Podcasts about daily living

This week, we conclude a two-week series on the 4 areas of pain:  Analgesia, Activities of Daily Living, Adverse Effects, and Aberrant  Behavior.  In this episode, you'll discover:—Why Dr. Prather says "the only way to fix pain" is through Structure-Function Health Care, while the Disease Care approach focuses on the symptoms of pain.—The best effectiveness for the Disease Care approach of pharmaceuticals on a short-term basis or end-of-life care, but not for long-term or chronic pain issues. —How the long-term effect of opioids is actually…more pain.  And the physiology behind how opioids actually destroy the body's natural opioid receptors.—The shocking story behind how the pharmaceutical industry lied about the addictive nature of opioids.  And why Dr. Prather describes them as "SOB's"!—Dr. Prather's solution to the opioid crisis through natural, non-drug therapies that actually heal the body.  And how Homeopathy, Acupuncture, and Auriculotherapy help patients overcome their opioid addiction without suffering from the terrible withdrawal symptoms that have even driven people to suicide. —How the long-term effect of non-steroidal anti-inflammatory drugs (NSAID's) is that they actually CAUSE Osteoarthritis.  And how NSAID's not only destroy your joints, but your Liver and Kidneys as well.   —The natural alternatives that are more effective than NSAID's for Osteoarthritis, which is the #1 reason people take NSAID's.  And how these "really great" alternatives actually HEAL the Osteoarthritis, in addition to taking down the pain.—The Decompression Therapy at Holistic Integration that helps REVERSE the arthritis in the joints, which can be confirmed in follow-up X-Rays. —How the long-term effect of steroids is the destruction of the joint, plus negative effects on the Endocrine System.  And how studies have shown that 85% of Orthopedic surgeries are unnecessary and should have been dealt with through natural care first.—Why the first steroid shot is where a patient will have their best results.  And why Dr. Prather believes you should be hesitant to get a third shot and says "forget it" to any shots after that because it will only make things worse.http://www.TheVoiceOfHealthRadio.com

This week, we kick of a two-week series on the 4 areas of pain:  Analgesia, Activities of Daily Living, Adverse Effects, and Aberrant  Behavior.  In this episode, you'll learn about:—The government-commissioned study that actually concluded the Structure-Function approach to pain was the best way forward…until Big Pharma scuttled it.—How the Structure-Function approach to health care focuses on healing the body and correcting the root cause of the pain, while the Disease Care approach focuses on controlling the symptoms of pain.—The proper short-term or end-of-life role for prescription pain relief like opioids and non-steroidal anti-inflammatory drugs (NSAIDs).—Why proper alignment through Chiropractic Care should be the first place to go when looking for pain relief.  And how Corrective Exercises and Chiropractic work so much better when combined.—How 80% of the first-responders for the 9-11 disaster suffered from PTSD, but only 20% of those first-responders had PTSD if they were treated with Auriculotherapy (Ear Acupuncture). —Why Dr. Prather says his office is "pretty much 100% successful" when treating migraine headaches.—The amazing effectiveness of Acupuncture in immediately relieving pain, including severe abdominal pain associated with polycystic ovaries and menstrual cramps. —The 5 pathways of pain that guide Dr. Prather's approach to pain relief. —The natural products used at Holistic Integration that are more effective than prescription drugs in reducing pain and without the dangerous side-effects.  And how Glucosamine and Chondroitin are more effective than NSAIDs for Osteoarthritis. —How Parkinson's and Dementia patients can see incredible improvements of symptoms through proper alignment of their Atlas and eliminating the forward head posture.http://www.TheVoiceOfHealthRadio.com

n this episode of Meltdown to Mastery, host Jayne Marquis welcomes special guest Janet Ettele, an insightful author who masterfully weaves Buddhist wisdom into relatable narratives. Janet's latest book, How Joyous Effort Works: The Energy to Benefit Others, arrives at a crucial time for many seeking purpose and peace. Join us as Janet shares her compassionate guidance, packed with actionable insights that resonate with listeners on any spiritual journey. Discover how to cultivate joy and intention in your life through her profound teachings and relatable stories. Tune in for this enlightening conversation!Meltdown to Mastery is a journey into discovering the parts of our subconscious mind. The place that holds our core beliefs, often learned from childhood, and can be responsible for reactions that  lead to meltdowns, crises, or feelings of midlife crisis. They  may also hold us back from true mastery where we effortlessly know how to manifest success, health, flow and abundance in our lives. Each episode holds key information to true life mastery. Mastery is a place where we learn Universal Law, mindfulness and  listen to  our own inner guidance, a place where health, and true manifestation flourish. This link goes to most places Meltdown to Mastery is published, if you would like to engage from another platform.⁠ ⁠⁠⁠https://podcasters.spotify.com/pod/show/jayne-marquis⁠⁠⁠⁠This podcast is for information purposes only and represents the views and opinions of the speakers. The information presented is not meant to diagnose, treat, cure, or prevent disease. We recommend you seek the advice of a licensed healthcare practitioner before beginning any natural, complimentary, or conventional treatment.To find more with Janet Ettele: janetettele.com

In this episode you will discover: Math IS Language - It's in Our Wheelhouse Math has syntax (order of operations), semantics (number meanings), and involves memory and executive function - all areas SLPs already assess and treat. If you can help with language, you have transferable skills for math therapy. Start Simple with What You Have You don't need special materials or extensive math training. Use a deck of cards, dice, and real-life examples like restaurant receipts. Make numbers "friendly" (round $18.72 to $20) and let clients show you multiple ways to solve problems. Address Your Own Math Anxiety First Most SLPs feel uncomfortable with math, but clients need this support for life participation (paying bills, calculating tips, telling time). Acknowledge your discomfort, start with basics you DO know, and remember - if you avoid it, you can't help your clients who want to work on it. If you've ever felt your palms get sweaty when a client asks for help with numbers, this conversation is for you. Welcome to the Aphasia Access Aphasia Conversations Podcast. I'm Katie Strong, a faculty member at Central Michigan University where I lead the Strong Story Lab. I'm today's host for an episode that might just change how you think about math anxiety - both your own and your clients'. We're featuring Tami Brancamp and Dave Brancamp, who are doing pioneering work at the intersection of aphasia and mathematics. Before you hit pause because you're having flashbacks to algebra class, stay with me! This research shows us that the language of math is exactly that - language - which puts it squarely in our wheelhouse as SLPs. We'll explore how to support our clients with aphasia who are struggling with everyday math tasks like counting change, telling time, or balancing a checkbook. And yes, we'll tackle the elephant in the room: addressing our own math insecurities so we can show up confidently for our clients. Let me tell you about our guests. Tami Brancamp is an associate professor at the University of Nevada, Reno School of Medicine and founder of the Aphasia Center of Nevada. Her research focuses on identity in aphasia and rehabilitating everyday math skills. Dave Brancamp spent over 15 years as a junior high math teacher and later became Director of Standards at the Nevada Department of Education. Together, they co-founded Aphasia + Math, where they're exploring how language and mathematics intersect for people with aphasia. Okay now let's get this Aphasia + Math conversation started! Katie Strong: Tami and Dave, welcome to the podcast. I'm so excited for you to be here today.   Dave Brancamp: Thank you.   Tami Brancamp: We are both super excited to have a chance to talk about things that are different, right?   Katie Strong: Right. I do have to say, I don't know if it was a rash, but I did get a little bit nervous coming into the conversation, because I think I may be one of those SLPs that feel a little bit uncomfortable with math.   Tami Brancamp: Well, this SLP also is uncomfortable with math, so we can be uncomfortable together. And we'll let the math dude guide us through some of the things.   Dave Brancamp: And it will be fun. By the time you're done, I want to see that smile that you have on your face.   Katie Strong: Well, let's jump in and have you share a little bit about how you came to researching aphasia and math.   Tami Brancamp: Well, I have loved working with people who have aphasia since the beginning of my graduate studies. And then probably, like most of us, there's a few clients who've really hit your heart. One of them, I don't recall her name, and that's okay, but she had a stroke, had aphasia. She had had great recover physically, and her language was quite good, some anomia. But she's a banker, and she could not process numbers, and she was angry. I'm a newbie, I didn't understand the emotional piece of stroke survivor, aphasia. can't do my job well. But she was angry, and I felt so helpless. I didn't know what to do to help her. You know, I could pull a workbook off the shelf or something, but it didn't feel right. You know, she could do calculations, but couldn't do her job. And I always felt so very, very helpless over the years.   And the other part that came to start looking at this was teaching in a speech pathology program, undergrad and grad. And in class, maybe we're doing an averaging or something to get a score. I'm not sure if we start talking math, and I would see these students, and their eyes would just like, pop up, like, “Oh my gosh, she's asking me to do math.” And like, deer in the headlights. So I'm like, “What is this?” Every semester, I would do kind of an informal survey when we would do a little bit of math, and I say, “Okay, so how many of you don't do math? Raise your hand or are afraid of math?” And it would be at least two thirds to three quarters of the class every single semester, and I'm like, “Okay, there's something here.” Like, if I'm afraid of math, how am I going to help my clients remediate that in an efficient way? Right? I'm going to avoid it. If I can, I'll go do other things that are important.   So those were, like, the two big things, and then happened to be married to a math dude. And I wondered why are we not combining our skill sets? Because I would come home and I would share with Dave. I'm like “Dave, the majority of my students are afraid to do math or uncomfortable doing math.” And it's not complicated math. We're not talking quadratic equations or things I don't even know what they mean anymore. And we would talk about it a little bit, and we talk about math attitudes and perceptions and how we develop our math skills. And I'm like, “There's something here.”But I was never taught, how do you remediate number processing? Calculations? right? But yet, I would have multiple clients say, “Hey, Tammy, I can't do numbers.” “Yeah, how do I do this?” And there really wasn't anything the literature that told me how to do it. So, I would talk to Dave, and then, just over the years, I'm like, “Okay, we need to do something with this. We really do.” And I don't know what that means, because I'm not most comfortable with math, it is not my passion. We're very opposite. I think I shared like, Dave has math and fun in the same language, and then in the same sentence, I'm like, “they don't go together in my brain.” So we're very, very opposite. But you know, you can speak for yourself how you grew up and you had to learn how to embrace math, and having good teachers helped when we were younger, and having poor teachers or teachers with different attitudes also left a lasting impression. But when you think about it, whether it's, you know, cooking, driving, banking, living, going to grocery store, restaurants, everything we do all the time, it all involves numbers to some impact, you know, to some effect. And our folks with aphasia, again, not everybody, but the majority of them, will still have an impact with acalculia, difficulty processing numbers and calculating and transcoding, you know, saying, saying the numbers. So, we started to look at it.   I did have a had a gift of time with Audrey Holland. So that was my beautiful, like, for many of us, a mentor, you know, she had her three-pronged stool, like the different parts of aphasia. And Dave and I started dividing it up, like, what were the parts we thought involve, you know, aphasia and numbers. And we did think about the math and language math skills, making it fun, but also those influencing elements, like attitudes and perceptions. So, we started just like, “How do we look at this?” Because it's really overwhelming just from the beginning, you know, and just pulling that workbook off the shelf didn't do it for me. You're allowed to speak on that. (Laughter)   Dave Brancamp That's one of my passions, obviously, the whole math side. But pulling a workbook is an unfortunate because if someone starts to practice something wrong, they'll repeat that practice, and now it's very difficult to get them to correct a habit, basically that you've formed. And sometimes it's like that nails on a chalkboard? That's what it feels like to me when I hear it. I'm like, “Oh, don't do that.” Because if they're doing it wrong, like, 20 times, 10 times, even then it performs a habit that's real hard for them to go, “Well, but I thought I got them all right.”   Katie Strong: Yeah.   Dave Brancamp: Because I think we can all go back to math and you come up unless it was something really, really difficult in at least in our early years of math. We all came up with an answer. And that's how it feels on a worksheet that might have like just adding single digit numbers, if you make an error, you won't know until someone either corrects it or asks you, “How did you get there?” And to me, that's where it became more important. And then I had to learn how to do what do you call it? aphasia friendly language, you know? So, math folks usually speak in short sentences, so that helps. But we'll run a whole bunch of sentences together. If I give you the best example. I know we're going to talk a little bit about that math perception quiz, the difference between us on that question, I think it says “I would prefer to do an assignment in math rather than write an essay.” I'm the person to give me that math assignment. 100%. Tammy is like, give me the essay!   Katie Strong: And I have to say I'm right there with Tammy.   Tami Brancamp I think so, as speech pathologists, we learned about the pedagogy of language and language development. We can analyze it. We can treat it. We can assess it. And then I talked to Dave, and he goes, “Well, there's this whole math I know there's a math pedagogy, and there's this whole developmental progression of how we learn math.” But “Really, okay, well, I've never learned that, right?” “No, you learn this before you learn that.” We lived it, we just weren't overtly taught it. Or how you know, if there's an error in a calculation, that means that there's some challenges in this part of your developmental math abilities. Like, “Huh, okay, well, that kind of sounds like language to me, a little bit.” They do go together.   Katie Strong: Yeah, yeah. So, I love to maybe ask a little bit about this. As we've pretty clearly stated, many SLPs feel uncomfortable with math and their own math skills.   Tami Brancamp: Yeah.   Katie Strong: And we, probably many of us, have avoided it in our own education.   Tami Brancamp: Yeah.   Katie Strong: So I love this idea that there's the language of math, and I was wondering if you could talk a little bit about that and why it should fit right within our scope of practice as SLPs.   Tami Brancamp: A long time ago, I remember how many years ago I came across an article by Seron 2001 in Aphasiology. And he or she, I actually don't know, stated that math should be part of the SLPs practice. I started looking at 20 years later, and it still wasn't (a part of our practice). So, something's really amiss. What are we missing? When we talk about the language, there is a syntax in math. Dave calls it order of operations. And I don't even know what the PEMDAS.   Dave Brancamp: PEMDAS.   Tami Brancamp: PEMDAS, right?   Dave Brancamp: You what scares most people about that? Parentheses, exponents, multiplication, division, addition, subtraction. The left to right. I mean, that's the part people left off.   Tami Brancamp: But, ah, yeah, that kind of sounds familiar, doesn't it?   Katie Strong It does. It's ringing a very faint bell.   Dave Brancamp: It's like, oh no, we're not going to do that.   Tami Brancamp So there is a syntax. There's an order of operations, how we put mathematical equations together. Just like how we put sentences together. There's semantics, right? There's word meaning. We have a little sign for you. It won't translate audio, but we'll talk about it. So, in math, and you use the word or the number, the orthographic representation 2, right? Yes. And then we spell it TWO. We also spell it TO and TOO. And then, if you say, “Okay, we also have a two in the number 12, right?” They have to be able to transcode that and a two in the number 20, the two zero. The two in all those locations has different meaning, right? So, it does have semantics.   The other parts, I think, were important, was memory and executive function. Executive function permeates mathematics in so many ways. So, when we think about our stroke survivors, those are areas that are and can be impacted. Information processing. How much can they hold in memory of being presented with language, and in this case, language and numbers.   So, I think for me, it just, it really is integrated. I also thought, too, when we were looking, I was looking at the neuroscience of it, and there's some shared neuro space that works for math and language. They're not fully disassociated, so I found that really fascinating as well.   Katie Strong Yeah, it really is, as I've been thinking about our conversation and just looking into things a little bit, it really makes sense. And even just thinking about just thinking about a word problem in math, certainly, there's that language component that may be a little less intimidating for SLP clinicians that aren't typically working in practice. But I so appreciate you both bringing this conversation out into the light and doing this work, because I can think of a significant number of clients that I've worked with that have also expressed challenges in all sorts of different ways of math. And sometimes I've been able to maybe support it a little bit, and other times I haven't. And I, you know, whether it's me just avoiding it and saying, “Oh, we could work on all of these other things or we can work on this math thing”  or, you know, it's just frustrating, I think, to not have really the tools to be able to know how to support it.   Our podcast, really focuses on the Life Participation Approach to Aphasia, which really emphasizes a person-centered approach. Like I'm the client I want to choose what I want in my life and what I want to work on. And so, I'm just wondering if you might be able to talk through a little bit about how math skills fit into LPAA framework.   Tami Brancamp: Yeah, we were talking about that, and there's one particular client who has multiple PhDs before his stroke. He has family, adult children. And he's like, “Tammy.” And we were Dave and I were piloting some work together. And he's like, “Guys, I want to take my family to dinner. I want to pay the bill and the tip.” I'm like, “Okay, dude, I got an app for that.” And he's like, “No, I want to do it myself.” So that, to me, is life participation. If a person is fine with an app, let's make it so and work on something else.   Katie Strong: Yeah. Tami Brancamp: But his case, it was so important to him. I'm like, “Okay, here we go.” How do we how do we work on figuring out the tip? Now, does it have to be an exact percent? No, Dave likes to teach it more like there's some more strategies to get to the tip.   Another client I wanted to share, and sometimes too, when we think about assumptions. So, the data on how many people with aphasia also have math difficulties, numeracy difficulties is wide ranging. It's so big. So you can't even really say what percent. But I also had an assumption. I have a gentleman who I've worked with off and on for a very long time. He's nonfluent aphasia and also has apraxia of speech, and so we're working a lot on his language and his speech. And I said, “So how's your math?” “It's fine. You know, I own my own business and I have somebody help, but it's fine.” I'm like, in my head, hmm, I don't think so. I wonder, because the severity of his aphasia and his ability to transcode so like, see a number and then say the name or say the numbers he wants to say, was really impacted. So, we were doing a pilot study during the pandemic online, and so Dave and I were working with this one gentleman. And I think you why don't you do the story because I don't remember you gave him homework or something. A home program.   Dave Brancamp: There's a math game called Krypto.   Tami Brancamp: Oh, Krypto.   Dave Brancamp: So you put five cards down. And each one has its value, you know. And so your listeners just so they know, like when the Jack would fall, that would be 11, and so the Ace automatically took a one, the Queen would be, you know, 12, and the King 13. So five cards different values, or they could be the same value didn't matter, and then one more card became like a target. You had to figure out an equation. So, some big, nice math term there to that you'd add, subtract, multiply, divide to equal this last card.   Now they could do with just two cards, three cards, four cards or five would be ideal. So, they had some room for success. And this gentleman, we had some hard numbers that were there. And, you know, he had done a couple, and was rolling right through. And I kept looking over at Tami and I am like, "He's got his math. His math is really good.”   Tami Brancamp: His ability to calculate.   Dave Brancamp: And then we hit one that was really hard, and we're both looking (each other). And the next thing, you know, this gentleman, not to scare anybody, but makes a complex fraction, making a fraction over another fraction to solve. And you can see right now, right Tammy. Tammy is like, “What are you doing?” I'm like, “Yeah, yeah, no, let's go for it. Let's go for it.” And next thing you know, we were able to solve it by doing two complex fraction with another number. And he solved the problem. And I looked at Tammy said, “This man has no math problems.” Tami Brancamp:  And I said, “Boys, I'm out. I'm out. You all just continue playing with your numbers. Have a good time.” That's not a comfort zone for me. It's also not the focus we're doing with aphasia in math. But it was something he was capable to do, and I also could see within him, he was super excited that he could do this.   Katie Strong: Yeah   Dave Brancamp: And he wanted to show his wife. He wanted to show other people, he was like, “Look at this. Look at this.” You know, I was like, “Yeah, there's a lot happening.”   Tami Brancamp: But he could not read the equation. Okay, so there's the aphasia language issue.   Katie Strong: Right.   Tami Brancamp: Transcoding. He could do the calculations without difficulty.   Katie Strong: Amazing.   Tami Brancamp: But those are the those are really fascinating. And while we were piloting, we had a group of, I don't know, five or six people with aphasia, and each one had their own. They're all on the non-fluent side, but everybody had their own combination of language difficulty and number processing difficulty. We did notice what one client we worked with who had more cognitive impairment along with language and hers, her processing was much more different than pure aphasia and the acalculia issues. So, it's really interesting to see. It's definitely not cookie cutter, right? Just like aphasia therapy.   Katie Strong: Right.   Tami Brancamp: Every person's got their unique strengths and challenges. And I'm going to say similarly, I think with the math. Where in the brain was the injury? What is their background? What are their interests and passions? All of that plays in just like in aphasia.   Katie Strong: I love bringing up though their prior experience with math too is so important. We think about that from a language standpoint, but we really don't consider that. Or I will speak for myself, I don't typically consider that when I'm learning about somebody and their strengths.   Tami Brancamp: Yeah.   Dave Brancamp: You think like to go back to your language, like the word “sum” S-U-M, is what we'd use in math for adding, but it has the same sounding as “some” S-O-M-E and so right there, there's some language difficulty that could come out. So often we will have flash cards with the plus symbol so that they and can associate words and just so that you feel better on it, too.   Most of us, when we'd heard subtraction probably used an unfortunate phrase of what's called “takeaway”.  Well, that's not what happens from a mathematical point. So, us in the math side, cringe and are like, “Oh well, the numbers don't get taken away. They're still there.” They got, you know, replaced is what we would call them. And so the word of difference, you know, where you live in a different town than we do, so that's what we associate but difference is how we do subtraction. So those little, simple nuances that I had to also remember too because I taught junior high, which most of them were fairly comfortable with their, you know, at least their basic skills. And I'd heard those terms where suddenly, you know, Tammy would bring up to me, “You're gonna have to help us out with that” because that it's easy for you to say that it's causing a problem and that makes us then, you know, have those moments of pause that you're like, “Oh yeah, you're right. I've got to do that.”   Tami Brancamp: Just a little aside on that with we just finished a pilot study with two groups of people doing online intervention. So that background of knowledge, you know, say you got 10 people in a group, and you could see the people who go, “Oh yeah, I remember that. I remember that math language.” You're getting, the nodding like, “Oh yeah, that's right.” And then there's others who have like, “I don't understand what he's saying.” The look. So, it's really fascinating to make sure that we pay as much attention to that background as we do in language.   Katie Strong: Yeah. Interesting, interesting.   Dave Brancamp: I don't know if you want to go down that path, but like when we hit time, you know, which is an element that folks aphasia really want to work with, right? And yet, it's a whole different concept mathematically, because we are used to in almost all the countries we work with of things from, you know, basically what we call base 10 or zero to 100 zero to 10, we can play time is in elements of 12. And so, like you might say it's a quarter past, you know, like one, that's not a 25 it's written as 1:15. And you know, what does that mean? And, oh, I don't know. I don't know how I'm supposed to be at the bus stop or the doctor appointment or whatever they may be going to.   Katie Strong: Right, right.   Dave Brancamp: And a lot of our groups found that to be a huge help, you know. And as much as we all laugh, you probably at least most of us remember when we were in elementary school having little clocks that we might play with.   Katie Strong: Right   Dave Brancamp:  We call them our Judy clocks from when we were as teachers. But it's like, as simple as those are, those are what you need to bring back and go, “Let's take a look at what you know, because it's a quarter of the circle, and that's where it got its name from.”   Tami Brancamp: But it's one over four, like 1/4 one quarter.   Dave Brancamp: But that's not how we'd write it in time. It's actually whatever the hour is and the 15, and you're like, “Where'd that come from?” So, it was very fascinating to watch, and especially when we did some work with some of the clinicians, are just like, “Oh, you're kidding. I didn't even think about that.” It's because we knew it. we transition it naturally and not thinking, “Oh my gosh, my brain now has to re-picture this”. So.   Katie Strong: It is fascinating.   Tami Brancamp: And that you can see how much language is involved.   Tami Brancamp: Huge. Huge.   Katie Strong: Yeah, well, I'm excited to talk about the projects and research that you've been doing. You gave us kind of a teaser about these online groups. Should we start there?   Tami Brancamp: Maybe, we aren't there. We haven't analyzed all the data…   Katie Strong: I'm curious.   Tami Brancamp: Yeah, that'll be a teaser. We are working with our partner, Carolyn Newton. She's in London, and she is at University College London. She's done some work in mathematics and aphasia, and also her doc students, so we're working with them. They did all the assessment with my students. And then Dave and I did intervention. We had two groups. We had, like, a Level 1 and a Level 2. Everybody had aphasia. And we did group intervention primarily because Dave and I have been working with Lingraphica and Aphasia Recovery Connections Virtual Connections.   Katie Strong: Yep.   Tami Brancamp: Since March of 22, we've been doing it every single month.   Katie Strong: Amazing.   Tami Brancamp: We had some time off. Yeah, but you know, what's so crazy is that we average about 38 people who come on to do the session.   Katie Strong: Wow!   Tami Brancamp: Oh, I know, with a range like 19 to 50 people.   Katie Strong: That is amazing, but such a testament that people are interested in this topic.   Tami Brancamp: That's what made us keep pushing forward. Because if that many people show up, there's an interest and there's a need.   Katie Strong: Right.   Tami Brancamp: You know? But how do we how do we help is the challenge. We are in the process of analyzing, did we could that group in the way that we did it, like twice a month over three months? Would that impact change? They could hold it at the end of the treatment. And then we also did 30 days later, so we'll see. And then we also did some we did the math, attitudes and perceptions.   Katie Strong: I took it so maybe give people a little bit of background on what this is.   Tami Brancamp: Yeah. So this is a we looked at a lot of different tools, and this one is called, what is it called Attitudes Toward Mathematics Inventory. And it was designed for adults, college age, students and adults. There's a lot for children. But this is like, really, you know, what do you think about math in terms of you like it, you don't like it. Is it important? Not important. And so there is a lower number means that you are less confident, less familiar.   Dave Brancamp: You might not like it. You might not like it as much.   Katie Strong: And it might give you a rash.   Tami Brancamp: (Laughs) It might give you a rash!   Dave Brancamp: I'm sorry.   Tami Brancamp:  Right, all the things that it does. It's up to a point of 200 Do you want to share what your score was?   Katie Strong: Well, I didn't calculate it. I just did the ABCDE, but I'm gonna guess it's in the lower like 25th. Tami Brancamp: Yeah.   Dave Brancamp: So let me ask you, what was your last math class?   Katie Strong: It was a statistics class in my PhD program.   Dave Brancamp: And how did that class make you feel? Were you like, “Oh, I'm so excited to go!” or like, “Oh my gosh, I just got to get this done.”   Katie Strong: I wanted to get out of there as quickly as I could. I tried hard, and I just kept, I think I kept telling myself it was hard and I couldn't do it, and it just and it was.   Dave Brancamp: So, if you think about that, for us as adults, right? Or anybody, even kids. Take our kids. Whatever your last class is, it sits with us. It's a memory we carry. And then math has its unique way of, kind of building on itself. And then it can bridge to a couple different areas and what have you, but it builds. And if your last class wasn't the most pleasant. You didn't score well, or you didn't have a teacher that you could relate with, or whatever it was, you probably don't have a real fun feeling of math. So that leads to our perceptions, right? And it's and you know, using this we've done this with some of your students as they go through soon to be clinicians, and as soon as they took it and then had us talk, they you almost want to say, “Let's take it again”, because our feeling is of that last class. But when you find out, what we'll probably do is adding, subtracting, multiplying, maybe division, not likely. But what we call basic life skills, it may change how you took the test or take the inventory, because, you know, like for me, it's still, it will never change the fact of giving a math problem over an essay. I'll give you guys the essay. I'll take the math problem. But it's just, you know, is it important your everyday life? Well, how often do you do your statistics on an everyday life? That was your last class right? Not a lot, maybe some. But it's, you know, it's becomes an interesting whatever sitting with us probably has a feeling. If we come in with a bad attitude toward what we're going to teach or share with you, no matter whether they have aphasia or if it's just us in a general setting, they're going to know you don't like this, then why should I spend time with it so we that's the My purpose is make it so that they enjoy even if it's difficult, we're going to enjoy it so that otherwise, you know, I'm already behind because you don't like it. So why should I like it?   Katie Strong: And I love that because, I mean, I know that, like hard work can be fun. I mean, in a therapy situation, hard work can be fun, but thinking about this from a math standpoint really is kind of a game changer for me.   Tami Brancamp:  One of the things, and I think we'll come back to the research a little bit. But Dave likes gamification. I don't really like to play games, right?   Dave Brancamp: You're getting better! Tami Brancamp: But you have to, you know.   Dave Brancamp: I will pick up like dice. We try to do things that we figure our folks could find rather easily. You know whether you have dice from a Yahtzee game where you can go pick them up and a deck of cards. Almost everything I do with them are one of those two. It might take a little more looking, but I'll we often use what are called foam dice so they don't make all that noise, because sometimes too much noise can be very bothersome. And then using, like, the whiteboard or something to write with helps so they can see, because sometimes you'll be playing a game and they'll have no idea of the math that's involved and why there might have been, like, a strategy or so on.   Tami Brancamp: When we do work with people using cards and dice to generate the numbers, we have activities we do and we make it aphasia friendly, but we'll also discuss, maybe after the fact, “All right, so how did you do? Where was it difficult? I want you to recognize that you were working on executive function here. You were giving it strategies and thinking and multiple steps ahead.” So that they can recognize it isn't a kid game.   Katie Strong: Yeah, just a game.” Yeah.   Tami Brancamp: It's not just a game. It's making it fun and a little bit more lighthearted. If we can lighten it, but still make it skilled intervention, I'm not in there to play games and win. But having a give and take, a little competition, some laughter, some humor, while we're doing the intervention. To me, that's a lovely session.   Dave Brancamp: One of the things Katie, we found, too, is there's not a lot of good tests out there for math to diagnose the problem. You can find out by taking the different tests, and you and Tammy know the exact names, but they'll say, “Well, Dave has a problem doing math.” But now where do I start? Is a whole different game, because they build, as we said earlier, and if I don't start at the right spot the building block, I get a sense of failure immediately, because I can't do it, whereas you need to just keep backing up, just like you do in language, you keep backing up till you find my starting point. And that's one of the areas we'll maybe talk about later, is those things we're trying to figure do we work on finding a better way to assess the math, to truly know what's Dave or your client or whoever, whatever they're doing, because sometimes it could be simply the language, like we had with the one gentleman who has great math skills.   Katie Strong: Right.   Dave Brancamp: And others could be I can't even tell the difference between these two numbers, which is larger or smaller. And so now we have to start back at what we call basic number sense. It can be anywhere in that game, and it's like, well, they can't add. Well, do we know they can't add? Or do they just not recognize that six is smaller than eight.   Tami Brancamp:  Or how did you let them tell you the answer. If you only get a verbal response versus writing response, or, you know, selecting from four choices, you know. All of those give us different information when you're when you're having to blend a language disorder and a numeracy disorder.   Dave Brancamp: Because that one gentleman, he struggles immensely with anything with a two in it, so 20s, just…so you could easily say, “Wow, there's no way this man has math skills.” I mean he's doing complex fractions. He just couldn't tell you it's one over two. It was be like, I don't know what that is called.   Katie Strong: Fascinating.   Dave Brancamp: We enjoy the game part. And one of the pieces in this last research we did that was a new thing, right? We didn't even think of it prior was what we call a home program. Taking the game we did, putting it in friend aphasia friendly language with pictures so they could practice them.   Katie Strong: Okay.   Dave Brancamp:  Because we would not see them for like a two they was every two weeks. So, some could practice. I would say our Level 1 -  our folks working on foundational sets practiced more than are more advanced. Which was very fascinating.   Tami Brancamp: What we were doing in this research, the most recent one, we would encourage people to, you know, take a photo, take a screenshot of the work we're doing. But we also did it too, and then we put it into a page with an explanation, and then we would send it so that they could, ideally practice with a family member or a friend, or by themselves. You know, that's also a variable for people, right?   Dave Brancamp: And what we found in it, they needed more pictures. In our first attempt, we didn't put as many. So we would ask them, “since you wanted this, did that help?” “Not really.” They're honest.   Katie Strong: Yeah.   Dave Brancamp: We appreciate that. And they're like, Well, what? Why didn't it like, well, it, even though we tried to make it as aphasia friendly language, it was just too much word   Tami Brancamp:  Too many words.   Dave Brancamp: Too many words. So then we started asking, “well would more pictures help?” “Yes.” So we did that. So they helped us. It was amazing to watch.   Tami Brancamp: So that research project will we can get to down the road once we figure out what was going on. What we did share with you was the survey that we did with speech language pathologists from the United States and the United Kingdom. So we thought, well, Carolyn's there, and we kind of look at math a little bit similarly. So we had 60 participants who completed the study. We want to know, like, do you treat people with aphasia who also have math difficulties? If so, what are you doing? Dave and I still wanted to look at the attitudes and perception, because I still believe that's an influencing factor. But we also wanted to get a good sense, like when you are working with people with aphasia, who have number difficulties, what difficulties are you seeing? And then what are you doing? What do you use to assess?  And what are some of the barriers? So it gave us a nice overview, and that one's out for review currently. Anywhere from like, how many of you work on numeracy difficulties? About 35% responded with rarely, and 40% responded with occasionally, and 17 said frequently. And also, there was no difference between the countries.   Katie Strong: Oh, interesting.   Tami Brancamp: Yeah, I thought so too.   Katie Strong: But I also think too, you know, I mean, there really isn't a lot out there instructing SLPs on how to do this work in an evidence-based manner. So that makes a little bit of sense.   Tami Brancamp: It did, because I still felt the same way for myself, like, “Where do I go to learn how to do this?” Okay. I'm married to a math teacher, so I'm learning right? It's a lot of give and take. And Carolyn, our partner, she's very good about when we're talking about this she's like, “But not everybody has a Dave on their shoulder.” Like, “No, they do not.” Because even today, I'm still a little cautious, like if I had to go do all this solo, I have some holes that I want, and those are the things I want to help us create for future training opportunities and education continuing ed that would help clinicians who really want to do this and they have a client who wants to work with it, right?   Katie Strong: I hope that's a large number of people, because I think, you know, I think that this is really a significant challenge that I hear so often from support group members or people that I work with who have aphasia.   Tami Brancamp: I really think that's why we keep going, because we hear it from our we hear it from our clients.   Katie Strong: Yeah.   Tami Brancamp: We're not hitting it as much in acute care, for sure, rehab, you might get a little sample that is going on, but it's usually that outpatient. And then the longer term, like the they have some of the big needs met. And then we've got time to maybe look at math. But for some people, math should have been math and language together could have been hit earlier. But who's to say, you know?   Dave Brancamp: Well, you would know it best because I've asked when we first started this there would be like one, Tammy would give me one of her classes, and I would talk to them about math and absolutely deer in the headlight looks, “Oh my gosh, what are you going to do?” to by the end realizing “We're going to make this as fun as we can. We're going to use dice and cards, and we're going to do pretty much what we call foundational adding subtracting skills that they were welcome”, but you already have so much in your course to do that we just don't even have time. So that becomes this very interesting, because, you know, one of the big questions Tammy always asked me is, “Well, how can I know this pedagogical, or the reason behind?” I know they'll be able to hear but, I mean, I've done this now for 30 plus years, so there's a lot in my head that I have to figure out, how do we do this? So I can see this is the problem by how they addressed it without them having to take a whole other set of courses.   Tami Brancamp: Yeah, we can't. There is surely not room for whole courses. So it's got to be embedded in existing coursework, or continuing ed opportunities after training.   Katie Strong: Or both, right?   Tami Brancamp: Yeah, I think both. Some of those barriers that we found people saying was, you know, there's not training on it, which I agree.   Dave Brancamp: There's not the resources.   Tami Brancamp: Yes, there's not the resources. And are the tests that people use. They have some sampling of math. But my question always is, “Okay, so I give this little bit of math in my aphasia test or something else like and now, what? Well, I know what they can't do, but what does that mean? And how might I support them for relearning?” I found it more helpful to look at it from a developmental perspective. I'm going to learn a, b, c, d, and I'm going to learn x, y, z, and then it helps me understand, like, “Where might I start?” Because I don't have to go down to counting dots, right? That number sense larger, less than visually. If that's not where the client needs to be. But learning where they need to be, we need better assessments for that. I don't know if that's something we're going to be able to tackle or not. I mean, Dave spent quite a big part of his professional career, developing assessments. So, it would be logical. But there's so many pieces to do.   Katie Strong: Right? It's a big it's a big undertaking. Dave Brancamp: Well, there's so much that you gain by finding out from the client how you did the problem. It could be four plus six is what? and they write two. Well, I need to know why you think it's two. So did you think that was subtraction? Because they just didn't see the plus symbol. Well, you know? Well, then they have some good math. There's some good math there. They did the math correctly if they subtracted it. It's not the answer I'm looking for. And so could they say, you know, when you asked it if you were a person and he's like, “Katie, so if I gave you six things and gave you four more, how many your total?” Do you know what that even meant to do? These things that just gives us clues to where your math might be and for unfortunately, for a lot of us, which makes it hard for me, I feel bad that they didn't have the experience is ones and zeros have some very powerful meanings in math that unfortunately, scare a lot of folks.   Katie Strong: Yeah, right.   Tami Brancamp: I never learned the fun stuff of math, you know. There's some tricks and some knowledge and some skills that I, you know, good math teachers will teach you, and I just didn't really learn those. So, Dave's teaching me just because I were doing this together? I don't know. I kind of was thinking like what we talked a little bit about, what does the intervention look like?   Katie Strong: Yeah.   Tami Brancamp: Gamification, making it fun, not using workbooks. We're hoping that we could utilize some of the home programs that we've created, and share those as part of the teaching.   Dave Brancamp: And like the game. I think I told you that we did with that one gentleman with Krypto. It could simply be like a target number or something of that nature, but it's fun to have when we did with our both groups with Virtual Connections, or our research groups, other people could find out, like, you could solve it one way, Katie. Tammy could do it a different way, and I could do it a completely different way. And it was fascinating to watch the groups, like, I had no idea you could do it there. And that's what we need to hear So that people go, “Oh, you don't have to do it just one way.” Because I, unfortunately, and some are my colleagues, they forced, “I need you to do it x way.” It's like, “Well, okay, maybe to start. But now let's open the door to all these other ways you can, like, add a number or whatever.” And because it always fascinates me when we do, is it multiplication or subtraction? Now I forget, but one way Tammy is, like, “I never learned it that way. I always…” and, you know, it was just how she grew up. It was what you were taught.   Tami Brancamp: Well, like multiplication. When I'm multiplying multiple numbers, it's like, I'm kind of just adding multiples of things. So, how I get to the answer is very different than how Dave does, yeah, and we've had experiences with care partners, who we were doing some of the pilot work, who felt very strong that their way was the only way. Is this some generational differences? I suspect there's some of that, but it's also just, it's personality. This is how I know how to do it, and this is how it should be done. Well, not necessarily.   Katie Strong: It really mind blowing for me to be thinking about. I mean, I know that, like, you can teach things in different ways, but I just didn't really think about it from a math standpoint, because, probably because I know how to do things one way. If I know how to do it, it's probably one way, versus having more versatility in “If this doesn't work, try something else.”   Dave Brancamp: But like on a deck of cards at least the ones we use, they'll have, like a seven of diamonds. There's seven little diamonds on that card. Well, nothing else. Put your finger to them. There's nothing wrong with counting 1 2 3 4 5 6 7. Now, when you move over to the three, go 8 9 10, and there's your answer. They're like, “I can do that?” “I'm like, sure you can!” I can use my fingers? You know, it's, it's those, it's those little things that, unfortunately, probably for a lot of us and a lot of our clients, went through, at least in my experience, in math as we went through school, we took away those, what we call manipulatives in math, that you learn it right, bringing them back now, so that they're like, “Oh, I can do this”” So they can see it, or they can write it in a different way, or, you know, whatever it takes to help them. That's one of the pieces that's so amazing.   Tami Brancamp: We definitely support a multi modal approach. Not just one way.   Katie Strong: Which, I think the clinicians who are listening to this conversation will feel like, “Oh, I do a multi modal approach in all of the other things that I do in my interventions.” And so, you know, that makes sense.   Dave Brancamp: And that's where we saw that piece of saying that we're trying to unite math and language. The two of those do play together. You know, it's like because you just said you spend weeks and weeks with all your future clinicians training them on all these skills and language, so many of those will play out just as well in math, except to do it in a different way.   Katie Strong: Mmm. So we've talked about what the intervention might look like, and we'll be excited to see what comes out from your projects that you're in the process of analyzing but looking ahead, what excites you most about where this field could go?   Dave Brancamp: Oh my, that's the question!   Tami Brancamp: There's a lot of work to be done. It actually is…it's fun. We are wondering, you know, how might it be if it's on a one on one, a more traditional model, right for our outpatient settings, versus small groups. Katie Strong: I'll say this. I should have said it earlier, but for those of you listening, I'll put in a link to Virtual Connections and if you're interested in seeing Tammy and Dave's math Aphasia + Math.   Dave Brancamp: Yeah, it's aphasia plus math. It would be Level 1 or 2. They can come watch the whole thing. It's fascinating to watch them how they work.   Tami Brancamp: They are best teachers, yep, without a doubt.   Dave Brancamp: To your last question, “So that's with the clients?” But you know, there's been and we've talked on and we've touched on, like, “how do we help our clinicians?” And then the unfortunate side of that stool that sometimes gets forgotten is, what could we do for our caregivers? Does this help? Because we've all been taught differently. so sometimes you might look at one of the gamifications we did and went, “Oh, I can't do that. That's not how I add.” We have a very set format, or do they understand the language? Do we make it clear enough. So, you know, we're I think that's a great question, because then we get torn to just time in the day to say, “But I want to still work with my clients, but we need to help clinicians so they can help us, and don't forget the caregiver in there.” I know it's not an easy answer. It's not the it's nothing nice and smooth, but it's kind of the one that we've been really what is to what are we doing.   Katie Strong: And probably also why it this hasn't, there aren't tons of resources already developed, right? That it is complex.   Dave Brancamp: Well, and I will tie back to our attitudes. What we found, we were fortunate enough to do….     Tami Brancamp: IARC. The International Aphasia Rehab Conference. we presented there.   Dave Brancamp: So some of our beginning there's an awful lot of interest out of Australia and Europe. But Australia and Europe, and I'm not trying to sound bad or negative, but they take look at math very differently than like England and the United States for sure does. That's a natural like thought, we don't accept the term. “I don't do math well.” They don't like to say that. There's an increased interest, at least in those two areas of the world, to when we but we gotta strengthen this, this is important. So, we've found that very fascinating, that some of our folks who've drawn an interest and set out of this come out of the main countries of Europe, or from Australia, because they don't mind talking about a subject that we often go, “I'm good at this, right? Let Dave solve it.” And it's like, well, but I don't have the skill set that all of you SLPs have.   Tami Brancamp: In our earlier conversations, we touch on the fact that United States, it's okay for me to say, you know, “I don't do math, right?” It's okay, and it's sort of accepted in some cases, it's kind of a badge of honor in some ways. But if I were to say, “Oh, I can't read” you know, that's we one. We want to help if somebody admits it. But there's a personal sense of shame attached. So, in our country, I believe the perceptions are different. You have the person who's had the stroke, has survived the stroke, has the aphasia, and now also has the math difficulties. That's a lot to navigate, and I respect in our in our world, as a clinician, I can't address all of it. So following that Life Participation Approach, we're going to let our clients be our guide. Support, train, and look at where their priorities are. And it's never enough. There's never enough therapy, never enough opportunity to be in a group environment, because not everybody has access to that, you know, but I think, “Where can I make a difference?” Like, that's probably my question. Like, I can't fix the world, so let me keep backing it down, backing it down, backing it down. And if I can make a difference with 5, 10, 15, 20, people, Hey, and then let those ripples go as they go out and make a difference and learn. I think that, in itself, is powerful.   Katie Strong: Beautiful, and certainly is conjuring up Audrey here. Well, I've got one last question for you as we wrap it up. But you know, what would you say to an SLP, who's listening right now and thinking, I want to help my clients with math, but I don't know where to start.   Tami Brancamp:  So one of, I think one thing for me is you do know basic math. You know everyday math. You do know how to do this.  So one just start. You can get a little assessment. You can use the existing ones that are out there with our aphasia batteries or the Numerical Activities for Daily Living.   Dave Brancamp: I would say, a deck of cards are not hard, you know, hopefully they have or some dice, yeah, and use those to generate the numbers. Or bring in, like, when they want to do tips, we would often just bring in receipts of anything and just say, “Let's say something cost $18.72. Round it up to 20 and make it a friendly number.” So it's around 20, So it's a little bit easier for them to grab onto and hold, and it's okay to say, because we've done it in our own sets going through, “Oh, wait a minute, six plus six is not 13. Look at what I did here. I let me, let's check this and add it.” Because sometimes you'll hear just even, you know, like when any of us are doing something, you look and go, oops, I made a mistake.   Tami Brancamp: Okay, right?   Dave Brancamp: It's all right, hey, to make mistakes and say, that's what we all do. And then, you know, but I mean to me, it's if we can get, like, if you want to use one or two problems off a worksheet, use it as a driver to start discussion and say, “So what can we do?” And see if they can do anything. Because sometimes it's amazing what we'll find out is just knowing that 16 is a bigger number than just 12 is let them and then what's the difference between right there, you could figure out subtraction if they know it or not. And we often will in if they have a chance to look on the website or any of this stuff, we'll take out, like all the face cards, we'll take out the 10. Keep moving it down to numbers that they're comfortable with, like dice will only be the numbers one to six, yeah, but if I use two dice, I could make some interesting two digit numbers, right, that are in that range. So it's just things that make it so they can grab on. And then you can start adding and changing rules and some of the math games they may have seen, they just adjust them so that they have access points. The true rules of Krypto is, you must use all five cards in order to get a point. Well, we just change it usually is two, right?   Tami Brancamp: Like we do for everything we can modify.   Katie Strong: I love this. And I mean, I'm thinking, most clinics have a deck of cards and dice.   Tami Brancamp: In most households in general, not but in general, you're going to have access to those tools. We didn't want people to have to go buy crazy stuff. I think there's one challenge I do want to think about and put out there. So, our new clinicians who are graduating, let's say they're in their mid-20s, and I know there's a range they are doing online banking. How are they going to support an older adult?   Katie Strong: Oh, right.   Tami Brancamp: Very structured and rigid in their checking account. I think we have to think about some again, different ways. None of the students that I teach today, and even our own son, they don't have a checkbook. Yeah, they don't write checks. So that's gonna introduce another variable down the road, but in the meantime, cards, dice, numbers, gamification, simplifying, watching language, thinking about executive function, number of steps, how we how we speak, the instructions. Give the directions. It's language.   Dave Brancamp: And ask the client what they think or what they might have heard, because it's interesting what they would have, what we've learned from them as well.   Katie Strong: Thank you so much for being a part of our conversation today, and for the listeners, I'll have some links in the show notes for you to check out for some info on Aphasia + Math. Thank you.   Tami Brancamp: Thanks for having us.   Dave Brancamp: And thanks for playing with us too. Thank you. Katie Strong: On behalf of Aphasia Access, thank you for listening. For references and resources mentioned in today's show please see our show notes. They're available on our website, www.aphasiaaccess.org.There you can also become a member of our organization, browse our growing library of materials and find out about the Aphasia Access Academy. If you have an idea for a future podcast episode, email us at info@aphasiaaccess.org. For Aphasia Access Conversations, here at Central Michigan University in the Strong Story Lab, I'm Katie Strong.   Resources Aphasia + Math focuses on strategies for the rehabilitation of everyday mathematics in people with aphasia. Tami and Dave focus on four pillars to support this work: Influencing Elements (math literacy, learning environment, aphasia severity); Math and Language (receptive & expressive language, cognition including executive function and  memory); Foundational Math Skills (use of linguistic and numerical symbols, lexicon, syntax, semantics); and Aphasia Friendly Math Activities (gamification in learning,  understanding math language, opportunities for communication). Their goal is to unite math and language. Contact Tami tbrancamp@med.unr.edu   Join the Aphasia + Math Facebook Community Join an Aphasia + Math session on Virtual Connections   Brancamp, T. & Brancamp, D. (2022). Exploring Aphasia + Math. Aphasia Access 24-Hour Virtual Teach-In. https://www.youtube.com/watch?v=2mGSOJzmBJI   Girelli, L. & Seron, X. (2001). ) Rehabilitation of number processing and calculation skills. Aphasiology, 15(7), 695-71. https://doi.org/10.1080/02687040143000131 https://www.researchgate.net/publication/32888331_Rehabilitation_of_number_processing_and_calculation_skills#fullTextFileContent   Tapia, M. (1996). Attitudes toward mathematics inventory. https://www.academia.edu/29981919/ATTITUDES_TOWARD_MATHEMATICS_INVENTORY  

In this powerful continuation of the Daily Living for Christ study on Hebrews 10:19–25, Donald E. Coleman returns with a focused exploration of Hebrews 10:22, highlighting “The Characteristics of a True Believer.” With biblical insight and pastoral wisdom, Donald emphasizes that true Christian transformation flows not from ritual or appearance, but from a sincere, surrendered heart anchored in God's Agape.This episode offers a deeper understanding of:   ✅ The head and heart connection in biblical spirituality   ✅ How true believers draw near to God with clean hearts and freed       consciences    ✅ Why God speaks to the heart—not the intellect—and how to posture ourselves to hear   ✅ The difference between religion and relationship in the New Covenant   ✅ The call to hold fast to hope, especially in global uncertaintyDonald also draws from the parable of the sower, linking it to how our hearts receive or resist God's Word. He explains why understanding God's timeless love—especially in times of crisis like COVID-19—is key to remaining faithful, connected, and fruitful. Listeners are reminded that the true markers of belief are not found in religious performance, but in an intimate, transformed relationship with the Eternal Father, shaped by trust, letting go, and ongoing openness.➡️ Listen now to discover how your heart, not just your mind, is the doorway to living as a true believer in Christ—and how the Agape of God is calling you into deeper assurance, hope, and fellowship today."Have Questions, Send us a Message" This podcast is a production of The Center for Biblical Coaching and Leadership. If this episode has been useful or inspiring to you in any way, please share it with someone else. Lastly, please follow the show and write a review.If you want to go deeper on this journey, visit www.tcbcl.org to learn how we're walking this path together through biblical coaching, spiritual formation, and the ROOTED Global Movement.

July 20th, 2025

Welcome to another inspiring episode of the Daily Living for Christ podcast, where faith meets daily life and God's presence transforms every moment. In this special follow-up to his live sermon, “The Hidden River: Five Principles of God's Agape and the Spiritual Awakening of Our Age,” Donald E. Coleman shares the deeply personal story of how Daily Living for Christ began in 2020 amid the chaos of the COVID-19 pandemic—a moment perfectly aligned with the hidden movement of God's Agape flowing through our age.Donald takes listeners behind the scenes, revealing how what started as a simple Bible study has grown into a global podcast reaching 78 countries and counting. He unpacks the key principles of God's transformative love, explaining how Agape is not confined to religious services but is an undercurrent—an invisible river of divine presence awakening hearts worldwide.This episode dives into:✅ The global spiritual awakening is moving quietly beneath global turmoil✅ The difference between true spiritual transformation and mere self-modification✅ How science, neuroscience, and Christian tradition converge to reveal God's power✅ Practical steps for embracing daily reflection, meditation, and sacred presence✅ How each of us can become a vessel for God's Agape in a world searching for meaningIf you've ever felt the quiet stirring of something deeper beneath the noise of life, this episode will encourage you to slow down so you can discern God's hidden river of Agape and step into the transformational life He's inviting you to live.➡️ Listen now and discover how the hidden river has always flowed in crisis and continues to flow as part of God's great spiritual awakening in our time."Have Questions, Send us a Message" This podcast is a production of The Center for Biblical Coaching and Leadership. If this episode has been useful or inspiring to you in any way, please share it with someone else. Lastly, please follow the show and write a review.If you want to go deeper on this journey, visit www.tcbcl.org to learn how we're walking this path together through biblical coaching, spiritual formation, and the ROOTED Global Movement.

NOT SURE WHAT HAPPENNED TO THE AUDIO, WILL SEE IF I CAN FIX AUDIO ONLY VERSION IN EDITOR.At the top of the show I speak to the Alexandra Stoddard quote, "What we do today, right now, will have an accumulated effect on all our tomorrows." It was a great segue into my topic. I've been in a long-term relationship for 27 years and I have some thoughts on what got us here. In this episode I talk about-My plan for finding a long-term partner (it involves a list of 22 dealbreakers)

Welcome to the Daily Living for Christ Podcast with your host, Donald E. Coleman, for an inspiring episode exploring the profound reality of Common Grace and how it fits into God's divine plan for creation. Drawing from his powerful message "The Hidden River: Five Principles of God's Agape, and the Spiritual Awakening of Our Age, he explains how the beauty of neuroscience, human creativity, and acts of kindness are glimpses of God's goodness woven into the fabric of the world.Yet Donald shows why these blessings remain transactional unless they lead back to the true Source: God's Agape revealed in Christ. Learn how all of creation points us toward divine union rather than mere self-improvement—and how believers can honor God's glory in every discovery and insight.➡️ Listen now if you're seeking clarity on how Christianity, science, and personal growth intersect. This episode offers wisdom, encouragement, and a powerful reminder that true transformation flows from God's hidden river of love."Have Questions, Send us a Message" This podcast is a production of The Center for Biblical Coaching and Leadership. If this episode has been useful or inspiring to you in any way, please share it with someone else. Lastly, please follow the show and write a review.If you want to go deeper on this journey, visit www.tcbcl.org to learn how we're walking this path together through biblical coaching, spiritual formation, and the ROOTED Global Movement.

In this special bonus episode of the Daily Living for Christ podcast, join Donald E. Coleman as he shares a powerful live message preached at The RISE Church in Oceanside, California: “The Hidden River: Five Principles of God's Agape and the Spiritual Awakening of Our Age.”This message shares the DNA of TCBCL and the ROOTED Global Movement.  Donald takes listeners on a journey beneath the noise and chaos of our world, revealing how God's Agape flows like a hidden river, quietly fueling a global spiritual awakening. Drawing from Scriptures like John 3:16, John 17, Romans 12:2, and Ephesians 3:14-19, he explores five profound principles of God's Agape:✅ God's Agape is gracious and available to all—a love that reaches beyond all boundaries and divisions.✅ Agape is relational and seeks unity, inviting hearts into deep connection and community.✅ Agape is transformational, reshaping lives from the inside out and sparking creativity and innovation.✅ We choose how deeply to receive Agape, determining whether we merely observe awakening or participate in it.✅ We can cultivate receptivity to Agape through prayer, worship, and spiritual practices that open the soul to God's transforming presence.In this message, Donald calls people to recognize the hidden river of divine love flowing beneath global unrest and personal struggles—a persistent current drawing humanity back to its true Source.If you've ever felt a longing for deeper meaning, divine connection, or spiritual renewal, this episode will awaken you to the reality that God's love is not distant—it's flowing right beneath your feet, ready to carry you into a new life.➡️ Listen now and discover how to step into the hidden river of God's Agape and become part of the spiritual awakening unfolding in our time. ➡️ As an added bonus, download the article "The Hidden River: Five Principles of God's Agape and the Spiritual Awakening of Our Age. "Have Questions, Send us a Message" This podcast is a production of The Center for Biblical Coaching and Leadership. If this episode has been useful or inspiring to you in any way, please share it with someone else. Lastly, please follow the show and write a review.If you want to go deeper on this journey, visit www.tcbcl.org to learn how we're walking this path together through biblical coaching, spiritual formation, and the ROOTED Global Movement.

What does it mean to truly live in unbroken fellowship with God, beyond emotions, beyond ritual, and into the vibrant reality of His presence every day?In this episode of the Daily Living for Christ podcast, Donald E. Coleman takes listeners deep into Hebrews 10:20-21, unveiling the mystery and power of “The New and Living Way” made possible through Jesus Christ. Donald shares how Christ's sacrifice opened a fresh path to direct access with God, transforming the journey from ritualistic religion into an intimate, daily relationship.Drawing on insights from the Prodigal Son to the High Priestly ministry of Jesus, Donald explains that true fellowship with God is not achieved by striving or emotional highs but through the finished work of Christ and the presence of the Holy Spirit. He emphasizes that believers are called to live moment by moment in God's presence, experiencing love, peace, and joy as the Fruit of the Spirit that overflows for others.This episode explores:✅ How Jesus the Great High Priest bridges the gap between humanity and God✅ The practical meaning of the living and active Word becoming flesh in believers' lives✅ Why silence is a sacred language in cultivating God's presence✅ The truth that believers are a royal priesthood, called to declare God's praise and live in divine lightIf you're ready to move beyond knowing about God to living daily in His manifest presence, this teaching is for you.➡️ Listen now and discover how to walk boldly in the new and living way that Christ has paved, so you can live on earth as it is in heaven."Have Questions, Send us a Message" This podcast is a production of The Center for Biblical Coaching and Leadership. If this episode has been useful or inspiring to you in any way, please share it with someone else. Lastly, please follow the show and write a review.If you want to go deeper on this journey, visit www.tcbcl.org to learn how we're walking this path together through biblical coaching, spiritual formation, and the ROOTED Global Movement.

Proverbs 14:13-27, Morning Service The post “Truths for Daily Living” appeared first on Covenant PCA.

Welcome to the Daily Living for Christ podcast, where biblical truth meets spiritual transformation in everyday life. We're excited to welcome new listeners from the United Arab Emirates—thank you for joining the global journey of those seeking to live fully in God's presence!In this episode, Donald E. Coleman continues the powerful series on Hebrews 10:19-25, focusing on verse 19 and the bold access we now have through the blood of Jesus. This teaching explores how the veil has been torn and how every believer can now live in unbroken fellowship with God.Donald also introduces insights from neurotheology, showing how centering prayer and spiritual practices not only draw us closer to God but also rewire our brains for peace, purpose, and presence. You'll learn how these four blessings—boldness, unity, transformation, and encouragement—can shape your daily rhythm and deepen your relationship with God.

Cold OpenYou wanna pathologize me? Knock yerself out. Faithfully counting every leaf marked "deficit"…But missing the whole damn forest we know locally as "Survival."[Doc? You Got Us All Wrong, Pt 1: Autistic Resilience]IntroYou're listening to AutisticAF Out Loud. One voice. Raw. Real. Fiercely Neurodivergent. Since 1953.Season 5, Episode 5. “Doc? You Got Us All Wrong, Pt 1: Autistic Resilience.”Deficits… or strengths? Survival… or thriving? Pathology… or inborn, natural autistic behavior? We turn the diagnostic telescope around. Let's focus on the forest of resilience behind every leaf labeled "deficit."An experimental multi-part series… all around 10 minutes. Because some neurodivergent listeners like to binge in small bites. Or you can download Part 1 and Part 2 at once… for listeners who crave the whole enchilada in one sitting.Just one autistic elder's truth. I'm Johnny Profane.Content Note: trauma discussion, medical system critique, institutional discrimination, psychiatric hospitalizations, systemic oppression + experiences & opinions of one autistic voice... in my 70s.[Music]What I tell any therapist… any caregiver… first session:I have survived physical and sexual abuse from family and schoolmates.Bullying by teachers and fellow students… 2nd grade through high school.Multiple professional crashes… in multiple careers.At least a dozen firings.2 evictions.1 bankruptcy.Dozens of major household moves.Few friends, and…2 divorces, 3 "living togethers," and a couple of "serious" relationships that, well…, weren't?Ain't this resilience?Resilience. Ya know, that cap-and-gown term pros use for getting knocked down seven times. Stubbornly getting up… eight...I'm still alive. Still creating. Still getting published. Still speaking to thousands of autistics a year.Never attempted suicide... despite three hospitalizations.AND I'm still autistic. Cuz there ain't no cure for something that ain't wrong. Unless you base your "medical model" on some statistical "normal"… which is just a made up story. Cuz not one living person is summed up by a Bell curve normal… not even within a standard deviation.Yes, yes… yes. Some professionals are evolving. Pros who listen more than lecture. But face it. In the grand scheme of things… they're rare.Let's get clear right now, right here. It's not being autistic that creates our trauma. It's living autistic in a society that inflicts trauma on us. Refusing to accept, adapt… support… us.Why do "helping" pros focus on my deficits, my lacks, my pitiful performance of “Activities of Daily Living”…? Like, did I shower today…? No.Rather than the sheer strength of will I demonstrate every time I take my next breath?Why do they offer to fix me,inform me,guide me, andcharge me for sessions,mentoring,workshops,best-selling books,SYSTEMS they've just invented…based on… at best… incomplete research?[Music]You know social media… if you like and share this podcast, a lot more people will check it out. You can do a lot of good with just one click.You wanna pathologize me? Knock yerself out.Turn my every inborn neurodivergent characteristic into a disease. You do have powerful diagnostic tools…But you're looking through that diagnostic telescope backwards. Faithfully counting every leaf marked "deficit"… But missing the whole damn forest that we know locally as "Survival."Like my "failure to maintain eye contact.” A “social deficit.” Right... completely missing how that survival skill lets me process your words… without painful sensory overload. My form of my respect… for you.Go ahead and use professionally, objectively disempowering terms, like "comorbidity"... betraying your bias that my very way of Being is… in your eyes… a disease. And then riff on, elaborate away: "pathological demand avoidance," "obsessive-compulsive disorder," "borderline personality disorder,"And on and on… and on.Truth? Every diagnosis? Just another survival mechanism. Not symptoms of autism. Responses to how society treats autism.Behaviors that kept me alive… in your world. While you obsess over what's "wrong" with me…Or… we could build on my autistic strengths.Look, none of us have all of these. And superpowers don't exist. Some have strengths not listed. But if you aren't looking for them? Likely, you're mis-treating us.* Resilience: Just surviving multiple, severe stressors is a biggie. Every autistic adult you meet has adapted to extreme challenges. Most of us… traumatized. Yet we endure. We integrate. We keep going.* Deep Feeling: Pros call ‘em "mood swings." We call it feeling everything… deeply. Depth that drives our creativity… in science, art, writing, becoming lunatic billionaires… or the cool neighbor next door.. It's not a flaw. It's fuel.* Survival Skills: My life, my continued existence… is my proof. Just as any autistic adult's life is. We've survived devastating life events. With inner strength and coping strategies.These aren't skills most professionals understand… not even some neurodivergent practitioners. Because these skills are linked to how our individual autistic minds work. Which is… in fact… different. Not just from most humans. From each other, too.* Creative Persistence: Every autistic person knows this pull. Our passionate focus on our interests. Grabbing us deeper than hunger. We don't just see details… no matter what TV tells you. We work on wide canvases. We create. We build. We solve. That's strength.* Living with Extremes: My knee surgeon was shocked. "You walked two miles a day on a torn meniscus?" Yes, but… a light touch on my face can trigger panic. That's not contradiction. That's how we survive. We may get sensory warnings earlier than most… Yet we handle what breaks others. Daily.* Hidden Adaptability: Look at my life changes—jobs, homes, relationships. Society labels us as "rigid." Truth is, we adapt constantly. We got no choice. Yet we persevere. We keep doing. That's not weakness. That's strength.* Processing Power: We take in everything. Process it deeply. Yet live through emotional and sensory experiences that would derail most people. We keep going. Keep growing. That's not dysfunction. That's determination. Coming directly from… not despite… our neurodivergent cognition.* Spectrum of Strength: Maybe resilience is a spectrum, too. And some of us autistics crank it up past 11. Not weakness from disability. Strength from difference. Turning autistic stereotypes upside down. Yet again.[Music]Just a quickie… this is Part 1 of “Doc? You Got Autism All Wrong?” Why not binge the next part? Or download the long-form version with both parts? Link in transcript.Challenging Normal-izing ModelsMy story? Just one among thousands. Millions.I've worked as a magazine publisher. Functioned as an academic grad student… multiple times. And been homeless… multiple times. I've been privileged to hear many, many similar stories over the decades. At all levels of society, education, age.These stories all share one truth: Autistic traits are not inherently deficits. They can be hidden sources of strength and resilience. In the right environment. In the right community.Take one example: Pathological Demand Avoidance (PDA). What pros like to label our natural, neurodivergent response to external demands like deadlines. I meet the diagnostic criteria. Always have. But in my opinion, they bulldoze right over my inborn need for autonomy. Leading too often to trauma. PDA… seems to me… a dehumanizing slur. For the nature I was born with.Yet many neurodivergents find comfort and support diagnosed as PDA. In the acknowledgment of our differences the diagnosis does offer. I don't wish to negate their experience. And I'm not arguing neurodivergents do NOT have needs for autonomy. Or that we don't suffer due to these differences. At the hands of Straight Culture.My point: Sensory and social differences are NOT pathologies.It's like dogs noticing that cats are more hyper than canines...So to "help" ‘em, pro dogs decide to forcibly train or torture every cat. To steamroll them into converting to “Dog Normal.”We are human… autistic humans.We need what all humans need: To build on our strengths. To find our nurturing environments. To choose our supportive communities.We just accomplish these things... differently.Look, I'm fighting the whole Normative Narrative. Which demands any difference MUST be "cured." Or at least fixed.And I'm not keen on neurodivergent-based attempts to bandaid the problem. By simply defining a new normal for autistics and other neurodivergents. Just another standard we may fail to live up to.Frankly, I'm calling for a strengths-based, non-normative psychology for all neurodivergents. A theme I develop in this series and future podcasts. How we might replace CBT and similar treatments with more neurodivergent-centered alternatives.So where do we start this revolution?Doc, Stop. Look again…At the big picture this time. See those brilliant sparks of unusual strength? Far more powerful than your "deficits."Reality check: Up to now, you've just been documenting how modern consumer culture fails our neurology. In the office. In our schools. In shopping at freaking Walmart for fuck's sake.Anywhere we're forced to process too much sensory input. Or pretend to read invisible social cues. Pretend we're you… without rest or accommodation.Let's explore a new direction. Simply put?Doc… stop looking through your telescope backwards. Look at us. Right in front of your eyes._____References & Further ReadingNeither exhaustive nor comprehensive. Articles that made me think.* The high prevalence of trauma and adverse experiences among autistic individuals* PTSD and Autism* Trauma and Autism: Research and Resources* How to build resiliency in autistic individuals: an implication to advance mental health* Association Between Autism and PTSD Among Adult Psychiatric Outpatients* The relationship between autism and resilience* Building Resilience – An Important Life Skill* Understanding Resilience in Neurodivergent Adults* Autistic Resilience: Overcoming Adversity Through Self-Care and Strengths* The criticism of deficit-based models of autism* Moving Beyond Deficit-Based Models of Autism* Strengths-First Assessment in Autism* The reality of autistic strengths and capabilities* 6 Strengths (not Weaknesses) of Individuals with Autism* Autism as a Strength* Neurodiversity as a Competitive AdvantageNote: Links are provided for reference only. Views expressed may differ from my own experiences and observations. Sources affiliated with Autism Speaks are controversial in the neurodiversity community. Their research may be included for completeness. But perhaps be cautious.Doc, You Got Us All Wrong, Pt 2: CBT...? Never Worked for Autistic MeCold OpenCBT…? Never worked for autistic me.So, look, we KNOW masking doesn't work. Or FEAR. Or PAIN. We're dying from them already.That's all the words we need.[Music]IntroYou're listening to AutisticAF Out Loud. One voice. Raw. Real. Fiercely Neurodivergent. Since 1953.Season 5, Episode 6. “Doc? You Got Us All Wrong, Pt 2: CBT…? Never Worked for Autistic Me.”Abelist agendas. Bad research subjects. Bad data. Bad therapy.There's the whole story.An experimental multi-part series… around 10 minutes each. Cuz some autistic listeners tell me they like to binge in small bites. Others say they listen in the car… so you can also download the complete series as one file.Just one autistic elder's truth. I'm Johnny Profane.Content Note: trauma discussion, medical system critique, institutional discrimination, psychiatric hospitalizations, systemic oppression + experiences & opinions of one autistic voice... in my 70s.[Music]I've been struggling with an article on CBT & Autism for years.Sigh. Spoons. A lot of reading. A lot of thinking…To come to my opinion… my thesis…that any therapy based on purely cognitive techniques… even if pros throw on some Behavioral rubber-band-snapping special sauce on the side…?It's inherently ableist… attacking the very way our autistic brains are wired. Demanding abilities many neurodivergents just weren't born with.Here's a snapshot. A quick personal story from when autistic-as-fuck me turned for help…“I'm sorry… What did you just say?”“I said…” He looked nervous. “I said… I always recommend aversive therapy for my autistic kids. My clients.”Me. In a dead-cold voice. “Snapping a rubber band.”“Y-e-s-s.” He seemed torn. Was I gonna get positive reinforcement… Or that weird, hostile, defensiveness professionals get. When you ask questions.Into that hesitant silence, I say, “Snap it hard. Hard as they can. Against their wrist.”“Yes. The sting is important.” Now, he's eager to share. “When they repeat the aversive stimulus, they…”Again I interrupt with my ashen, Clint-Eastwood voice. “During a meltdown.”“Well… actually… just before.” He's beaming, proud. “They learn to snap the band at the earliest hint they'll lose control. It's operant conditioning.”A kid having a meltdown on Aisle 3. Likely overwhelmed by sensory overload.Let's just add a little sharp pain… and see what happens…As if by giving it some science-y name… it's not self-inflicted torture.Brief CBT BackgroundCognitive Behavioral Therapy emerged in the 60s. A kind of forced marriage. Between Beck's cognitive therapy… focused on internal thoughts. And Skinner's behavioral therapy… focused on observable behavior. Both developed studying neurotypical minds.Change your thoughts, change your feelings, change your behavior… change your life. Simple, right?Unless your brain doesn't work that way…Sometimes…? Research… Ain't.How could COGNITIVE Behavioral Therapy not be inappropriate for autistics?Research Problem #1. It's based on studying neurotypical populations. But we autistics think differently by definition.Problem #2? For the foundational studies, CBT researchers used white, university student subjects… for the most part. They're easy and cheap to find. But maybe 3% are autistic? Maybe? ALL with decent IQs and functioning student skills… even the few autistic subjects?And Problem #3 is a doozy. Many autistics survive by people-pleasing. Kids and grownups. We're likely to mask our true experiences to appear "better"... or please therapists. Plus we may have trouble perceiving and communicating our own experience. Self-reported data might not reflect our reality.,Then there's one that's rarely discussed. Problem #4… the "waitlist relief effect." Most neurodivergent folks endure months or years waiting for therapy, suffering intensely. When we finally get accepted into therapy? There's overwhelming relief… elevating our mood and behavior. Which distorts everything a therapist will hear.We may dial up our masking. Cuz we're scared shitless we'll lose this lifeline.Meanwhile, researchers publish, buff their nails…. and attribute any self-reported improvement as proof their technique works.,The Cognitive Part…? A Stopper.Substitute "executive functioning" for "cognitive." As in the thing they say is largely missing from my autistic forebrain.The entire technique? One cognitive process after another.. First you must notice. Then you must reflect.Then decide.Then review.Then judge context.Then review…Finally… Act.Then regret.Let that sink in. All of cognitive therapy is about monitoring individual thoughts for "cognitive errors." Then replacing them with correct ones.Hundreds of decisions, distinctions, social cue processings. Executive functioning. A process that NEVER became automatic for me. As clinician after clinician cheerfully reassured me it would.Many autistic individuals have memory differences. Working memory differences that make it nearly impossible to hold the kind of information cognitive work requires. Much less manipulate it on the fly…Now… About Behavior.Now, the "Behavioral" part of CBT? The Skinnerian special sauce?Rewards… and punishments… for the action you choose. Hoping you'll build automatic, correct responses.Basically rat training. If you shock me enough times. Sure. I won't go through that door. AND I will struggle mightily to only have an internal stroke... rather than an external meltdown.But the researcher... or teacher... gets to check the box, "Cured." Cuz we're no longer a nuisance to them. And we continue to quietly die. Invisibly. Politely...Inside.That kind of aversion... to fear or pain? True for every living thing at an evolutionary level above a paramecium.Like rats. Or kids. Cuz... FEAR works. PAIN works. Just not the way they think.These Practical Implementation Failures…Should sound pretty familiar. To autistic folks. Keenly aware of the nightmare effort Autistic Masking demands around Straight Society.So, look, we know masking doesn't work. Or fear. Or PAIN. We're dying from them already.That's all the words we need.Add to this our difficulty forming new habits, maintaining routines, and processing cognitive information differently. Under stress… which therapy itself can induce… we often revert to previous behaviors. Any “improvements” from “techniques”? Not bloody likely they're ingrained as permanent muscle memory.Requiring frequent refresher sessions to maintain the illusion of change… and progress.As one commenter wrote: "To me, CBT has always felt inherently surface-level. It's like closing a few tabs on your browser as opposed to doing a factory reset."Biggest problem of all? Neurodivergent Diversity.Autistic, ADHD, AuDHD, dyslexic, dyspraxic… all different cognitive profiles.Sure, we're all different from the typical population. But an autistic who also experiences ADHD thinks and acts differently than a dyslexic one. At least to my trained observation. I was a mental health social worker for 10 years…Despite these complexities… Maybe because it is complex… It seems to me that CBT treats us all as if we're standard-model humans. With a few bugs to fix.We require GENERATIONAL studies of representative populations to sort this spaghetti pile out. Before we should be recommending these techniques.On living humans. Adults. And especially kids.ABA and Its Relatives: An Even Deeper Hole.Applied Behavioral Analysis (ABA) deserves special mention. It's the behavioral therapy most parents hear about in grammar schools.What most don't know? ABA shares roots with debunked, torturous gay Conversion Therapy. Outlawed in many states. Both were developed by O. Ivar Lovaas in the 60s.Both aim to eliminate "undesirable" behaviors. Using “aversive” techniques. From snapping rubber bands in the nice clinics. To cattle prods in the not-so-nice facilities.Punishing and suppressing behaviors that are natural to our nervous systems. Behaviors that protect us from a society not built for us.ABA may have volumes of "data." But it's all shaped by behaviors researchers and parents want, not what autistic children or adults need. The outcomes measured? Eye contact. Sitting still. Verbal responses. Not internal autistic wellbeing.It's important to understand one simple point. Data is not science.How you frame your research or experiment How you gather your data How you choose how many subjects and whom When you choose to gather data How you interpret your data How you present your dataAll impact its validity and value. ABA and all its camouflaged cousins fall down on this core scientific truth.Bottom line? When former ABA children grow up, many report trauma. PTSD. Anxiety. Depression. Self-harm.ConclusionFuck #ABA. Fuck #CBT.Everybody in the therapeutic-industrial complex from clinic receptionist to billionaire pharmaceutical CEO makes money. From your kid's pain. Caused by treatments that don't address neurodivergent needs. As far as I… and better-known neurodiversity-affirming authorities… can tell.Strong words? Yes. Because minds… and lives… are at stake.We need therapies that work WITH our neurology, not against it. That build on our strengths instead of calling us coolly, professionally, pathologizing names.In Part 3, we'll really bring this all home. How labeling our intrinsic differences as disease is about as anti-therapeutic as you can get.We'll explore "PDA… Not Every Difference Is a Disease." And really raise a ruckus.OutroFor your deeper diving pleasure, the transcript contains references and footnotes for most points I raise. From a variety of views.Hey, don't forget, you can download Part 1, “Autistic Resilience.” Or download both parts as one file.More coming in this series exploring how neurodivergent folks can build sustainable, authentic lives… with or without professional intervention. With 2 more parts coming…AutisticAF Out Loud podcast is supported solely by listeners like you. If you have a friend or family member touched by neurodiversity? Why not turn them on to us with a quick email?By the way, we believe no one should have to pay to be autistic. Many neurodivergent people can't afford subscription content.Your Ko-Fi tip of any amount helps keep this resource free for them. Or join our paid subscriber community at johnnyprofaneknapp.substack.com for ongoing support. I put both links in description.References & Further Reading1: Ableist: Discriminating against people with disabilities by assuming everyone's mind and body work the same way. Like designing a world only for the "standard model human" and then blaming us when we can't navigate it.2: Operant conditioning: A learning process in which behavior is shaped by rewards or punishments.3: Beck, A. T. (1979). Cognitive therapy and the emotional disorders. Penguin.4: Bottema-Beutel, K., & Crowley, S. (2021). Pervasive Undisclosed Conflicts of Interest in Applied Behavior Analysis Autism Literature. Frontiers in Psychology, 12.5: Cage, E., Di Monaco, J., & Newell, V. (2018). Experiences of Autism Acceptance and Mental Health in Autistic Adults. Journal of Autism and Developmental Disorders, 48(2), 473-484.6: Masking: The act of concealing one's autistic traits to fit in or avoid negative attention.7: Meta-analyses show that waitlist control groups often overestimate the effect sizes of psychotherapies for depression and anxiety, and that changes occurring during waitlist periods are typically small, making waitlist-controlled trials a less strict test of effectiveness.Cuijpers, P., Karyotaki, E., Reijnders, M., Purgato, M., de Wit, L., Ebert, D. D., ... & Furukawa, T. A. (2024). Overestimation of the effect sizes of psychotherapies for depression in waitlist-controlled trials: a meta-analytic comparison with usual care controlled trials. Epidemiology and Psychiatric Sciences, 33, e10.8: Patterson, B., Boyle, M. H., Kivlenieks, M., & Van Ameringen, M. (2016). The use of waitlists as control conditions in anxiety disorders research. Journal of Anxiety Disorders, 41, 56-64.9: Boucher, J., Mayes, A., & Bigham, S. (2012). Memory in autistic spectrum disorder. Psychological Bulletin, 138(3), 458-496.10: Happé, F., & Frith, U. (2006). The weak coherence account: detail-focused cognitive style in autism spectrum disorders. Journal of Autism and Developmental Disorders, 36(1), 5-25.11: Rekers, G. A., & Lovaas, O. I. (1974). Behavioral treatment of deviant sex-role behaviors in a male child. Journal of Applied Behavior Analysis, 7(2), 173–190.See also: El Dewar (2024), "ABA: The Neuro-Normative Conversion Therapy," NDConnection; and the Lovaas Institute's 2024 statement regarding conversion therapy.12: Sandoval-Norton, A. H., & Shkedy, G. (2019). How much compliance is too much compliance: Is long-term ABA therapy abuse? Cogent Psychology, 6(1).13: McGill, O., & Robinson, A. (2020). "Recalling hidden harms": Autistic experiences of childhood Applied Behavioral Analysis (ABA). Advances in Autism, ahead-of-print.14: Xie, Y., Zhang, Y., Li, Y., et al. (2021). Cognitive Behavioral Therapy for Autism Spectrum Disorders: A Systematic Review. Pediatrics, 147(5), e2020049880.81015: Weston, L., Hodgekins, J., & Langdon, P. E. (2016). Effectiveness of cognitive behavioural therapy with people who have autistic spectrum disorders: A systematic review and meta-analysis. Clinical Psychology Review, 49, 41-54.16: Miguel, C., Harrer, M., Cuijpers, P., et al. (2025). Self-reports vs clinician ratings of efficacies of psychotherapies for depression: a meta-analysis. Epidemiology and Psychiatric Sciences, 34, e9.Note: Links are provided for reference only. Views expressed may differ from my own experiences and observations. Sources affiliated with Autism Speaks are controversial in the neurodiversity community. Their research may be included for completeness. But perhaps be cautious.#AutisticAF Out Loud Newsletter is a reader-supported publication. Click below to receive new posts… free. To support my work, consider becoming a paid subscriber. This is a public episode. If you'd like to discuss this with other subscribers or get access to bonus episodes, visit johnnyprofaneknapp.substack.com/subscribe

Cold OpenYou wanna pathologize me? Knock yerself out. Faithfully counting every leaf marked "deficit"…But missing the whole damn forest we know locally as "Survival."IntroYou're listening to AutisticAF Out Loud. One voice. Raw. Real. Fiercely Neurodivergent. Since 1953.Season 5, Episode 5. “Doc? You Got Us All Wrong, Pt 1: Autistic Resilience.”Deficits… or strengths? Survival… or thriving? Pathology… or inborn, natural autistic behavior? We turn the diagnostic telescope around. Let's focus on the forest of resilience behind every leaf labeled "deficit."An experimental multi-part series… all around 10 minutes. Because some neurodivergent listeners like to binge in small bites. Or you can download Part 1 and Part 2 at once… for listeners who crave the whole enchilada in one sitting.Just one autistic elder's truth. I'm Johnny Profane.Content Note: trauma discussion, medical system critique, institutional discrimination, psychiatric hospitalizations, systemic oppression + experiences & opinions of one autistic voice... in my 70s.[Music]What I tell any therapist… any caregiver… first session:I have survived physical and sexual abuse from family and schoolmates.Bullying by teachers and fellow students… 2nd grade through high school.Multiple professional crashes… in multiple careers.At least a dozen firings.2 evictions.1 bankruptcy.Dozens of major household moves.Few friends, and…2 divorces, 3 "living togethers," and a couple of "serious" relationships that, well…, weren't?Ain't this resilience?Resilience. Ya know, that cap-and-gown term pros use for getting knocked down seven times. Stubbornly getting up… eight...I'm still alive. Still creating. Still getting published. Still speaking to thousands of autistics a year.Never attempted suicide... despite three hospitalizations.AND I'm still autistic. Cuz there ain't no cure for something that ain't wrong. Unless you base your "medical model" on some statistical "normal"… which is just a made up story. Cuz not one living person is summed up by a Bell curve normal… not even within a standard deviation.Yes, yes… yes. Some professionals are evolving. Pros who listen more than lecture. But face it. In the grand scheme of things… they're rare.Let's get clear right now, right here. It's not being autistic that creates our trauma. It's living autistic in a society that inflicts trauma on us. Refusing to accept, adapt… support… us.Why do "helping" pros focus on my deficits, my lacks, my pitiful performance of “Activities of Daily Living”…? Like, did I shower today…? No.Rather than the sheer strength of will I demonstrate every time I take my next breath?Why do they offer to fix me,inform me,guide me, andcharge me for sessions,mentoring,workshops,best-selling books,SYSTEMS they've just invented…based on… at best… incomplete research?[Music]You know social media… if you like and share this podcast, a lot more people will check it out. You can do a lot of good with just one click.You wanna pathologize me? Knock yerself out.Turn my every inborn neurodivergent characteristic into a disease. You do have powerful diagnostic tools…But you're looking through that diagnostic telescope backwards. Faithfully counting every leaf marked "deficit"… But missing the whole damn forest that we know locally as "Survival."Like my "failure to maintain eye contact.” A “social deficit.” Right... completely missing how that survival skill lets me process your words… without painful sensory overload. My form of my respect… for you.Go ahead and use professionally, objectively disempowering terms, like "comorbidity"... betraying your bias that my very way of Being is… in your eyes… a disease. And then riff on, elaborate away: "pathological demand avoidance," "obsessive-compulsive disorder," "borderline personality disorder,"And on and on… and on.Truth? Every diagnosis? Just another survival mechanism. Not symptoms of autism. Responses to how society treats autism.Behaviors that kept me alive… in your world. While you obsess over what's "wrong" with me…Or… we could build on my autistic strengths.Look, none of us have all of these. And superpowers don't exist. Some have strengths not listed. But if you aren't looking for them? Likely, you're mis-treating us.* Resilience: Just surviving multiple, severe stressors is a biggie. Every autistic adult you meet has adapted to extreme challenges. Most of us… traumatized. Yet we endure. We integrate. We keep going.* Deep Feeling: Pros call ‘em "mood swings." We call it feeling everything… deeply. Depth that drives our creativity… in science, art, writing, becoming lunatic billionaires… or the cool neighbor next door.. It's not a flaw. It's fuel.* Survival Skills: My life, my continued existence… is my proof. Just as any autistic adult's life is. We've survived devastating life events. With inner strength and coping strategies.These aren't skills most professionals understand… not even some neurodivergent practitioners. Because these skills are linked to how our individual autistic minds work. Which is… in fact… different. Not just from most humans. From each other, too.* Creative Persistence: Every autistic person knows this pull. Our passionate focus on our interests. Grabbing us deeper than hunger. We don't just see details… no matter what TV tells you. We work on wide canvases. We create. We build. We solve. That's strength.* Living with Extremes: My knee surgeon was shocked. "You walked two miles a day on a torn meniscus?" Yes, but… a light touch on my face can trigger panic. That's not contradiction. That's how we survive. We may get sensory warnings earlier than most… Yet we handle what breaks others. Daily.* Hidden Adaptability: Look at my life changes—jobs, homes, relationships. Society labels us as "rigid." Truth is, we adapt constantly. We got no choice. Yet we persevere. We keep doing. That's not weakness. That's strength.* Processing Power: We take in everything. Process it deeply. Yet live through emotional and sensory experiences that would derail most people. We keep going. Keep growing. That's not dysfunction. That's determination. Coming directly from… not despite… our neurodivergent cognition.* Spectrum of Strength: Maybe resilience is a spectrum, too. And some of us autistics crank it up past 11. Not weakness from disability. Strength from difference. Turning autistic stereotypes upside down. Yet again.[Music]Just a quickie… this is Part 1 of “Doc? You Got Autism All Wrong?” Why not binge the next part? Or download the long-form version with both parts? Link in transcript.Challenging Normal-izing ModelsMy story? Just one among thousands. Millions.I've worked as a magazine publisher. Functioned as an academic grad student… multiple times. And been homeless… multiple times. I've been privileged to hear many, many similar stories over the decades. At all levels of society, education, age.These stories all share one truth: Autistic traits are not inherently deficits. They can be hidden sources of strength and resilience. In the right environment. In the right community.Take one example: Pathological Demand Avoidance (PDA). What pros like to label our natural, neurodivergent response to external demands like deadlines. I meet the diagnostic criteria. Always have. But in my opinion, they bulldoze right over my inborn need for autonomy. Leading too often to trauma. PDA… seems to me… a dehumanizing slur. For the nature I was born with.Yet many neurodivergents find comfort and support diagnosed as PDA. In the acknowledgment of our differences the diagnosis does offer. I don't wish to negate their experience. And I'm not arguing neurodivergents do NOT have needs for autonomy. Or that we don't suffer due to these differences. At the hands of Straight Culture.My point: Sensory and social differences are NOT pathologies.It's like dogs noticing that cats are more hyper than canines...So to "help" ‘em, pro dogs decide to forcibly train or torture every cat. To steamroll them into converting to “Dog Normal.”We are human… autistic humans.We need what all humans need: To build on our strengths. To find our nurturing environments. To choose our supportive communities.We just accomplish these things... differently.Look, I'm fighting the whole Normative Narrative. Which demands any difference MUST be "cured." Or at least fixed.And I'm not keen on neurodivergent-based attempts to bandaid the problem. By simply defining a new normal for autistics and other neurodivergents. Just another standard we may fail to live up to.Frankly, I'm calling for a strengths-based, non-normative psychology for all neurodivergents. A theme I develop in this series and future podcasts. How we might replace CBT and similar treatments with more neurodivergent-centered alternatives.So where do we start this revolution?Doc, Stop. Look again…At the big picture this time. See those brilliant sparks of unusual strength? Far more powerful than your "deficits."Reality check: Up to now, you've just been documenting how modern consumer culture fails our neurology. In the office. In our schools. In shopping at freaking Walmart for fuck's sake.Anywhere we're forced to process too much sensory input. Or pretend to read invisible social cues. Pretend we're you… without rest or accommodation.Let's explore a new direction. Simply put?Doc… stop looking through your telescope backwards. Look at us. Right in front of your eyes.OutroThanks for listening. Hope to hear your thoughts in the comments.For your deeper diving pleasure, the transcript contains references and footnotes for most points I raise. From a variety of views.Hey, don't forget, you can download Part 2, "CBT...? Never Worked for Autistic Me” right now for your bingeing pleasure. Or download both parts in one podcast. Together they begin to explore how neurodivergent folks can build sustainable, authentic lives… with or without professional intervention. With 2 more parts coming…AutisticAF Out Loud podcast is supported solely by listeners like you. If you have a friend or family member touched by neurodiversity? Why not turn them on to us with a quick email?By the way, we believe no one should have to pay to be autistic. Many neurodivergent people can't afford subscription content.Your Ko-Fi tip of any amount helps keep this resource free for them. Or join our paid subscriber community at johnnyprofaneknapp.substack.com for ongoing support. I put both links in description._____References & Further ReadingNeither exhaustive nor comprehensive. Articles that made me think.* The high prevalence of trauma and adverse experiences among autistic individuals* PTSD and Autism* Trauma and Autism: Research and Resources* How to build resiliency in autistic individuals: an implication to advance mental health* Association Between Autism and PTSD Among Adult Psychiatric Outpatients* The relationship between autism and resilience* Building Resilience – An Important Life Skill* Understanding Resilience in Neurodivergent Adults* Autistic Resilience: Overcoming Adversity Through Self-Care and Strengths* The criticism of deficit-based models of autism* Moving Beyond Deficit-Based Models of Autism* Strengths-First Assessment in Autism* The reality of autistic strengths and capabilities* 6 Strengths (not Weaknesses) of Individuals with Autism* Autism as a Strength* Neurodiversity as a Competitive AdvantageNote: Links are provided for reference only. Views expressed may differ from my own experiences and observations. Sources affiliated with Autism Speaks are controversial in the neurodiversity community. Their research may be included for completeness. But perhaps be cautious.Binge on the most authentic autistic voice in podcasting.7 decades of raw truth, real insights, zero yadayada.#AutisticAF Out Loud Newsletter is a reader-supported publication. Click below to receive new posts… free. To support my work, consider becoming a paid subscriber. This is a public episode. If you'd like to discuss this with other subscribers or get access to bonus episodes, visit johnnyprofaneknapp.substack.com/subscribe

Why do so many Christians know the gospel but still feel distant from God's presence?In this transformative episode of the Daily Living for Christ podcast, Donald E. Coleman unpacks the profound difference between the Logos—the eternal Word made flesh—and the gospel, the good news of what the Logos has done. Drawing from John 1:1, 14 and Hebrews 10:19–25, He invites listeners into a deeper understanding of Christ's indwelling presence and how it makes unbroken fellowship with God not only possible—but essential.This is not just a call to believe; it is a call to live in the continual presence of God. Donald shares from his personal journey of spiritual dryness to experiencing daily communion with the Father. Discover how to move from doing Christianity to being Christian, from occasional encounters to constant abiding.

What does it really mean to live in the divine presence of God—daily, confidently, and without interruption?In this powerful episode of Daily Living for Christ, Donald E. Coleman provides an overview of twelve points revealed in the truth of Hebrews 10:19–25, unveiling how Jesus' finished work makes unbroken fellowship with God not only possible but essential. He discusses why many believers still struggle to experience God's presence despite their religious practices—and how true transformation comes from living by the inner life of Christ.This conversation invites you to step beyond routine and into the reality of bold, sustained communion with God. Learn how the Logos became flesh, how love provokes transformation, and how the marks of a true believer are lived out not in striving, but in surrender.➡️ Download the episode now and discover the power of drawing near to God with boldness, love, and unshakable faith."Have Questions, Send us a Message" This podcast is a production of The Center for Biblical Coaching and Leadership. If this episode has been useful or inspiring to you in any way, please share it with someone else. Lastly, please follow the show and write a review.If you want to go deeper on this journey, visit www.tcbcl.org to learn how we're walking this path together through biblical coaching, spiritual formation, and the ROOTED Global Movement.

Experience the richness of living in God's manifest presence in this episode of Daily Living for Christ. Before we begin, take a moment to watch Wonderhunt's short video, “Orange Juice: Trusting God that There's More to Come.” It's a powerful reminder that even when life feels emptied out, God always has more waiting for us — more presence, more peace, and more purpose. Drawing insight from Hebrews 10:19–25, I explore how Jesus' sacrifice tore the veil, granting every believer access to unbroken fellowship with the Father. This episode explores the spiritual progression from the outer court to the holy of holies, revealing the three stages of spiritual growth and how they reflect our walk with Christ. Donald reminds listeners that the presence of God is not a distant doctrine but a living reality — one that brings wholeness, peace, joy, and spiritual intimacy. This is a timely encouragement to remove the limitations we've placed on God's presence and embrace the fullness of life found in Him.If you're yearning for more than information — if you're longing for true transformation and closeness with Christ — this conversation will renew your hunger for intimacy with God.

The Covenant Nation Sunday ServiceBy Pastor Poju Oyemade25th May 2025

The Covenant Nation Sunday ServiceBy Pastor Poju Oyemade18th May 2025