three big stories shaking up the tech world. First, Jack Dorsey is bringing Vine back from the dead with a brand-new app called diVine, complete with restored archives and built-in protections against AI-generated content. Then we pivot to gaming, where Valve's latest Steam Machine is making waves and raising the question: is this finally the version that gets it right? And to wrap things up, we break down a massive research review on short-form video apps like TikTok, Reels, and Shorts — and what scientists say they're doing to our attention, stress levels, and mental health. It's a stacked episode, so sit back, relax, and dive into the latest in tech, innovation, andeverything in between.Tune in for all this and more on The LEO Podcast!

As England reckons with a humbling series defeat, the commitment to the Bazball ethos seemingly remains intact within the group. Ed and Corbin analyse the refusal to learn lessons from Perth and what that might mean for the team's hierarchy. The team marvels at Travis Head's historic innings and dig into the left hander's importance before unpacking Usman Khawaja's short term future. Across the 2025-26 Ashes series, ABC Grandstand cricket commentator Corbin Middlemas is joined by Ed Cowan to bring you all the highlights and match analysis to keep you up to speed. The pair discuss the key players and big issues that are dominating the cricket agenda. Whether it's Ashes results, the latest in live fixtures or you just need a hit of cricket banter, Corbin and Ed are here to keep you up to date on the game in Australia and abroad.Catch every episode of ‘The ABC Cricket Podcast,' hosted by Corbin Middlemas and Ed Cowan on ABC listen or wherever you get your podcasts, and get in touch with them on social media via @abc_sport This podcast was formerly known as ‘The Grandstand Cricket Podcast'.For tickets and live show info: https://ab.co/436QAJx

Are You Really Neurodivergent — or Just Relating to the Traits? In this mind-opening episode of Mayim Bialik's Breakdown, Mayim and Jonathan dive deep into the fascinating, complicated, and sometimes confusing world of neurodivergence — from self-diagnosis pitfalls to the superpowers hiding inside neurodivergent brains. Discover what's actually happening physically in neurodivergent brains, and explore the wide range of traits and disorders that fall under the neurodivergent umbrella — from ADHD, autism, and dyslexia to sensory sensitivities and beyond. Mayim and Jonathan unpack the potential superpowers that come with neurodivergence, including empathy, intuition, creativity, pattern recognition, and even enhanced extrasensory perception. Are neurodivergent minds wired for deeper insight? Why has neurodivergence become such a massive topic on social media? Is there really a rise in neurodivergent diagnoses, or just a rise in awareness? We're exploring the difference between validation and pathologizing, the challenges of navigating such a broad spectrum, and the surprising benefits of having a label. They also break down the exhausting nature of masking, share practical tips to combat social anxiety, and explore how to best support neurodivergent young minds in a world built for neurotypicals. From overlapping symptoms to proper diagnosis, treatment options, and environments best suited to manage sensory overwhelm, this episode is packed with insight, empathy, and real-world strategies. PLUS...Mayim and Jonathan take a neurodivergence self-assessment live, Mayim shares her personal coping tips for living with neurodivergence, and Jonathan opens up about how he manages his dyslexia with creativity and humor. TUNE IN to MBB today to learn why neurodivergent people can feel more overwhelmed by external stimuli, how complex life experiences shape neurodivergent identities, why everyone's talking about being ‘Neurospicy', and how it's changing the way society sees neurodiversity! Check out LELO at https://lelo.to/MAYIMxLELOBF25 and use MAYIM20 for a 20% off STACKABLE with current discounts and for ALL products! Head to https://fromourplace.com/ to save up to 35% sitewide now through December 2nd. Take your personal data back with Incogni! Use code MAYIM at this link and get 60% off an annual plan: https://incogni.com/mayim Live Better Longer with BUBS Naturals. For A limited time get 20% Off your entire order with code BREAK at https://www.bubsnaturals.com/ Neurodivergent Self-Assessment: https://www.rula.com/blog/am-i-neurodivergent-test/ Subscribe on Substack for Ad-Free Episodes & Bonus Content: ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://bialikbreakdown.substack.com/⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠BialikBreakdown.com⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠YouTube.com/mayimbialik⁠⁠⁠⁠ Learn more about your ad choices. Visit megaphone.fm/adchoices

You can listen wherever you get your podcasts, OR— BRAND NEW: we've included a fully edited transcript of our interview at the bottom of this post.In this episode of The Peaceful Parenting Podcast, I speak with Educational Psychologist Liz Angoff. We discuss when and why a child might need an assessment, what information you get from an assessment, how to help children understand their brains and diagnosis, and celebrating neurodiversity.**If you'd like an ad-free version of the podcast, consider becoming a supporter on Substack! > > If you already ARE a supporter, the ad-free version is waiting for you in the Substack app or you can enter the private feed URL in the podcast player of your choice.Know someone who might appreciate this post? Share it with them!We talk about:* 7:00 What are some signs that your child should get an assessment?* 9:00 Getting to the “why” and the “so what”* 10:00 What do you assess for?* 14:00 Why it is important to get an assessment?* 23:00 Should you tell your child about their diagnosis?* 31:00 Scripts and metaphors for talking to your kids about diagnosis* 39:00 Red and Green flags with clinicians* 44:00 Celebrating neurodiversityResources mentioned in this episode:* Yoto Player-Screen Free Audio Book Player* The Peaceful Parenting Membership* Dr. Liz's website and booksxx Sarah and CoreyYour peaceful parenting team- click here for a free short consult or a coaching sessionVisit our website for free resources, podcast, coaching, membership and more!>> Please support us!!! 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No one listening or watching and they can't go where you don't want them to go and they aren't watching screens. BUT they are being entertained or kept company with audio that you can buy from YOTO or create yourself on one of their blank cards. Check them out HERESarah: Hey everyone. Welcome back to another episode of the Peaceful Parenting Podcast. Today my guest is Dr. Liz Angoff, who is an educational psychologist. She does testing, looking at helping kids understand how their brain works and helping their adults understand how their children's brains work. She has loads of wonderful resources, which we will link to in the show notes.I love how Dr. Liz takes this approach. It's about how our brains can work in different ways, and understanding that really can help our child understand themselves, and help us understand our child in a better way.As you'll hear in this conversation with Dr. Liz, she really talks about how, if your child is experiencing some challenges or struggles—or you're experiencing struggles or challenges with them—it can be helpful to get an assessment and possibly a diagnosis to understand exactly what's going on and how your child's brain works. Whether it could be anxiety or depression or neurodivergence or learning challenges or any sorts of things that can be uncovered through psychological testing, you can really understand the differences in your child's brain that could be making life feel more challenging for them and/or for you. And she has a beautifully neurodiversity-affirming lens, where she talks about—you'll hear her talk about this in the episode—looking at a child's brain in terms of both the strengths and the challenges.As always, we would love if you would share this episode with anyone you think might find it useful, and leave us a five-star rating on your favorite podcast player app and leave us a review. It really helps us reach more families and therefore help more families.Alright, let's meet Dr. Liz.Hello, Dr. Liz. Welcome to the podcast.Liz: Thank you for having me. I'm really excited to be here, Sarah.Sarah: Me too. So tell us about who you are and what you do before we dive in.Liz: Right. Well, I go by Dr. Liz, and I am a licensed educational psychologist. I'm in the Bay Area, California, and my focus—my passion—is working with kids to understand how their brains work. I am a testing psychologist, so I do assessment to understand, when things are challenging for kids, why things are challenging and what we're going to do to really support them.But one of the things that really caught my interest a number of years ago is that so often we bring kids through the assessment process and we don't talk to them about what they did or what we learned about them. So I got really passionate about talking to kids directly about how they can understand their brains—what comes easily for them, how they can really use their strengths to help them thrive, and then what's challenging and what they can do to advocate for themselves and support themselves. So all of my work has been really focused on that question: how do we help kids understand themselves?Sarah: Which is perfect, because that's exactly why I wanted to have you on. I've had so many parents ask me, “Well, how do I… I've got the assessment. How do I tell them? Do I tell them? How do I tell them?” We're going to get into all of that.But first I want to start with: what are some signs… I imagine some of the people listening are already going to have had assessments or are in the process of getting an assessment. But there also are some people who maybe—at least in our world—what we look at is: if you feel like you're struggling way more than everybody else, that could be one sign. And if you've already made shifts and you're trying to practice, in our case, peaceful parenting, and you're still finding that things are really hard—that could be a sign that you might want to get an assessment.But what are some signs that you look for that you might want to get your child assessed?Liz: Yeah, I mean, you named a couple of them that I think are actually really important. All kids have times when they struggle. Growing up is hard. There are a lot of challenges, and they're really important challenges that kids face. They need to know that it's okay when things are hard. They need to know they can do hard things and come out the other side.And there's so much out there—what I think of as parenting 101—that helps us figure out: how do we help our children navigate these tough times? And then there's kind of the next level where you might get a little extra support. So you read a book on parenting, or you find a different approach that matches the way your child shows up in the world a little bit better. You might meet with the school and get a little bit of extra help—sometimes called student study teams or SSTs—where you might meet with the teacher and the team.For most kids, that little extra boost is enough to get them through those hard times. But for some kids, there are still questions. That next level, that extra support—it's still not working. Things are still hard, and we don't know why.Sarah: Mm-hmm.Liz: And when you have that question—“Why isn't this working? It works for so many kids, but it's not working for my child”—that's when an assessment can be really helpful to get at the why. The so what.So the why is: why are things harder for my child, and why are the traditional things that help most children not working? And then the so what is: so what do we do about it? How do we do things differently? And for kids who are wired differently, they need different things. And that's what we focus on in the assessment process.Sarah: And so, what kinds of… You know, we've gotten extra support, we've educated ourselves, and things are still hard for our child—or maybe also hard for us at home with our child. What are the kinds of things that you assess for? I guess that's the best way to ask. The big ones I think about are ADHD and autism, but what else might be possibilities that are going on?Liz: I really think of assessment—at the core of it—as understanding how this child's brain works. The diagnoses that we look at… a diagnosis is just a kind of way to orient us toward the path of support that's going to be most helpful. But even ADHD, autism, dyslexia—these common things we might look for—show up differently in different kids. There are diagnostic criteria, but they mix and match a little bit. No two ADHD-ers show up the same way. No two autistic kids show up the same way. Even dyslexic kids show up differently.So at the core of it, we're trying to figure out: what makes this child's brain unique? What are the unique strengths and challenges that they have? And we're going to be able to explain that. A shortcut for explaining that might be dyslexia or autism or ADHD.We also might be looking at things like anxiety and depression that can really affect kids in a big way—sometimes related to other brain styles, because navigating the world as a different kind of brain is really hard and can lead to a lot of anxiety and depression. Sometimes anxiety can look like ADHD, for example, because it really hijacks your attention and makes it hard to sit still at school when your brain is on high alert all the time.So we're really trying to tease apart: what's the root cause of the challenges a child is facing? So that we know what to do about it.Some other things we might look at: one of the big questions that comes to me is when there are some really challenging behaviors that kids have, and we want to know what's underneath that. Sometimes there might be questions about sensory dysregulation or emotional dysregulation—just real difficulty understanding the emotions that are coming up and what to do about them. Some kids get hit like by a tsunami by their emotions. And so learning how to regulate or manage those big feelings might be something we're looking at. And again, that might be part of a bigger diagnosis, but more importantly it's something we want to understand so we can support a child, regardless of what we call it.Sarah: That makes so much sense. And it makes me think about my daughter, who's 18 now. And just for anyone listening, she's okay with me talking about her assessment and diagnoses. And I think sometimes when you talk about challenging behavior, we think we know why there's challenging behavior—but sometimes we can be totally wrong.I remember when she was in elementary school, her teachers—one after another—would always talk about how she was repeatedly at their desks asking, “What do I do next?” Asking for instruction. And she's a kid whose connection is super important to her, and I always thought it was because she was looking for more connection from the teacher. That she was always at their side, and that was a “good” reason to go up and talk to the teacher because she loved her teachers.And then come to find out, when we had her assessed, that she has working memory challenges. She actually literally couldn't remember what the next thing to do was, because she could only keep one or two things in her head at a time. And that was really helpful information. It completely shifted how her teachers—and how I—saw her classroom behavior.Liz: Isn't that amazing? Just getting at the why. Getting underneath and figuring out the why completely shifts our perspective on things. And I think for a lot of kids, that first-line parenting—for many kids, yeah, they're looking for connection. They're looking for that. It makes total sense that that would be our first assumption. And for some kids, that's just not true.So when we do the assessment, we find out this important information that is so important to understanding what's going on. And for your daughter to understand: “Oh, there's this thing called working memory, and that is different in my brain than in other brains.” So I'm not dumb or lazy or all these labels we give ourselves. It's: “Oh, I have a working memory challenge, so let's brainstorm some ways I can work with the way my working memory works.” And that might be asking the teacher—that might work for everybody—but there might be something else.There are any number of strategies we can use to really help her once we know what that is. And when we talk to kids about it, we can brainstorm with them to figure out what the best strategy is going to be—one that works for our child, that works for the teacher, that works for everybody involved.Sarah: Yeah, for sure. It's so illuminating. There were so many things about her diagnosis when she got assessed that helped so much to explain behavior that a lot of people found perplexing, and also helped her understand herself and make adjustments she needed to make to be successful.For example, even now she's in first-year college, and she knows—this has continued through her whole school career—that because of her focus challenges, she can't really do any homework after six o'clock at night. Her focus is just not good. She can try, but it's really hard for her. So she plans her day around: “I know that I've only got until six o'clock to really get my good work done.” She'll even come home, do homework, and then go back into the city to go to the gym or something, whereas other people might do it the other way around.So I think just knowing—kids knowing—how their brain works is really setting themselves up for success.Liz: I love that.Sarah: Yeah. So, which brings me to the next question I was going to ask you, and I think you've already answered it or we've talked about it together: anything you want to add about why it's important to get an assessment? I mean, you talked about helping kids understand how their brain works, really getting to the root of the problem, and helping the people around them understand how their brain works. Is there anything else you want to add about why we would want to get an assessment that we haven't already talked about?Liz: Yeah. Well, one of the things we talk about a lot is that an assessment can result in a label of sorts. A diagnosis is a kind of label. And something I get asked a lot is: “What do we do when parents feel nervous about having their child have a label?”There is—as much as I am a proponent and supporter and celebrator of neurodiversity—the truth is that our society still has some pretty challenging stereotypes about what it means to be ADHD or autistic, or to have a different way your brain is wired.Sarah: Or stigma.Liz: Yeah—stigma. That's the word. And so I think it's a real fear that families have.There are a couple of things that are important to know about these “labels.” One is that the world is changing. We are understanding these diagnoses in a totally different way—not as something that's broken or needs to be fixed, but as something that is different. A normal variation of how brains appear in the world. And that is a real change that is happening.And that label can be—as you were just saying—so helpful, as a way to guide what we do to support our children so they can be successful. Like your example with your daughter: she can learn how to work with her brain so she can be really successful. I think it's brilliant that she knows that after six o'clock, her brain won't study anymore. That simple change is the difference between feeling like a failure and feeling like a success.And I think the more dangerous thing—the scarier piece—is the labels we give children who aren't properly diagnosed. Those labels are the ones kids give themselves, like “I must be dumb,” or the labels others give kids, like “This is a lazy child,” or “This is a defiant child.” Those labels are so much more negative and harmful to our kids because they tell them there's something wrong with them.Are these diagnoses labels? Yes. But I would argue they are such helpful guideposts for us in understanding: this is a difference, not a deficiency.Sarah: I love that. And I've heard people say that you can avoid getting a diagnosis for your child because you don't want to have them labeled, but they will still get labeled—just with the wrong labels instead of the right labels.Liz: Exactly. Yeah.Sarah: Mm-hmm. I know people who… I have a friend who didn't find out until they were in their late teens, I guess, that they had inattentive ADHD, and they spent years unlearning, “I'm just lazy,” and, “I'm a lazy person, that's why I have trouble doing things on time,” and really unlearning that bad… that bad idea of themselves that had been put on them when they weren't aware of their inattentive ADHD.Liz: Exactly.Sarah: Yeah. I also have another friend who got diagnosed as autistic late in life, and they wish that they had known that so much earlier because they spent—you know, they're one of those people that, back when they were a child, the diagnostic criteria missed them. Right? Like they were just quirky, odd, like the little-professor type of autistic kid. But they spent their whole life thinking, “There's something wrong with me. I just don't know what it is, but I know I feel different from everybody else,” and searching for, “What is this thing that's wrong with me?” And finding it in all sorts of things that weren't actually… you know, obviously there's not anything wrong with them, they're just autistic. But thinking how different their life would've been if they had known that, and hadn't spent all those years trying to figure out why they felt so different from everybody else.Liz: Exactly. And that's what the research is showing us too—that so many individuals who are diagnosed as adults had these really harmful and unhelpful narratives as kids. And the first emotion that those diagnosed adults feel is this relief: “Oh, that's why things feel different for me.” But the second emotion I find so much more interesting, because across the board, the second thing that people report is anger. And it's anger at having lost decades to those false narratives that were so, so unhelpful.And I think that there are kind of two facets to my passion about talking to kids. One was understanding that kids—they often know that something is different about them way before we even pick up on it, no matter how old they are. They have this sense that, “Oh, I'm walking through the world in a different way.” So the earlier we can have these conversations with them, the better, because we have this opportunity to rewrite that narrative for them.But the second huge piece for me was working with adults and doing that later-in-life diagnosis, and hearing time after time, story after story about adults who are completely rewriting their self-narrative through the process of our assessment—and what a relief that is. And how frustrating it is that they've lost so much time not knowing, and now having to go through the process of identity formation again, because they have this new, critical piece of information that helps them understand things so differently about their childhood, their young adulthood—depending on how old they are.Sarah: Yeah, it's so important. And when you just said, “Kids often know that there's something different about them,” I remembered my daughter. She didn't—I think partly because I'm, I'm not saying this to toot my own horn, but I'm an extraordinarily patient person, and so some of the things about her ADHD—so she has an ADHD diagnosis—and some of the things about that, I think it took me a long time to sort of think, “Okay, this is unusual, that these behaviors are still happening,” because I was so patient with it, you know? And I think other parents may have been a little less patient at an earlier age and gotten her… and I feel bad about that, because I wish she had gotten her assessment earlier. I think it would've been helpful for her.But I remember one thing that spurred me to finally seek an assessment was she asked me what ADHD was. She was probably nine, ten, maybe. And I told her, and she said, “I have that.” She was like, “I have that.” And I'm like, “Really?” Like, you know… anyway, it was just interesting.Liz: I think kids know. I've had that experience so many times, I can't even tell you. I'm halfway through a feedback session with a child and I haven't told them yet, and they come out with, “Do I have ADHD?” Or in the middle of the assessment, they're wondering about it and asking. And I say, “Well, what do you understand about ADHD, and why are you asking that question?” And I can kind of get more information from them and let them know, “We don't know yet, but that's what we're here for. We're exploring your brain and we're trying to understand it.”But I think that information, I mean, that just speaks to how much our world is changing. This information is out there in the world. We're talking about it, which I think is so, so important to normalizing the fact that brains come in all different shapes and sizes and ways of being. And so it becomes a point of discussion—like a really open point of discussion—about, “I wonder how my brain is wired.”Sarah: Mm-hmm. Mm-hmm. So interesting. I'm pretty sure I know the answer that you're gonna give: if you do get a diagnosis of something—ADHD or autism—should you tell your child?Liz: So I do believe that we should be talking to kids about how their brains work. And I want to be really mindful of the parent journey as I talk about this. I think that the most important piece is that, as a parent, you understand how your child's brain works, and that you go through your own process of integrating that with how you see your child. And that's a really important journey and a huge piece of the journey, because when we start talking to kids about how their brains work, we need to be really confident as adults.So I think that while I see this as so important—talking to kids about their diagnosis—I want to make sure that parents are taking time and space to understand it themselves first.Sarah: I love that. That's such a sensitive answer, because if, say, you get the diagnosis of your child and to you it feels like, you know, it's this horrible thing—that would not be a good frame of mind to tell your child about their diagnosis in. Right? So really working through your own fears and your own… getting proper information about what the diagnosis means before you go to your child with that information.Liz: Exactly. And understanding what it means and what it doesn't mean. Because there's a lot of messages out there, especially around autism and ADHD, that are negative: that your child is broken in some way, we need to fix them, we need to make them more “normal,” whatever that means. I mean, all these messages are not helpful, not accurate. So really diving into the neurodiversity-affirming framework around these different neurotypes or brain types is a really important piece to give yourself time to process as a parent.That said, I do think that being able to have a really supportive conversation with your child about, “What did we learn about the assessment?”—you know, we already talked about that kids know something's different about them before we know. And so when they go through the assessment process, there's no hiding from them that we're doing something different for you. And they're the ones that go through all these different activities as part of the assessment; they're working very hard.And I, as an assessor, I'm very transparent with kids: “We're here to understand how your brain works,” because I was trained to tell kids, “We're going to play a lot of brain games, and it's going to be super fun, you'll get prizes.” Which it is fun until we do the thing that's hard for you. And then suddenly, it's not fun anymore. And kids are like, “Huh, I feel like you're not telling me the whole truth. This is not fun.” They pick up on it, right?So I tend to be really transparent with kids: “We're here to understand how your brain works. Some of the things that we do, your brain is going to find fun and maybe even easy to do. Some of the things are really going to challenge your brain. You might learn something new while you're here. If something's challenging, I want you to tell me about it, and we're going to figure it out together—like, ooh, that's going to be really interesting.”So we're already talking to kids about what's strong. And I use a construction metaphor that I can go into, but we talk about their brain highways and we talk about their construction projects—what they're working on. So kids are already learning so much about their brain as part of the assessment. And even without sharing the diagnosis, we can talk to them about what we learned, so that there's some de-mystifying there. “I went through this whole thing and now everyone's talking behind my back. They're having a bunch of meetings. There must be something wrong with me.” Instead, we can say, “I learned so many cool things about your brain. I learned that you are strong in this, and I learned that we're going to work on this. And so that's really helpful for me as a parent.”And then if we do have a diagnosis, what it adds when we share that with kids is: they know that they are not alone. It gives context. It lets them know that while the way their brain works is unique, there are lots of people out there who have very similar brains, who have been really successful with that kind of brain. There's a path laid out—that we know what to do to work with your unique brain. And so it really helps them feel like, “I'm not alone in this. It's not weird or broken in any way. This is just a different way to be in the world, and there's a roadmap for me.”Sarah: I love that. Yeah. I often, when I'm talking to parents, and you know, often after a couple of parent coaching sessions there'll be some things that make me say, “Have you ever… has anyone ever asked you if you were considering an ADHD assessment for your child?” I try to… you know, because I'm not a clinician, I can't diagnose anyone with anything. But there are certainly things that come up that make me think, “I think these people should get an assessment.”And often they— you know, I try to be really as positive as I can—but often they do have these really negative associations with, for example, ADHD. And then I say, like, “You know, how many entrepreneurs… there are way more entrepreneurs that have ADHD than the general population, and way more Olympic athletes and professional athletes.” And, you know, there are things that are just research- and statistic-backed that you can say that are positive about this differently wired brain.Liz: Right. I love the research on entrepreneurship and ADHD. I think that it's so amazing how well-equipped the ADHD brain is to be in a space where we're disrupting the status quo and trying new things, thinking outside of the box, really using that creativity. And it's just a world that needs this kind of brain to really move us forward. More neurotypical brains that work well with the way that society is built might not be as motivated to disrupt things in that positive way that moves us forward.Sarah: I love that. What are some other things that—you know, I feel like we've kind of covered most of the questions that I had planned on asking you—but are there any things that I haven't asked you or that we haven't touched on? You know, you've modeled some really beautiful ways of how to talk to your child about how their brain works. Maybe you want to go into your construction metaphor a little bit more, or maybe there are some other things that we haven't covered that you want to talk about.Liz: Sure. Well, I think that one of the things that may be really helpful is thinking about: what is the script for telling kids about their diagnosis? The way that I've found most helpful is using this construction metaphor, because it is pretty universal and it has so many places you can go with it, and it just gives you a way to start the conversation.For parents, it may sound something like: “You went through this whole process and I'm so grateful that you did, because we were able to learn some really cool things about your brain. Is it okay if I share that with you?” So asking that permission to start the conversation, because it is vulnerable for kids. You want to make sure that it's the right time and place. And most of the time, opening it like that will pique kids' curiosity, and they're like, “Yeah, of course, I want to know what you learned.”And then you might say, “You know, I learned that we can think of your brain like something that's under construction, like the construction sites we see on the side of the road—that we're always building our brain. And the way your brain works is that the different parts of your brain communicate through these neurons that make connections, like little tiny roads in your brain. And we learned that some of those roads are like highways for your brain. We learned that you have so many strengths.”“So, for example, we learned that you maybe have a great vocabulary and really express yourself well. We learned about your creativity, and when you're really passionate about something, you can focus in so amazingly well on that. We learned that you're a really loyal friend, or maybe that you have a really strong memory for stories”—you know, whatever it is. “We learned that you have these highways.”“We also know that some parts of your brain are under construction. Like, you might remember when you were little, you didn't know how to ride a bike yet, but then your brain had to put all those things together and now you ride your bike all the time. Do you remember kind of building that road? Well, there are some new roads that we're working on. And so we might be working on… one of the things we learned that's under construction for your brain is something called working memory. And I think that's why you're asking your teacher all the time for the next step—because you're doing something, you're advocating for yourself, because your brain does best when it gets one piece of information at a time. And that was so important for me to learn as a parent.”“And when we put these things together, lots of people have highways and construction zones just like yours. In fact, we have a name for it. We call that ADHD—when you have such a creative, passionate brain that loves to focus on the things that you are really into, but sometimes have difficulty keeping stuff in mind, this working memory piece—that's what we call ADHD. And it turns out there are lots and lots of people who have ADHD brains just like yours, and we can look at those people.”So that's kind of how I go through it with kids. We're really talking about their highways and construction projects and helping them understand that—and then repackaging it with that name for it. That there's a name for how your brain works. And that's where we start. And then from there, we can use that metaphor to keep building the next thing, working on the next construction project as we move forward.Sarah: Would there be anything specifically different or similar, I guess, about talking about an autism diagnosis for kids with that construction metaphor?Liz: Yeah, so I use the same metaphor, but the highways and construction zones, for every kid, are going to be a little different. So for an autistic kid—if I think of one kid in particular—we might say that we learned that you have this really passionate brain that loves engineering and building, and the things you did with Dr. Liz where you had to solve puzzles and use logic, that was a highway in your brain. And we know that one of the ways that your brain works really well is when you have space to move and to be able to use your body in different ways.Then some of the things that might be under construction are… usually I'll start with something that a child has told me is more challenging for him or her. “So you know how you said that sometimes other kids might say things that feel confusing, or you're not sure what they mean? That's something that might be harder for your brain—or something that is a construction project that we'll work on with you, so that it's easier to understand other kids.”“And when we put these things together—when kids have brains that are really passionate and pay attention to details, that love engineering, but have trouble figuring out what other kids are saying or meaning—then we call that autism. And it's a different way of a brain being in the world. And so, as you learn to work with your autistic brain, you'll figure out how to really dive deep into your passions and you'll be able to thrive, find the connections that you want, and we're here to help.”Sarah: I love that. And I love how, when you talk about construction zones, it's full of promise too, right? I read something from someone… that you can work on things—what I mean by full of promise is that there are things that can be worked on that might feel hard or confusing now, but it doesn't leave a child with a sense of, “I'll never be able to figure it out, and it's always going to be this way.”Liz: Yeah. One of the ways the construction metaphor has really evolved is that for some things, we're building that road, and for some things, we're finding a different way to get there. One of the things that I write in my books is that you might build a road there, or you might find a totally different way to get there. In the new book for parents, there's a picture of a flying car, you know, kind of flying over the construction zone. And I think that it's really true for our kids that for some skills, there might be some things that we need to learn and really build that pathway in our brain, but for some things, there might just be a different way.I think for autistic kids, for example, they might connect with others in really different ways. And so it's like building a totally new way to get there—building a different road, taking the scenic route. There are so many ways we can adapt the metaphor to say, “We're still going to get you to your goal, where you want to go, but your road might look really different than somebody else's, and that's okay. It's going to be the best road for you.”Sarah: I love that, because it also—I mean, not only is it promising that you're going to get to where you want to go, but it also, I think, helps relieve parents of an idea that I see sometimes, where they want their kids to be more like neurotypical kids, right? They think that's the only way to get to the goal, is for them to have, you know, just using the example of social connections: the social connections of an autistic kid might be really, really strong but look totally different from the social connections of a neurotypical kid.Liz: Exactly. Yeah.Sarah: That reminds me of something that I was going to ask you earlier and I forgot, which was: you mentioned that sometimes when you get a diagnosis, you have a clinician who wants to try to tell you how you should change your child, or help them be more “normal” or more “typical,” and that clearly would be from somebody who's not very neurodiversity-affirming. But what are some things to look out for that might be sort of, I guess, red flags or green flags in terms of the person that you're looking for to do an assessment—or if you've already got the assessment, how they're interpreting the diagnosis—that might be more or less helpful?Liz: Yeah. So I love this question, because I think one of the most important questions you can ask a clinician when you are looking for an assessment is: “How do you involve my child in the assessment?” Or, “What will you tell them about what you learned?” Looking for somebody who is really well-versed in, “How do I talk to the child about it?” is going to tell you that they're really thinking about, “How do we frame this in a way that's going to be helpful and affirming to a young child?”Because anybody who's really thinking about, “How do I communicate this in a way that's going to make sense to a small person?” has really been thinking about, “How do we think about the whole person, and how do we capitalize on those strengths?” So that is kind of a tell, to say that this person is thinking in this more holistic way—and not just about, “Does this child fit the diagnostic criteria?”If you've had an assessment with somebody that is more coming from that medical lens that we've all been trained in—this is so new, and so, you know, a lot of clinicians were trained from this medical lens, which is looking at, “What are the child's deficits, and do they meet criteria from this diagnostic manual that we have, the DSM, that is a list of things that are harder or quote-unquote wrong?”—from there, I think really getting connected with some more affirming resources is important.I have a ton on my website that can be really, really helpful. There's a spreadsheet of ways of talking about autism, ADHD, dyslexia, behavior, anxiety, OCD in really affirming ways. And so just immersing yourself in those resources so you can get that positive language for talking to your child. Or working with the next practitioner—a therapist, a tutor—who has experience working from a neurodiversity-affirming lens, so that you can help to translate those testing results into something that's going to really be focused on: how do we help your child thrive with the brain that they have?Sarah: Thank you. That makes so much sense.This has been so helpful, and I think that so many parents are going to find this really useful—in how to talk to their kids and how to think about it, how to think about it themselves. What it… oh, it has just totally thrown me that I couldn't remember that thing. All right. So thank you so much for joining us and telling us about all this stuff. You mentioned a couple of books, so we'll get your books in the show notes for folks, but where else is the best place for people to go and find out more about you and what you do?Liz: Yeah, so I have a ton of free resources for parents on explainingbrains.com. There are articles—just very, very short, parent-friendly articles—with both the strengths, the “highways,” and common construction projects for ADHD brains, for autistic brains, for dyslexic brains, for kids who have difficulty regulating behavior, anxiety, intellectual disability—just ways of explaining so many different types of brains, as well as what we do about things like screen time or talking about medication. So hopefully that resource is helpful for parents.And then I have a brand-new book out for parents called Our Brains, and it is an interactive, collaborative workbook that helps you explain a diagnosis to your child. So it's something that you can get after an assessment, and it will walk you through explaining to your child how their brain works, what you learned from the assessment. Or, if you have a diagnosis that's been on the table for a long time and you just haven't had that conversation with them yet, it is designed to really help kids not just know, “Okay, this is my diagnosis,” but really understand how their brain works and how they can advocate for what their brain needs to thrive.Sarah: Fantastic. That is going to be so helpful for so many parents. Okay, now here's the mystery question that I told you about before we started recording, and this is a question I ask all my guests. So, if you had a time machine and you could go back in time and give a message to your younger parent self, what advice would you give yourself?Liz: Oh. I would just constantly remind myself that there are so many ways to be in this world, and it's all okay. I think—even I was amazed—that even as somebody who has decades of experience in this field and has made a life out of celebrating neurodiversity, there was a way that doctors communicated with me from this deficit lens that would just put my mommy brain on high alert all the time when something was just a little bit different. And I really needed just constant reminders that my child is going to show up how they're going to show up, and that that is not only okay, but it is beautiful and amazing and so important to how they are and the unique contribution they're going to have to this world.And it's something that I've grown into—my child's seven and a half now—and it's something that we get to celebrate all the time: incredible uniqueness, and celebrate. But I think I remember very distinctly as a new mom, just with all the doctors using their jargony, deficit-based language, it was just really hard to keep that solid head on my shoulders. But I think it's a really important message to keep with us: that there's just so many ways to be, and it's all amazing.Sarah: I love that. Thank you so much for joining us, and really appreciate it.Liz: Thank you for having me. This has been a blast. This is a public episode. If you'd like to discuss this with other subscribers or get access to bonus episodes, visit sarahrosensweet.substack.com/subscribe

Neural Relational Integration emerges as a pivotal theme in our discourse, underscoring how an enriched understanding of our gut and heart brains can significantly enhance communication within faith communities. In this continuation of the Whole Church Science Fair miniseries, we engage with Dr. Shaleen Kendrick, whose expertise in neuroscience and psychology offers profound insights into the intersection of faith and the human experience. Throughout the conversation, we delve into the existence of our three brains—head, heart, and gut—examining how each contributes to our relational dynamics and spiritual lives. By focusing on the intricacies of these neural networks, we endeavor to foster greater ecumenical efforts among diverse faith traditions, ultimately striving for a more unified expression of spirituality. Join us as we explore the transformative potential of understanding ourselves at both neural and spiritual levels.The Whole Church Podcast continues its exploration of the intersection of faith and science through the lens of Neural Relational Integration, featuring an enlightening conversation with Dr. Shaleen Kendrick. In this episode, hosts Joshua Noel and TJ Blackwell delve into the intricacies of neuroscience and psychology, particularly as they pertain to the human experience of faith. Dr. Kendrick elucidates the concept of the 'three brains'—the head, heart, and gut—as integral components of understanding how individuals process spiritual experiences and engage with one another. This exploration is particularly relevant to contemporary ecumenical efforts, as it emphasizes the importance of communication informed by an awareness of our physiological and emotional responses. By examining the insights gleaned from neuroscience, the discussion highlights how recognizing our interconnectedness can foster greater unity among diverse faith communities, ultimately leading to more effective collaboration in pursuit of shared spiritual goals.Takeaways: Neural Relational Integration emphasizes the interconnectedness of our three brains: the head, heart, and gut, which shape our understanding of relationships. Our understanding of neuroscience can enhance communication within faith communities, promoting greater unity and ecumenical efforts. Experiences of suffering and community support are crucial for fostering deeper connections among individuals in faith-based contexts. Recognizing the role of neurobiology in spiritual experiences can lead to a more holistic approach to faith, emphasizing our embodied nature and relationality. Contemplative practices, such as mindfulness, can facilitate personal and communal healing by promoting awareness of our emotional and physiological states. The integration of neuroscience with theological perspectives can help dismantle harmful doctrines, fostering a more inclusive and compassionate spiritual environment. .Check out more from Dr Shaleen Kendrick on her website:https://www.shaleenkendrick.com/.Listen to our episode discussing various Atonement Models with Tripp FUller:https://the-whole-church-podcast.captivate.fm/episode/can-we-disagree-well-about-salvation/.Check out all of the other shows in the Anazao Podcast Network:https://anazao-ministries.captivate.fm.You can leave a donation, buy podcast merchandise, check out previous series that we've done, or become an official member of The Whole Church Podcast on our website:

Don't mind us saying "Umm" less in conversations! Join Intern John, Sos, and Rose as we look at a new study on using filler words and more! Make sure to also keep up to date with ALL of our podcasts we do below that have new episodes every week: The Thought Shower Let's Get Weird Crisis on Infinite Podcasts See omnystudio.com/listener for privacy information.

It's hoped rams brains may help researchers better understand the long term consequences of repeated head blows on sports people. Rams, which frequently butt heads, will provide Auckland University's centre for brain research a model population to study. Repeated blows to the head often experienced in contact sport have been found to increase the risk of brain diseases, like CTE and forms of dementia. Auckland University senior research fellow Dr Helen Murray spoke to Lisa Owen.

Is it true that people with bipolar disorder have different sleep needs to maintain wellness? How many hours of sleep is optimal? Dr. Holly Swartz breaks down why sleep regularity is so essential for mood stability - and what the science actually tells us.Bipolar Explained is a new #talkBD series spotlighting expert perspectives on the history, biology, and management of bipolar disorder.--Dr. Holly A. Swartz is Professor of Psychiatry at the University of Pittsburgh School of Medicine and President of the International Society of Bipolar Disorders (ISBD). She received her undergraduate degree from Harvard College, medical degree from Albert Einstein College of Medicine, and completed her psychiatric residency training at New York Hospital / Cornell University School of Medicine. Dr. Swartz's research focuses on understanding and optimizing treatments for mood disorders. She is well known for her work evaluating Interpersonal Psychotherapy (IPT) and Interpersonal and Social Rhythm Therapy (IPSRT) as treatments for depression and bipolar disorder. Her research focuses on the role of IPSRT and pharmacotherapy in the management of bipolar II depression and IPT in the management of maternal depression. She is engaged in collaborative projects to develop computational frameworks to model dyadic interpersonal behaviors in relation to psychotherapy process and outcomes and to understand neural correlates of change in chronotherapeutic behavioral interventions. Her research has been funded by the National Institute of Health, National Science Foundation, and the Brain and Behavior Research Foundation.

Neurologist, executive, and historian Dr. Jack McCallum joins the program to discuss the remarkable evolution of the human brain. His latest work examines how the brains of younger generations are fundamentally different from those of older generations.Driven by social media, technology, and shifting societal values, McCallum argues that our brains are actively adapting to meet the demands of modern life. Through compelling historical and contemporary examples, he invites listeners to see human development in a completely new light.Follow Dr McCallum on his website at https://JackMcCallumMD.com or on his Substack at https://changingbrain.substack.com/See exclusives and more at https://SarahWestall.Substack.com

What is the best phone for kids? It's the question parents everywhere are asking—and today, we're finally going to answer it.In this episode, Melanie is joined by special guest and fellow mom, Hayley, who recently went on the journey of deciding what kind of phone her son should have. When Hayley casually mentioned that she uses a flip phone, Melanie knew she needed to get her on the show to unpack the whole story—and the bigger dilemma every parent is facing in today's digital world.Together, they walk through The Grand Smartphone Experiment—how we all went from simple flip phones to handing miniature supercomputers to 12-year-olds, and why the cultural pendulum is finally swinging back toward sanity.Melanie and Hayley revisit the flip-phone era, the arrival of the smartphone, the “let's give these to our kids” panic years, the rise of “safe phones,” and the slow slide back into danger as kid-phones become more like adult smartphones.Most importantly, they answer the real question:What do kids actually need—developmentally, emotionally, and socially—when it comes to tech?This conversation offers parents clarity, confidence, courage, and a fresh perspective on what independence really looks like. You'll learn:Why kids never needed smartphones in the first placeHow “safe phones” slowly became unsafeThe hidden developmental costs of giving kids smartphonesWhy the simplest tool—a basic, boring flip phone—is often the smartest choiceThe surprising benefits kids gain by NOT having what everyone else hasWhy phones should be tools, not toysAnd why giving kids less tech builds more grit, leadership, and real independenceIf you've ever felt unsure, pressured, or alone in your phone decision, this episode will leave you empowered. The narrow road is rarely the easy road—but it's always the right one.Support the showDon't forget to subscribe, rate, and leave a review if you enjoy the episode. Your feedback helps us bring you more of the content you love. Stay Strong! Get your copy of the BRAND NEW Adventures of Super Brain book! Start your ScreenStrong Journey today! Check out our Kids' Brains & Screens products. Want to help spread the ScreenStrong message to your community? Consider becoming a ScreenStrong Ambassador! ScreenStrong Tech Recommendations Canopy—Device Filter (use code STRONG for discount) Production Team: Host: Melanie Hempe Producer & Audio Editor: Olivia Kernekin

Could the pandemic have aged your brain — even if you never got COVID? A new study using brain scans suggests it's possible. But not all experts are ready to sign off on the findings. Up next, we hear from the doctors who've seen long COVID firsthand, and a neurologist who breaks down what 'brain aging' really looks like on an MRI — and what stress and isolation may have done to all of us.

Joining us for this episode of Diverse Thinking Different Learning is Dr. Viannae Nelkin.  Dr. Viannae Nelkin is a board-eligible pediatric neuropsychologist and founder of The Children's Neuropsychology Center. She earned her master's and doctorate in clinical psychology, training at top institutions including Children's Hospital Los Angeles, Cedars-Sinai, Johns Hopkins All Children's Hospital, and Children's Hospital of Orange County. Her work focuses on early intervention, neurodiversity-affirming care, and empowering families to help their children thrive. Deeply committed to supporting children with neurological and genetic conditions, she will soon return to Cedars-Sinai Medical Center to continue her specialized work. ​​This conversation explores understanding the brain's remarkable ability to grow and adapt (its neuroplasticity) and how it can help shape how parents, educators, and clinicians support children with learning differences. Rather than viewing assessments as an endpoint, we discuss how each evaluation is a starting point or a roadmap revealing a child's unique learning profile and potential for growth. Dr. Nelkin describes neuroplasticity as the brain's superpower, an ongoing ability to form and strengthen neural pathways throughout life. She explains that learning differences are not signs of inability but are rather reflections of how differently each brain processes information. Through this lens, interventions aren't "fixes" for broken systems but are instead workouts for the brain - strategic ways to build new connections and reinforce weaker ones. Throughout our conversation, we highlight why early intervention is so important. The first few years of life are a critical window for development when neural connections form rapidly and learning experiences leave lasting imprints. However, families are too often told to "wait and see," delaying support until challenges have really taken a toll on a child's confidence, motivation, and emotional well-being. Dr. Nelkin highlights that early intervention can change that trajectory and can help kiddos not only catch up academically but also develop resilience and self-assurance. Our discussion challenges the stigma surrounding assessment and diagnosis. We stress that an evaluation doesn't define a child's limits but rather brings their strengths and needs to light so that educators and parents can customize support. We also discuss the incredible importance of collaboration between neuropsychologists, teachers, and caregivers. As Dr. Nelkin reminds us, the most powerful word in a child's journey is "yet" - they haven't mastered it yet, but with the right support, their potential is truly limitless! Show Notes: [2:33] - Dr. Viannae Nelkin highlights the importance of neuroplasticity to focus on children's potential rather than labels. [4:00] - Dr. Nelkin offers a comprehensive definition of neuroplasticity. [6:13] - We learn why Dr. Nelkin regards interventions as extra workouts for the brain. [9:20] - How can neuroplasticity be nurtured? [11:12] - Dr. Nelkin regards neuroplasticity as the brain's superpower. [14:14] - Dr. Nelkin argues for reframing stigma around assessments and collaborating between neuropsychologists, teachers, and parents. [17:42] - Early academic intervention helps diverse learners catch up and prevents later mental health struggles. [20:20] - Building strong early learning foundations can help prevent future academic difficulties. [21:57] - Dr. Nelkin explains how early educators can identify learning differences and apply strengths-based interventions to help kids. [24:12] - Dr. Nelkin loves helping very young children. [26:53] - Hear how specialists support children's learning at different stages using evidence-based strategies. [29:33] - Dr. Nelkin reiterates the importance of early intervention. [33:51] - Dr. Nelkin explains how learning and emotional challenges affect development. [36:48] - Assessments help reveal why a child struggles and provide parents with hope and understanding. [37:30] - Dr. Nelkin highlights and explains the importance of the power of "yet." Links and Related Resources: Episode 185: Late Diagnosis: Why Did I Get Missed? with Dr. Monica Blied Episode 203: ADHD and the Gut-Brain Connection: Exploring Integrative Treatments with Sara Langley, MSN, PMHNP-BC Episode 214: Private Neuropsychological Evaluation vs. School Evaluation Episode 215: How to Support Students Who Struggle with Reading Comprehension - with Dr. Emily Levy Episode 233: Body-Based Interventions for Neurodivergent Students with Megan Beardmore, PhD, NCSP Connect with Us: Get on our Email List Book a Consultation Get Support and Connect with a ChildNEXUS Provider Register for Our "When Struggles Overlap" Live Webinar Email Dr. Wilson: drkiwilson@childnexus.com  Connect with Dr. Viannae Nelkin: Dr. Viannae Nelkin's ChildNEXUS Page The CNPC Website  

What if I told you there's a free, 10-second tool that can help calm your ADHD brain, reduce stress, support sleep, improve mood, and build emotional resilience?In today's video, we're talking about gratitude practice for ADHD brains—and not the unrealistic, perfectionistic version you may have been told to do. I'll walk you through simple, practical ways to make gratitude accessible, doable, and actually helpful for ADHD nervous systems.We'll cover: ➤ Why traditional gratitude practices can feel hard for ADHD ➤ How to make gratitude present through savoring ➤ Why verbal or kinesthetic processing may work better than writing lists ➤ Easy, ADHD-friendly ways to remember gratitude ➤ Using gratitude to help with sleep ➤ How a Ta-Da List gives you all the benefits without the pressureGratitude doesn't have to be deep, profound, or perfect- just to be practiced. And when you approach it in ADHD-friendly ways, it can truly change the way you move through your day.

Correspondent Scott Pelley reports on President Trump's pardon of Changpeng Zhao, founder of Binance, the world's largest cryptocurrency exchange. The pardon came shortly after Binance helped catapult the Trump family's cryptocurrency firm, World Liberty Financial, into international recognition. The firm is a major source of the Trump family's fortune. Correspondent Anderson Cooper goes inside Anthropic, a $183 billion artificial intelligence company that's centered its brand around AI safety and transparency. At its well-guarded San Francisco headquarters, CEO Dario Amodei warns about the potential dangers of AI, and Cooper takes a look at how Anthropic is building and testing its AI models while openly acknowledging the risks. Brains meet brawn in the world of chess boxing, a sport in which competitors face off on the chess board and also in the boxing ring. Chess boxers win by checkmate or knockout – whichever comes first. Correspondent Bill Whitaker reports from the World Chess Boxing Championships in Serbia and meets Team USA as they go for gold. To learn more about listener data and our privacy practices visit: https://www.audacyinc.com/privacy-policy Learn more about your ad choices. Visit https://podcastchoices.com/adchoices

What do propaganda posters have in common across nation and time, and how is that related to the medial prefrontal cortex? What is behind repeating cycles of societal polarization? What does any of this have to do with the American Civil War, hippies vs soldiers, border ruffians vs free-staters, hanging chads, Pearl Harbor, and why education can serve as an immune response to mind viruses?

If you want emotional and physical health, this episode is so empowering and a way to trust your full intelligence with your 3 brains, the head, the heart and the gut aligned. Each can send conflicting signals — the Head overthinks, the Heart worries about others, and the Gut goes into survival mode, all about yourself and this brain wins out.  How to Activate all 3-Your Head, Heart & Gut Scientific Evidence for self-healing. Christoffel Sneijders book -3 Brains Intelligence: Forget Mindset & Discipline; On Amazon:.https://www.amazon.com/dp/B0BVGCVYT3 www.3brainsintelligence.com  Joanne's Book to help family Manage Emotions:Super Dog Helps Boys Fears A 30-second free guide to see if you qualify at ServiceDogPro.com!  https://podcast.feedspot.com/anxiety_podcasts/ https://podcast.feedspot.com/us_psychology_podcasts/  

Sad Boyz Nightz 139: ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠100+ bonus episodes on Patreon⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠✨find us everywhere✨⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠

Apple is paying Google $1 billion because it failed at AI.