Podcasts about clinical child psychology

Hosted by writers Emma Atkinson and Jordyn Reiland, RadioEd is a triweekly podcast created by the DU Newsroom that taps into the University of Denver's deep pool of bright brains to explore the most compelling and interesting research coming out of DU. See below for a transcript of this episode. This week, production assistant and DU graduate student Madeleine Lebovic steps in to host.  Show Notes When Hollywood paints a picture of childhood, it's often one of nostalgia-tinged wonder. Playing outside, moments of carefree innocence and the highs and lows of the adventure of self-discovery.   But this is not the childhood that everyone experiences. For many, childhood was a place of uncertainty and fear. And when those kids grow up to become parents, those hard realities can impact their own parenting. How can we break those cycles of intergenerational trauma? This week on RadioEd, Madeleine Lebovic chats with Associate Professor of Clinical Child Psychology Angela Narayan about the surprising science behind reflecting on positive childhood experiences – and how it can help parents counter childhood adversity.  Angela Narayan, PhD, LP, is an Associate Professor in the Clinical Child Psychology PhD Program in the Department of Psychology at the University of Denver (DU). She is also an Adjunct Assistant Professor in the Department of Psychiatry at the University of California, San Francisco (UCSF). She received her PhD in Clinical Child Psychology from the Institute of Child Development at the University of Minnesota and completed a predoctoral internship and post-doctoral fellowship in the Department of Psychiatry and Child Trauma Research Program at UCSF. Narayan directs a program of research that examines how childhood adversity and positive childhood experiences have enduring effects on development across adolescence, adulthood and parenthood. She is particularly interested in understanding intergenerational pathways of adversity, psychopathology, and resilience in populations with diverse backgrounds.  Narayan is a licensed clinical psychologist in Colorado and a clinical supervisor in the Center for Child and Family Psychology (CCFP) in the DU Department of Psychology. Her expertise is in trauma-informed therapies (e.g., Child-Parent Psychotherapy, Trauma-Focused Cognitive-Behavioral Therapy) and relationship-based and parent-focused treatments (e.g., Parent Management Training, Interpersonal Psychotherapy). She also directs the DU Department of Psychology's PROTECT Lab where researchers study the intergenerational transmission of risk and resilience across families and generations. Links to different versions of the Benevolent Childhood Experiences scale, used to assess positive experiences in childhood, can be found under instruments. More Information: Positive childhood experiences predict less psychopathology and stress in pregnant women with childhood adversity: A pilot study of the benevolent childhood experiences (BCEs) scale by Angela Narayan et al. A multisystem, dimensional interplay of assets versus adversities: Revised benevolent childhood experiences (BCEs) in the context of childhood maltreatment, threat, and deprivation by Angela Narayan et al.  Relationship of Childhood Abuse and Household Dysfunction to Many of the Leading Causes of Death in Adults: The Adverse Childhood Experiences (ACE) Study by Vincent J Felitti, MD, FACP et al.  Information on ACEs from the CDC 

Despite living more solidly in the psychology domain, Collaborative Problem Solving (CPS) as a treatment for oppositional behaviors is increasingly moving into the mainstream. But does its attempts to change behavior patterns make it behavior analytic or something else? In this episode we look at a few of the earliest studies to evaluate the efficacy of CPS as well as some of the more recent publications on CPS as a treatment for challenging behavior and to discuss just what it is and whether you should be paying attention. But will we answer the key question: Is studying CPS an avenue of collaboration between behavior analysis and psychology or a watered-down version of older behavioral treatments? This episode is available for 1.0 LEARNING CEU. Articles discussed this episode: Greene, R.W., Ablon, J.S., & Goring, J.C. (2003). A transactional model of oppositional behavior: Underpinnings of the Collaborative Problem Solving approach. Journal of Psychosomatic Research, 55, 67-75. doi: 10.1016/S0022-3999(02)00585-8 Greene, R.W., Ablon. J.S., Goring, J.C., Raezer-Blakely, L., Markey, J., Monuteaux, M.C., Henin, A., Edwards, G., & Rabbit, S. (2004). Effectiveness of Collaborative Problem Solving in affectively dysregulated children with oppositional-defiant disorder: Initial findings. Journal of Consulting and Clinical Psychology, 72, 1157-1164. doi: 10.1037/0022-006X.72.6.1157 Pollastri, A.R., Wang, L., Eddy, C.J., & Ablon, J.S. (2023). An open trial of Collaborative Problem Solving in a naturalistic outpatient setting. Clinical Child Psychology and Psychiatry, 28, 512-524. doi: 10.1177/13591045221094387 Stoll, S.J., Hartman, J.D., Paxton, D., Wang, L., Ablon, J.S., Perry, B.D., & Pollastri, A.R. (2023). De-implemnting a point and level system in youth residential care without increased safety risk: A case study. Residential Treatment for Children and Youth. doi: 10.1080/0886571X.2023.2233408 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.

As our resolution for the new year, we decided to record 300 podcast episodes. And wouldn't you know it: We're almost there! Kick off 2025 by learning about the, surprisingly, never-before discussed on the show matching law! Then we blast off into a more recent development by reviewing research on Collaborative Problem Solving before settling down for a wintry Grab Bag jamboree. And speaking of jamborees, we release our 300th episode on the always relevant topic, vaccines not causing autism. Want to see ABA Inside Track celebrate the 300th episode milestone in person? Join us on Thursday, January 9th, 2025 from 5-7pm EST at Regis College for a full-length live recording, food, our typical brand of shenanigans, and a free CE. Click here to RSVP. Articles for January 2025 Matching Law Reed, D.D. & Kaplan, B.A. (2011). The matching law: A tutorial for practitioners. Behavior Analysis in Practice, 4, 15-24. doi: 10.1007/BF03391780 Alferink, L.A., Critchfield, T.S., Hitt, J.L., & Higgins, W.J. (2009). Generality of the matching law as a descriptor of shot selection in basketball. Journal of Applied Behavior Analysis, 42, 595-608. doi: 10.1901/jaba.2009.42-595 Morris, S.L. & Vollmer, T.R. (2022). The matching law provides a quantitative description of social time allocation in children with autism. Journal of Applied Behavior Analysis, 55, 934-957. doi: 10.1002/jaba.934   Auld Bag Syne (Winter 2025 Grab Bag) Graham, S., Keenan, M., & Dillenburger, K. (2024). All for one and one for all: The good inclusion game. Behavioral Interventions. doi: 10.1002/bin.2048 Migan-Gandonou Horr, J. & Campos, C. (2024). Effects of a technology‐based self‐management intervention on social media use in a college student. Behavior Analysis in Practice. doi: 10.1007/s40617-024-00977-3 Schmidt, J., Krantz, J., King, H., Vetter, J., & Maruska, C. (2024). Using a brief experimental analysis for writing speed intervention identification. Behavioral Interventions, 39. doi: 10.1002/bin.2019   Collaborative Problem Solving Greene, R.W., Ablon, J.S., & Goring, J.C. (2003). A transactional model of oppositional behavior: Underpinnings of the Collaborative Problem Solving approach. Journal of Psychosomatic Research, 55, 67-75. doi: 10.1016/S0022-3999(02)00585-8 Greene, R.W., Ablon. J.S., Goring, J.C., Raezer-Blakely, L., Markey, J., Monuteaux, M.C., Henin, A., Edwards, G., & Rabbit, S. (2004). Effectiveness of Collaborative Problem Solving in affectively dysregulated children with oppositional-defiant disorder: Initial findings. Journal of Consulting and Clinical Psychology, 72, 1157-1164. doi: 10.1037/0022-006X.72.6.1157 Pollastri, A.R., Wang, L., Eddy, C.J., & Ablon, J.S. (2023). An open trial of Collaborative Problem Solving in a naturalistic outpatient setting. Clinical Child Psychology and Psychiatry, 28, 512-524. doi: 10.1177/13591045221094387 Stoll, S.J., Hartman, J.D., Paxton, D., Wang, L., Ablon, J.S., Perry, B.D., & Pollastri, A.R. (2023). De-implemnting a point and level system in youth residential care without increased safety risk: A case study. Residential Treatment for Children and Youth. doi: 10.1080/0886571X.2023.2233408   Vaccines Do Not Cause Autism Ahearn, W.H. (2010). What every behavior analyst should know about the “MMR causes autism” hypothesis. Behavior Analysis in Practice, 3, 46-52. doi: 10.1007/BF03391757 Deer, B. (2011). How the case against the MMR vaccine was fixed. The BMJ, 342:c5347. doi: 10.1136/bmj.c5347 Taylor, L.E., Swerdfeger, A.L., & Eslick, G.D. (2014). Vaccines are not associated with autism: An evidence-based meta-analysis of case-control and cohort studies. Vaccine, 32, 3623-2629. doi: 10.1016/j.vaccine.2014.04.085 Alvik-Harju, C. (2024). Finding more constructive ways forward in the debate over vaccines with increased disability cultural competence. Med Humanit, 49, 9-16. doi: 10.1136/medhum-2021-012342

In this episode, Maryam Gholamrezaei, PhD, C.Psych, shares about her interviews with racially and ethnically diverse individuals who self-injure, including their responses to her question, “In your culture, what is the general response to people who engage in self-harming behaviors?” She also discusses gender differences in nonsuicidal self-injury (NSSI) among different ethnic groups and offers unique insights into how the geopolitical landscape of the Middle East may influence an individual's decision to self-harm.Learn more about Dr. Gholamrezaei on her website at https://drmaryamgholamrezaei.ca/. Below are some publications written by Dr. Gholamrezaei as well as Dr. Westers' editorial:Gholamrezaei, M., Heath, N. L., Pereira, L., De Stefano, J., & Böke, B. N. (2023). Nonsuicidal self-injury, mental health service use, and cultural perspectives among ethnically diverse university students. Canadian Journal of Community Mental Health, 42(1), 15-40.Gholamrezaei, M., De Stefano, J., & Heath, N. L. (2017). Nonsuicidal self-injury across cultures and ethnic and racial minorities: A review. International Journal of Psychology, 52(4), 316–326.Gholamrezaei, M., Heath, N., & Panaghi, L. (2016). Non-suicidal self-injury in a sample of university students in Tehran, Iran: prevalence, characteristics and risk factors. International Journal of Culture and Mental Health, 10(2), 136–149.Westers, N. J. (2024). Cultural interpretations of nonsuicidal self-injury and suicide: Insights from around the world. Clinical Child Psychology and Psychiatry, 29(4), 1231-1235.Want to have a bigger role on the podcast?:Should you or someone you know be interviewed on the podcast? We want to know! Please fill out this Google doc form, and we will be in touch with more details if it's a good fit.Want to hear your question and have it answered on the podcast? Please send an audio clip of your question (60 seconds or less) to @DocWesters on Instagram or Twitter/X, or email us at thepsychologyofselfinjury@gmail.comWant to be involved in research? Send us a message at thepsychologyofselfinjury@gmail.com and we will see if we can match you to an active study.Want to interact with us through comments and polls? You can on Spotify!Follow Dr. Westers on Instagram and Twitter/X (@DocWesters). To join ISSS, visit itriples.org and follow ISSS on Facebook and Twitter/X (@ITripleS).The Psychology of Self-Injury podcast has been rated as one of the "10 Best Self Harm Podcasts" and "20 Best Clinical Psychology Podcasts" by Feedspot  and one of the Top 100 Psychology Podcasts by Goodpods. It has also been featured in Audible's "Best Mental Health Podcasts to Defy Stigma and Begin to Heal." Goodpods Top 100 Parents Podcasts Listen now to The Psychology of Self-Injury: ExploringSelf-Harm & Mental Health podcast Goodpods Top 100 Research Podcasts Listen now to The Psychology of Self-Injury: ExploringSelf-Harm & Mental Health podcast 

This week Lu talks to special guest Dr Anna Cronin about the latest research and future directions in the care of children with cleft lip and palate. Find out more about Anna's work here: https://www.acu.edu.au/research-and-enterprise/our-people/anna-cronin Research we discuss: Cronin ,A. (2020). Toddlers with cleft palate: Enhancing communication through holistic child-and family-centred practice. Cronin, A., McLeod, S., & Verdon, S. (2020). Applying the ICF-CY to specialist speech-language pathologists' practice with toddlers with cleft palate speech. The Cleft Palate-Craniofacial Journal, 57(9), 1105-1116. Cronin, A., Verdon, S., & McLeod, S. (2021). Persistence, strength, isolation, and trauma: An ethnographic exploration of raising children with cleft palate. Journal of Communication Disorders, 91, 106102. Cronin, A., Verdon, S., & McLeod, S. (2020). Working with toddlers with cleft palate: Learning from clients and families. Journal of Clinical Practice in Speech-Language Pathology, 22(2), 101-110. Huang H-H, Hsu J-W, Huang K-L, et al. Congenital cleft lip and palate and elevated risks of major psychiatric disorders: A nationwide longitudinal study. Clinical Child Psychology and Psychiatry, 29(2), 637-647. https://doi.org/10.1177/1359104523120066 Junaid, M., Slack-Smith, L., Wong, K., Bourke, J., Baynam, G., Calache, H., & Leonard, H. (2022). Association between craniofacial anomalies, intellectual disability and autism spectrum disorder: Western Australian population-based study. Pediatric Research, 92(6), 1795-1804. https://doi.org/10.1038/s41390-022-02024-9 Tillman, K. K., Hakelius, M., Höijer, J., Ramklint, M., Ekselius, L., Nowinski, D., & Papadopoulos, F. C. (2018). Increased risk for neurodevelopmental disorders in children with orofacial clefts. Journal of the American Academy of Child & Adolescent Psychiatry, 57(11), 876-883. https://doi.org/10.1016/j.jaac.2018.06.024

Ever wondered why some school counseling programs deliver long-lasting results while others fall flat? In this episode of the School for School Counselors podcast, host Steph Johnson addresses the critical need for evidence-based practices in the field of school counseling. Though counselor-created resources are popular, Johnson emphasizes the importance of moving beyond these kinds of resources commonly found online. She discusses the insufficiency of peer-reviewed research in current school counseling interventions and offers reliable alternatives such as cognitive behavioral therapy (CBT), mindfulness-based interventions, and established curriculums like Second Step and MindUP. Additionally, Johnson highlights the potential harm of inadequately researched resources found on platforms like Teachers Pay Teachers. She provides practical advice on where to find validated interventions and underscores the value of collecting long-term data to assess their effectiveness.If you truly want to be a better school counselor, listen in for actionable insights to elevate your school counseling practices, backed by the power of evidence-based approaches that truly make a difference in students' lives.Mentioned in This Episode:School for School Counselors MastermindResources:American School Counselor Association (2019). ASCA schoolcounselor professional standards & competencies. Alexandria,VA: Author. Retrieved from https://www.schoolcounselor.org/getmedia/a8d59c2c-51de-4ec3-a565-a3235f3b93c3/SC-Competencies.pdfAmerican School Counselor Association. (2021). ASCA student standards: Mindsets & behaviors for student success. Retrieved from https://www.schoolcounselor.org/getmedia/7428a787-a452-4abb-afec-d78ec77870cd/mindsets-behaviors.pdfCollaborative for Academic, Social, and Emotional Learning (CASEL). (n.d.). Retrieved from https://casel.org/Committee for Children. (n.d.). Second Step program. Retrieved from https://www.secondstep.org/Gallagher, C., Swalwell, K., & Bellows, L. (2019). Editorial processes and quality control in educational materials. Educational Studies, 48(1), 112-128.Kendall, P. C. (1990). Coping Cat program for anxiety disorders. Journal of Clinical Child Psychology, 19(2), 99-107.MacArthur, J., Harris, L., Archonbald, N., & Shelton, K. (2021). Findings on the quality of activities in educational resources. Journal of Educational Research, 54(3), 245-262.National Association of School Psychologists. (n.d.). Professional development. Retrieved from https://www.nasponline.org/professional-developmentSawyer, R., Dick, M., & Sutherland, J. (2020). The correlation between resource aesthetics and cognitive demand. Mathematics Education Review, 62(4), 301-318.The Goldie Hawn Foundation. (n.d.). MindUP curriculum. Retrieved from https://mindup.org/U.S. Department of Education. (n.d.). What Works Clearinghouse. Retrieved from https://ies.ed.gov/ncee/wwc/

Teens can be insufferable at times, and yet we love them all the same! In this week's podcast, we navigate through the façade of social media-perfect parenthood, advocating for authentic connection and understanding in the face of complex of teen independence. Dr. Jill and Dr. Roseanne discuss some simple strategies for nurturing positive relationships with teens, advocating for quality time and genuine presence over interrogating your teen. They introduce the "sprinkling method" for offering opinions gently and stress the importance of setting realistic expectations and logical consequences. Remember, there are so many great rewards amidst the challenges of raising adolescents! Join the conversation and share your experiences as they continue to explore essential topics for parents navigating the teenage years. References: Rae, W. A. (2001). Common teen-parent problems. Handbook of Clinical Child Psychology, 621-637. Disclaimer: This podcast represents the opinions of the hosts and their guests. Views and opinions expressed in the podcast are our own and do not necessarily represent that of our employers or Momentum Parenting, LLC. The content discussed by the hosts or their guests should not be taken as mental health or medical advice and is for informational and educational purposes only. In no way does listening, contacting our hosts, or engaging with our content establish a doctor-patient relationship. Please consult your or your child's healthcare professional for any mental health or medical questions. Strategies discussed in this podcast are backed by peer-reviewed literature. Please see show notes for references. All examples mentioned in the podcast have been modified to protect patient confidentiality.

Dr. Katie Eastman, author of UPLIFTING: Inspiring Stories of Loss, Change, and Growth, is a licensed psychotherapist, transition life coach, and organizational consultant based in Anacortes, Washington. She specializes in leadership, grief, trauma, and compassionate change, providing support to individuals of all ages, including children, and organizations navigating significant life transitions. Dr. Eastman earned her education at Boston University School of Theology, the University of Houston School of Social Work Masters Program, and obtained a Doctorate in Clinical Child Psychology from Antioch University. Her professional journey includes roles focused on mental health, particularly with seriously ill children and adults, as well as their caregivers. Most recently, Dr. Eastman has been coaching individuals through personal and professional losses and transitions using her structured and practical Re-Create model. She empowers her clients to recognize and navigate both profound and everyday losses, guiding them to transform these experiences by clarifying personal and professional values and priorities. Dr. Eastman believes in using the pain of loss as an opportunity for positive change, helping individuals of all ages reaffirm and recreate meaning by revealing the skills, gifts, and talents they bring to the world. As an engaging author and storyteller, she is known for her authenticity and dedication to fostering personal growth and resilience. Learn more at: https;//www.drkatieeastman.com Purchase your copy of UPLIFTING: Inspiring Stories of Loss, Change, and Growth

Guest host Rob Fai spoke with Todd Cunningham, Chair of the School & Clinical Child Psychology at the University of Toronto.

Guest host Rob Fai spoke with Todd Cunningham, Chair of the School & Clinical Child Psychology at the University of Toronto.

Join Dr. Amy & Dr. Robyn Koslowitz as she shares her experience and rich work with families in healing trauma. Robyn is brilliant, funny & compassionate. We had such a wonderful discussion about the important work of healing intergenerational trauma and ways to work with families in a way that honors their stories. Dr. Koslowitz received her PhD in Clinical Child Psychology from New York University in 2009 & has been a school psychologist since 2002. She's a frequent media contributor who has appeared on FOX, CNN, NewsNation and other shows. Her clinical work is conducted through The Center for Psychological Growth in New Jersey. She's also the host of The Post Traumatic Parenting Podcast. RESOURCES Dr. Amy's Provider Newsletter Provider Lounge Membership Dr. Amy Youtube FREE DOWNLOADS Provider Lounge Virtual Meeting Freebie Start Creating Boundaries Handout & Script Guide To Creating Cultures of Trust At Work Finding Calm to Prevent Overwhelm Don't Forget! Follow Dr. Amy on LinkedIn, Facebook, and Instagram For more information visit www.doctoramyllc.com 

Across the globe, disaster can strike at a moments notice. While news headlines often focus on the death toll or economic cost, there's another hidden expense when natural disasters wreck havoc – the mental health of those who survive.The 7.8 magnitude earthquake that struck along the border of Turkey and Syria has killed more than 50,000 and caused billions in damage for two countries ill-equipped to handle such devastation. As the region struggles to find its footing, hundreds of thousands are homeless and many are battling with trauma from the event. People are sleeping in streets out of fear that more buildings will collapse. First responders are pulling friends and neighbors from rubble.In this episode of RadioEd, Matt talks with Dr. Tiamo Katsonga-Phiri, a licensed Clinical Psychologist in the State of Colorado and professor at the University of Denver, about the psychological effects of natural disasters and the many ways people cope with the trauma that comes from those life-altering events.Show NotesTiamo Katsonga-Phiri, Ph.D. is a Licensed Clinical Psychologist in the State of Colorado. She received her doctorate degree in Clinical-Child Psychology from DePaul University in Chicago Illinois. Dr. Katsonga-Phiri currently works as a clinical supervisor at the Trauma Disaster Recovery Clinic training students in working with Survivors of Torture along with teaching several graduate level classes. Prior to that, she completed her post-doc at the Aurora Mental Health Center's Colorado Refugee Wellness Center and Asian Pacific Development Center working with refugees and immigrants from all over the world. She received her prior clinical training in working with Survivors of Torture at Chicago's Marjorie Kovler Center starting in August 2017. Prior to joining the Kovler Center, she worked as a therapist-in-training in multiple settings including one year of supervised clinical work at University of Chicago Counselling Services and Chicago Children's Advocacy Center where she worked in collaboration with the Department of Child and Family Services (DCFS), and Chicago Police Department and at DePaul Family Community Services Center.More Information:Trauma & Disaster Recovery Clinic: https://psychology.du.edu/clinics/trauma-disaster-recovery-clinicEarthquake in Turkey Most Recent Updateshttps://www.washingtonpost.com/world/2023/02/10/turkey-syria-earthquake-death-toll-updates/https://www.reuters.com/world/middle-east/death-toll-syria-turkey-quake-rises-more-than-8700-2023-02-08/https://www.cnn.com/middleeast/live-news/turkey-syria-earthquake-updates-2-9-23-intl/index.htmlRecent Natural DisastersMost Relevant Natural Disasters of 2022https://www.usnews.com/news/best-countries/slideshows/the-deadliest-natural-disasters-in-2022Most Relevant Natural Disasters of 2023https://disasterphilanthropy.org/disasters/https://www.theguardian.com/world/natural--disastersDisaster Relief Government Resourceshttps://blog.ed.gov/2022/10/resources-for-communities-following-natural-disasters/https://www.sba.gov/funding-programs/disaster-assistancehttps://www.disasterassistance.gov/https://www.fema.gov/https://www.benefits.gov/categories/Disaster%20Reliefemergency-relief-for-individuals-and-businesseshttps://www.usa.gov/disaster-area-help

Carrie Jackson, PhD is a licensed child psychologist, speaker, and author working in San Diego, California. She has published over 20 articles and book chapters related to parenting, ADHD, and defiance. Dr. Carrie Jackson received her PhD in Psychology, with a specialization in Clinical Child Psychology, from West Virginia University in 2020. She completed her predoctoral internship at Rady Children's Hospital through the University of California, San Diego. She then completed a postdoctoral fellowship at Nationwide Children's Hospital before returning to San Diego, California to open her private practice. In addition to her private practice, Dr. Carrie Jackson is also an adjunct professor at the University of San Diego, where she teaches child therapy to Marriage and Family Therapy graduate students. Learn more about your ad choices. Visit podcastchoices.com/adchoices

Dr. Jennifer Jenkins is the Atkinson Chair of Early Child Development and Education and the Interim Academic Director of the Frazer Mustard Institute of Human Development at the University of Toronto. Her research focuses on things that influence the development of mental health and early learning problems in children. For example, she examines biological, genetic, prenatal risks, and perinatal risks and focuses on how these influence the family relationships that children develop. These relationships in turn can influence mental health issues that children may develop. Jenny likes to spend her time with her family and a close group of friends she has known for over 30 years. She also enjoys going on daily walks with a friend and fellow faculty member at the University of Toronto. She received her Bachelor's degree in Developmental Psychology from the University of Sussex, her Master's degree in Clinical Child Psychology from the University of Nottingham, and her PhD in Psychology from the University of London. Afterwards, she worked as a Senior Clinical Psychologist at Great Ormond Street Hospital in London and then as a Lecturer at Stirling University before joining the faculty at the University of Toronto. In this interview, Jenny shares more about her life and science.

Dr. Carrie is a licensed child psychologist, parent coach, speaker, and author working in San Diego, California. Dr. Carrie received her PhD in Psychology, with a specialization in Clinical Child Psychology, from West Virginia University in 2020. In addition to owning her own private practice, she is also an adjunct professor at the University of San Diego, a mental health content creator, and co-host of the Therapists Who Brunch podcast. She is passionate about making mental health information relatable and accessible, particularly for parents of kids with ADHD. Contact Info:Email: carrie@drcarriejackson.comWebsite: www.iparentadhd.com/thedudetherapistInstagram: www.instagram.com/the.parent.therapistTikTok: https://www.tiktok.com/@carrie_childpsychologistSupport the show (https://pod.fan/the-dude-therapist)

We've already covered a couple of episodes on sleep, including the https://yourparentingmojo.com/captivate-podcast/sleep/ (cultural issues associated with sleep), then more recently we talked with https://yourparentingmojo.com/captivate-podcast/restedchild (Dr. Chris Winter about his book The Rested Child) where we looked at sleep issues in older children.   But if you have a young child who isn't sleeping well, from the baby stage all the way up to about preschool, this episode is for you!  My guest is Macall Gordon, senior lecturer in the Department of Psychology at Antioch University Seattle, and who has studied young children's sleep for 20 years.  She's particularly interested in the intersection between children's temperament and their sleep, and how parents of the children she calls 'little livewires' can support these children so everyone gets more sleep.   If you have questions about sleep training - particularly when and how to do it - this episode is for you!   And if you're expecting a baby or have one under the age of one (whether this is your first or not!) you might be interested in the Right From The Start course, which is designed to help you get things right for you from the start.  We go in-depth on understanding topics like sleep, feeding, physical, mental, and emotional development, and more - both for baby and for you!   Get all the (research-backed, of course) information you need, plus a supportive community and four group coaching calls during the 8-week course.  Enrollment is open from April 3-13, and we start together on Monday April 18.  Click the picture below to learn more!     References: Macall Gordon's website, https://www.littlelivewires.com/ (Little Livewires) Adachi, Y., Sato, C., Nishino, N., Ohryoji, F., Hayama, J., & Yamagami, T. (2009). A brief parental education for shaping sleep habits in 4-month- old infants. Clinical Medicine & Research, 7(3), 85–92. Blunden, S., & Baills, A. (2013). Treatment of behavioural sleep problems: Asking the parents. Journal of Sleep Disorders: Treatment and Care, 2(2). Blunden, S., Etherton, H., & Hauck, Y. (2016). Resistance to cry intensive sleep intervention in young children: Are we ignoring children's cries or parental concerns? Children, 3(2), 8. Bryanton, J., & Beck, C. T. (2010). Postnatal parental education for optimizing infant general health and parentinfant relationships. Cochrane Database of Systematic Reviews, 1, CD004068. Byars, K. C., & Simon, S. L. (2016). Behavioral treatment of pediatric sleep disturbance: Ethical considerations for pediatric psychology practice. Clinical Practice in Pediatric Psychology, 4(2), 241. Byars, K. C., Yolton, K., Rausch, J., Lanphear, B., & Beebe, D. W. (2012). Prevalence, patterns, and persistence of sleep problems in the first 3 years of life. Pediatrics, 29(2). Chadez, L. H., & Nurius, P. S. (1987). Stopping bedtime crying: Treating the child and the parents. Journal of Clinical Child Psychology, 16(3), 212–217. Coe, C. L., Glass, J. C., Wiener, S. G., & Levine, S. (1983).Behavioral, but not physiological, adaptation to repeated separation in mother and infant primates. Psychoneuroendocrinology, 8(4), 401-409. Crichton, G. E., & Symon, B. (2016). Behavioral management ofsleep problems in infants under 6 months- -What works? Journal of Developmental and Behavioral Pediatrics, 37(2), 164–171. Cutrona, C. E., & Troutman, B. R. (1986). Social support, infant temperament, and parenting self-efficacy: A mediational model of postpartum depression. Child Development, 1507-1518. Didden, R., De Moor, J., & Kruit, I. W. (1999). The effects of extinction in the treatment of sleep problems with a child with a physical disability. International Journal of Disability, Development and Education, 46(2), 247–252. Douglas, P. S., & Hill, P. S. (2013). Behavioral sleep...

Sponsored by Bethan Elisa Proofreading (@bethanelisa) and Handmade Home by Ruby (https://www.etsy.com/uk/shop/HandmadeHomeByRuby)References Denborough, D. (2008) Collective narrative practice, Dulwich Centre publications, Adelaide, Australia. Elhassan, O., and Yassine, L. (2017) Tree of life with young Muslim women in Australia, The international journal of Narrative Therapy and Community work, (3) 27-45. Gallagher, B., & Green, A. (2012). In, out and after care: Young adults' views on their lives, as children, in a therapeutic residential establishment. Children and Youth Services Review, 34(2), 437-450. Jacobs, S.F.M., (2018) Collective Narrative practice with unaccompanied refugee minors: “The Tree of Life” as a response to hardship, Clinical Child Psychology and Psychiatry vol 23(2) 279-293 Portnoy, S., Girling, I. and Fredman, G. (2015) Supporting young people living with cancer to tell their stories in ways that make them stronger: The Beads of Life approach, Clinical Child Psychology and Psychiatry, 21, 255-267 Shotton, G. (2010). Telling different stories The experience of foster/adoptive carers in carrying out collaborative memory work with children Adoption and Fostering, 34(4), 61-68. Shotton, G. (2013). “Remember when…”: Exploring the experiences of looked after children and their carers in engaging in collaborative reminiscence, Adoption and Fostering, 37(4), 352-367. Shotton, G. (2021) A session by session guide to life story work, Routledge, Abingdon. Staines, J., Selwyn, J. (2020) I wish someone would explain why I am in care: The impact of children and young people's lack of understanding of why they are in out-of-home care on their well-being and felt security, Child and Family Social Work, 25, (1) 91-106. Vermeire, S. (2017) What if….I were a king?: Playing with roles and positions in narrative conversations with children who have experienced trauma, The International journal of Narrative Therapy and Community work (4) 50-61 Watson, D., Hahn, R., and Staines, J. (2020) Storying special objects: Material culture, narrative identity and life story work for children in care, Qualitative social work, Vol 19, (4) 701-718 Willis, R., & Holland, S. (2009). Life Story Work: Reflections of the experience by looked after young people. Adoption and Fostering, 33(4), 44-52.Support the show (https://www.ko-fi.com/agentsofhope)

Florence Ashley, “Thinking an Ethics of Gender Exploration: Against Delaying Transition for Transgender and Gender Creative Youth” (2019) 24:2 Clinical Child Psychology and Psychiatry 223–236 Youth explore their genders—both theirs and others'. Exploration is not only a vessel of discovery and understanding, but also of creation. Centring the notion of gender exploration, this article inquires into the ethical issues surrounding care for transgender youth. Arguing that exploration is best seen not as a precondition to transition-related care but as a process which can operate through transitioning, the article concludes that the gender-affirmative approach to trans youth care best fosters youth's capacity for healthy exploration. Unbounded social transition and ready access to puberty blockers ought to be treated as the default option, and support should be offered to parents who may have difficulty accepting their youth. (Link to PDF version)

Dr. Robert Friedberg addresses concerns around how children and adolescents may be impacted by the new normal during COVID-19. He also talks about parent stress. Some topics covered include will children be impacted psychologically and developmentally, how to tell if your child needs help, communicating with your children about COVID-19, caregivers fears, guilt, and perfectionism, tolerance of the uncertain situation we are in, and more. He also provides self-help resources and recommendations on how to find a quality therapist. KEEP UP-TO-DATE WITH DR. BOB'S WORK https://www.paloaltou.edu/faculty/robert-friedberg WEBINARS Concept Training - Robert D. Friedberg, Ph.D., ABPP - Normal worry versus anxiety during these strange days. https://concept.paloaltou.edu/worry-vs-anxiety-during-these-strange-days/ BOOKS Chansky, T (2014). Freeing your child from anxiety. NY: Harmony Tompkins, M. & Martinez, K. (2009). My anxious mind. Washington, DC: APA COPING RESOURCES William Sanderson, Ph.D - Anxiety and Depression Clinic, Hofstra University https://sites.google.com/view/sandersonhofstra/covid-coping-resources Columbia University Department of Psychiatry · Frequently Asked Questions · Coping THERAPIST FINDERS AND EDUCATION RESOUCES Beck Institute for Cognitive Behavior Therapy and Research https://beckinstitute.org/ American Psychological Association Division 53 (Clinical Child Psychology) https://effectivechildtherapy.org/ Association of Behavioral and Cognitive Therapies http://www.abct.org/Home/ American Academy of Child and Adolescent Psychiatry https://www.aacap.org/ Anxiety and Depression Association of America https://adaa.org/ Vienna Beat by Blue Dot Sessions (www.sessions.blue)

Todd Cunningham, Ph.D, CPsych, joins us to discuss his research in assistive technology and academic interventions, his journey into the field, his reflections on using technology to make the field of psychology more equitable and accessible, and so much more!Dr. Cunningham is a clinical and school psychologist, Assistant Professor (Teaching Stream) and Chair of the School and Clinical Child Psychology program at the University of Toronto. He also provides psychological services through his private practice. His research investigates the support of students with learning difficulties from assessment to interventions. Projects involve looking at new techniques in psychological assessments, evaluation of assistive technology, professional development in literacy and numeracy, and telepsychology. Dr. Cunningham has shared his expertise with parents, students, educators, school boards, and other professionals across North America.Follow Dr. Todd Cunningham on Twitter. Find out more about his lab and research here!This episode of Accidental Intellectual is produced by Bronwyn Lamond, Rachael Lyon, Harrison McNaughtan, Stephanie Morris, Lee Propp, and Ariana Simone. Our theme music is by Alexandra Willet and our branding by Maxwell McNaughtan.To learn more about the Accidental Intellectual podcast and get full show notes and a transcript of this episode, visit our website at www.accidentalintellectual.com.

Welcome to episode 19 - the first episode of 2020! This week, we have a special guest: Dr Caren Baruch-Feldman, whom I met at the first IPEN global conference in Dallas, Texas, in 2016 and with whom I had the pleasure to present at the IPEN 2018 conference in Fort Worth, Texas. Dr. Caren Baruch-Feldman is a clinical psychologist and a certified school psychologist. Dr. Caren Baruch-Feldman maintains a private practice in Scarsdale and works as a school psychologist in the Harrison schools in Westchester, New York. She has worked for over 20 years in schools. Providing in-services, interactive workshops, and writing her first book, titled, The Grit Guide for Teens are the highlight of Dr. Baruch-Feldman’s professional life. Dr. Baruch-Feldman received her undergraduate degree from Barnard College of Columbia University and received her doctorate in Clinical-Child Psychology and School Psychology Certificate from St. John’s University. Dr. Baruch-Feldman trained at the Albert Ellis Institute and is a Fellow and Supervisor in Rational Emotive Behavior, a type of CBT therapy. She can be reached through her website www.drbaruchfeldman.com   Everyday Hero - 60 second version (Corporate, motivational, you tube, podcast) Music by Pond5

Tämä on jälkimmäinen kahdesta jaksosta, jossa keskustelen kasvatuspsykologian apulaisprofessorin, opetusneuvos Niina Junttilan kanssa yksinäisyydestä. Hän on tutkinut aihetta yli 20 vuotta ja kirjoittanut aiheesta useita tietokirjoja.Vastaamme tässä jaksossa Niinan kanssa kuuntelijoiden kysymyksiin yksinäisyydestä. Kiitos kaikille, jotka olitte mukana tekemässä jaksoa lähettämällä kysymyksiä Instagramissa, Facebookissa ja Twitterissä!Pohdimme Niinan kanssa muun muassa seuraavia kysymyksiä:Onko yksinäisyydessä hyviä puolia?Minkälaisia toimivia hoitokeinoja ja toimenpiteitä yksinäisyyden lievittämiseen on?Minkälaisia yhteyksiä itsetunnon ja yksinäisyyden välillä on?Muuttaako yksinäisyys aivoja peruuttamattomasti?Voiko verkko- tai pelimaailman sosiaaliset verkostot auttaa yksinäisyydessä?Miten yksinäisiä voi saattaa yhteen?Jakson linkit:Niina Junttilan https://www.utu.fi/fi/ihmiset/niina-junttila.Niina Junttila Twitterissa: @niina_junttilaNiinan kirjoja yksinäisyydestä:Niina Junttila: Kavereita nolla. Lasten ja nuorten yksinäisyys. Tammi, 2015.Niina Junttila: Kaiken keskellä yksin. Aikuisten yksinäisyydestä. Tammi, 2019.Lähde mukaan - yhdessä yksinäisyyttä vastaan -hankkeen sivut: lahdemukaan.fi (hanke starttaa 10.9.2019)Helsinki Mission yksinäisyys-hanke Näkemys: https://www.helsinkimissio.fi/nakemysVideo Still Face -kokeesta: https://www.youtube.com/watch?v=6czxW4R9w2gJaksossa mainittuja tutkimusmittareita:PNDL-mittari (yksinäisyys, nuoret):Hoza, B., Bukowski, W. M., & Beery, S. (2000). Assessing peer network and dyadic loneliness. Journal of Clinical Child Psychology, 29(1), 119-128.UCLA-mittari (yksinäisyys, aikuiset):Russell, D., Peplau, L. A., & Cutrona, C. E. (1980). The revised UCLA Loneliness Scale: concurrent and discriminant validity evidence. Journal of personality and social psychology, 39(3), 472.Rosenberg itsetunto-mittari:Robins, R. W., Hendin, H. M., & Trzesniewski, K. H. (2001). Measuring global self-esteem: Construct validation of a single-item measure and the Rosenberg Self-Esteem Scale. Personality and social psychology bulletin, 27(2), 151-161.Seuraa Psykopodiaa somessa:Facebookissa @PsykopodiaaInstragramissa @PsykopodiaaNina Lyytinen Twitterissa

We talk to clinical child psychologist Professor Michael Gradisar of Flinders University in Australia about his new book which looks at evidence-based techniques and strategies to help school age children with insomnia, parasomnias and other sleep problems. Prefer to read? Download the full episode transcript here Episode Highlights 02:04 Introducing Professor Michael Gradisar 03:44 Dr Leon Lack and Flinders University history of sleep education 05:38 Specialising in sleep interventions for school age children 08:36 What types of sleep problems do school age kids experience?  11:30 What is 'normal' sleep for school age kids, and when is it 'problematic'? 14:39 Sleep hygiene basics for children, caffeine and soft drinks  15:59 More sleep hygiene tips: naps, sleep routines, technology 17:53 Screen time, blue light and sleep: why the associations are not as obvious as you might think 22:09 How do you decide when it's a good time to put your child to bed? 24:32 Chronotype, and why all kids' sleep need are different 27:07 Sleep restriction therapy - does it work for children? 33:25 Bedtime restriction therapy for kids, what is it? 36:13 Recognising the similarity in sleep deprivation and ADHD symptoms 39:29 Should parents give their kids melatonin? 41:11  How to find ways to get kids to voice their bedtime worries 46:28 Why do kids get anxious before bedtime? 50:14 What are child's parasomnias? 53:34 What's the difference between nightmares and night terrors? 55:57 Evidence-based techniques for dealing with childhood parasomnias 58:05 The difference between childhood and adolescent sleep problems 01:00:04 More about the book, Helping Your Child with Sleep Problems: A self-help guide for parents New parents are inundated with advice on nurturing their newborn, including hundred of blogs, forums, and books dealing with every aspect of managing your baby's sleep. But once past the infant and toddler years, sleep tends to become more manageable as routines ingrain themselves and habits become established. However, for many children sleep problems persist beyond the early years into school age and when this happens, help can be harder to find. Our guest for this episode of our podcast is the esteemed Professor Michael Gradisar who has a wealth of experience in dealing with the sleep problems of babies, children and adolescents in both clinical practice and research. Discussing his new book, we talk to the professor about some of the evidence-based techniques he and his team have developed to help hundreds of children and their parents cope with sleep issues such as bedtime separation anxiety, insomnia, night-terrors and bedwetting. This Episode's Guest Michael Gradisar is a Professor in Clinical Child Psychology and the director of the Child & Adolescent Sleep Clinic at Flinders University, Australia. Dr. Gradisar has specialized in the treatment of pediatric sleep problems since 2006 and has over 100 publications in peer-reviewed journals. Resources Book - https://www.amazon.com/Helping-Your-Child-Sleep-Problems/dp/1472138724 Faculty page - https://www.flinders.edu.au/people/michael.gradisar Professor Gradisar's Clinic - https://www.flinders.edu.au/engage/community/clinics/child-adolescent-sleep-clinic More Episodes Full Transcript Jeff Mann:  00:01:25  So I'm joined on the other end of the line all the way from Australia with Professor Michael Gradisar. Well it's good morning for you, so I'll say good morning, but it's evening here, Prof. Michael Gradisar So I'll say good evening. You're welcome. And thanks for making this time. Jeff Mann:         00:01:41       I just wondered if you could give people a bit of a background, how you got into sleep and where you've built up this practice and I believe you started out as a single clinical psychologist and now you've got a full team of researchers. Can,

We talk to clinical child psychologist Professor Michael Gradisar of Flinders University in Australia about his new book which looks at evidence-based techniques and strategies to help school age children with insomnia, parasomnias and other sleep problems. Prefer to read? Download the full episode transcript here Episode Highlights 02:04 Introducing Professor Michael Gradisar 03:44 Dr Leon Lack and Flinders University history of sleep education 05:38 Specialising in sleep interventions for school age children 08:36 What types of sleep problems do school age kids experience?  11:30 What is 'normal' sleep for school age kids, and when is it 'problematic'? 14:39 Sleep hygiene basics for children, caffeine and soft drinks  15:59 More sleep hygiene tips: naps, sleep routines, technology 17:53 Screen time, blue light and sleep: why the associations are not as obvious as you might think 22:09 How do you decide when it's a good time to put your child to bed? 24:32 Chronotype, and why all kids' sleep need are different 27:07 Sleep restriction therapy - does it work for children? 33:25 Bedtime restriction therapy for kids, what is it? 36:13 Recognising the similarity in sleep deprivation and ADHD symptoms 39:29 Should parents give their kids melatonin? 41:11  How to find ways to get kids to voice their bedtime worries 46:28 Why do kids get anxious before bedtime? 50:14 What are child's parasomnias? 53:34 What's the difference between nightmares and night terrors? 55:57 Evidence-based techniques for dealing with childhood parasomnias 58:05 The difference between childhood and adolescent sleep problems 01:00:04 More about the book, Helping Your Child with Sleep Problems: A self-help guide for parents New parents are inundated with advice on nurturing their newborn, including hundred of blogs, forums, and books dealing with every aspect of managing your baby's sleep. But once past the infant and toddler years, sleep tends to become more manageable as routines ingrain themselves and habits become established. However, for many children sleep problems persist beyond the early years into school age and when this happens, help can be harder to find. Our guest for this episode of our podcast is the esteemed Professor Michael Gradisar who has a wealth of experience in dealing with the sleep problems of babies, children and adolescents in both clinical practice and research. Discussing his new book, we talk to the professor about some of the evidence-based techniques he and his team have developed to help hundreds of children and their parents cope with sleep issues such as bedtime separation anxiety, insomnia, night-terrors and bedwetting. This Episode's Guest Michael Gradisar is a Professor in Clinical Child Psychology and the director of the Child & Adolescent Sleep Clinic at Flinders University, Australia. Dr. Gradisar has specialized in the treatment of pediatric sleep problems since 2006 and has over 100 publications in peer-reviewed journals. Resources Book - https://www.amazon.com/Helping-Your-Child-Sleep-Problems/dp/1472138724 Faculty page - https://www.flinders.edu.au/people/michael.gradisar Professor Gradisar's Clinic - https://www.flinders.edu.au/engage/community/clinics/child-adolescent-sleep-clinic More Episodes Full Transcript Jeff Mann:  00:01:25  So I'm joined on the other end of the line all the way from Australia with Professor Michael Gradisar. Well it's good morning for you, so I'll say good morning, but it's evening here, Prof. Michael Gradisar So I'll say good evening. You're welcome. And thanks for making this time. Jeff Mann:         00:01:41       I just wondered if you could give people a bit of a background, how you got into sleep and where you've built up this practice and I believe you started out as a single clinical psychologist and now you've got a full team of researchers. Can,

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,

When a parent suspects their child may be twice exceptional - that is, gifted and an additional diagnosis - what should they do next? Increasingly, the answer is something called a Differential Diagnosis. It’s the process of sorting through two or more different disorders which share symptoms that can mask each other. Our guest on episode 17 is Dr. Catherine Hasler, an expert in the area of Differential Diagnosis. About the guest - Dr. Catherine Hasler is a licensed psychologist who specializes in Differential Diagnosis and treatment of learning, behavioral, and emotional problems of children, adolescents and adults. She has an MA, PhD in Clinical Child Psychology from the University of Missouri-Columbia, A BA in Psychology from Northwestern University, and did her Predoctoral Internship at the University of Chicago Pritzker School of Medicine. Host Emily Kircher-Morris has dual Masters degrees in Counseling and Education, and specializes in the area of giftedness throughout the lifespan. She founded the non-profit organization The Gifted Support Network, is the owner of Unlimited Potential Counseling & Education Center, and is the mother of three gifted children.

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.

Dr. Jennifer Jenkins is the Atkinson Chair of Early Child Development and Education and the Interim Academic Director of the Frazer Mustard Institute of Human Development at the University of Toronto. She received her Bachelor's degree in Developmental Psychology from the University of Sussex, her Master's degree in Clinical Child Psychology from the University of Nottingham, and her PhD in Psychology from the University of London. Afterwards, she worked as a Senior Clinical Psychologist at Great Ormond Street Hospital in London and then as a Lecturer at Stirling University before joining the faculty at the University of Toronto. Jenny is with us today to tell us all about her journey through life and science.

This episode is primarily relevant to consumers and professionals. In this episode, R. Trent Codd, III, Ed.S. interviews Marolyn Morford, PhD about Reactive Attachment Disorder. Specifically, they discuss: What Reactive Attachment Disorder is  Difficulties with the RAD Diagnosis  What Attachment is  The weak relationship between attachment treatment and attachment research  The dangers associated with many of the “specialized” treatments for RAD  “Thinking Errors” that lead clinicians and parents to make faulty conclusions about extreme behavior problems  Effective treatments for extreme behavior problems  MAROLYN MORFORD, PhD BIOGRAPHY Marolyn Morford is a clinical and developmental psychologist with over 25 years of experience working with individuals in a variety of contexts.  Dr. Morford is past president of the Central Pennsylvania Psychological Association, a member of the American Psychological Association’s Division 53 (Clinical Child Psychology), Pennsylvania Psychological Association’s (PPA ) Committees on Ethics, Continuing Education, the Practice-Research Network, PPA’s E-newsletter and is chair of PPA’s Child Custody Committee. She has testified before legislative committees and in several Pennsylvania counties (Allegheny, Blair, Bucks, Centre, Clinton, & Mifflin) on child related matters. She likes summarizing current research to the public to increase awareness of development, behavior, and emotional health needs of children and 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