Podcasts about brains

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!!! Please consider becoming a supporter to help support our free content, including The Peaceful Parenting Podcast, our free parenting support Facebook group, and our weekly parenting emails, “Weekend Reflections” and “Weekend Support” - plus our Flourish With Your Complex Child Summit (coming back in the spring for the 3rd year!) All of this free support for you takes a lot of time and energy from me and my team. If it has been helpful or meaningful for you, your support would help us to continue to provide support for free, for you and for others.In addition to knowing you are supporting our mission to support parents and children, you get the podcast ad free and access to a monthly ‘ask me anything' session.Our sponsors:YOTO is a screen free audio book player that lets your kids listen to audiobooks, music, podcasts and more without screens, and without being connected to the internet. 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

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.

Not everyone has the same relationship with social contact. Introverts, for example, recharge by spending time alone. Meanwhile extroverts get their energy from being around other people. But here's the thing: being introverted or enjoying solitude isn't the same as being lonely. Loneliness can actually become painful, and even harmful, when it drags on for too long. What happens when loneliness becomes chronic then? How does that work then? In under 3 minutes, we answer your questions! To listen to the latest episodes, click here: Do our brains really tell the whole story about us? What does eating junk food do to our brains? Do our brains really tell the whole story about us? A Bababam Originals podcast written and realised by Joseph Chance. Learn more about your ad choices. Visit megaphone.fm/adchoices

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.

Gladys is deep in burnout mode. Her college counselor gives her the most unexpected prescription: art. In this episode we dive into whether or not beauty and art can actually heal, or if this is just an unrealistic fantasy. Zofia breaks down Monroe Beardsley's theory of aesthetic experience, meanwhile Robert breaks down the psychological and hormonal side of art, from cortisol drops, to dopamine boosts. Together, we figure out if Gladys just needs a day or two off of school, or, if art is really the key to helping her feel normal again.

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/  

Invité, fonction, était l'invité de François Sorel dans Tech & Co, la quotidienne, ce jeudi 24 septembre. Il/Elle [est revenu(e) / a abordé / s'est penché(e) sur] [SUJET] sur BFM Business. Retrouvez l'émission du lundi au jeudi et réécoutez la en podcast.

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

Are you smarter than other people and have exceptional logic? Well, you have an opportunity to test your brain and analytical skills right now. If you solve puzzles and riddles regularly, you're giving your brain the workout it needs and increasing your IQ level. Yes, your brain needs workouts just like your body to keep it sharp and help you get smarter in no time! Animation is created by Bright Side. Learn more about your ad choices. Visit megaphone.fm/adchoices

When Nana or Papa starts to change, kids notice—and they need honest guidance. Teepa walks you through age-appropriate ways to talk about brain change and how to turn scary moments into opportunities for learning and connection. You'll get language you can use immediately, ideas for practice and play (yes, even brain tours!), and suggestions for kid-friendly resources from PAC™.Bad Words and Dementia helps kids and families make sense of why people living with brain change may use strong or unexpected words. It turns confusion into understanding by offering age-appropriate ways to stay compassionate and connected.

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"Let us know what you think."

Joy, a professional organizer and mom of four, guides listeners through a quick, four-step routine to overcome overwhelm and take immediate action in your home. Using the combination of a stopwatch & a 15-minute timer plus simple supplies (an empty bin, a dust rag, and all-purpose spray), follow the 4S method: Scoop & straighten, Scrub, Sort away, and Savor the result. Repeat this short routine across rooms, take photos to track progress, and build momentum so small bursts of effort add up to a calmer, more organized home. Connect with Me: Email: joy@joylovinghome.com Community: https://bit.ly/joylovinghomecommunity Membership: https://joylovinghome.com/membership IG: https://instagram.com/joylovinghome  

In this special episode, we share audio from a virtual panel discussion hosted by Thrive Forward Therapy, “Protecting Youth in the Digital Age.”How can parents keep their kids safe online? It's one of the most urgent questions families face today. With nearly 70% of parents saying parenting is harder now than it was 20 years ago—largely due to technology and social media—this conversation couldn't be more timely.Join Melanie Hempe, RN, BSN, founder of ScreenStrong, Homeland Security Special Agent Dennis Fetting, and Jennifer Wilmoth, LMFT, founder of Thrive Forward Therapy, as they unpack the real risks kids face online and offer practical tools for families and educators. From digital safety and social media pressures to emotional health and prevention strategies, this powerful discussion equips parents to take confident, informed steps toward protecting and guiding their children in today's tech-driven world.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

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/Links and Offers mentioned in the show:Sign up for the Peptide Webinar with Dr. Diane Kazer at https://SarahWestall.com/PeptidesSee exclusives and more at https://SarahWestall.Substack.comCopyright Disclaimer Under Section 107 of the Copyright Act 1976, allowance is made for "fair use" for purposes such as criticism, comment, news reporting, teaching, scholarship, and research. Fair use is a use permitted by copyright statute that might otherwise be infringing. Non-profit, educational or personal use tips the balance in favor of fair use.Disclaimer: "As a journalist, I report what significant newsmakers are claiming. I do not have the resources or time to fully investigate all claims. Stories and people interviewed are selected based on relevance, listener requests, and by suggestions of those I highly respect. It is the responsibility of each viewer to evaluate the facts presented and then research each story furtherSee Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

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Send us a textWhat if you stopped selling features and started winning on outcomes? We sit down with founder Jason Bryll to unpack the plays that turned a one-person consultancy into a high-performance services engine built on trust, speed, and rock-solid systems. From healthcare data trenches to global team leadership, Jason shares the unvarnished moves that drive compounding growth without the chaos.We start with the founder shift: hire earlier than feels comfortable, build around ownership, and accept the short-term income flatline to unlock long-term scale. Jason explains how tight salary bands, margin-aware pricing, and disciplined ops saved his company from cash whiplash. Then comes the big pivot—ditching heavy implementation fees for a lower entry point and a higher, predictable monthly retainer. That single change reduced friction, boosted forecasting, and delivered what clients actually want: rapid iteration without the upsell dance.The heart of the playbook is focus and quality. Jason narrowed services to data warehousing, BI reporting, and analytics, then codified delivery with SOPs, Asana-driven workflows, and video training. This made speed a true differentiator—faster time to value with consistent standards. Layer in a US–India model with monthly culture touchpoints and you get three wins at once: 24-hour progress, approachable pricing, and meaningful wages for a growing global team. The kicker? Zero churn among clients on the recurring model, thanks to steady partnership and fewer barriers to making progress.If you're building a services firm—or stuck chasing product market fit with no payoff—this conversation is a blueprint. You'll hear how to hire for trust over resumes, define the customer outcome that matters most, and transform expertise into repeatable assets that scale. Subscribe for more bold, unfiltered strategies, share this with a founder who needs it, and drop your biggest bottleneck—we'll tackle it in a future show.Support the show

Michael Caine is a debonair con man who takes a wager with a gauche scam artist (Steve Martin) about who is the best swindler, loser leaves town.  Does an audience love being conned or in on the con? Or do we just love being amused? Doubtful the Brains deliver answers to any questions but that won't stop you from giving us your time.  Watch this, and many more episodes in full video on our YouTube channel: https://www.youtube.com/@TheFilmWithThreeBrains/videos

The party reaches an Orc encampment outside of Mirror Lake faces off against Orc Resources, Orcish pencil pushers and parleys with MALADÛK the Orc Chieftain. What was that howling in the darkness? Why is Brains half-dead and bloody? Who is Quiverwing winking at? It 's final coundown!  Only 9 more episodes after this!

The holiday season is upon us once again, and in this episode I share some ADHD-friendly tips to do in advance of the holidays to set yourself up for less stress and more enjoyment. Yes, please!PLUS: Hear this week's pick for Book of the Week!Create an ADHD-Friendly Personal Owner's Manual (POM) eBook is now available in the ADHD-Friendly shop for only $19.99: https://www.adhdfriendly.com/adhd-friendly-shop/Join ADHD-Friendly now and jump into the Summer Semester of our ADHDU Hybrid Course — all about Managing Time and Tasks!As a member, you'll get full access to this course and all ADHD-Friendly live events, planning tools, and on-demand resources.Click the link below to get started today!https://adhdfriendly.mn.coThank you for checking out this episode of the ADHD Friendly podcast with Patty Blinderman!!New episodes are posted every Wednesday! Subscribe to the channel here: https://www.youtube.com/@adhdfriendlyPlease subscribe to my YouTube channel, ADHD Friendly Podcast, or wherever you listen to podcasts. For more information on the ADHD-Friendly services offered by Patty, please visit her website: ADHDFriendly.com

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

In this crossover episode with the Functional Breeding Podcast Sarah and friend of the pod Dr Hekman discuss a recent paper revealing some interesting differences between the brains of herding dogs and “normal” dogs, particularly Sarah's beloved border collies. The paper is "Genomic evidence for behavioral adaptation of herding dogs." and you can find it here: https://www.science.org/doi/full/10.1126/sciadv.adp4591 Sign up for courses and join the membership here: sarahstremming.com Join us on Patreon: https://www.patreon.com/cogdogradio Music by AlexGrohl from Pixabay

Understanding and Optimizing the Human BrainIn this solo episode of 'SuperPsyched,' Dr. Adam Dorsay delves into the complexities and shortcomings of the human brain. Highlighting that our brains have remained largely unchanged for the past 35,000 years despite dramatic changes in our environment, Dr. Dorsay explains how our brains are primarily wired for survival and efficiency, often leading to suboptimal decisions. He discusses the distinction between fast and slow thinking as described by Nobel laureate Dr. Daniel Kahneman and introduces methods for cognitive refutation to challenge erroneous beliefs. Using the example of a NBA player's binary thinking, he walks through a process to reconsider and redefine the meaning of success and failure, emphasizing the power of reframing negative thoughts to improve life quality.00:00 Welcome to SuperPsyched00:28 Understanding the Human Brain01:01 The Brain's Evolutionary Bugs03:24 Thinking Fast and Slow06:47 Cognitive Biases and Refutation11:44 Creating Meaning from Loss14:33 Conclusion and Final Thoughts

Would a utopia be possible? Or does our innate tribalism and jealousy make perfect societies difficult to achieve? Do we secretly love hierarchies? Why are primate brains such excellent detectors of unfairness? Why do things become more desirable when we’re told we can’t have them? Did the church’s disavowal of first-cousin marriage lead to better politics? This week Eagleman talks with psychologist Paul Bloom about the (im)possibility of achieving societal utopias.

In this episode, we are joined by Professor Masud Husain, neurologist and clinical neuroscientist at the University of Oxford, to explore how the brain's failures can reveal its deepest workings. Our sense of self feels indivisible - until the brain begins to fracture it. In this episode, we are joined by Professor Masud Husain, neurologist and clinical neuroscientist at the University of Oxford, to explore how the brain's failures can reveal its deepest workings. Drawing on his award-winning book Our Brains, Our Selves, he shares the stories of patients whose losses of words, memory and willpower challenge our understanding of identity. Along the way, we also engage in philosophical discussions about consciousness and AI. Our conversation is as much about humanity as it is about neuroscience - thoughtful, compassionate, and quietly profound.

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Marcus' What You Know 'Bout That trivia game for Monday November 10th, 2025. 

We trade cruise myths and Halloween quirks for a fog-soaked North Dakota hunt that turns into a rescue mission with a tractor, a stuck tow truck, and a missed steak reservation. Along the way we rant about Minnesota sports, praise a local band, and count candy for 1,700 kids.• Missing-the-boat worries and passport realities• Beggars Night, candy etiquette, and porch-light duty• 1,700 trick-or-treaters and crowd control• Local band with tight harmony and small-venue charm• Vikings frustration, clock management, and effort• North Dakota scouting, long bar pours, and a talkative landowner• Clay roads, dense fog, and getting stuck• Tow truck stuck, borrowed tractor, and DIY recovery• Late-night pizza instead of steak, lessons learnedGet your merch at www.brainsandbs.com“Hey, you guys want to start your own podcast? Go check out Buzzsprout... And don't forget to mention Eddie and Jay and Brains & BS.”Support the show

While some people find Labubus terrifying, millions of others find their big eyes and furry features irresistibly adorable. Why? From Labubu dolls taking over TikTok, to emoji taking over our text messages, cuteness is all over the internet. Ben and Amory talk to Joshua Paul Dale, professor at Tokyo's Chuo University and the preeminent cuteness expert about how cute has conquered all. Show notes: Irresistible: How Cuteness Wired our Brains and Conquered the World (Profile Books) The Cute Studies Project This episode was produced by Grace Tatter, edited by Meg Cramer, and co-hosted by Ben Brock Johnson and Amory Sivertson. Mix and sound design by Emily Jankowski.

Dr. Claudia Lenk's group creates brain-inspired hearing systems with micromechanical hair cells. In this episode of Brains and Machines, she talks to Dr. Sunny Bains of University College London about the advantages of the approach and how it could be applied to speech processing in AI. Discussion follows with Dr. Giulia D'Angelo from the Czech Technical University in Prague and Professor Ralph Etienne-Cummings of Johns Hopkins University.

Episode 441, including tracks from No Cure, Amongst Strangers, ФОНАРЬ (Flashlight), Berthold City, Confront Stage, The Drips, The Brains, Spiritual Cramp, Béton Armé, Alghoul, and Oleg Stalker. The episode is loaded with a bunch of new music shared with us, we cover a couple great albums, and wrap up the show with a thrash track and a metal track.

Andrew Mawson, Founder and Managing Director of Advanced Workplace Associates, explores how organizations can enhance performance, especially by helping employees better manage their brain capacity. Andrew shares six evidence-based factors most impacting knowledge worker productivity. He discusses the neuroscience-researched factors affecting brain function and performance. Andrew offers actionable leadership guidance to reduce mental load, enhance employee well-being and resilience, and achieve sustainable results.       TAKEAWAYS   Chapter 1: Andrew's Early Career    [01:18] Andrew studies applied statistics finding it useful, later describing reality through numbers.   [01:59] Working in tech and defence, Andrew then joins Fujitsu and leads a program on intelligent buildings.   [02:47] Intelligent building initiatives aim to increase computing adoption and data integration.   [04:54] Advanced Workplace Associates is founded to bring a business- and people-focused lens to workplace strategy.   Chapter 2: Six Key Factors of Knowledge Worker Productivity   [07:31] Analysis of past research identifies top factors impacting knowledge worker productivity.   [09:28] Factor 1: Social cohesion emerges as the top factor boosting collaboration and innovation.   [10:43] Factor 2: perceived supervisory support with leaders tailoring their approach for each person.   [11:41] Factor 3: Information sharing enables a culture of openness, countering knowledge-hoarding.   [11:59] Factor 4: vision clarity helps employees connect their work to the team and corporate purpose.   [12:45] Factor 5: external communication makes teams challenge their ideas and be open to others' views.   [13:29] Factor 6: Trust underpins all factors, fostering belief that leaders and colleagues do the right thing.   [15:10] Leaders must create a level of certainty to reduce employee anxiety despite external turmoil.   [16:21] Social cohesion usefully creates a buffer during uncertain times, enhancing resilience.   Chapter 3: Research into Brain Performance   [17:16] Humans are individual brains – research identifies 14 key factors to optimise performance.   [18:42] Sleep (7.5 hours) is key for brain performance, with quality and preparation critical enablers.   [19:50] Hydration, exercise, and a good diet—with breakfast—are also essential for cognitive health.   [21:39] Leaders must recognize that lifestyle habits affect their team's productivity and wellbeing.   [23:00] AWA is running a cohort trial to educate leaders on brain health and track performance.   [23:57] After baselining, coaching how to integrate new habits and track performance.   Chapter 4: Cognitive Capacity & Managing Load   [24:56] Recognising finite brain capacity, environments can be designed to reduce mental loads.   [25:55] Everyone can better manage their well-being and outcomes using workspace that increases capacity.   [28:10] A story of making tea illustrates how cognitive load varies by individual and context.   [29:37] Brains are managing humans' entire systems unconsciously, consuming much energy.   [30:20] Personal stressors, such as family and finances, compound work demands and brain strain.   [31:24] Leaders need to monitor workload and not exceed employees' brains' capacity limits.   [32:34] When excessive load get to a point that it blocks capacity for planning and logic.   [33:26] Managers and employees can manage load together to restore cognitive function quickly.   [34:13] Organizations are communities of connected brains aiming to optimise knowledge flow.   [35:05] All six factors are linked and applied together can improve productivity and wellbeing.   Chapter 5: How Leaders can Improve Performance    [36:26] Leaders need to better understand how the brain works to enable high-performing teams.   [37:07] Most managers lack vital training; the six factors offer a useful playbook for leaders.   [38:17] How many managers believe social cohesion is their responsibility?   [38:58] Competitive pressures between teams create division and undermine collaboration.   [39:54] Leaders must promote and model trust and social cohesion to cultivate environments that enable success.       RESOURCES   Andrew Mawson on LinkedIn Advanced Workplace Associates (AWA) website       QUOTES   "The name of the game is to get everybody as socially cohesive as possible to allow fluidity of movement, of knowledge and, and collision of knowledge."   "[External communication is] the idea that you should expose your knowledge and your brain to other things…. going to other places and have other people challenge your understanding so that your understandings remain fresh."   "Humans have got a finite capacity and how that capacity is loaded and eaten into is also another important part of the jigsaw."   "Organizations really are communities of connected brains…I think the first thing the leaders need to do is understand more about the brain."   "Brains are the unit of production going forward in the world of knowledge work."   "We are all actually different…We should be trying to create an environment and giving people knowledge about the status of different spaces and things in the places in the building so they can go and choose."   "The duty of a leader is to try to create a level of certainty, create a vision, and create a direction of travel that is almost independent of the turmoil that's going on."

It's hard to say exactly when, but some tens of thousands of years ago, our best friends were born. I'm referring, of course, to dogs. This didn't happen overnight—it was a long process. And it not only changed how those canids behaved and what they looked like, it also changed their brains. As wolves gave way to proto-dogs, and proto-dogs gave way to dingoes and dalmatians and Dobermanns and all the rest, their brains have continued to change. What can we learn from this singular saga? What does it tell us about dogs, about domestication, and about brains?  My guest today is Dr. Erin Hecht. Erin is an Assistant Professor in the Department of Human Evolutionary Biology at Harvard, where she directs the Canine Brains Project.  Here Erin & I talk about how dogs are the most anatomically diverse species on the planet—and how their brains are no exception. We sketch the different waves in the dog domestication saga and discuss scenarios for how that saga got underway. We talk about how brains change as they get bigger and about how they change during domestication. We discuss a recent study by Erin and colleagues comparing the brains of modern dogs with the brains of pre-modern dogs like village dogs and New Guinea singing dogs. We also talk about a new study from Erin's lab finding that domestic dogs share with humans a key language-related structure. Along the way we talk about the Russian Farm Fox experiment, the stereotype of the gentle giant, the left lateralization of language, the respiratory condition known as BOAS, the dog personality inventory known as C-BARQ, the limitations of the idea of a "domestication syndrome", and the puppy kidnapping hypothesis.  Longtime listeners will recall that we had Erin on the show to talk about her work on fermentation and brain evolution. Given how much fun we had with that one, it was only a matter of time before we had her back to talk about her main line of research on dog brains. So here you go friends—hope you enjoy it!   Notes 4:30 – For one recent study of the early domestication of dogs, see here. For a review of leading hypotheses about what drove the wolf-to-dog transition, see here.  13:00 – For Dr. Hecht's initial 2019 study of brain variation across domestic dog breeds, see here. 20:00 – For a classic paper on the neurodevelopmental scaling by Dr. Barbara Finlay and colleagues, see here. 23:00 – For more of Dr. Hecht's work on neurodevelopmental scaling laws as they apply to dogs, see here. For a study reporting correlations between body size and personality in dogs, see here.  29:00 – See Dr. Hecht and colleagues recent paper on the evolutionary neuroscience of domestication. 31:00 – See Dr. Hecht and colleagues recent paper on brain changes seen in the Russian farm-fox experiment. 37:00 – For more on the idea of "domestication syndrome," see our recent episode with Dr. Kevin Lala and this critical discussion. For a classic treatment of the idea that domestication involves reduction in brain size, see here. 41:00 – For the recent study by Dr. Hecht and colleagues comparing the brains of modern and pre-modern dog breeds, see here. 43:00 – For video of a New Guinea Singing Dog singing, see here. 47:00 – For more about the dog personality inventory known as the C-BARQ, see here.  51:00 – For Dr. Hecht and colleagues' recent study on an analog to the "arcuate fasciculus" in dogs, see here.  58:00 – For Dr. Hecht and colleagues' study on arcuate fasciculus in chimpanzees (and its relationship to communicative behavior), see here. For more discussion of the hemispheric lateralization of language, see our recent interview with Dr. Ev Federenko. 1:04:00 – The website of the Functional Dog Collaborative.   Recommendations Dogs: A New Understanding of Canine Origin, Behavior and Evolution, Raymond & Lorna Coppinger Evolving Brains, John Allman

Feeling stuck in overwhelm? In this episode, I chat with Lauren Glynn about building smarter systems and productivity strategies that work with your brain, not against it.   We cover: Why productivity hacks don't always work How to rethink your to-do list and delegate smarter Why quitting Instagram freed up more time and energy   Leave a review with your biggest takeaway to help other introverts discover the show. Check out the full show notes and resources mentioned at thetarareid.com/ep168

Smart toys can talk and even remember what kids say—but what's that doing inside a child's developing brain? Artificial intelligence may be shaping children's language, emotions, and relationships. With guest expert Dana Suskind, MD, a leading researcher on early brain development, learn how real human interaction wires a child's mind—and what might be lost when those conversations happen with a machine instead of a person.     Send your questions to hello@pediatriciannextdoorpodcast.com or message me online here.  Find products from the show on the shop page.   *As an Amazon Associate, I earn commission from qualifying purchases.    This episode is made possible by our sponsor Cure Hydration. Get 20% off your first order at ⁠curehydration.com/⁠DRWENDY with code DRWENDY.  More from The Pediatrician Next Door:  Website: Pediatrician Next Door Podcast  Instagram: @the_pediatrician_next_door  Facebook: facebook.com/wendy.l.hunter.75  TikTok: @drwendyhunter  LinkedIn: linkedin.com/in/drwendyhunter    This is a Redd Rock Music Podcast  IG: @reddrockmusic  www.reddrockmusic.com Learn more about your ad choices. Visit megaphone.fm/adchoices

Travis Koons is back! Our first episode with Travis wasn't long enough so we wanted him back to continue sharing more of what Master Koonzagi has to offer! We talked a little bit about what Travis has been up to since we last spoke to him and also the business side of shoeing, shoeing horses with concave and the many benefits and side effects flat wide shoeing affects a horse's limb/hoof, and vet to farrier communications how we can be more professional as a whole amongst each other. So buckle up and enjoy this great conversation we had with Travis Koons!Also check out our website-www.forgingbrains.comOur Proud Sponsors of the Showwww.farrierbox.com use code BRAINS for 25% off your first month's order!www.well-shod.com use code BRAINS for a surprise product in your order!www.worldchampionshipblacksmiths.com use code BRAINS for 10% off in their online store! (not including membership/contest entry fees)www.yukonforge.com use code BRAINS for 10% off your order!

Ever felt so bored you'd rather do anything — even something you'll regret — just to avoid that restless, agitated feeling? In this episode, Dr. Marcy Caldwell breaks down why boredom feels like torture, what's really happening in the brain and body, and why ADHDers crave stimulation (even the bad kind sometimes).We dig into:The two types of boredom — apathetic vs. agitatedWhat the “optimal stimulation zone” actually meansWhy boredom spikes stress hormones like cortisolAnd practical ways to manage boredom without blowing up your life for excitementDr. Caldwell brings her signature mix of neuroscience and real-world wisdom to help us understand — and work with — our restless, stimulation-seeking brains.Watch this episode on YouTubeWant help with your ADHD? Join FOCUSED!Have questions for Kristen? Call 1.833.281.2343Hang out with Kristen on Instagram and TikTokGo to drinkag1.com/ihaveadhd to get a FREE Frother with your first purchase of AGZ.See Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

What if your brain's health in retirement depended as much on who you see as on what you eat or how you move? Neuroscientist Dr. Ben Rein, author of  the new book Why Brains Need Friends: The Neuroscience of Social Connection, joins us to reveal how social connection shapes your brain. He explains why isolation is as toxic as chronic stress, how friendship fuels brain resilience, and why your dog might be one of your best wellness allies. In this e, ye-opening conversation, you'll learn how staying socially engaged literally protects your brain from decline, the science behind “nature's medicine” — oxytocin — and practical ways to rewire your social habits for longevity, joy, and emotional well-being. If you've ever wondered why friendships matter more than ever in retirement, this episode will change the way you think about your brain — and your calendar. You'll learn: Why social interaction is a fundamental pillar of brain health, as critical as sleep and nutrition - and what happens when we don't get enough of it The invisible pattern of retirement isolation: how time spent alone steadily increases while connections with coworkers, friends, and family decline simultaneously Why text-based communication doesn't satisfy your brain's need for connection (and what to do instead to restore the social cues your brain craves) The surprising neuroscience behind why dogs are so good for us—and how they activate the same brain reward systems as human connection Two scientifically-proven exercises you can start today to train your empathy and strengthen the brain regions associated with compassion and social connection Ben Rein joins us from Buffalo, New York. ____________________________ Bio Ben Rein, PhD, is an award-winning neuroscientist, chief science officer of the Mind Science Foundation, adjunct lecturer at Stanford University, clinical assistant professor at SUNY Buffalo, and a renowned science educator. Dr. Rein's research focuses on the neuroscience of social interactions, and outside of the lab he teaches neuroscience to an audience of more than one million social media followers. Dr. Rein and his research have been featured on major media outlets including Entertainment Tonight and Good Morning America, and he has received awards from the National Academies of Sciences, Engineering, and Medicine; the Society for Neuroscience; and elsewhere. _____________________________ For More on Ben Rein Why Brains Need Friends: The Neuroscience of Social Connection Website You Tube Channel ______________________________ Mentioned in this Podcast Loving Kindness Meditation Affect Dyad excercise ______________________________ Podcast Conversations You May Like Our New Social Life – Natalie Kerr & Jaime Kurtz The Laws of Connection – David Robson The Self-Healing Mind – Gregory Scott Brown, M.D _______________________________ About The Retirement Wisdom Podcast There are many podcasts on retirement, often hosted by financial advisors with their own financial motives, that cover the money side of the street. This podcast is different. You'll get smarter about the investment decisions you'll make about the most important asset you'll have in retirement: your time. About Retirement Wisdom I help people who are retiring, but aren't quite done yet, discover what's next and build their custom version of their next life. A meaningful retirement doesn't just happen by accident. Schedule a call today to discuss how the Designing Your Life process created by Bill Burnett & Dave Evans can help you make your life in retirement a great one — on your own terms. About Your Podcast Host Joe Casey is an executive coach who helps people design their next life after their primary career and create their version of The Multipurpose Retirement.™ He created his own next chapter after a 26-year career at Merrill Lynch, where he was Senior Vice President and Head of HR ...

Zohran Mamdani has become one of the most popular and polarizing politicians in the last year. How did the New York City mayoral candidate go from a relatively unknown Democratic Socialist to becoming the frontrunner in the election for the U.S.'s largest city? In this episode, we unpack how Mamdani has energized unlikely voters and, for some, symbolized a fight for the soul of the Democratic party.Learn more about sponsor message choices: podcastchoices.com/adchoicesNPR Privacy Policy

Neuroscientist Jennifer Pfeifer digs into the fascinating brain changes driving young people's behavior during the critical years of adolescence. She debunks some of the biggest misunderstandings about teens — including puberty, hormones and the impact of social media on mental health — and shows how to support kids during this period of growth and possibility. Interested in learning more about upcoming TED events? Follow these links:TEDNext: ted.com/futureyou Hosted on Acast. See acast.com/privacy for more information.