Podcasts about clinical child

Hi Parents! If your teen struggles with anxiety, school refusal, or avoidance, you're not alone. Many parents unknowingly reinforce anxious behaviours by offering constant reassurance or making accommodations to reduce distress - but what if these well-intentioned actions are actually keeping your teen stuck? In today's episode, I sit down with Dr. Regine Galanti, a clinical psychologist who works with children, teens, and families navigating anxiety. We discuss why avoidance strengthens anxiety, how CBT strategies empower teens to face fears, and the role of parents in reducing accommodations while still providing support. Dr. Galanti offers practical steps to help your teen build resilience and confidence - without feeling overwhelmed. More About Dr. Galanti: She is a leading expert in anxiety, OCD, and behaviour challenges. She is the founder of Long Island Behavioral Psychology and has been featured in The New York Times and The Washington Post for her work in child and adolescent mental health. She is the author of:

Kurt is joined by Katelyn Mullally, a PhD Candidate in Clinical Child and Adolescent Psychology at the University of Guelph in Canada, who is researching youth justice, legal decision-making and FASD. They discuss her research on guilty pleas and plea understanding in youth and young adults with FASD. She found that individuals with FASD had difficulty understanding the terms and consequences of guilty pleas compared to those without FASD. She also emphasises the importance of legal professionals being aware of FASD and adapting their practices to support defendants with FASD. For more information about FASD, please go to: https://www.nofasd.org.au/ Producers: Kurt Lewis, Louise Gray and Julie Flanagan Interviewer: Kurt Lewis Interviewees: Katelyn Mullally Narrator: Frances Price The copyright is owned by NOFASD Australia. All rights reserved - No reproduction or use of this content without written consent of Kurt Lewis and NOFASD Australia. The views expressed in this podcast are those of the interviewee. NOFASD makes every effort to ensure all content is free from judgement and stigma. NOFASD's mission includes reducing stigma for families and individuals impacted by FASD.

There has long since been a knowledge gap in medical education regarding care of LGBTQIA+ patients. This has manifested itself in health disparities that detrimentally affect the LGBTQIA+ population. This podcast serves as a way to start bridging the gap on order to mitigate the effects of bias, discrimination, and prejudice that queer patients often face in health care. Research has shown that consistent, early exposure in medical education to patients from the queer community has been beneficial in preparing future practitioners for gender inclusive care. We must also do our parts as pediatricians to make sure our queer youth grow into confident, thriving queer adults.  Join Dr. Farrah-Amoy Fullerton, a recent graduate of the pediatric residency program at MCG, and Professor of Pediatrics, Dr. Lisa Leggio, as they introduce LGBTQIA+ health care disparities and describe ways to bridge the gap for eager general practitioners who would like to know more. CME Credit (requires free sign up): Link Coming Soon! References: Bonvicini, K. A. (2017). LGBT healthcare disparities: What progress have we made? Patient Education and Counseling, 100(12), 2357–2361. https://doi.org/10.1016/j.pec.2017.06.003 Fish, J. N. (2020). Future directions in understanding and addressing mental health among LGBTQ youth. Journal of Clinical Child & Adolescent Psychology, 49(6), 943–956. https://doi.org/10.1080/15374416.2020.1815207 Nowaskie, D. Z., & Patel, A. U. (2020). How much is needed? patient exposure and curricular education on medical students' LGBT cultural competency. BMC Medical Education, 20(1). https://doi.org/10.1186/s12909-020-02381-1 Ormiston, C. K., & Williams, F. (2021). LGBTQ youth mental health during COVID-19: Unmet needs in public health and policy. The Lancet, 399(10324), 501–503. https://doi.org/10.1016/s0140-6736(21)02872-5 Reisman, T., & Goldstein, Z. (2018). Case report: Induced lactation in a transgender woman. Transgender Health, 3(1), 24–26. https://doi.org/10.1089/trgh.2017.0044 Reisner, S. L., Bradford, J., Hopwood, R., Gonzalez, A., Makadon, H., Todisco, D., Cavanaugh, T., VanDerwarker, R., Grasso, C., Zaslow, S., Boswell, S. L., & Mayer, K. (2015). Comprehensive Transgender Healthcare: The gender affirming clinical and public health model of Fenway Health. Journal of Urban Health, 92(3), 584–592. https://doi.org/10.1007/s11524-015-9947-2 Underman, K., Giffort, D., Hyderi, A., & Hirshfield, L. E. (2016). Transgender Health: A standardized patient case for advanced clerkship students. MedEdPORTAL. https://doi.org/10.15766/mep_2374-8265.10518 Wamboldt, R., Shuster, S., & Sidhu, B. S. (2021). Lactation induction in a transgender woman wanting to breastfeed: Case report. The Journal of Clinical Endocrinology & Metabolism, 106(5). https://doi.org/10.1210/clinem/dgaa976 Wylie, K., Knudson, G., Khan, S. I., Bonierbale, M., Watanyusakul, S., & Baral, S. (2016). Serving transgender people: Clinical Care Considerations and Service Delivery Models in transgender health. The Lancet, 388(10042), 401–411. https://doi.org/10.1016/s0140-6736(16)00682-6 The Williams Institute at UCLA School of Law. (2023, July 10). How many adults and youth identify as transgender in the United States? - Williams Institute. Williams Institute. https://williamsinstitute.law.ucla.edu/publications/trans-adults-united-states/ https://implicit.harvard.edu/implicit/takeatest.html Coleman E, Radix AE, Bouman WP, et al. Standards of Care for the Health of Transgender and Gender Diverse People, Version 8. Int J Transgend Health. 2022;23(Suppl 1):S1-S259. Published 2022 Sep 6. doi:10.1080/26895269.2022.2100644 https://pflag.org/ thetrevorproject.org

On this episode Lars speaks to professor Mariana Brussoni about her research on risky play, injury statistics, outdoor play, the influence of nature on children's play, and how to keep children as safe as necessary, not as safe as possible, and why this distinction matters so much.   Dr. Mariana Brussoni is a Professor at the University of British Columbia, Director of the Human Early Learning Partnership, and a founding member of Outdoor Play Canada. Topics covered include injury statistics and play, the concept of affordances, discussion of the term risky play vs adventurous play, special challenges for allowing risky play in schools and child care centers, how free play develops social skills, how understanding of consent relates to play experiences, play as evolved need, the importance of age mixing, the influence of family and culture on play and risk perception, how to recalibrate our expectations of what children are capable of, the influence of having enough time for free play, Jonathan Haidt's book The Anxious Generation where Mariana's research plays a prominent role, how infrastructure influences the possibility of play, individual responsibility versus social and cultural change, how to create more space for play in schools, risk benefit assessments, children's own risk assessments, and much more.  For an overview of the topic, see Mariana Brussoni's excellent article on Jonathan Haidt's Substack After Babel: Why Children Need Risk, Fear, and Excitement in Play, published Feb 28, 2024: https://www.afterbabel.com/p/why-children-need-risk-fear-and-excitement Or this article on OECDs website, on outdoor risky play: https://www.oecd-ilibrary.org/sites/1b5847ec-en/index.html?itemId=/content/component/1b5847ec-en#wrapper For an overview of Mariana Brussoni's publications: https://scholar.google.com/citations?user=53LNwqwAAAAJ&hl=en   Other books and resources:  See outsideplay.org for lots of resources for parents and teachers, as well as ongoing research projects Dodd, Helen F., Rachel J. Nesbit, Lily FitzGibbon (2023). Child's Play: Examining the Association Between Time Spent Playing and Child Mental Health. Child Psychiatry & Human Development, 54:1678–1686, https://link.springer.com/article/10.1007/s10578-022-01363-2 Dodd, Helen F. and Kathryn J. Lester (2021). Adventurous Play as a Mechanism for Reducing Risk for Childhood Anxiety: A Conceptual Model. Clinical Child and Family Psychology Review, Volume 24, pages 164–181, https://link.springer.com/article/10.1007/s10567-020-00338-w Encyclopedia of Early Childhood Development: https://www.child-encyclopedia.com/outdoor-play/according-experts/outdoor-risky-play Haidt, Jonathan (2024). The Anxious Generation:: How the Great Rewiring of Childhood Is Causing an Epidemic of Mental Illness. Penguin Hansen Sandseter EB, Kleppe R, Ottesen Kennair LE. (2023) Risky play in children's emotion regulation, social functioning, and physical health: an evolutionary approach. International Journal of Play. 2023;12(1):127–139. https://www.tandfonline.com/doi/full/10.1080/21594937.2022.2152531 Kvalnes, Øyvind and Ellen Beate Hansen Sandseter (2023). Risky Play: An Ethical Challenge. Springer, https://link.springer.com/book/10.1007/978-3-031-25552-6 Natterson-Horowitz, Barbara and Kathryn Bowers. (2019). Wildhood: the epic journey from adolescence to adulthood in humans and other animals. Scribe.   ---------------------------- Our logo is by Sveinung Sudbø, see his works on originalkopi.com The music is by Arne Kjelsrud Mathisen, see the facebook page Nygrenda Vev og Dur for more info.  ---------------------------- Thank you for listening. Please send feedback and questions to larsogpaal@gmail.com There is no better way for the podcast to gain new interested listener than by you sharing it with friends, so if you find what we do interesting and useful, please consider doing just that. The podcast is still most in Norwegian, but we have a lot of episodes coming out in English.    Our blogs: https://paljabekk.com/ https://larssandaker.blogspot.com/   Alt godt, hilsen Lars og Pål

ADHD Coach Katherine Sanders Does building habits as someone with ADHD feel like you're herding cats? Join ADHD coach Katherine as she explores a playful, perfectly possible approach to "firing up" productive habits, inspired by the celebrated potter Josiah Wedgwood.You'll discover:Why habit formation is uniquely challenging for ADHD brainsThe power of celebrating small wins and allowing flexibilityUsing tools like AI assistants to design routines tailored for your neurodivergenceReconnecting to your deeper "why" when motivation wanesKatherine shares practical tips like starting tiny, using external cues, and finding meaningful rewards. Her key message?Embrace the journey - even Wedgwood's iconic glazes involved many "failed" experiments.Listen for an energising new perspective on habits and ways to make them stick while honouring your ADHD brain!Connect with Katherine here:WebsiteInstagramTiktokFacebookYoutubeLinkedINThreads Blog post: ADHD & Time 'Agnosia' (blindness): https://lightbulbadhd.com/blog/adhd-time-discounting-blindnessPodcast episode on time: https://pod.fo/e/20b52aLearn more about Josiah Wedgwood and his experiments: https://collections.vam.ac.uk/item/O1715422/trial-tray/My favourite AI tools to play with: this Canva link opens a PDF which you can save and download.Barkley, R. A. (1997). Behavioral inhibition, sustained attention, and executive functions: Constructing a unifying theory of ADHD. Psychological Bulletin, 121(1), 65–94. LinkLangberg, J. M., & Becker, S. P. (2012). Does long-term medication use improve the academic outcomes of youth with attention-deficit/hyperactivity disorder? Clinical Child and Family Psychology Review, 15(3), 215–233. LinkSolanto, M. V. (2018). Cognitive-behavioral therapy for adult ADHD: Targeting executive dysfunction. The Psychiatric Clinics of North America, 41(2), 255–267. LinkToplak, M. E., Connors, L., Shuster, J., Knezevic, B., & Parks, S. (2008). Review of cognitive, cognitive-behavioral, and neural-based interventions for attention-deficit/hyperactivity disorder (ADHD). Clinical Psychology Review, 28(5), 801–823.

On this episode, we sit down with mental health professionals to discuss ways to manage the changes that come with an overseas homeport shift for you and your family. Feature this week: LCDR Allison Conforte PhD, Clinical Child & Adolescent Psychologist, Department Head, Educational and Developmental Intervention Services (EDIS), Navy Medicine Readiness and Training Command Yokosuka LT Paige Giegel, DPT Educational and Developmental Intervention Services (EDIS), Assistant Department Head, Navy Medicine Readiness and Training Command Yokosuka Michelle McDonald, PhD Licensed Clinical Psychologist Educational & Developmental Intervention Services (EDIS) Atsugi & Yokota Divisions Navy Medicine Readiness and Training Command Yokosuka HM2 Chayla Coleman Behavioral Health Tech Mental Health Clinic Navy Medicine Readiness and Training Command Yokosuka Additional Resources: Military Child Well-being Toolkit: https://www.militarychild.org/resource/wellbeing-toolkit/Blue Star Families: https://bluestarfam.org/ American Academy of Child & Adolescent Psychiatry Military & Family Resource Center: https://www.aacap.org/AACAP/Families_Youth/Resource_Centers/Military_Famil ies_Resource_Center/AACAP/Families_and_Youth/Resource_Centers/Military_F amilies_Resource_Center/Home.aspx?hkey=662f6942-d174-4e75-9455- 5dabc9ab1158 Zero to Three Military Families: https://www.zerotothree.org/our-work/military- families/ National Military & Family Association: https://www.militaryfamily.org/ Defense Health Agency & Mental Health for Youth & Teens Toolkit: https://health.mil/Military-Health-Topics/MHS-Toolkits/Toolkits/Mental- Health/Seeking-Care-with-TRICARE/Mental-Health-for-Youth-Teens-and- Young-Adults Military OneSource EFMP & Me: https://efmpandme.militaryonesource.mil/ Centers for Disease Control & Prevention Adolescent & School Mental Health: https://www.cdc.gov/healthyyouth/mental-health/index.htm

Episode overviewIn this episode, we are joined by Norm Buckley, the Scientific Director, and Delane Linkiewich, a patient partner, of the Strategy for Patient-Oriented Research's Chronic Pain Network. Norman and Delane discuss the history of the network, including how it originated from years of grassroots work carried out by trail blazing physicians who innately understood the importance of patient partnership and experience. They also share details of the network's formation, its open-minded approach to creating a community of support that truly listens to patients and incorporates their input into the research process, and engage the listener in critical thinking around the importance of patient partner compensation.Listen here or wherever you download your podcasts!Meet our guestsDelane Linkiewich: has been living with chronic pain for over 15 years and is a passionate advocate for people living with pain and patient engagement. Delane is currently a PhD student in the Clinical Child and Adolescent Psychology Program at the University of Guelph where she conducts patient-oriented research on peer support for pediatric chronic pain. She has been a member of the Chronic Pain Network since 2018 and sits on the Patient Engagement Committee, having co-chaired this committee for 2 years. Norman Buckley: A faculty member since 1988, Dr. Norm Buckley is currently professor emeritus in the Department of Anesthesia, Michael G. DeGroote School of Medicine, McMaster University, Hamilton. Dr. Buckley provides chronic pain care through the DeGroote Pain Clinic at McMaster University Medical Centre. Dr. Buckley established the Michael G. DeGroote National Pain Centre and is scientific director of the Michael G. DeGroote Institute for Pain Research and Care, since 2015. He is Nominated Principal Investigator for the Chronic Pain Network, with over $30 million in funding this national research network was created to change the way pain is managed in Canada. This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit asperusual.substack.com

This week, we are joined by Dr. Eric Larsson, who is the Executive Director of Clinical Services at the Lovaas Institute Midwest, a Licensed Psychologist, and a Board-Certified Behavior Analyst-Doctoral. With extensive experience in autism intervention, he's currently researching high-intensity Early Intensive Behavioral Intervention (EIBI) programs. Dr. Eric Larsson, President of the Association for Science in Autism Treatment, actively advocates for increased ABA service access. Join us for a discussion on the impact of research and advocacy in ABA therapy for autism. Download latest episode to learn more!  Resources  ssociation for Science in Autism Treatment  www.asatonline.org  Association of Professional Behavior Analysts  www.apbahome.net  Behavior Analyst Certification Board  www.bacb.com  Association for Behavior Analysis International  www.abainternational.org  Council of Autism Service Providers  www.casproviders.org  California Association for Behavior Analysis  www.calaba.org  Massachusetts Professionals in Behavior Analysis  www.babat.org  Society of Clinical Child and Adolescent Psychology  www.effectivechildtherapy.org  Cambridge Center for Behavioral Studies  www.behavior.org  Autism Legal Resource Center  www.autismlegalresourcecenter.com  Insurance Resource Center for Autism and Behavioral Health  www.massairc.org National Council on Severe Autism  www.ncsautism.org  The Arc  www.thearc.org  Autism Speaks  www.autismspeaks.org  . . . . . . . . . . . . . . . . . . . . . Autism weekly is now found on all of the major listening apps including apple podcasts, google podcasts, stitcher, Spotify, amazon music, and more. Subscribe to be notified when we post a new podcast. Autism weekly is produced by ABS Kids. ABS Kids is proud to provide diagnostic assessments and ABA therapy to children with developmental delays like Autism Spectrum Disorder. You can learn more about ABS Kids and the Autism Weekly podcast by visiting abskids.com.

Enjoying our content and want to support us directly? Join our premium subscription for access to our podcasts, bonus content, merch discounts and more! Visit: www.psych2go.supercast.com Have your parents ever told you something that, to this day, still makes you tear up every time you think about it? Our words hold so much more power than we realize, especially over others. But most of us don't even realize that we've said something wrong until it's too late and the damage has already been done. That's why we're taught from a young age the importance of thinking before we speak, a lesson we ought to remember even as adults and especially as parents. DISCLAIMER: If you can relate to any of these signs, please do not take this feedback as an attack on your character. This video was meant to be a self-improvement guide for those of you who have been feeling a little stuck. Is your child depressed? Watch this video to know: https://youtu.be/Oyf9kEmLg7Y Writer: Chloe Avenasa Script Editor: Vanessa Tao Script Manager: Kelly Soong VO: Amanda Silvera Animator: Sun Biscuit YouTube Manager: Cindy Cheong References: Burnett, P. C., & McCrindle, A. R. (1999). The Relationship Between Significant Others' Positive and Negative Statements, Self-Talk, and Self-Esteem. Child Study Journal, 29(1), 39-39. Colonnesi, C., Draijer, E. M., Jan JM Stams, G., Van der Bruggen, C. O., Bögels, S. M., & Noom, M. J. (2011). The relation between insecure attachment and child anxiety: A meta-analytic review. Journal of Clinical Child & Adolescent Psychology, 40(4), 630-645. Jadon, P. S., & Tripathi, S. (2017). Effect of authoritarian parenting style on self esteem of the child: A systematic review. International Journal of Advance Research and Innovative Ideas in Education, 3(3), 909-913.

Link for Kade's video: https://youtu.be/rdOc2HB5sx0?si=-4B_koSDMxPxyNMi This month on Curiosity Killed the Rat, we are taking a break from our usual content to present the audio from the YouTube video made by host Kade Huckstep this month in response to Channel 7's blatant spread of disinformation and misrepresentation of science. It breaks down the “documentary” aired about detransitioning, and goes through the scientific evidence that does actually exist. As a show, we value the spread of correct information, and so this is our part in the fight against mis/disinformation. As always, you can find us @curiosityrat on twitter, instagram, and facebook, and send your listener questions in to curiosityrat@gmail.com. We also have a Patreon! If you love our content and want to support us you can jump on to https://www.patreon.com/curiosityrat and become a patron. There is absolutely ZERO pressure but if you have as little as $1/month you can chuck it our way to help us out and show you appreciate all the time and effort that goes into making this show. References: (if people want access to any actual papers stuck behind paywalls please do hit us up) Abreu, Roberto L., et al. "Supporting transgender students: School counselors' preparedness, training efforts, and necessary support." Journal of LGBT Youth 17.1 (2020): 107-122. Bailey, Louis, Sonja J. Ellis, and Jay McNeil. "Suicide risk in the UK trans population and the role of gender transition in decreasing suicidal ideation and suicide attempt." Mental Health Review Journal 19.4 (2014): 209-220. Borges, Maria de Fátima, et al. "Evaluation of central precocious puberty treatment with GnRH analogue at the Triangulo Mineiro Federal University (UFTM)." Archives of Endocrinology and Metabolism 59 (2015): 515-522. Bruce, Lauren, et al. "Long-term regret and satisfaction with decision following gender-affirming mastectomy." JAMA surgery (2023). Butler, Gary, et al. "Discharge outcome analysis of 1089 transgender young people referred to paediatric endocrine clinics in England 2008–2021." Archives of Disease in Childhood 107.11 (2022): 1018-1022. Choi, Seungtaek, and Andrew K. Lee. "Efficacy and safety of gonadotropin-releasing hormone agonists used in the treatment of prostate cancer." Drug, Healthcare and Patient Safety (2011): 107-119. Cheung, Ada S., et al. "Sociodemographic and clinical characteristics of transgender adults in Australia." Transgender health 3.1 (2018): 229-238. Giacomelli, Giulia, and Maria Cristina Meriggiola. "Bone health in transgender people: a narrative review." Therapeutic Advances in Endocrinology and Metabolism 13 (2022): 20420188221099346. Golan, A. "GnRH analogues in the treatment of uterine fibroids." Human reproduction 11.suppl_3 (1996): 33-41. Hannema, Sabine Elisabeth, et al. "Continuation of gender-affirming hormones in transgender people starting puberty suppression in adolescence: a cohort study in the Netherlands." The Lancet Child & Adolescent Health 6.12 (2022): 869-875. Jedrzejewski, Breanna Y., et al. "Regret after gender-affirming surgery: a multidisciplinary approach to a Multifaceted patient experience." Plastic and Reconstructive Surgery 152.1 (2023): 206-214. Jeffery, Eiddwen. “Anti-Trans Group Raises False Alarm on Victorian Policy for Gender Diverse Students.” RMIT University, 4 Nov. 2022, www.rmit.edu.au/news/factlab-meta/anti-trans-group-raises-false-alarm-on-victorian-policy-for-gend. Jones, Hannah Elizabeth, et al. "Decision Regret in Plastic Surgery: A Summary." Plastic and Reconstructive Surgery Global Open 11.6 (2023). Katz-Wise, Sabra L. “Gender Fluidity: What It Means and Why Support Matters.” Harvard Health, 3 Dec. 2020, www.health.harvard.edu/blog/gender-fluidity-what-it-means-and-why-support-matters-2020120321544. Levine, Laurence A., and Stephen P. Guss. "Gonadotropin-releasing hormone analogues in the treatment of sickle cell anemia-associated priapism." The Journal of urology 150.2 (1993): 475-477. Mahdi, Aamir, et al. "Patients' experiences of discontentment one year after total knee arthroplasty-a qualitative study." BMC musculoskeletal disorders 21.1 (2020): 1-11. Mangin, Melinda. "Supporting transgender and gender-expansive children in school." Phi Delta Kappan 100.2 (2018): 16-21. Martín-Castillo, David, et al. "School victimization in transgender people: A systematic review." Children and Youth Services Review 119 (2020): 105480. Martino, Wayne, Jenny Kassen, and Kenan Omercajic. "Supporting transgender students in schools: Beyond an individualist approach to trans inclusion in the education system." Educational Review 74.4 (2022): 753-772. Nolan, Brendan J., et al. "Early Access to Testosterone Therapy in Transgender and Gender-Diverse Adults Seeking Masculinization: A Randomized Clinical Trial." JAMA Network Open 6.9 (2023): e2331919-e2331919. Olson, Kristina R., et al. "Mental health of transgender children who are supported in their identities." Pediatrics 137.3 (2016). Ramos, G. G. F., et al. "Systematic Review: Puberty suppression with GnRH analogues in adolescents with gender incongruity." Journal of Endocrinological Investigation 44 (2021): 1151-1158. Russell, Stephen T., et al. "Chosen name use is linked to reduced depressive symptoms, suicidal ideation, and suicidal behavior among transgender youth." Journal of adolescent Health 63.4 (2018): 503-505. Sares-Jäske, Laura, et al. "Gendered differences in experiences of bullying and mental health among transgender and cisgender youth." Journal of youth and adolescence 52.8 (2023): 1531-1548. Schmauss, Daniel, Hans-Günther Machens, and Yves Harder. "Breast reconstruction after mastectomy." Frontiers in surgery 2 (2016): 71. Tankersley, Amelia P., et al. "Risk and resilience factors for mental health among transgender and gender nonconforming (TGNC) youth: A systematic review." Clinical Child and Family Psychology Review 24 (2021): 183-206. Telfer, Michelle M., et al. "Australian standards of care and treatment guidelines for transgender and gender diverse children and adolescents." Medical Journal of Australia 209.3 (2018): 132-136. Tordoff, Diana M., et al. "Mental health outcomes in transgender and nonbinary youths receiving gender-affirming care." JAMA Network Open 5.2 (2022): e220978-e220978. Turban, Jack L., et al. "Pubertal suppression for transgender youth and risk of suicidal ideation." Pediatrics 145.2 (2020). Valsamakis, Georgios, et al. "GnRH analogues as a co-treatment to therapy in women of reproductive age with cancer and fertility preservation." International journal of molecular sciences 23.4 (2022): 2287. Victorian Department of Education. “LGBTIQ Student Support: Policy.” Education.Vic.Gov.Au, 5 Dec. 2022, www2.education.vic.gov.au/pal/lgbtiq-student-support/policy. Waller, Kathleen G., and Robert W. Shaw. "Gonadotropin-releasing hormone analogues for the treatment of endometriosis: long-term follow-up." Fertility and sterility 59.3 (1993): 511-515. Witcomb, Gemma L., et al. "Experiences and psychological wellbeing outcomes associated with bullying in treatment-seeking transgender and gender-diverse youth." LGBT health 6.5 (2019): 216-226.

This episode is sponsored by Charm Economics.  Dr. Ronnesia Gaskins and Dr. Christine McAuliffe discuss the importance of modeling and narrating parental behavior to help children develop a healthy drive. They emphasize that children naturally observe and respond to their parents' actions and experiences, so it is crucial for parents to narrate their own journeys, including successes, mistakes, and lessons learned.  By providing a relatable and normalized example, parents can guide their children in finding a balance between drive and self-care. Looking for something specific? Here you go! [00:02:06] Drive and parenting.  [00:04:17] Parenting and self-criticism.  [00:09:37] Letting kids know they're not alone.  [00:12:50] Decision making and uncertainty.  [00:14:44] Value of social connection.  [00:19:27] College admissions and expectations.  [00:21:24] Pressure on college admissions.  [00:25:02] Labeling others as lazy.  [00:29:03] Kids not being believed or listened to.  [00:34:24] Socioeconomic status and parenting.  [00:38:30] Transparency and ethical understanding.  [00:40:28] Little kids finding their purpose. Bios and links! Dr. Christine McAuliffe  ​​Dr. Christine McAuliffe is a distinguished clinical psychologist whose career centers on a community-based, multi-systemic approach to helping children, adolescents, young adults, parents, and families navigate a range of challenges. She addresses issues such as divorce, behavior problems, anxiety, ADHD, trauma, and more. Her commitment to fostering resilience and well-being is underpinned by a PhD in Clinical Child and Clinical Community Psychology from Bowling Green State University. She further enriched her knowledge through internships at Yale University School of Medicine and a postdoctoral fellowship at the University of Rochester Medical Center. Dr. McAuliffe's impact extends beyond academia, as her genuine empathy and dedication to her clients shine through in her practice. Her holistic perspective, encompassing both individual and community needs, underscores her mission to create positive change. Through her career, she exemplifies a psychologist deeply attuned to the intricacies of human behavior and the transformative potential of compassionate care. Find Dr. McAuliffe on her LinkedIn.  Dr. Ronessia Gaskins Dr. Ronnesia Gaskins is a compassionate clinical psychologist devoted to fostering personal growth and family harmony. Her practice is centered around creating a secure and empathetic space where individuals and families can navigate life's challenges with resilience. With a diverse clientele spanning all age groups, Dr. Gaskins has cultivated a deep understanding of the varied struggles people face, allowing her to provide tailored support to individuals from diverse educational, racial, religious, and sexual orientation backgrounds.  Drawing from evidence-based techniques like Cognitive Behavioral Therapy (CBT), she addresses a wide spectrum of concerns, from anxiety, depression, and stress management to parenting dilemmas and health-related adjustments. Dr. Gaskins' extensive academic journey, including a doctorate in medical psychology and a Master of Science in Public Health from the University of Alabama at Birmingham, along with specialized training in behavioral medicine/developmental disabilities and developmental pediatrics from Brown Alpert Medical School, reflects her unwavering commitment to holistic well-being. Find Dr. Gaskins on her LinkedIn. Did ya know…  You can also be a guest on our show? Please email me at brad@physiciansguidetodoctoring.com to connect or visit www.physiciansguidetodoctoring.com to learn more about the show! Socials: @physiciansguidetodoctoring on FB  @physicianguidetodoctoring on YouTube @physiciansguide on Instagram and Twitter

This week we spoke with Beverly Kingston, a Senior Research Associate at the Institute of Behavioral Science at the University of Colorado Boulder and the director of the Center for the Study and Prevention of Violence. We asked Beverly about school violence generally. How it has changed over time and how we typically respond to school shootings. We then discuss a paper Beverly co-authored about school readiness to implement a program. Finally, we talk about the impacts some responses like school resource officers and lockdown drills can have on children.    Beverly has been published in journals such as Youth & Society, American Journal of Public Health, and Clinical Child and Family Psychology Review.

Today I read you an article I wrote that was recently published in Independent Australia. Today we're covering: - The online dating landscape - Mental health statistics - Why we're so lonely - The need to be more realistic and interpersonal in our dating References 13 Online Dating Statistics Australians Should Know in 2022. Retrieved from: https://takeatumble.com.au/insights/lifestyle/online-dating-statistics/. Does Social Media Use Cause Depression? Child Mind Institute. Retrieved from: https://childmind.org/article/is-social-media-use-causing-depression/. Good genes are nice, but joy is better. The Harvard Gazette. Retrieved from: https://news.harvard.edu/gazette/story/2017/04/over-nearly-80-years-harvard-study-has-been-showing-how-to-live-a-healthy-and-happy-life/. Maya Massing-Schaffer, Jacqueline Nesi, Eva H. Telzer, Kristen A. Lindquist & Mitchell J. Prinstein (2022) Adolescent Peer Experiences and Prospective Suicidal Ideation: The Protective Role of Online-Only Friendships, Journal of Clinical Child & Adolescent Psychology, 51:1, 49-60, DOI: 10.1080/15374416.2020.1750019. Social isolation and loneliness. Australian Institute of Health and Welfare. Retrieved from: https://www.aihw.gov.au/reports/australias-welfare/social-isolation-and-loneliness-covid-pandemic. The Importance of Connection. PsychCentral. Retrieved from: https://psychcentral.com/lib/the-importance-of-connection. Young People Are Lonelier Than Ever. vice.com. Retrieved from: https://www.vice.com/en/article/z3n5aj/loneliness-epidemic-young-people.

Join hosts Amy Gordon (therapist) and Meg Specksgoor (comedian) in interviewing Angel Merritt (Professional Legal Guardian and Community Health Worker). In this podcast they discuss the dire state of queer mental health and some personal and systemic suggestions for creating a safer world for LGBTQIA2S+ folks. Transcription available @ https://www.rev.com/transcript-editor/shared/UrviQppbQB-a9cmLtEU1yvWlZ7TaDcoKqu_1KIj_uGEKfb5PoFjLhSXpNeZqHCImFaQh2ns3p7qVT4H1qmmhNeeh8zk?loadFrom=SharedLink References and Resources: Bailey, M. (n.d.). The danger of hiding who you are | Morgana Bailey - YouTube. Retrieved June 16, 2022, from https://www.youtube.com/watch?v=t2gbcVaZ448 Fish, Jessica N. “Future Directions in Understanding and Addressing Mental Health among LGBTQ Youth.” Journal of Clinical Child & Adolescent Psychology, vol. 49, no. 6, Nov. 2020, pp. 943–56. EBSCOhost, https://doi.org/10.1080/15374416.2020.1815207 Forstag EH, editor. Reducing Inequalities Between Lesbian, Gay, Bisexual, Transgender, and Queer Adolescents and Cisgender, Heterosexual Adolescents: Proceedings of a Workshop. Washington (DC): National Academies Press (US); 2022 Jan 6. 5, Promising Interventions in Mental, Emotional, and Physical Health. Available from: https://www.ncbi.nlm.nih.gov/books/NBK578801/ Glossary of terms. Human Rights Campaign. (n.d.). Retrieved June 15, 2022, from https://www.hrc.org/resources/glossary-of-terms Meyer, Ilan H., et al. “Minority Stress, Distress, and Suicide Attempts in Three Cohorts of Sexual Minority Adults: A U.S. Probability Sample.” PLOS ONE, Public Library of Science, 3 Mar. 2021, https://journals.plos.org/plosone/article?id=10.1371%2Fjournal.pone.0246827. Rethink.org. LGBT+ Mental Health. (n.d.). Retrieved June 15, 2022, from https://www.rethink.org/advice-and-information/living-with-mental-illness/wellbeing-physical-health/lgbtplus-mental-health/ Sage USA https://www.sageusa.org/what-we-do/?gclid=Cj0KCQjworiXBhDJARIsAMuzAuwpH_bV-VxK6L3u7vBx7Gpsy6jpiZueN3aHGfRID-yj8TuJcNR9XMsaAkSBEALw_wcB Jillian C. Shipherd PhD, Kelly E. Green PhD & Sarah Abramovitz BA (2010) Transgender Clients: Identifying and Minimizing Barriers to Mental Health Treatment, Journal of Gay & Lesbian Mental Health. Retrieved from https://www.tandfonline.com/doi/abs/10.1080/19359701003622875 The Trevor Project. (2022, May 18). Retrieved June 15, 2022, from https://www.thetrevorproject.org/resources/article/facts-about-lgbtq-youth-suicide/ Zambon, V. (2021, February 12). Depression and sexual orientation: Where to find support. Medical News Today. Retrieved June 15, 2022, from https://www.medicalnewstoday.com/articles/lgbtqia-and-depression

ADHD may seem to be so prevalent in our society that you think doctors prescribe Ritalin to kids at birth. But, there's actually a robust research literature on the effectiveness of behavioral treatment that you may not be aware of. This week, we hit the big points of behavioral interventions for ADHD before diving into some recent articles to fine-tune the details. If you were hoping to find research to support your fidget spinner addiction, this episode may be for you! This episode is available for 1.0 LEARNING CEU. Wish you could earn that CEU for no cost and/or see a video of our live recording for this episode? Head to our Patreon page and subscribe at our $5 tier for just that. Articles discussed this episode: Pfiffner, L.J. & Haack (2014). Behavior management for school aged children with ADHD. Child and Adolescent Psychiatric Clinics of North America, 23, 731-746. doi: 10.1016/j.chc.2014.05.014 Aspiranti, K.B. & Hulac, D.M. (2022). Using fidget spinners to improve on-task classroom behavior for students with ADHD. Behavior Analysis in Practice, 15, 454-465. doi: 10.1007/s40617-021-00588-2 Danforth, J.S. (2016). A flow chart of behavior management strategies for families of children with co-occurring attention-deficit hyperactivity disorder and conduct problem behavior. Behavior Analysis in Practice, 9, 64-76. doi: 10.1007/s40617-016-0103-6 Staff, A.I., van den Hoofdakker, B.J., van der Oord, S., Hornstra, R., Hoekstra, P.J., Twisk, J.W.R., Oosterlaan, J., & Luman, M. Effectiveness of specific techniques in behavioral teacher training for childhood ADHD: A randomized controlled microtrial. Journal of Clinical Child and Adolescent Psychology, 50, 763-779. doi: 10.1080/15374416.2020.1846542 If you're interested in ordering CEs for listening to this episode, click here to go to the store page. You'll need to enter your name, BCBA #, and the two episode secret code words to complete the purchase. Email us at abainsidetrack@gmail.com for further assistance.

With summer vacation underway here at the ABA Inside Track studios, we've decided to take a vacation with ourselves in this month's episodes while still checking out 14 recent articles across three different topics. Possibly at the beach. First, we'll be discussing the best way to min-max your school FBA before breaking out our fidget spinners with an updated review of research on ADHD treatments. Finally we look at multiple examples of articles discussing multiple exemplars. So, whether you're wearing a t-shirt, pajamas, or something in between, we've got a topic for you. At least, if we can pull Diana away from her Star Trek fanfic writing. Articles for July 2022 Functional Behavior Assessments in Schools Nesselrode, R., Falcomata, T.S., Hills, L., & Erhard, P. (2022). Functional analysis in public school settings: A systematic review of the literature. Behavior Analysis in Practice. doi: 10.1007/s40617-022-00679-8 Oliver, A.C., Pratt, L.A., & Normand, M.P. (2015). A survey of functional behavior assessment methods used by behavior analysts in practice. Journal of Applied Behavior Analysis, 48, 817-829. doi: 10.1002/jaba.256 Asmus, J.M., Vollmer, T.R., & Borrero, J.C. (2002). Functional behavior assessment: A school based model. Education and Treatment of Children, 25, 67-90. https://www.jstor.org/stable/42900516 Anderson, C.M. & St. Peter, C.C. (2013). Functional analysis with typically developing children: Best practice or too early to tell?: In response to Hanley (2012). Behavior Analysis in Practice, 6, 62-76. doi: 10.1007/BF03391806 Kestner, K.M., Peterson, S.M., Eldridge, R.R., & Peterson, L.D. (2018). Considerations of baseline classroom conditions in conducting functional behavior assessments in school settings. Behavior Analysis in Practice, 12, 452-465. doi: 10.1007/s40617-018-0269-1 Lewis, T.J., Mitchell, B.S., Harvey, K., Green, A., & McKenzie, J. (2015). A comparison of functional behavioral assessment and functional analysis methodology among students with mild disabilities. Behavioral Disorders, 41, 5-20. doi: 10.17988/0198-7429-41.1.5 ADHD Treatment Pfiffner, L.J. & Haack (2014). Behavior management for school aged children with ADHD. Child and Adolescent Psychiatric Clinics of North America, 23, 731-746. doi: 10.1016/j.chc.2014.05.014 Aspiranti, K.B. & Hulac, D.M. (2022). Using fidget spinners to improve on-task classroom behavior for students with ADHD. Behavior Analysis in Practice, 15, 454-465. doi: 10.1007/s40617-021-00588-2 Danforth, J.S. (2016). A flow chart of behavior management strategies for families of children with co-occurring attention-deficit hyperactivity disorder and conduct problem behavior. Behavior Analysis in Practice, 9, 64-76. doi: 10.1007/s40617-016-0103-6 Staff, A.I., van den Hoofdakker, B.J., van der Oord, S., Hornstra, R., Hoekstra, P.J., Twisk, J.W.R., Oosterlaan, J., & Luman, M. Effectiveness of specific techniques in behavioral teacher training for childhood ADHD: A randomized controlled microtrial. Journal of Clinical Child and Adolescent Psychology, 50, 763-779. doi: 10.1080/15374416.2020.1846542 Multiple Exemplars Sivaraman, M. (2017). Using multiple exemplar training to teach empathy skills to children with autism. Behavior Analysis in Practice, 10, 337-346. doi: 10.1007/s40617-017-0183-y Marzullo-Kerth, D., Reeve, S.A., Reeve, K.F., & Townsend, D.B. (2011). Using multiple-exemplar training to teach a generalized repertoire of sharing to children with autism. Journal of Applied Behavior Analysis, 44, 279-294. doi: 10.1901/jaba.2011.44-279 LaFrance, D.L. & Tarbox, J. (2020). The importance of multiple exemplar instruction in the establishment of novel verbal behavior. Journal of Applied Behavior Analysis, 53, 10-24. doi: 10.1002/jaba.611 Lechago, S.A., Carr, J.E., Kisamore, A.N., & Grow, L.L. (2015). The effects of multiple exemplar instruction on the relation between listener and intraverbal categorization repertoires. Analysis of Verbal Behavior, 31, 76-95. doi: 10.1007/s40616-015-0027-1

We're covering: What do strong friendships do for us mentally and physically? How many friends can we have, and does being popular equate to being happy? The research referenced includes: Falconer, Erin. 2022. How to Break Up with Your Friends: Finding Meaning, Connection, and Boundaries in Modern Friendships.Guroglu, Berna. The power of friendship: The developmental significance of friendships from a neuroscience perspective, Child Development Perspectives, Volume 16. Issue 2, June 2022, Pages 110-117,  https://doi.org/10.1111/cdep.12450Massing-Schaffer, Maya; Nesi, Jacqueline; Tezler, Eva; Lindquist, Kristen; Prinstein, Mitchell. Adolescent Peer Experiences and Prospective Suicidal Ideation: The Protective Role of Online-Only Friendships. Journal of Clinical Child & Adolescent Psychology, Volume 51, Issue 1, 2022, https://doi.org/10.1080/15374416.2020.175001 9Stephanie Tom Tong, Brandon Van Der Heide, Lindsey Langwell, Joseph B. Walther, Too Much of a Good Thing? The Relationship between Number of Friends and Interpersonal Impressions on Facebook, Journal of Computer-Mediated Communication, Volume 13, Issue 3, 1 April 2008, Pages 531–549, https://doi.org/10.1111/j.1083-6101.2008.00409.x

Dr. John R. Weisz, Ph.D., is a Professor of Psychology at Harvard where he focuses his research on developing interventions for youth mental health problems. He is a past president of the Society of Clinical Child and Adolescent Psychology and the International Society for Research in Child and Adolescent Psychopathology as well as a recipient of the James McKeen Cattell Lifetime Achievement Award from the Association for Psychological Science. At Harvard, Dr. Weisz's Lab for Youth Mental Health focuses on developing, implementing, and testing psychological treatment interventions to help alleviate anxiety, depression, conduct problems, ADD/ADHD, and post-traumatic stress in kids. The thing is, most children present multiple problems at the same time. To best treat kids with a profile of mental health issues, Dr. Weisz and his team have worked hard to combine components of the best tested and proven interventions into one comprehensive approach. On top of explaining what that transdiagnostic approach looks like, we talk more generally about other treatments I'm trying to better understand like CBT and medication and also dive into brief digital interventions. They are 30 to 45 minutes, interactive, delivered online without any supervision needed, and most importantly proven - making them a great way to expand the accessibility of mental health care that is so desperately needed. Please enjoy.

Dr. Ruth Brown is an assistant professor in the Department of Psychiatry and the Virginia Institute for Psychiatric and Behavioral Genetics at Virginia Commonwealth University and an expert practitioner of state-of-the-art data science tools and the founder of the HOPE Lab. She is also the Co-Founder and Senior Advisor at Aigora. Dr. Ruth Brown-Ennis received her Ph.D. in Clinical Child and Adolescent Psychology from Virginia Commonwealth University.   Her general research interests focus on better understanding the interplay between environmental and biological factors in the development of depression, anxiety, and traumatic stress and using these findings to improve mental health care. She has a particular interest in the role of these factors in people with developmental disabilities.   Dr. Ruth Brown on LinkedIn: https://www.linkedin.com/in/ruth-brown-ennis/   HOPE Lab website: https://rampages.us/hopelab/     To learn more about Aigora, please visit www.aigora.com

Today we're excited to welcome Sandra Dodson Roland, Ph.D., ABPP, to the Texas Family Law Insiders podcast. Dr. Roland is Board Certified in Clinical Child and Adolescent Psychology. She's licensed in the State of Texas as a Psychologist and Licensed Specialist and has spent nearly 25 years working with children, adolescents and their families. She provides evaluations including  autism spectrum, cognitive, ADHD, and child custody and adoption evaluations. Today we are sitting down with her to discuss educational evaluations and how they can be used in family law cases. Listen as she walks us through: When parents don't agree on education for the children - what factors go into deciding what is best for the child What are the components of the educational evaluation There are more options than public or private schools. Why it's important to consider ALL the education options (for each child) And much more

In this episode, I am delighted to be reviewing the book, "Taking Charge of Adult ADHD", - 2nd edition with author Russell Barkley, PhD.    This is a must-have book for all adults with ADHD! and a must-listen conversation  We talked about: - Latest research in ADHD - Medication and ADHD - what's on the horizon - Emotional dysregulation  - How to move past the diagnosis and take charge of your ADHD and sooo much more.  Be sure to order the 2nd edition of Taking Charge of Adult of ADHD    Additional resources - http://www.russellbarkley.org/factsheets.html The ADHD Report - http://www.russellbarkley.org/newsletter.html   About Dr. Barkley  Russell A. Barkley, Ph.D., is a Clinical Professor of Psychiatry at Virginia Commonwealth University School of Medicine (2016-present).  He is also a retired Professor of Psychiatry and Neurology from the University of Massachusetts Medical Center (1985-2002) and subsequently worked as a Professor of Psychiatry and Health Sciences at the Medical University of South Carolina (2003-2016).  In semi-retirement, he continues to lecture widely and develop continuing education courses for professionals on ADHD and related disorders, as well as consult on research projects, edit The ADHD Report, and write books, reviews, and research articles. He is board-certified in Clinical Psychology (ABPP), Clinical Child and Adolescent Psychology, and Clinical Neuropsychology (ABCN, ABPP).  Dr. Barkley is a clinical scientist, educator, and practitioner who has published 27 books, rating scales, and clinical manuals numbering more than 43 editions, and creator of 7 award-winning professional videos.  He has also published more than 300 scientific articles and book chapters related to the nature, assessment, and treatment of ADHD and related disorders.  He is the founder and Editor of the clinical newsletter, The ADHD Report, now in its 29th year of publication.  Dr. Barkley has presented more than 800 invited lectures in more than 30 countries and appeared on nationally televised shows such as 60 Minutes, the Today Show, Good Morning America, CBS Sunday Morning, CNN, and many others.  He has received numerous awards from professional societies and ADHD organizations for his lifetime achievements, contributions to research and clinical practice, and the dissemination of science.  His website is www.russellbarkley.org.

Our guest expert, Dr. Erlanger Turner, speaks to some of the emerging research about fathers in the pandemic and answers questions from several of our listeners who identify as fathers from diverse communities. Dr. Turner is a licensed psychologist and an assistant professor of psychology at Pepperdine University. His research focuses on mental health among racial and ethnic communities, access to behavioral health services, cultural competency, and the impact of race-based stress.Included in this episode about fatherhood:- How has the pandemic changed the lives of fathers?- Mothers – and fathers – report mental, physical health declines - American Psychological Association- How has the pandemic changed how children view their fathers/parents?- What are some of the added barriers for fathers from diverse communities this past year especially?- From Jason: “I am concerned with burdening my young child with the weight of racism, but I also feel compelled to provide him with the understanding and the tools to deal with prejudice and to make sure he comes home every day. Do you have any tips/suggestions?”- RESilience - American Psychological Association- From Jesse: “How do we keep from feeling like we failed our kids through this pandemic?”- From a father of a bi-racial son: “How do I avoid projecting my anxiety on my son about the racism he may experience?”About Our Guest: Erlanger A. Turner, Ph.D.Dr. Earl Turner is a licensed psychologist and an assistant professor of psychology at Pepperdine University in the Graduate School of Education and Psychology. His research expertise primarily focuses on mental health among racial and ethnic communities, access to behavioral health services, cultural competency, and the impact of race-based stress. He has published his research in peer-reviewed journals and serves on the editorial board for the Journal of Black Psychology, Evidence-Based Practice in Child and Adolescent Mental Health, the Journal of Clinical Child and Adolescent Psychology, and The Counseling Psychologist. Dr. Turner is a nationally recognized mental health expert and has been quoted by top media sources including The New York Times, Washington Post, Ebony, Oprah Magazine, NPR, NBC News, and more. He is the author of Mental Health among African Americans: Innovations in Research and Practice and is the Immediate Past-President of the Society for Child and Family Policy and Practice (Division 37 of the American Psychological Association) where he was the 1st Black male to be elected to serve as president. More recently, he founded Therapy for Black Kids, a not-for-profit organization created to help Black parents raise healthy kids in the 21st century.

According to the US Centers for Disease Control and Prevention, in 2019, suicide was the second leading cause of death among adolescents ages 13 to 19 — and the leading cause of death among 13-year-olds. The suicide death rate among Black youth is increasing faster than any other racial/ethnic group. In addition, 18.4% of youth with ADHD made at least one attempt by age 18, in stark contrast to only 5.7% of youth without ADHD. What are some of the predisposing factors of ADHD that increase the risk of suicide? Michael Meinzer provides insight into the difference between suicidal ideation and self-harm, triggers, warning signs, treatment, and appropriate responses to help someone with suicidal thoughts. He also sets the record straight on myths that prevent individuals and family members from reaching out for support.   Michael Meinzer, PhD Michael Meinzer, PhD, is an assistant professor in the department of psychology and the director of the Young Adult and Adolescent ADHD Services Lab at the University of Illinois at Chicago. He also directs UIC's SUCCEEDS College ADHD Clinic. His research focuses on adverse outcomes (such as depression, early pregnancy, substance use, delinquency) that are particularly prevalent among individuals with ADHD during adolescence and early adulthood. Dr. Meinzer is interested in examining the mechanisms behind ADHD and comorbid psychopathology and subsequently developing tailored programming to address these difficulties. His work has been recognized by various mental health organizations and has been funded by the National Institute of Mental Health. He received the Young Scientist Award from CHADD in 2016. He serves as the chair (elect) of the ADHD special interest group for the Association of Behavioral and Cognitive Therapies (ABCT) and the secretary (designate) of the Society of Clinical Child and Adolescent Psychology (Division 53 of the American Psychological Association). Dr. Meinzer is also a consulting editor of Clinical Research Digest, the Journal of Consulting and Clinical Psychology, and the Journal of Attention Disorders.    

Join us as Pastor Scott and Pastor Chris explore the biblicality of the Enneagram, its implications for the Christian and its imposing worldview. Shownotes: Book: Richard Rohr and the Enneagram SecretPodcast: Truth in Love - Enneagram episodes (Ep. 306, 307, 308)Podcast: Unbelievable? - Should Christians embrace the EnneagramPodcast: Sheologians - Girl what's your number? Blog from Pastor Chris:  The Enneagram, Time Wasted or Truth Revealed?Article: The Enneagram GPS, Gnostic Path to SelfArticle:  The Christian Enneagram Authors, what you should know and whyJournal of Clinical Child and Adolescent Psychology - Overview of Discredited assessment tests including Enneagram as "top 5 discredited assessments) among 139 clinical psychologists

May is Mental Health Awareness Month and we are kicking it off with a brilliant episode featuring Clinical Child and Adolescent Psychologist, Dr. Brittany Mathews. This episode highlights the importance of mental health as a critical part of our overall wellbeing and why it is imperative we pay attention to it. Gold Ivy explores how lifestyle and self-care play into their mental health and asks Dr. Mathews a multitude of questions that are on all our minds. Dr. Mathews discusses the prevalence of mental health disorders, offers actionable steps for those struggling with their mental health, normalizes destructive thoughts, addresses suicidality, provides coping skills and techniques to benefit your mental health, and so much more. Tune in for a conversation that will leave you feeling more equipped as you navigate the inevitable and difficult conversations with yourself and/or those who are struggling with their mental health. Guest- Brittany Mathews, PhD Crisis Text Line: 741-741Suicide Prevention Lifeline: 1-800-273-8255Find Gold Ivy Health Co. and resources mentioned- Website- https://goldivyhealthco.com/blog/Instagram- https://www.instagram.com/goldivyhealthco/ Facebook- https://www.facebook.com/Gold-Ivy-Health-Co-103783871542834TikTok- https://www.tiktok.com/@goldivyhealthco?lang=en#goldivyhealthco #ivyunleashedpodcast #ivyunleashed #ivyleague #applepodcast #spotifypodcast #youtubepodcast #mentalhealth #mentalhealthawarenessmonth #suicide #suicideprevention #suicideawareness #covid #depression #anxiety #selfcare #mentalhealthdisorders #therapy #therapists #mentalhealthpodcast #negativitybias #cognitivedistortion #selfgrowth #selfdiscovery #selftalk #journal #selfidentity #behaviorchange #holistichealth #healthcoach #personaltrainer #wordsofwisdom #watchmegrow #listenandlearn #needtoknow #whatilearned #wellness #lifestyleSupport the show (https://www.paypal.com/paypalme/goldivyhealthco)

Hailing from the small beautiful island of St. Croix in the U.S. Virgin Islands, Dr. Anne-Louise Lockhart is pediatric psychologist, author, parent coach speaker and business owner of a thriving practice in San Antonio, TX: A New Day Pediatric Psychology, PLLC. She is Board Certified in Clinical Child, and Adolescent Psychology.In this episode Kerry-Ann and Chris chat with Dr. Ann Louise Lockhart about parenting during a pandemic and how important it is, especially for West African and Caribbean people, to intentionally parent their children based on this generation and the times we are living in today.Dr. Lockhart  spoke to encouraging our children to have a voice, the importance of developing emotional intelligence and the ability to problem solve. Connect with Dr. Lockhart - Instagram | Facebook | LinkedinConnect with @carryonfriends - Twitter | Instagram | FacebookConnect with Chris Williams - Twitter | Instagram | LinkedinEnjoyed the show?  Please remember to leave a rating and review in Apple Podcasts. A Breadfruit Media Production: Twitter Support the show (http://glow.fm/carryonfriends)

1. Surveying the Research on the Enneagram's Effectiveness. 2. The Deterministic Nature of the Enneagram and other Personality Typologies. 3. The Use of the Enneagram in Christian Churches and Organizations. 4. The Dangers of Using Personality Typologies for Hiring, Leadership Development, and as a Measurement of Growth and Sanctification. You can find the Journal of Clinical Child and Adolescent Psychology study here You can find the Christianity Today article here

When is a teen happily isolated– or at least content– and when is it something a parent should be concerned about, particularly during the pandemic?  This week's question comes from Kate in our Facebook group: When should one worry about a teenager's lack of desire to be with friends? For my 15-year-old it’s always been an issue, but since we moved two years ago, he’s been even more in the “I don’t care” camp than before. Outside of soccer and school, he doesn’t ever see friends, and says he doesn’t want to. All this is only made worse by the pandemic. Over the last year most of us have had more access to our kids' moment-to-moment existences than we had previously. That means we’re seeing more of things that might have always been there, and are therefore fine– and things that are new to us and actually should spark our concern. Some introverted children really are more content right now. If an adolescent is not expressing signs of depression and anxiety, than a teenager in his room all the time might be a content hermit, even if that has not been his parent's pandemic experience. Some sadness is fine too. Sadness makes sense right now. So how can a parent tell the difference between content self-isolation, some sadness about this tough moment, and depression? NYU child psych Dr. Aleta Angelosante offers this checklist of what to watch for in a teenager's mood: https://nyulangone.org/news/checking-your-teenagers-mood-during-covid-19-pandemic In this episode, Amy discusses some of the behaviors to watch for, and how to address concerns you might have with your teen. Don't put off the conversation because it might go poorly; it very well may, but your loving concern will be heard. I’m putting resources in the show notes- reach out to pediatrician- get a telehealth appointment with a professional if necessary, it can work a lot better than you’d think. one thing the pandemic has actually made easier. Dr. Angelosante further suggests these resources for parents. If you have concerns, don't hesitate to reach out to your child's pediatrician, or to a mental health professional. Anxiety and Depression Association of America: Watch, Ask and Listen: How to Tell if Your Child or Teen Is Anxious or Depressed Society of Clinical Child & Adolescent Psychology: Effective Child Therapy U.S. Department of Health and Human Services: Resources to Support Adolescent Mental Health Send us your parenting questions- we might answer yours next! Email us- questions@whatfreshhellpodcast.com. Learn more about your ad choices. Visit megaphone.fm/adchoices

In this episode, we go into the way back machine all the way to 2018! Matt's other podcast, The Trauma-Informed Lens Podcast introduced him to the science behind HRV. We thought it would be a great way to explore HRV with a few trauma and stress experts! The first podcast in a series focused on the relationship between heart rate variability and trauma, we introduce the concept and provide some initial insights. In 2015, the Journal of Clinical Child & Adolescent Psychology published a unique special issue dedicated to the idea of implementing physiological measures into the assessment of Clinical Child & Adolescent behavioral health.  The issue included several articles demonstrating how this can be done.  We start a multi-episode show to share some literature, examples, and issues with using physiology in our assessment and understanding of some of the impacts of exposure to adverse childhood experiences.

In this episode, we go into the way back machine all the way to 2018! Matt’s other podcast, The Trauma-Informed Lens Podcast introduced him to the science behind HRV. We thought it would be a great way to explore HRV with a few trauma and stress experts! The first podcast in a series focused on the relationship between heart rate variability and trauma, we introduce the concept and provide some initial insights. In 2015, the Journal of Clinical Child & Adolescent Psychology published a unique special issue dedicated to the idea of implementing physiological measures into the assessment of Clinical Child & Adolescent behavioral health.  The issue included several articles demonstrating how this can be done.  We start a multi-episode show to share some literature, examples, and issues with using physiology in our assessment and understanding of some of the impacts of exposure to adverse childhood experiences.

Are you maintaining your mental health during the pandemic? Professor Mitch Prinstein stops by the show to talk about keeping our minds healthy and happy during these tough times. It's the valuable discussion that you need right now.~ ~ ~Mitch Prinstein, Ph.D., ABPP is the John Van Seters Distinguished Professor of Psychology and Neuroscience, and Assistant Dean for Honors Carolina at the University of North Carolina at Chapel Hill. Mitch’s research examines interpersonal models of internalizing symptoms and health risk behaviors among adolescents, with a specific focus on the unique role of peer relationships in the developmental psychopathology of depression and self-injury. His has published over 150 peer-reviewed papers and 9 books, including an undergraduate textbook in clinical psychology, graduate volumes on assessment and treatment in clinical child and adolescent psychology, a set of encyclopedias on adolescent development, and the acclaimed trade book, “Popular: Finding Happiness and Success in a World That Cares Too Much About the Wrong Kinds of Relationships.”  He is a past Editor for the Journal of Clinical Child and Adolescent Psychology, and a past-president of the Society for the Science of Clinical Psychology and the Society of Clinical Child and Adolescent Psychology.  Mitch currently serves on the Board of Directors of the American Psychological Association.  Mitch’s longstanding commitment to students’ professional development training is reflected in dozens of invited addresses at local and national conferences, as well as several publications including the APAGS Workbook on the internship selection process, The Portable Mentor, and his uncensored advice for admission to psychology graduate programs.  Mitch’s most important contributions are reflected in the success and happiness of his students who have made enormous impacts by pursuing their true passions and being confident in their own abilities.~ ~ ~Support the show on Patreon @norlundCheck out more details about the show at https://www.chrisnorlund.com/podcastFollow on Twitter @chris_norlundFollow on Instagram @norlundStay positive and thank you so much for listening!

Dr. Carla Mazefsky is an Associate Professor of Psychiatry at the University of Pittsburgh School of Medicine, where she is Co-Director of the Center for Autism Research (CeFAR) and the Director of the Regulation of Emotion in ASD Adults, Children, & Teens (REAACT) Research Program. She is a past recipient of the INSAR Ritvo-Slifka Award for Innovation in Autism Research. Her current studies take a lifespan approach, with an emphasis on adolescence and the transition to adulthood.  Her research focuses primarily on emotion regulation and associated mental health and behavioral concerns in autism spectrum disorder (ASD), including the mechanisms underlying emotion dysregulation in ASD and the development of new assessment and treatment approaches. She is co-editor of the Oxford Handbook of Autism and Co-Occurring Psychiatric Conditions, author of the Emotion Dysregulation Inventory, and co-author of the Emotion Awareness and Skills Enhancement (EASE) Program.    Susan W. White is Professor and Doddridge Saxon Chair in Clinical Psychology at the University of Alabama. Her clinical and research interests include development and evaluation of psychosocial treatments that target transdiagnostic processes underlying psychopathology. She is associate editor for the Journal of Clinical Child and Adolescent Psychology and the Journal of Autism and Developmental Disorders, and she the Editor in Chief of the ABCT Series on Implementation of Clinical Approaches. Her research has been funded by the National Institutes of Health and the Department of Defense. She received her PhD from Florida State University. All Autism Talk (allautismtalk.com) is sponsored by LEARN Behavioral (learnbehavioral.com).

Mindfulness has become common in pop culture. Luckily, that's for a good reason. While research continues, study after study has shown positive effects of Mindfulness and Mindful Parenting. So what does it mean to be a Mindful Parent? Links from this episode: The Gottman Institute: https://www.gottman.com/blog/mindful-parenting-how-to-respond-instead-of-react/ Dr. John Kabat-Zinn: https://www.huffpost.com/entry/what-is-mindful-parenting_b_5945356 Headspace: https://www.headspace.com/mindfulness/mindful-parenting Clinical Child and Family Psychology Review article: https://link.springer.com/article/10.1007/s10567-009-0046-3 Visit MyMindfulMat.com for more mindfulness resources and activities, and Coriaria.com for more resources to strengthen your family and relationships. --- Send in a voice message: https://anchor.fm/my-mindful-mat-moment/message

Dr. Mondesir interviews Dr. Vera Joffe, a psychologist, who is Board Certified in Clinical Child and Adolescent Psychology, on Selective Mutism, a childhood anxiety disorder where kids find it difficult to speak in certain social settings

After serving in the United States Air Force Dr. Barkley obtained his Bachelor's Degree with Honors in Psychology from the University of North Carolina at Chapel Hill in 1973. He then attended Bowling Green State University in Ohio where he received his Masters Degree in 1975 and his Ph.D. in 1977 in Clinical Psychology, receiving the Distinguished Dissertation Award for his research on the effects of medication on children with ADHD. He then attended the Oregon Health Sciences University for internship training in developmental, learning, and behavioral disorders of children. Thereafter, in 1977, he joined the Department of Neurology at the Medical College of Wisconsin (MCOW) and Milwaukee Children's Hospital where he worked in the Child Neurology Division and eventually founded the Neuropsychology Service at MCOW. He served as its Chief and as Associate Professor of Neurology until 1985. Dr. Barkley then relocated to the University of Massachusetts Medical School, where he served as the Director of Psychology and as a Professor of Psychiatry and Neurology (1985-2002). While there, he established the research clinics for both child and adult Attention Deficit Hyperactivity Disorders. In 2003, Dr. Barkley became a Professor in the Department of Psychiatry at the Medical University of South Carolina, where he was affiliated until 2017. He is now a Clinical Professor of Psychiatry at the Virginia Treatment Center for Children and the Virginia Commonwealth University Medical Center in Richmond, VA. Dr. Barkley has been awarded a Diplomate (board certification) in three specialties, these being Clinical Psychology (ABPP), Clinical Child and Adolescent Psychology, and Clinical Neuropsychology (ABCN, ABPP). He is a clinical scientist, educator, and practitioner who has authored, co-authored, or co-edited 20 books and clinical manuals. He has published more than 200 scientific articles and book chapters related to the nature, assessment, and treatment of ADHD and related disorders (see Publications). In 1993, he founded a bimonthly newsletter for clinical professionals, The ADHD Report (Guilford Publications). He has created seven professional videotapes on ADHD and defiant children, three of which have won national awards, including the 1992 and 1994 Golden Apple Award for educational videos from the National Education Association. Dr. Barkley has served on the editorial boards of 11 scientific journals and as a reviewer for numerous others. He was the President of the Section of Clinical Child Psychology, Division 12, of the American Psychological Association (1988), and was President of the International Society for Research in Child and Adolescent Psychopathology (1991). Dr. Barkley has presented more than 700 invited workshops, public addresses, and scientific presentations internationally, including Australia, New Zealand, Belgium, Israel, Russia, Kenya, Venezuela, Sweden, Denmark, Norway, Iceland, Finland, Spain, Italy, Canada, and Great Britain. He has appeared on many nationally televised programs to discuss topics pertaining to ADHD, including: Today (NBC TV, August 1991), A Closer Look with Faith Daniels (NBC TV, June 1991), and Good Morning America (ABC TV, August 1992; June 1994; August, 1998); Eye-to-Eye with Connie Chung (CBS TV, June 1994), 60 Minutes with Leslie Stall (CBS-TV, November, 1995), Real Life (NBC-TV, March & September 1996), Day & Date (February 1996), Leeza with Leeza Gibbons (ABC-TV, March 1996), The Early Show with Bryant Gumbel (CBS, Sept. 2000), the BBC (November, 2000), Frontline (PBS, April, 2001), Investigative Reports (A & E, April, 2001) and on a variety of regional radio and television programs throughout North America and internationally. He also assisted the following major magazines and newspapers, among others, with stories on ADHD: Newsweek, Time, Scientific American, Newsday, Readers Digest, The New Yorker, Parents Magazine, Woman’s Day, Cosmopolitan, Wall Street Journal,

If you try to resonate with everyone, you will resonate with no one! Many entrepreneurs are afraid to focus on a niche that seems too small or struggle to define a specific niche. In this episode, my guest, Marielle Evertsz shares her experience to help and inspire you to find your niche. Marielle is a certified life coach for teens. She is specialized in coaching teen girls and TCKs who go through the stress and anxieties that come with being in this early age of adulthood. After graduating and a career in communication and PR, Marielle knew in her early thirties that she wanted to do something else and decided to change careers. She got a teaching certificate and worked as a high school teacher in Curaçao in the Caribbean, where she discovered her love for working with teens. Years later she moved with her family to the Netherlands where she got a Master in Clinical Child and Adolescent Studies and worked as a family guardian at Child Protection. During her second move with her family to Qatar, she worked as a school counselor at an international school, where she learned about Third Culture Kids and discovered she was also a TCK, raising 3 TCKs! When Marielle moved back to Curaçao, she felt it was time for her to reflect on what she really wanted to do and how she could tap into her passion for teen girls. She got her coaching certificate and launch in 2016 business Keeping It Real Me. (https://www.keepingitrealme.com/) “If you try to resonate with everyone, you will resonate with no one.” In every episode, I bring you real examples and practical tips that you can use right away.  This free download (https://pages.convertkit.com/7101dffe52/3bc7820d6f) will guide you in finding your niche and get you on your way to becoming the go-to-expert in your niche. (https://pages.convertkit.com/7101dffe52/3bc7820d6f) What you will learn In this episode, you will learn: How to find your niche and where to focus How to describe the problem that you address with your business Why it’s important to learn how to describe a problem How to become the go-to-expert in your niche How to choose the right language to address your niche The difference between the user, the prescriber and the payer How to reach your niche and transform them into customer “It is so much easier to focus when you stick to your niche” – Marielle Evertsz See how Marielle explains the problems that teens experience and how she differentiates the language targeting the parents while serving their children’s needs. Highlights from the episode Marielle’s story of career transformation and finding her passion (2min:32sec) Questions to ask yourself to find your passion (16min:35sec) What Marielle needed to get through the challenges of starting over in a new career (18min:53sec) The reason it’s important to focus on a niche (29min:03sec) How Marielle is still learning even once she has found her niche (31min:48sec) The questions to know to start your marketing strategy (34min:40sec) Leveraging the power of networks (local and online) (41min:16sec) Take Action Right Now Download the free workbook (https://pages.convertkit.com/7101dffe52/3bc7820d6f) I’ve created for this episode: Find Your Niche Workbook Share with the Tandem Nomads community (https://www.facebook.com/groups/tandemnomads/) the niche you will focus on in your business Find Marielle Online Website: Keeping It Real Me (https://www.keepingitrealme.com/) Instagram:  @mekeepingitreal (https://www.instagram.com/mekeepingitreal/) LinkedIn: www.linkedin.com/in/marielleevertsz (https://www.linkedin.com/in/marielleevertsz/)

Subscribe to our podcast on: iTunes – Google Play – Stitcher Radio – Spotify – Web Player Hire Josh Ochs to speak at your organization. Season 1 Parent Synopsis for 13 Reasons Why 13 Reasons Why is a Netflix series that depicts suicide in a graphic manner and is incredibly popular with teens. Currently, the show has 2 seasons available to watch on Netflix In season 1, the show focuses on a high school student named Clay and his friend Hannah Hannah takes her own life and leaves behind a set of cassette tapes that describe the 13 reasons why she ended her life Hannah dedicates each one of the 13 tapes to a different classmate who has hurt her in some way Difficult subject matter is a common focus on the show like bullying, drunk driving, rape, self-harm, and suicide The show can be very graphic. There are several episodes in season 1 that showcase difficult subject matter in great detail For season 1, Netflix released a 30 minute special called “Beyond the Reasons,” that has mental health professionals, cast members, writers, and producers discussing the difficult themes presented in the show What do parents need to know about season 1? 13 Reasons Why is incredibly popular with teens. According to a marketing analytics firm, the first season of the show was the second-most viewed Netflix season in the first 30 days after it premiered Parents will see an uptick in popularity since season 2 of the show was released on May 18, 2018 Many educators and psychologists have raised concerns that the show may serve as a trigger for self-injury among vulnerable students In New Zealand, students under the age of 18 are strongly discouraged from watching the series without a parent or guardian present Netflix added strong advisory warnings before episodes 1, 12, and 13 of the first season due to the portrayal of suicide and self-harm After every episode there are mental health resources and a message that depression and suicide can be effectively treated by a qualified mental health professional Episode 13 of season 1 is very graphic and shows Hannah’s suicide in great detail A recent study found that the release of 13 Reasons Why corresponded with between 900,000 – 1,500,000 more suicide related internet searches in the U.S., including a 26% increase in searches for “how to commit suicide” Some mental health professionals criticize the show for showcasing misleading information which could deter vulnerable students from seeking help. For example, Hannah’s counselor says they can’t report her sexual assault to the police without her identifying the assailant Over the course of the first season, the following difficult topics are presented: bullying, drunk driving, rape, self-harm and suicide Some say the show sends a dangerous message that suicide can be used to “get back” at others Some of the mental health organizations and educators who have released statements regarding the risks the show poses are: the National Association of School Psychologists, the Superintendent of Palm Beach County, Florida schools, the U.S. Society of Clinical Child and Adolescent Psychology, and the Canadian Mental Health Association What can parents do? We recommend that students younger than 18 years old do not watch this series Be aware of the show, it’s graphic nature, and the topics portrayed Ensure that your children know that the show is not reality and can romanticize self-harm Parents can create a PIN which allows them to view the Netflix series before giving their students access to it Parents can watch the show to better understand the perspective of a vulnerable student Teach your children that they can always come to you or a trusted adult if they have an incident, want to talk, or have questions If you decide that your teen is ready to watch 13 Reasons Why, watch it with them and use it as an opportunity to start an open dialog about the sensitive topics presented in the show Teach your student to never confront someone in a dangerous situation — especially if they have a weapon. Instead they should alert authorities, teachers, parents, or trusted adults right away Tell your students to follow their gut, if something doesn’t feel right they need to seek help from an adult Consider joining Parent University to get access to our bullying prevention curriculum for parents, students, and schools Read more here: https://smartsocial.com/blog/ Join our next webinar to learn the 30 worst apps your students should never use: https://smartsocial.com/#webinars Join Parent University to get videos to watch with your kids so they can better understand WHY they need to be smart online. View the top 50+ good and bad teen apps in our Popular App Guide page for Parents and Educators. Learn more at https://smartsocial.com

“I hear parents on the playground all the time saying “You’re OK!” after their child falls over. Often it does make the child stop crying…but doesn’t it invalidate the child’s feelings?” It turns out that this question is related to a skill that psychologists call emotional regulation, and learning how to regulate emotions is one of the most important tasks of childhood. This to-the-point episode is a trial of a shorter form of episode after listeners told me this show is “very dense.”  It’s hard to back off the density, but I can back off the length.  Let me know (via email or the Contact Me, page – not the comments on this episode because I get inundated with spam) what you think… Other episodes referenced in this show How parenting affects children’s development (https://yourparentingmojo.com/parenting/) How divorce impacts children’s development (https://yourparentingmojo.com/divorce/) How to scaffold children’s learning (https://yourparentingmojo.com/005-how-to-scaffold-childrens-learning/)   References Brookshire, B. (2013, May 8). Psychology is WEIRD: Western college students are not the best representatives of human emotion, behavior, and sexuality. Slate. Retrieved from www.slate.com/articles/health_and_science/science/2013/05/weird_psychology_social_science_researchers_rely_too_much_on_western_college.html Duncan, L.G., Coatsworth, J.D., & Greenberg, M.T. (2009). A model of mindful parenting: Implications for parent-child relationships and prevention research. Clinical Child & Family Psychology Review 12, 255-270. Keane, S.P., & Calkins, S.D. (2004). Predicting kindergarten peer social status from toddler and preschool problem behavior. Journal of Abnormal Child Psychology 32(4), 409-423. Kopystynska, O., Paschall, K.W., Barnett, M.A., & Curran, M.A. (2017). Patterns of interparental conflict, parenting, and children’s emotional insecurity: A person-centered approach. Journal of Family Psychology 31(7), 922-932. Roemer, L., Williston, S.K., & Rollins, L.G. (2015). Mindfulness and emotion regulation. Current Opinion in Psychology 3, 52-57. Rotenberg, K.J., & Eisenberg, N. (1997). Developmental differences in the understanding of and reaction to others’ inhibition of emotional expression. Developmental Psychology 33(3), 526-537. Sasser, T.R., Bierman, K.L., & Heinrichs, B. (2015). Executive functioning and school adjustment: The mediational role of pre-kindergarten learning-related behaviors. Early Childhood Research Quarterly 30(A), 70-79. Swain, J.E., Kim, P., & Ho, S.S. (2011). Neuroendocrinology of parental response to baby-cry. Journal of Neuroendochrinology 23(11), 1036-1041. Trommsdorff, G. (2010). Preschool girls’ distress and mothers’ sensitivity in Japan and Germany. European Journal of Developmental Psychology 7(3), 350-370.   (#) Transcript Hello and welcome to the Your Parenting Mojo podcast. While I was still pregnant with my daughter, a friend showed me a video of a toddler falling down a flight of stairs.  Once he has tumbled all the way to the bottom he immediately bounces up and announces loudly for anyone who might be around: “I’m OK! I’m OK!” At the time I thought that was pretty cool.  Who wouldn’t want a child who can roll with the tumbles of life and be fine with it? I was working on some mental and emotional pregnancy exercises from a book at the time, one of which instructed me to write down my hopes for my yet-unborn daughter.  In the beautiful book that I made for her by hand (and that I hope to one day give to her), the third entry on my list of “My hopes for you” was “I hope you’ll be the kind of kid who gets up after a fall and says I’m OK!” Fortunately, through studying for a Master’s in Psychology and through researching podcast episodes for you, my wishes for my daughter, as well as my skills,...

No doubt that the child who is late, disorganized and scattered needs help. But are you lecturing, punishing or giving zeros to that child in hopes that he will stop messing around and just get over it? On this Podcast, Dr. Russell Barkley will discuss how to train the brain's Executive Function skills so that children can succeed in learning and life.About Russell Barkley, Ph.D.Russell A. Barkley, Ph.D., is a Clinical Professor of Psychiatry at the Medical University of South Carolina. He is a Diplomate (board certified) in three specialties, Clinical Psychology (ABPP), Clinical Child and Adolescent Psychology, and Clinical Neuropsychology (ABCN,ABPP). Dr. Barkley is a clinical scientist, educator, and practitioner who has published 23 books, rating scales, and clinical manuals numbering 41 editions. He has also published more than 270 scientific articles and book chapters related to the nature, assessment, and treatment of ADHD and related disorders. He is the founder and Editor of the bimonthly clinical newsletter, The ADHD Report, now in its 25th year of publication. Dr. Barkley has presented more than 800 invited addresses internationally and appeared on nationally televised programs such as 60 Minutes, the Today Show, Good Morning America, CBS Sunday Morning, CNN, and many other programs on behalf of those with ADHD. He has received awards from the American Psychological Association, American Academy of Pediatrics, American Board of Professional Psychology, Association for the Advancement of Applied and Preventive Psychology, American Professional Society for ADHD and Related Disorders, New England Educational Institute, the Wisconsin Psychological Association, and Children and Adults with ADHD (CHADD) for his career accomplishments, contributions to research in ADHD, to clinical practice, and for the dissemination of science.BooksWhen an Adult You Love Has ADHD: Professional Advice for Parents, Partners, and SiblingsExecutive Functions: What They Are, How They Work, and Why They EvolvedWebsitesRussellBarkley.orgADHDLectures.comSupport the show (https://mailchi.mp/7c848462e96f/full-prefrontal-sign-up)

Anyone struggling with inattention or distractibility, general impulsivity and poor motivation is going struggle with learning. However, conventional wisdom trivializes underachievement related to these struggles and there's a risk that the sufferers may not get proper help they need. On this Podcast, Dr. Russell Barkley will discuss how the brain's Executive Function brings behaviors under its control and directs actions towards successful learning.About Russell Barkley, Ph.D.Russell A. Barkley, Ph.D., is a Clinical Professor of Psychiatry at the Medical University of South Carolina. He is a Diplomate (board certified) in three specialties, Clinical Psychology (ABPP), Clinical Child and Adolescent Psychology, and Clinical Neuropsychology (ABCN,ABPP). Dr. Barkley is a clinical scientist, educator, and practitioner who has published 23 books, rating scales, and clinical manuals numbering 41 editions. He has also published more than 270 scientific articles and book chapters related to the nature, assessment, and treatment of ADHD and related disorders. He is the founder and Editor of the bimonthly clinical newsletter, The ADHD Report, now in its 25th year of publication. Dr. Barkley has presented more than 800 invited addresses internationally and appeared on nationally televised programs such as 60 Minutes, the Today Show, Good Morning America, CBS Sunday Morning, CNN, and many other programs on behalf of those with ADHD. He has received awards from the American Psychological Association, American Academy of Pediatrics, American Board of Professional Psychology, Association for the Advancement of Applied and Preventive Psychology, American Professional Society for ADHD and Related Disorders, New England Educational Institute, the Wisconsin Psychological Association, and Children and Adults with ADHD (CHADD) for his career accomplishments, contributions to research in ADHD, to clinical practice, and for the dissemination of science.BooksWhen an Adult You Love Has ADHD: Professional Advice for Parents, Partners, and SiblingsExecutive Functions: What They Are, How They Work, and Why They EvolvedWebsitesRussellBarkley.orgADHDLectures.comSupport the show (https://mailchi.mp/7c848462e96f/full-prefrontal-sign-up)

The symptoms of ADHD affected more than school performance. They reach into every aspect of life and can impair major life activities at work, school, socially and financially. Dr. Russell A. Barkley, researcher and author of "Taking Charge of Adult ADHD," will discuss how ADHD impairs major life activities and answer questions about ADHD during this special Ask the Expert Webinar presentation. Russell A. Barkley, Ph.D., is Research Professor of Psychiatry at the State University of New York Upstate Medical School in Syracuse, NY and Clinical Professor of Psychiatry at the Medical University of South Carolina. He is a Diplomate in three specialties, Clinical Psychology (ABPP), Clinical Child and Adolescent Psychology, and Clinical Neuropsychology (ABCN, ABPP). Dr. Barkley is a clinical scientist, educator, and practitioner who has authored, co-authored, or co-edited 20 books and clinical manuals and published more than 200 scientific articles and book chapters related to the nature, assessment, and treatment of ADHD and related disorders. He is the Editor of the bimonthly clinical newsletter, The ADHD Report. He has presented more than 600 invited addresses internationally and appeared on the nationally televised 60 Minutes, the Today Show, Good Morning America, CBS Sunday Morning, CNN, and many other programs on behalf of those with ADHD. In 1996, he was awarded the C. Anderson Aldrich Award from the American Academy of Pediatrics for his research career in child development. He has received several awards from the American Psychological Association for his contributions to research in ADHD, to clinical practice, and for the dissemination of science. In 1998, he received the Award for Distinguished Contribution to Research from the Section on Clinical Child Psychology, (now Division 53) of the American Psychological Association. In 2002, he received the Dissemination Award from the Society for a Science of Clinical Psychology, Division 12, of the American Psychological Association for his career long efforts to dispel misconceptions about ADHD and to educate the public and other professionals about the science of this disorder. And in 2004, he received an award for distinguished service to the profession of psychology from the American Board of Professional Psychology. In 2012, Dr. Barkley was given the Distinguished Career Award from the Division of Clinical Child and Adolescent Psychology of the American Psychological Association.

The symptoms of ADHD affected more than school performance. They reach into every aspect of life and can impair major life activities at work, school, socially and financially. Dr. Russell A. Barkley, researcher and author of "Taking Charge of Adult ADHD," will discuss how ADHD impairs major life activities and answer questions about ADHD during this special Ask the Expert Webinar presentation. Russell A. Barkley, Ph.D., is Research Professor of Psychiatry at the State University of New York Upstate Medical School in Syracuse, NY and Clinical Professor of Psychiatry at the Medical University of South Carolina. He is a Diplomate in three specialties, Clinical Psychology (ABPP), Clinical Child and Adolescent Psychology, and Clinical Neuropsychology (ABCN, ABPP). Dr. Barkley is a clinical scientist, educator, and practitioner who has authored, co-authored, or co-edited 20 books and clinical manuals and published more than 200 scientific articles and book chapters related to the nature, assessment, and treatment of ADHD and related disorders. He is the Editor of the bimonthly clinical newsletter, The ADHD Report. He has presented more than 600 invited addresses internationally and appeared on the nationally televised 60 Minutes, the Today Show, Good Morning America, CBS Sunday Morning, CNN, and many other programs on behalf of those with ADHD. In 1996, he was awarded the C. Anderson Aldrich Award from the American Academy of Pediatrics for his research career in child development. He has received several awards from the American Psychological Association for his contributions to research in ADHD, to clinical practice, and for the dissemination of science. In 1998, he received the Award for Distinguished Contribution to Research from the Section on Clinical Child Psychology, (now Division 53) of the American Psychological Association. In 2002, he received the Dissemination Award from the Society for a Science of Clinical Psychology, Division 12, of the American Psychological Association for his career long efforts to dispel misconceptions about ADHD and to educate the public and other professionals about the science of this disorder. And in 2004, he received an award for distinguished service to the profession of psychology from the American Board of Professional Psychology. In 2012, Dr. Barkley was given the Distinguished Career Award from the Division of Clinical Child and Adolescent Psychology of the American Psychological Association.

Parenting is tough, huh?  Sometimes it feels like we spend a lot of our time asking our daughter to do things…and asking again…and finding a more creative way to ask.  We’re going to get some great advice on this next week from Julie King, co-author of the new book How to Talk so Little Kids will Listen – but for this week I want to set the stage and think about why we should bother with all of this.  Why not just force our kids to do what we want them to do?  And, is it possible to raise obedient kids who can also think for themselves? Reference Baldwin, A.L. (1948). Socialization and the parent-child relationship. Child Development 19, 127-136. Retrieved from: http://www.jstor.org/stable/1125710 Baumrind, D. (1978). Parental disciplinary patterns and social competence in children. Youth Society 9(3), 239-267. DOI: 10.1177/0044118X7800900302 Collins, W.A. (Ed.) (1984). Development during middle childhood: The years from six to twelve. Washington, D.C.: National Academies Press. Full book available as a pdf at: http://www.nap.edu/catalog/56.html Crockenberg, S.C., & Litman, C. (1990). Autonomy as competence in 2-year-olds: Maternal correlates of child defiance, compliance, and self-assertion. Developmental Psychology 26(6), 961-971. DOI: 0.1037/0012-1649.26.6.961 Hare, A.L., Szwedo, D.E., Schad, M.M., & Allen, J.P. (2014). Undermining adolescent autonomy with parents and peers: The enduring implications of psychologically controlling parenting. Journal of Research on Adolesence 24(4), 739-752. DOI: 10.1111/jora.12167 Lamborn, S.D., Mounts, N.S., Steinberg, L., & Dornbusch, S.M. (1991). Patterns of competence and adjustment among adolescents from authoritative, authoritarian, indulgent, and neglectful families. Child Development 62, 1049-1065. DOI: 10.1111/j.1467-8624.1991.tb01588.x Lansbury, J. (2014). Setting limits with respect: What it sounds like. Retrieved from: http://www.janetlansbury.com/2014/04/setting-limits-with-respect-what-it-sounds-like-podcast/ Kochanska, G. (1997). Mutually responsive orientation between mothers and their young children: Implications for early socialization. Child Development 68(1), 94-112. 10.1111/j.1467-8624.1997.tb01928.x Kochanska, G. (2013). Promoting toddlers’ positive social-emotional outcomes in low-income families: A play-based experimental study. Journal of Clinical Child and Adolescent Psychology 42(5), 700-712. DOI: 10.1080/15374416.2013.782815 Kochanska, G., Kim, S., & Boldt, L.J. (2015). (Positive) power to the child: The role of children’s willing stance toward parents in developmental cascades from toddler age to early preadolescence. Developmental Psychopathology 27(4pt.1), 987-1005. DOI: 10.1017/S0954579415000644 Kohn, A. (2005). Unconditional parenting: Moving from rewards and punishments to love and reason. New York: Atria. Parpal, M., & Maccoby, E.E. (1985). Maternal responsiveness and subsequent child compliance. Child Development 56, 1326-1334.  DOI: 10.2307/1130247 Spera, C. (2005). A review of the relationship among parenting practices, parenting styles, and adolescent school achievement. Educational Psychology 17(2), 125-146. DOI: 10.1007/s10648-005-3950-1   (#) Transcript This episode actually grew out of an assignment for my master’s program.  I’m in the middle of a class on child psychology, which is really at the heart of the curriculum for the masters in psychology with a focus on child development.  We were presented with a case study for a child called Jeremiah whose mother was at the end of her rope in dealing with him because he basically refused to cooperate with her.  He was having problems in school as well and I was tasked with writing a guide for his mother that that would help her to address some of his challenges. I’ve been reading two books that helped me with this assignment – the first is Unconditional Parenting by Alfie...

This episode of podmissum features Dr. Anne Marie Albano, who is an associate professor of clinical psychology in psychiatry and director of the Clinic for Anxiety and Related Disorders in the Division of Child and Adolescent Psychiatry at Columbia University Medical Center. In 2001 Dr. Albano was named a Beck Institute Scholar. She is an associate editor of the Journal of Consulting and Clinical Psychology and she is the president of the Society of Clinical Child and Adolescent Psychology of the American Psychological Association. Dr. Albano helps children, adolescents, and adults who struggle with anxiety and depression to master their concerns and embrace life's challenges instead of fearing them. She is the author of the book You and Your Anxious Child: Free Your Child from Fears and Worries and Create a Joyful Family Life. Dr. Albano conducts clinical research, supervises the research and clinical development of postdoctoral fellows in psychology and psychiatry, and is involved in advanced training of senior level clinicians in the application of cognitive behavioral approaches to diagnosis and treatment. Dr. Albano was invited to speak at Trinity on the morning of 29 April 2014 as a guest of the health and parenting committee of the Parents’ Association. She spoke about helping children cope with anxiety and took questions from an audience of Trinity parents.   To listen to this episode Click on the "pod" icon in the upper left, to the left of the episode title. Click on the hyperlink below, to the right of the text "Direct Download." You may follow Podmissum On iTunes By clicking on the RSS icon at the bottom of the right column, below the word Syndication. iOS and Android App Purchase the app for iOS (download Podcast Box and purchase Podmissum in-app). Purchase the app for Android that you may download to your device.

An Update with Dr. Kenneth Towbin, MD Chief of Clinical Child and Adolescent Psychiatry National Institute of Mental Health (NIMH) DBSA Parent Volunteer Coordinator Julia Small speaks with Dr. Towbin about NIMH’s ongoing research, which will further our understanding of the diagnosis and treatment of bipolar disorder and related mood disorders in children and adolescents. NIMH’s clinical work focuses on the differences of brain function and brain processing between children and adolescents with classic episodic bipolar disorder and chronic severe irritability. Learn more about NIMH’s research here: http://patientinfo.nimh.nih.gov/BipolarDisorderPediatric.aspx

School Struggles with Dr Richard Selznick  Dr. Elizabeth Gosch is Director of the MS Program in Counseling and Clinical Health Psychology and a core faculty member of the PsyD program in Clinical Psychology. A licensed clinical psychologist, she is board certified by the American Board of Clinical Child and Adolescent Psychology and serves as a diplomate examiner for this board. Dr. Gosch received her BA in 1987 from Grinnell College and her doctorate in clinical psychology in 1997 from Temple University. She employs an interactive teaching style, seeking to incorporate discussions of theoretical issues with real-world experience to help students master course material. She has taught doctoral courses in Behavior Therapy, Learning Theories, Practicum, and Child & Adolescent Therapy, among others. Dr. Gosch is a nationally recognized expert on clinical child psychology, anxiety disorders, and cognitive behavioral therapy (CBT) with youth. She has published on several topics but is best known for co-editing Anxiety Disorders: A Practioner's Guide to Comparative Treatments and articles on the treatment of internalizing disorders in children. Dr. Gosch is currently on the editorial board of Clinical Psychology: Science and Practice. She serves as a reviewer for the Journal of Consulting and Clinical Psychology, Cognitive and Behavioral Practice, and the Behavior Therapist. She has served on the Publications Committee of the Association for Behavioral and Cognitive Therapies. She was a co-principal investigator of an NIMH-funded study (NIMH-64484-01A1) of therapeutic process and alliance in the treatment of children with anxiety disorders.

Chris Mulligan's son's death challenged her 25 years experience as an adoption social worker, her MS in Clinical Child, Youth and Family work and her beliefs and values. Afterlife Agreements: A Gift From Beyond describes their continuing relationship and introduced her to a new life of gifts, gratitude and growth.

This episode is primarily relevant to consumers. In this episode, R. Trent Codd, III, Ed.S., interviews Anne Marie Albano, PhD about Child Anxiety Disorders. In this episode they discuss: The major child and adolescent anxiety disorders  Whether parents should be concerned about shyness  Steps parents can take to prevent the onset of anxiety disorders in their children  Risk factors for the development of anxiety disorders  When parents should consider seeking professional help and where they might go to locate appropriate help ANNE MARIE ALBANO, PhD BIOGRAPHY Dr. Anne Marie Albano is associate professor of clinical psychology in psychiatry within the Division of Child and Adolescent Psychiatry at the Columbia University College of Physicians and Surgeons, and Director of the Columbia University Clinic for Anxiety and Related Disorders. Dr. Albano received her Ph.D. in clinical psychology from the University of Mississippi and completed a postdoctoral fellowship at the Phobia and Anxiety Disorders Clinic of the Center for Stress and Anxiety Disorders at SUNY-Albany, under the mentorship of David H. Barlow, Ph.D. She has held past positions as the Assistant Director of the SUNY Phobia Clinic, Assistant Professor of Psychology at the University of Louisville, and the Recanati Family Assistant Professor of Psychiatry at the New York University School of Medicine. Among her professional activities, Dr. Albano is past president of the Society for Clinical Child and Adolescent Psychology of the American Psychological Association and past president of the Association for Behavioral and Cognitive Therapies. She is Associate Editor of the Journal of Consulting and Clinical Psychology and a past Editor of the journal Cognitive and Behavioral Practice. Dr. Albano is a Founding Fellow of the Academy of Cognitive Therapy and a Beck Institute Scholar. She is board certified in Clinical Child and Adolescent Psychology. Dr. Albano devotes her career to the study of anxiety and mood disorders in children, adolescents, and young adults. She has been a principal investigator on two of the largest clinical studies funded by the National Institutes of Mental Health, examining treatments for children and adolescents with anxiety and depression. In the Child/Adolescent Anxiety Multimodal Treatment Study (CAMS), 488 children ages 7 to 17 years with separation anxiety, social anxiety, and generalized anxiety disorders were treated with either cognitive behavioral therapy, medication, their combination, or pill placebo. Results indicated that all three active treatments were superior to pill placebo, with the combination treatment having the greatest advantage. These results tell us that anxiety in children and adolescents is highly treatable and that children do not need to suffer with these disorders. Dr. Albano is also a member of the Treatments for Adolescents with Depression Study (TADS) Team, having served as a contributor to the TADS Cognitive Behavioral Therapy manual and also as a principal investigator for this monumental research study. The TADS results found that for adolescents ages 12 to 17, the combination of cognitive behavioral therapy and medication results the greatest response rate in recovery from moderate to severe depression, followed by medication alone. Cognitive behavioral therapy alone takes several weeks longer to reach an effect, suggesting that use of CBT alone in milder cases is indicated. Overall, Dr. Albano's clinical and research careers have centered on developing and disseminating effective treatments for anxiety and depression in children, adolescents, and young adults.

This show features the second half of my conversation with Dr. Russell Barkley. We talk about many critical things parents and educators need to know about ADHD, but the most critical is this:Kids with ADHD tend to be 30-40% delayed in developing executive functions, and if we can adjust our expectations of our children, setting expectations based not on their age but their developmental stage. By adjusting our expectations to what the child can actually do takes lots of stress, pain and unhappiness out of the often tense situation caused by ADHD and its performance problems.Dr. Barkley is one of the most respected, internationally recognized experts in ADHD and is well known as the primary investigator in on of the longest continuous studies about ADHD known as the Milwaukee Study, following kids from childhood through age 28 (and the study continues to follow this cohort today.) Dr. Barkley's full credentials can be found on his informative website -you can find it at www.russellbarkley.org. I've excerpted part of his credentials here for you:After serving in the United States Air Force Dr. Barkley obtained his Bachelor's Degree with Honors in Psychology from the University of North Carolina at Chapel Hill in 1973. He then attended Bowling Green State University in Ohio where he received his Masters Degree in 1975 and his Ph.D. in 1977 in Clinical Psychology, receiving the Distinguished Dissertation Award for his research on the effects of medication on children with ADHD. He then attended the Oregon Health Sciences University for internship training in developmental, learning, and behavioral disorders of children. Thereafter, in 1977, he joined the Department of Neurology at the Medical College of Wisconsin (MCOW) and Milwaukee Children's Hospital where he worked in the Child Neurology Division and eventually founded the Neuropsychology Service at MCOW. He served as its Chief and as Associate Professor of Neurology until 1985. Dr. Barkley then relocated to the University of Massachusetts Medical School, where he served as the Director of Psychology and as a Professor of Psychiatry and Neurology (1985-2002). While there, he established the research clinics for both child and adult Attention Deficit Hyperactivity Disorders. In 2003, Dr. Barkley relocated to the Charleston, SC area where he became a Professor in the Department of Psychiatry at the Medical University of South Carolina. In 2005, he joined the faculty of the Department of Psychiatry at the SUNY Upstate Medical University in Syracuse, NY. Dr. Barkley has been awarded a Diplomate (board certification) in three specialties, these being Clinical Psychology (ABPP), Clinical Child and Adolescent Psychology, and Clinical Neuropsychology (ABCN, ABPP). He is a clinical scientist, educator, and practitioner who has authored, co-authored, or co-edited 20 books and clinical manuals. He has published more than 200 scientific articles and book chapters related to the nature, assessment, and treatment of ADHD and related disorders (see Publications). In 1993, he founded a bimonthly newsletter for clinical professionals, The ADHD Report (Guilford Publications). He has created seven professional videotapes on ADHD and defiant children, three of which have won national awards, including the 1992 and 1994 Golden Apple Award for educational videos from the National Education Association. Dr. Barkley has served on the editorial boards of 11 scientific journals and as a reviewer for numerous others. He was the President of the Section of Clinical Child Psychology, Division 12, of the American Psychological Association (1988), and was President of the International Society for Research in Child and Adolescent Psychopathology (1991). Also in today's show:Please check out the dysTalk website, a UK based website dealing with dyslexia and other learning disabilities. Donna, a listener, particularly recommends the video on the Emotional Side of Dyslexia, and I have to agree that it's wonderful. Please send your recommendations, ideas and the like to us at LDpodcast@gmail.com and I'll feature them on the show!Click here to listen to show #106- Dr. Russell Barkley, Part II