Podcasts about Oppositional defiant disorder

Episode 191: Diagnosis of ADHDFuture Dr. Granat explains how to diagnose Attention Deficit Hyperactivity Disorder. She explained the influence of social media in increasing awareness of ADHD. Dr. Arreaza added input about the validated tools for ADHD diagnosis and highlighted the importance of expert evaluation for the diagnosis of this disorder.  Written by Yen Stephanie Granat, MSIV. Ross University School of Medicine. Comments and editing by Hector Arreaza, MD.You are listening to Rio Bravo qWeek Podcast, your weekly dose of knowledge brought to you by the Rio Bravo Family Medicine Residency Program from Bakersfield, California, a UCLA-affiliated program sponsored by Clinica Sierra Vista, Let Us Be Your Healthcare Home. This podcast was created for educational purposes only. Visit your primary care provider for additional medical advice.Steph: I love podcasts—many of us do—and if you, like me, spend any amount of your leisure time listening to podcasts, perusing the news, or scrolling social media; you've likely noticed an alarming trend in the number of discussions we seem to be having about ADHD. It has grown into a very hot topic over the past couple of years, and for some of us, it seems to have even begun sneaking into our “recommended videos” and across our news feeds! Naturally, for the average person this can spur questions like:“Do I have ADHD? Do we all have it? How can I be certain either way, and what do I do if I find myself relating to most of the symptoms that I'm seeing discussed?”Granted that there is a whirlpool of information circulating around this hot topic, I was hoping to spend a bit of time clearly outlining the disorder for anyone finding themselves curious. I believe that can best be achieved through outlining a clear, concise, and easy-to-understand definition of what ADHD is; outlining what it is not; and helping people sift through the fact and the fiction. As with many important things we see discussed on the internet, we're seeing is that there is much more fiction than fact. Arreaza: I'm so glad you chose this topic! I think it is challenging to find reliable information about complex topics like ADHD. Tik Tok, Instagram and Facebook are great social media platforms, but we have to admit that fake news have spread like a fire in recent years. So, if you, listener, are looking for reliable information about ADHD, you are in the right place. With ADHD, there aren't any obvious indicators, or rapid tests someone can take at home to give themselves a reliable “yes” or “no” test result. People's concerns with ADHD are valid, and important to address, so we will discuss the steps to identify some of signs and symptoms they are seeing on TikTok or their favorite podcaster. Steph: Healthcare anxiety is a vital factor to consider when it comes to large cultural conversations around our minds and bodies; so, I hope to sweep away some of the misconceptions and misinformation floating around about ADHD. In doing so, I want to help alleviate any stress or confusion for anyone finding themselves wondering if ADHD is impacting their lives! We might even be able to more accurately navigate these kinds of “viral topics” (for lack of a better term) next time we see them popping up on our news feeds.Arreaza: The first thing I want to say about ADHD is “the crumpled paper sign.”Steph: What is that?Arreaza: It is an undescribed sign of ADHD, I have noticed it, and it is anecdotal, not evidence based. When I walk into a room to see a pediatric patient, I have noticed that when the paper that covers the examination table is crumpled, most of the times it is because the pediatric patient is very active. Then I proceed to ask questions about ADHD and I have been right many times about the diagnosis. So, just an anecdote, remember the crumpled paper sign.  Steph: When you have patients coming to you asking for stimulants because they think they have ADHD, hopefully, after today, you can be better prepared to help those patients. So, for the average person—anyone wanting to be sure if this diagnosis applies to them—how can we really know?”Arreaza: So, let's talk about diagnosis.Steph: Yes, the clearest information we have is the DSM-5, which defines these disorders, as well as outlines the specific criteria (or “checkpoints”) one needs to meet to be able to have a formal diagnosis. However, this manual is best utilized by a trained professional—in this case, a physician—who can properly assess your signs and symptoms and give you a clear answer. Steph: ADHD stands for Attention Deficit Hyperactivity Disorder. It is among the most common neurodevelopmental disorders of childhood. That is not to say it does not affect adult—it does—and because it can be easy to miss, it's very possible for someone to have ADHD without knowing. Arreaza: I recently learned that ADD is an outdated term. Some people with ADHD do not have hyperactivity but the term still applies to them. Steph: Yes, there are multiple types that I will explain in just a bit. But overall the disorder is most simply characterized by a significant degree of difficulty in paying attention, controlling impulsive behaviors, or in being overly active in a way that the individual finds very difficult to control. (CDC)Arreaza: How common is ADHD?Steph: The most recently published data from The CDC estimates that 7 million (11.4%) of U.S. children between the ages of 3 and 17 have been diagnosed with ADHD. For adults, it is estimated that there are 15.5 million (6%) individuals in the U.S. who currently have ADHD. Arreaza: I suspected it would be more than that. [Anecdote about Boy Scout camp]. Steph: I totally agree. With short videos on TikTok, or paying high subscription fees to skip ads, it feels like as a society we all have a shorter attention span. Arreaza: Even churches are adapting to the new generation of believers: Shorter sermons and shorter lessons.Steph: When it comes to better understanding these numbers, it's also important to know that there are three distinct presentations of ADHD recognized by The CDC and The World Health Organization. Arreaza: The DSM-5 TR no longer uses the word “subtypes” for ADHD. Instead, it uses the word "presentation" to describe the different ways that ADHD may manifest in a person. That reminded me to update my old DSM-5 manual and I ordered it while reading today about ADHD. This means people with ADHD are no longer diagnosed as having a “subtype”. Instead, they are diagnosed with ADHD and a certain “presentation” of symptoms.Steph: These presentations are:Inattentive TypePeople often have difficulty planning or completing tasksThey find themselves easily distracted (especially when it comes to longer, focus-oriented tasks)They can often forget details and specifics, even with things that are part of their daily routineThis used to be referred to as “ADD” (you'll notice the absence of an “H”, segue).Hyperactive-Impulsive TypePeople often have a sense of intense “restlessness”, noticeable even in calm environments.They tend to be noticeably more talkative, and might often be seen interrupting others, or finishing their sentences.They find significant difficulty in being still for extended periods. Because of this, they are often unable to sit through a movie or class time, without fidgeting or getting up and moving around.With this category of ADHD, we often see an impulsiveness that unwittingly leads to risky behavior. Because of this, accidents and bodily injury are more common in individuals with this type of ADHD.Combined TypeThese are individuals who exhibit symptoms from both “Inattentive” and “Hyperactive-Impulsive” ADHD equally.Some listeners might have noticed that the categories are quite different, meaning that ADHD presents in different ways depending on the person! Two people who have ADHD can be in the same room and have vastly different presentations, whilst still having many of the same types of challenges. You also might have noticed what makes the discussion so interesting to the general public, which is also the thing that makes speaking to a professional to get formally tested so important:The diagnostic criteria rely heavily on patterns of behavior, or external variables; rather than on how a person might feel, or certain measurements taken from lab tests.Arreaza: Diagnosing ADHD requires evaluation by a professional who is properly trained for this. Fortunately, we have tools to assist with the diagnosis. The attention deficit must be noted in more than one major setting (e.g., social, academic, or occupational), that's why the information should be gathered from multiple sources, including parents, teachers, and other caregivers, using validated tools, such as:The Neuropsychiatric EEG-Based ADHD Assessment Aid (NEBA), recommended by the American Academy of NeurologyThe Vanderbilt ADHD Diagnostic Parent Rating Scale (VADPRS) and the Vanderbilt ADHD Diagnostic Teacher Rating Scale (VADTRS), recommended by the Society for Developmental and Behavioral Pediatrics.For adults: The validated rating scales include the Adult ADHD Self-Report Scale (ASRS) and the Conners Adult ADHD Rating Scales (CAARS).Steph: This is important because nearly everyone alive has experienced several, if not most, of these behavioral patterns at least once. Whether or not an individual has ADHD, I'm certain we could all think of moments we've had great difficulty focusing or sitting still. Perhaps some of us are incredibly forgetful, or act more impulsively than the average person might find typical. Getting a professional diagnosis is important because it is in skillfully assessing “the bigger picture” of a person's life, or their patterns of behavior, that a skilled physician, who understands the nuances and complexities in these disorders, can properly tell each of us whether we have ADHD, or not.Essentially, most of us could stand to use a bit more focus these days, but far fewer of us would meaningfully benefit from the kinds of treatments and therapies needed by individuals with ADHD to live healthier, more happy and regulated lives.Arreaza: I had a mother who came to discuss the results of the Vanderbilt Questionnaire. I think she left a little disappointed when she heard that, based on the responses from her and the teacher, her son did not have ADHD. Some kids may have behaviors such as being distracted during a meeting, forgetting about homework or having a lot of energy, but that does NOT mean necessarily that they have ADHD, right?Steph: Absolutely! The important thing to remember here is that these patterns of behavior outlined in the DSM-5 are merely an external gauge for a neurological reality. What the science is showing us is that the brains of people with ADHD are wired differently than that of the more “neurotypical” brain. Much like a check engine light would serve as a signal to a driver that something under the hood needs attention; these patterns of behavior, when they begin impeding our day to day lives, might tell us that it's time to see a professional (whether it be an auto mechanic or a trained physician). I think we all know someone who drives with their check engine light and not a care in the world. Arreaza: How serious/urgent is ADHD? Why should we care to make the diagnosis?Steph: Although we've yet to see anyone incur harm solely from having ADHD, it does lead to quite a range of more serious issues, some of which might prove more urgent. In the cases of ADHD, specifically, what we know is that there is a notable degree of dysregulation in some key neurotransmitters, like dopamine and norepinephrine. More plainly, what we are seeing in the brains of people with ADHD is a disruption, or alteration, of some of the brain's key chemicals.These neurotransmitters are largely responsible for much-needed processes like Motivation, Satisfaction, Focus, Impulse control, even things like energy and feelings of happiness. Many of these things serve as “fuel” for our day-to-day lives; things we'd call our “executive function”.  These are also what prove dysfunctional in those struggling with ADHD. It is in this sense that we might be able to bridge a meaningful gap between ADHD as being seen through patterns of behaviorthat signal a real, neurological reality.Steph: We often hear of the brain referenced as a kind of supercomputer. A more accurate assessment might be that the brain is more of a network of interconnected computers that run different processes and require continual communication with one another for our brain to function properly and seamlessly. What we're seeing in members of the population with this diagnosis, is a significant disruption in these lines of communication. Although this is a very broad oversimplification, for the purposes of our metaphor is to think of it like our brain chemicals getting caught in a traffic jam, or parts of our brain attempting to communicate to one another with poor cell signal. Arreaza: Making the diagnosis is critical to start treatment because having that level of dysfunction sounds like having a very difficult life.Steph: Yeah! I think that's why this conversation matters so much. There's a sense of urgency there, because much of life is, in fact, boring. Things like paying bills, exercising and eating well, work and school—these are all things that are vital to health and wellbeing in day-to-day life; and for the more neurotypical brain, these things might prove occasionally challenging. Yet, they are still doable. For those with ADHD however, this goes far beyond mere boredom or “laziness” (which proves to be a trigger term for many—more on that in just a bit).For folks listening, I wanted to offer some statistics that show why this is such a big concern for the public, whether one has a formal ADHD diagnosis or not. The facts are figures are:Children with ADHD are more than five times as likely as the child without ADHD to have major depression.A significant increase in the prevalence of anxiety is seen in ADHD patients, ranging from 15% to 35%, when accounting for overlap in symptoms.There are significant correlations in youth diagnosed with ADHD, and those diagnosed with what are known as “externalizing disorders”. These are things like Conduct Disorder, Disruptive Mood Dysregulation Disorder, and Oppositional Defiant Disorder.We are seeing a much higher rate of academic problems in kids who have ADHD, like reading disorder, impaired verbal skills, and visual motor integration.We're finding that many, if not most, of these connections are being made after diagnosis. In the case of the “internalized disorders”, like depression and anxiety, we're often seeing years between ADHD diagnoses and the diagnoses of major depressive disorder or anxiety disorders. Given this framework, much of the data is theorized to point towards what we call “negative environmental circumstances”, otherwise known as “ADHD-related demoralization”.For children, this often looks like struggling with sitting still during class, failing to get homework done (because they forgot, or couldn't focus on the tasks at hand), and struggling to focus their attention on what their teacher is saying during lecture. These things often lead to bad grades, discipline or forced time sitting still in detention. This can be seen in more problems at home, with children being disciplined often for behavior that they struggle immensely to control.For adults, this can mean forgetting to pay your bills, missing work meetings, having trouble making appointments, or having difficulty with day-to-day tasks, really anything that requires sustained attention. We often see adults with ADHD who are chasing normalcy with caffeine addictions or even struggling with substance use. Arreaza: Substance use disorder actually can be a way for some people living with ADHD to self-treat their symptoms. Steph: These differences between the individual's experience and the world around them can lead to really powerful feelings of failure or inadequacy. They can affect your social life, your sense of community, and even further limit your capacity to seek help.Literacy in these things is so important—not just for the individual who feels that they may have ADHD, but also for those who are likely to encounter people with ADHD in their own lives. Understanding why some of these patterns pop up, even those who might not have a formal diagnosis, can go a long way to properly approaching these behaviors with success and with empathy.Arreaza: Learning about ADHD is fundamental for primary care doctors. We talked about the high prevalence and the influence of the media in increasing awareness and sometimes increasing public panic. So, we have to be prepared to diagnose or undiagnosed ADHD. Steph: Whether we're the physicians in the room, or the patient in the chair, I think it's important to have a clear understanding of what ADHD is and how it can affect lives. Thanks for listening, I hope we were able to teach you a little more about ADHD. ______________Even without trying, every night you go to bed a little wiser. Thanks for listening to Rio Bravo qWeek Podcast. We want to hear from you, send us an email at RioBravoqWeek@clinicasierravista.org, or visit our website riobravofmrp.org/qweek. See you next week! _______________References:NICHQ-Vanderbilt-Assessment-Scales PDF: https://nichq.org/wp-content/uploads/2024/09/NICHQ-Vanderbilt-Assessment-Scales.pdfADHD: The facts. ADDA - Attention Deficit Disorder Association. (2023, January 11). https://add.org/adhd-facts/American Psychiatric Association, DSM-5 Task Force. (2013). Diagnostic and statistical manual of mental disorders: DSM-5™ (5th ed.). American Psychiatric Publishing, Inc. https://doi.org/10.1176/appi.books.9780890425596.Gnanavel S, Sharma P, Kaushal P, Hussain S. Attention deficit hyperactivity disorder and comorbidity: A review of literature. World J Clin Cases. 2019 Sep 6;7(17):2420-2426. doi: 10.12998/wjcc.v7.i17.2420. PMID: 31559278; PMCID: PMC6745333.Staley BS, Robinson LR, Claussen AH, et al. Attention-Deficit/Hyperactivity Disorder Diagnosis, Treatment and Telehealth Use in Adults — National Center for Health Statistics Rapid Surveys System, United States, October – November 2023. CDC.Gov, MMWR Morb Mortal Wkly Rep 2024;73:890-895.Danielson ML, Claussen AH, Arifkhanova A, Gonzalez MG, Surman C. Who Provides Outpatient Clinical Care for Adults With ADHD? Analysis of Healthcare Claims by Types of Providers Among Private Insurance and Medicaid Enrollees, 2021. J Atten Disord. 2024 Jun;28(8):1225-1235. doi: 10.1177/10870547241238899. Epub 2024 Mar 18. PMID: 38500256; PMCID: PMC11108736. https://pubmed.ncbi.nlm.nih.gov/38500256/Mattingly G, Childress A. Clinical implications of attention-deficit/hyperactivity disorder in adults: what new data on diagnostic trends, treatment barriers, and telehealth utilization tell us. J Clin Psychiatry. 2024;85(4):24com15592. https://www.psychiatrist.com/jcp/implications-adult-adhd-diagnostic-trends-treatment-barriers-telehealth/Didier J. My four kids and I all have ADHD. We need telehealth options. STAT News. Published October 10, 2024. Accessed October 10, 2024. https://www.statnews.com/2024/10/10/adhd-medication-shortage-telehealth-dea-congress/.Hong J, Mattingly GW, Carbray JA, Cooper TV, Findling RL, Gignac M, Glaser PE, Lopez FA, Maletic V, McIntyre RS, Robb AS, Singh MK, Stein MA, Stahl SM. Expert consensus statement for telepsychiatry and attention-deficit hyperactivity disorder. CNS Spectr. 2024 May 20:1-12. doi: 10.1017/S1092852924000208. Epub ahead of print. PMID: 38764385. https://pubmed.ncbi.nlm.nih.gov/38764385/Gabor Maté: The Myth of Normal: Trauma, Illness, and Healing in a Toxic Culture. (2022). Youtube. Retrieved April 27, 2025, from https://www.youtube.com/watch?v=ttu21ViNiC0. Theme song, Works All The Time by Dominik Schwarzer, YouTube ID: CUBDNERZU8HXUHBS, purchased from https://www.premiumbeat.com/.

Consistent anger management issues may be an indication of a serious behavioral condition known as oppositional defiant disorder. Here are some ways that professional mental health providers are treating it, as well as coping strategies you can try on your own. Learn more at https://missionconnectionhealthcare.com/mental-health/anger-issues/oppositional-defiant-disorder/ Mission Connection City: San Juan Capistrano Address: 30310 Rancho Viejo Rd. Website: https://missionconnectionhealthcare.com/

In this episode of Health Matters, Dr. Courtney DeAngelis, a clinical psychologist at NewYork-Presbyterian and Columbia discusses what happens in the mind and body during anxiety, distinguishes between anxiety attacks and panic attacks, and shares effective strategies and practical advice for managing anxiety.___Courtney DeAngelis, PsyD, is an Assistant Professor of Medical Psychology (in Psychiatry) within the Division of Child and Adolescent Psychiatry at Columbia University. She also serves as a licensed clinical psychologist at the Columbia University Clinic for Anxiety and Related Disorders-Westchester (CUCARD-Westchester).Dr. DeAngelis specializes in the assessment and treatment of children, adolescents, and young adults with anxiety, mood, habit, posttraumatic stress, and disruptive behavior disorders. She has expertise in treating OCD, generalized, separation, and social anxiety disorders, specific phobias, posttraumatic stress disorder, and childhood externalizing disorders (ADHD, Oppositional Defiant Disorder, and Conduct Disorder).Throughout her career, Dr. DeAngelis has received specialized training in the provision of several evidence-based treatments, including cognitive behavioral therapy (CBT), exposure and response prevention (EX/RP), functional family therapy (FFT), and trauma-focused cognitive behavioral therapy (TF-CBT). Dr. DeAngelis has more recently received specialized training in the treatment of complicated grief. She is accepting patients of all ages who may be experiencing traumatic stress and/or grief during the COVID-19 pandemic.___Health Matters is your weekly dose of health and wellness information, from the leading experts. Join host Courtney Allison to get news you can use in your own life. New episodes drop each Wednesday.If you are looking for practical health tips and trustworthy information from world-class doctors and medical experts you will enjoy listening to Health Matters. Health Matters was created to share stories of science, care, and wellness that are happening every day at NewYork-Presbyterian, one of the nation's most comprehensive, integrated academic healthcare systems. In keeping with NewYork-Presbyterian's long legacy of medical breakthroughs and innovation, Health Matters features the latest news, insights, and health tips from our trusted experts; inspiring first-hand accounts from patients and caregivers; and updates on the latest research and innovations in patient care, all in collaboration with our renowned medical schools, Columbia and Weill Cornell Medicine. To learn more visit: https://healthmatters.nyp.org

Sometimes, we don't have the option of masking, hiding, and attempting to fit in. As a female of color from an unstable family, today's guest Mina Raver dropped out of high school after being identified as gifted and diagnosed with ADHD, Autism, and Oppositional Defiant Disorder. This set her on a non-conventional path that has dramatically accelerated her growth. Mina has been developing solutions for neurodivergent individuals for years, but being selected as a Techstars participant in 2024 taught her the importance of doing things her way, which has led to the Better CEO app. Better CEO leverages neuroscience, human learning modalities, and machine learning to create the world's first individually adaptive productivity software, designed for the 30% of entrepreneurs who struggle with productivity due to ADHD. Better CEO is available now in the mobile version and will soon be available in the desktop version as well. Because so many adults with ADHD struggle to find software and other tools that actually work for us, I consider becoming an early adopter of Better CEO to be an opportunity to contribute to making this app everything we need it to be, through sharing our feedback with a developer who actually cares. Once you listen to this interview, I bet you will too. Episode Highlights:Disruptive AF: With no technical background, Mina taught herself to code and is building tools to revolutionize productivity for neurodivergent brains. Redefining Productivity: Dive into Mina's holistic approach to understanding brains and hear why she believes current productivity standards just aren't cut out for neurodivergent folk.Passion Over Profit: Discover why Mina opted out of traditional funding pursuits and chose to pave her distinctive path, focusing on genuine impact rather than investor expectations.Own Your Narrative: Mina liberated herself from people-pleasing and permission-seeking, setting an example for other neurodivergent visionaries ready to claim their space and impact the world on their terms.Mic Drop Moment:

Sometimes, we don't have the option of masking, hiding, and attempting to fit in. As a female of color from an unstable family, today's guest Mina Raver dropped out of high school after being identified as gifted and diagnosed with ADHD, Autism, and Oppositional Defiant Disorder. This set her on a non-conventional path that has dramatically accelerated her growth. Mina has been developing solutions for neurodivergent individuals for years, but being selected as a Techstars participant in 2024 taught her the importance of doing things her way, which has led to the Better CEO app. Better CEO leverages neuroscience, human learning modalities, and machine learning to create the world's first individually adaptive productivity software, designed for the 30% of entrepreneurs who struggle with productivity due to ADHD. Better CEO is available now in the mobile version and will soon be available in the desktop version as well. Because so many adults with ADHD struggle to find software and other tools that actually work for us, I consider becoming an early adopter of Better CEO to be an opportunity to contribute to making this app everything we need it to be, through sharing our feedback with a developer who actually cares. Once you listen to this interview, I bet you will too. Episode Highlights:Disruptive AF: With no technical background, Mina taught herself to code and is building tools to revolutionize productivity for neurodivergent brains. Redefining Productivity: Dive into Mina's holistic approach to understanding brains and hear why she believes current productivity standards just aren't cut out for neurodivergent folk.Passion Over Profit: Discover why Mina opted out of traditional funding pursuits and chose to pave her distinctive path, focusing on genuine impact rather than investor expectations.Own Your Narrative: Mina liberated herself from people-pleasing and permission-seeking, setting an example for other neurodivergent visionaries ready to claim their space and impact the world on their terms.Mic Drop Moment:

Sharon Saline, Psy.D., helps parents understand the biopsychology of adolescent development and use practical, strength-based approaches that foster cooperation with resistant, oppositional tweens & teens and help them develop self-esteem and resilience. Teens with ADHD: More Resources Free Download: Transform Your Teen's Apathy Into Engagement Self-Test: Could Your Child Have Oppositional Defiant Disorder? Read: You Can't Change Your Defiant Teenager… Read: “Take a Sabbatical from Teaching and Judging” Access the video and slides for podcast episode #543 here: https://www.additudemag.com/webinar/teen-behavior-adhd-adolescent-parenting-help/ Thank you for listening to ADDitude's ADHD Experts podcast. Please consider subscribing to the magazine (additu.de/subscribe) to support our mission of providing ADHD education and support.

Jeffrey Bernstein, Ph.D., shares a program to help caregivers reduce conflict and eliminate disruptive behaviors in children and teens. Understand the underlying causes of oppositional defiance and learn practical tools to restore peace and connection. Defusing Defiance in Children with ADHD: More Resources Download: 10 Rules for Parents of Defiant Kids with ADHD Sign Up: The ADHD Parenting Class Read: The Facts About ADHD vs. ODD Read: Two Families' Stories of Oppositional Defiant Disorder eBook: The ADHD Positive Parenting Guide Access the video and slides for podcast episode #539 here: https://www.additudemag.com/webinar/defiant-child-parenting-strategies-adhd/ Thank you for listening to ADDitude's ADHD Experts podcast. Please consider subscribing to the magazine (additu.de/subscribe) to support our mission of providing ADHD education and support.

Connect with Thomas and Bonnie Liotta and join the CCFL movement to transform your parenting journey and create a lasting legacy of love and harmony in your family. Thomas and Bonnie Liotta are the dynamic duo behind Creating Champions For Life (CCFL), a groundbreaking program designed to empower parents and transform the lives of children with emotional or behavioral challenges. Together, they have dedicated their lives to revolutionizing parenting by equipping families with tools and strategies to foster cooperation, confidence, and harmony.Be sure to read their book, “Learn to Speak Kid: Raise confident, independent, and responsible children without nagging or yelling. End the power struggles. Prevent and Eliminate child Mental and Behavior Disorders like ADHD and Oppositional Defiant Disorder.  Go to learntospeakkid.com to join the VIP list. Learn more about your ad choices. Visit podcastchoices.com/adchoicesSee Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

Connect with Thomas and Bonnie Liotta and join the CCFL movement to transform your parenting journey and create a lasting legacy of love and harmony in your family. Thomas and Bonnie Liotta are the dynamic duo behind Creating Champions For Life (CCFL), a groundbreaking program designed to empower parents and transform the lives of children with emotional or behavioral challenges. Together, they have dedicated their lives to revolutionizing parenting by equipping families with tools and strategies to foster cooperation, confidence, and harmony. Be sure to read their book, “Learn to Speak Kid: Raise confident, independent, and responsible children without nagging or yelling. End the power struggles. Prevent and Eliminate child Mental and Behavior Disorders like ADHD and Oppositional Defiant Disorder.   Go to learntospeakkid.com to join the VIP list. Learn more about your ad choices. Visit podcastchoices.com/adchoices

Connect with Thomas and Bonnie Liotta and join the CCFL movement to transform your parenting journey and create a lasting legacy of love and harmony in your family. Thomas and Bonnie Liotta are the dynamic duo behind Creating Champions For Life (CCFL), a groundbreaking program designed to empower parents and transform the lives of children with emotional or behavioral challenges. Together, they have dedicated their lives to revolutionizing parenting by equipping families with tools and strategies to foster cooperation, confidence, and harmony. Be sure to read their book, “Learn to Speak Kid: Raise confident, independent, and responsible children without nagging or yelling. End the power struggles. Prevent and Eliminate child Mental and Behavior Disorders like ADHD and Oppositional Defiant Disorder. Go to learntospeakkid.com to join the VIP list.

The Problem with Time Outs: Why They Fail, and What to Do Instead Recently, in Part 1 of this two-part mini-series, we began looking at a question from listener Melissa:  "Can time-outs ever have a place in a respectful parenting approach?  (And if not, what else am I supposed to do when my kid looks me in the eye and does something he knows he's not supposed to do?)"  That episode looked at the academic research on the effectiveness of time-outs, what else might account for the research that finds them ‘effective,' and whether time-outs might harm children even if the research says they don't. Today's episode builds on Part 1 by exploring why time outs often fail to address misbehavior effectively - and may harm parent-child relationships. Key points include: We often don't understand the distinction between misbehavior and emotional distress: Researchers agree that we should use time-outs when children misbehave, but not when they're emotionally distressed.  But what if we aren't as good at telling the difference between those two states as we think we are? Understanding why children do things we tell them not to do: We look specifically at what Melissa's 3 ½-year-old son is doing - things like poking her face, throwing a toy when she's told him not to, and dropping food on the floor during dinner, as well as pulling his sister's hair, and hitting/kicking her. How alternatives to time out are even more effective: Even in controlled lab settings, compliance after time-outs often doesn't exceed 60%.  We'll meet parent Kendra, whose child had an Oppositional Defiant Disorder diagnosis that she no longer believes is true now she's using the tools we discuss in this episode. Drawing on research and these real-life stories, this episode offers actionable insights for parents who want effective alternatives to time-outs. Whether you're dealing with boundary-testing toddlers or older children's challenging behaviors, this episode provides tools to help you deal with your child's misbehavior by creating empathy and trust, rather than disconnection and resentment. Love what you're learning? Support the show and help us keep delivering insightful episodes like this one!

Ross W. Greene, Ph.D., explains how to use Collaborative and Proactive Solutions (CPS) to decrease conflict and defiant behavior and enhance relationships. This special episode is a feature article from the Winter 2024 issue of ADDitude magazine. To listen to the full issue — and receive our Spring 2025 issue hot off the presses — subscribe now at additudemag.com/subscribe. ADHD and Explosive Behavior: More Resources 6 Truths About Child Behavior Problems That Unlock Better Behavior Why Is My Child So Angry?! What Are the Lagging Skills Holding Your Child Back? Self-Test: Oppositional Defiant Disorder (ODD) in Children

What if oppositional behavior is a normal response to feeling unsafe? In this episode, we unfold the layers of oppositional behavior and its roots in the nervous system. We look into the diagnostic complexities of Oppositional Defiant Disorder and dive into how our own state of the nervous system is important in helping our children navigate their Watchdog and Possum pathways.In this episode you'll learn:That even oppositional behaviors make total senseSpending a lot of time in protection mode is hard on the bodyChanging the behavior is not the goal- regulation, connection, and felt safety isThe diagnosis of Oppositional Defiance Disorder is just a label- we have to stay curious about the causes for treatmentResources mentioned in this podcast:Start Here Podcasts - robyngobbel.com/starthereWhen Your Nervous System Is Fried {Ep 139}Focus On The Nervous System To Change Behavior {Ep 84}Connection or Protection {Ep 7}Read the full transcript at: RobynGobbel.com/oppositional1Follow Me On:FacebookInstagramOver on my website you can find:Webinar and eBook on Focus on the Nervous System to Change Behavior (FREE)eBook on The Brilliance of Attachment (FREE)Ongoing support, connection, and co-regulation for struggling parents: The ClubYear Long Immersive & Holistic Training Program for Parenting Professionals: Being WithThe podcast is searchable if you go to my website!RobynGobbel.com/podcastThere, you can type in any search word and instantly see what episodes I have that cover that topic! Check Out All Robyn's Free Resources!You can download all sorts of free resources, including webinars, eBook, and infographics about topics such as lying, boundaries, and co-regulation!RobynGobbel.com/FreeResources :::::Want to pick Robyn's brain, hang out with her in Zoom meetings and a forum you can access in an app? Come join us in The Club!Are you a professional who wants to support families of kids with big, baffling behaviors? Then Being With is for you!Just need a little extra help? Head to RobynGobbel.com/FreeResources

Children who are quick to anger and lash out may be labeled oppositional or defiant. Ross Greene, Ph.D., introduces his Collaborative & Proactive Solutions (CPS) model, which empowers caregivers to rethink challenging behaviors as frustration responses. PDA and ODD: More Resources Download: 10 Rules for Ending Confrontation & Defiance Read: The Facts About ODD and Attention Deficit Read: Back From the Brink: Two Families' Stories of Oppositional Defiant Disorder eBook: The Parent's Guide to ADHD Discipline Access the video and slides for podcast episode #515 here: https://www.additudemag.com/webinar/pathological-demand-avoidance-odd-collaborative-proactive-solutions/ Thank you for listening to ADDitude's ADHD Experts podcast. Please consider subscribing to the magazine (additu.de/subscribe) to support our mission of providing ADHD education and support.

Today is the last day of LGBTQIA+ Pride Month and tomorrow is the first day of Disability Pride Month. Celebrating both is the LEGENDARY CJ DeBarra who is Proud to be Queer and Proud to be Neurodivergent! Alongside sharing their lived experience of ADHD, Generalised Anxiety Disorder and Oppositional Defiant Disorder, Author CJ is giving away a copy of: Neuroqueer: A Neurodivergent Guide to Love, Sex, and Everything in Between. Listen for details...TRIGGER WARNING: Contains swearing and Mentions of: Sex, Kink, drugs, drug dealing, Mental Health Struggles, Depression, Anxiety, Grief, Bereavement of a family member, Relationship Struggles, Medical Cannabis and legal Mushrooms - of which I have no personal experienceIf you are in need of support YOU ARE NOT ALONE! There is immediate help out there so please REACH OUTIf  ADHD has ever made you feel Alienated grab tickets for THE LAST EVER ADHD AF Alien Nation show! Raising ADHD Awareness and connecting local ADHDers at Brighton Komedia Sat 20th July 5pm. Where an ADHD Seminar meets Bingo, Karaoke and Cabaret and ADHD Adults meet each other! TICKETS HERE Find out more about ADHDAF Live Events: HEREIf you're nervous to attend solo, you can sign up for the Welcome Party to be met at the door and sat with others in the same boat: HEREI would love to connect ONLINE in the Peer Support Community: PLANET ADHDAF Membership funds the creation of this advert free Podcast, and as a THANK YOU for support, weekly online Peer Support Events and a private Discord server are facilitated by Community Members including myself.I hope to chat to you over Zoom or on Discord soon! JOIN UP HERE or GRAB  LIVE EVENTS TICKETS HEREYou can apply to be part of ADHDAF Emporium: an online marketplace supporting neurodivergent makers and small creative businesses HEREThank you to Sessionz for the amazing jingle and an enormous THANK YOU to the Planet ADHDAF Community Members for keeping this Podcast going for over 2 YEARS so that other literally like-minded legends can benefit from these crucial conversations (also making this the longest job I've ever had!) xxIf you've enjoyed this episode PLEASE SHARE, review, hit those stars... all help others gain information, validation & lols!I REALLY appreciate your support and hope to chat to you very soon!SELF DIAGNOSIS IS VALID & ADHD IS REAL.Big loveLauraSupport the Show.

“WNBA Player Claims Caitlin Clark's Silence Is A Luxury” “Debate Staging” “Trans-Insanity” “Trans-Identity And Oppositional Defiant Disorder”

The number of labels to describe different types of mental disorder has mushroomed in recent years. New categories include Oppositional Defiant Disorder, Prolonged Grief Disorder and Mild Cognitive Impairment. Many classifications have been created or influenced by a book called the Diagnostic and Statistical Manual of Mental Disorders (DSM). Advocates of DSM say labels help people take ownership of their situation, provide them with answers, treatments and social support. Critics think it creates stigma, medicalises normality and leads to a glut of unnecessary and harmful drug prescriptions. UK based musician Jay Emme asks if labels help or hinders in everyday life and whether it's time to drop the terms ‘mental' and ‘disorder'?

The overlapping symptoms and behaviors of Pathological Demand Avoidance (PDA) and Oppositional Defiant Disorder (ODD) often lead to confusion and ambiguity. This confusion not only complicates the diagnostic process but also impacts the effectiveness of parenting strategies and interventions. That's why we're here to unravel the complexities surrounding PDA and ODD, providing clarity and guidance for parents navigating these challenging conditions. Hopefully, this episode equips you with the knowledge and resources necessary to develop tailored parenting strategies and interventions that effectively support child's development and well-being.To learn more about Dr. Roseann Capanna-Hodge and science-backed mental health solutions, kindly visit https://drroseann.com/.Looking for something to calm your brain and support your mental wellness? Check out our Multi-Mag Brain™: Magnesium

DOI: 10.13056/acamh.26601 In this Papers Podcast, Dr. Christina Stadler discuss her co-authored JCPP paper ‘START NOW: a cognitive behavioral skills training for adolescent girls with conduct or oppositional defiant disorder – a randomized clinical trial' (https://doi.org/10.1111/jcpp.13896). There is an overview of the paper, methodology, key findings, and implications for practice. Discussion points include: Why the researchers decided to undertake the intervention (START NOW) in youth welfare institutions. Insight into START NOW, a cognitive-behavioural, dialectical behaviour therapy-oriented skills training program. The methodological challenges in undertaking this randomized control trial. Implications for practitioners, and messages for parents and carers. Potential areas of further investigation with regards to the START NOW intervention. In this series, we speak to authors of papers published in one of ACAMH's three journals. These are The Journal of Child Psychology and Psychiatry (JCPP); The Child and Adolescent Mental Health (CAMH) journal; and JCPP Advances.

Welcome to another episode of School Behaviour Secrets!Have you ever wondered about that one child in every class who seems to challenge authority at every turn? Well, they might be affected by Oppositional Defiant Disorder, or ODD. But what exactly does it mean when a child is diagnosed with ODD? And how do you support them?Join us as we explore how Oppositional Defiant Disorder impacts students in the classroom, what behaviours teachers might observe, and most importantly, the strategies available to support these pupils. Stay tuned for valuable insights and practical tips on navigating ODD in educational settings.Important links:Click here to hear all of episode 47Get our FREE SEND Behaviour Handbook: https://beaconschoolsupport.co.uk/send-handbookDownload other FREE behaviour resources for use in school: https://beaconschoolsupport.co.uk/resources.phpGet FREE behaviour and SEMH strategies in our FREE webinar!Use this link to join our free webinar on Tuesday 6th February, 2024 and walk away with strategies and insights you can immediately apply to your own class. We're limited to 300 seats to book yours ASAP. Register now.

[Rerun] Dr. Kirk talks about oppositional defiant disorder and emotional parenting.From our sponsor, BetterHelp: Need a therapist? Try BetterHelp! https://www.betterhelp.com/kirkGet started today and enjoy 10% off your first month. Discount code “KIRK" will be automatically applied.https://FactorMeals.com/Seattle50Become a member: https://www.youtube.com/channel/UCOUZWV1DRtHtpP2H48S7iiw/joinBecome a patron: https://www.patreon.com/PsychologyInSeattleEmail: https://www.psychologyinseattle.com/contactWebsite: https://www.psychologyinseattle.comMerch: https://teespring.com/stores/psychology-in-seattleCameo: https://www.cameo.com/kirkhondaInstagram: https://www.instagram.com/psychologyinseattle/Facebook Official Page: https://www.facebook.com/PsychologyInSeattle/TikTok: https://www.tiktok.com/@kirk.hondaMay 17, 2013The Psychology In Seattle Podcast ®Trigger Warning: This episode may include topics such as assault, trauma, and discrimination. If necessary, listeners are encouraged to refrain from listening and care for their safety and well-being.Disclaimer: The content provided is for educational, informational, and entertainment purposes only. Nothing here constitutes personal or professional consultation, therapy, diagnosis, or creates a counselor-client relationship. Topics discussed may generate differing points of view. If you participate (by being a guest, submitting a question, or commenting) you must do so with the knowledge that we cannot control reactions or responses from others, which may not agree with you or feel unfair. Your participation on this site is at your own risk, accepting full responsibility for any liability or harm that may result. Anything you write here may be used for discussion or endorsement of the podcast. Opinions and views expressed by the host and guest hosts are personal views. Although, we take precautions and fact check, they should not be considered facts and the opinions may change. Opinions posted by participants (such as comments) are not those of the hosts. Readers should not rely on any information found here and should perform due diligence before taking any action. For a more extensive description of factors for you to consider, please see www.psychologyinseattle.com

Confident Parenting begins with a good night sleep! Try the 7-day free trial of NuCalm for better sleep and enter CODE: NoProblem for 15% off the Monthly Subscription. What Is NuCalm?   Welcome Back No-Problem Parents! As professionals working with families of emotionally intense children, our work is doubly challenging. Not only must we understand what works with these unique kids, but we also need to sensitively guide parents through a different approach.   In this episode, we introduce the Mad to Glad comprehensive skills training and certificate programs designed for professionals like you who want to confidently support families of intense children. Whether you work with kids with Anxiety, Sensory Processing Disorder, ADHD, Autism, Giftedness, or Oppositional Defiant Disorder, our programs prioritize a trauma-informed approach.   Learn how you can become a confident guide for parents, equipping them with the positive tools and behavior strategies that work best for their children. Discover how you can fulfill your purpose and make a meaningful impact in the lives of intense children and their families.   Samantha Moe and Associates provides continuing education, advanced training, and parent coach certification for professionals who support intense kids and their families. There's nothing wrong with emotionally intense children; they just need a different approach to communication and parenting.   Samantha believes when family service professionals, parents, and educators learn what's beneath challenging behaviors, they reduce defiance, tantrums, and anxiety… and increase peace, calm, and enjoyment for the whole household.   Become a Mad to Glad Professional Parent Educator Certification Free Professional Skills Webinar   Learn more about Samantha by clicking on the links below: Website: https://samanthamoe.com/ FB: https://www.facebook.com/mad2glad Freebie: https://samanthamoe.com/how-to-make-it-better/   __________________________________________________________________________________   Thank you for tuning in to the No Problem Parenting podcast. Be sure to subscribe for more valuable insights and grab your free PDFs below. Click this link: 60 Ways to Respond to Your Kids without Losing Your Cool To hear examples of these responses tune in to EP 189 Click this link: Make it Right Technique PDF To hear instructions on using the Make it Right Technique listen to EP 9 and EP 23   Are you ready to become a No-Problem Parent?   Get started TODAY for just $50! Become a No-Problem Parent   To learn more about Parenting Support or to pick Jaci's brain on the next steps for you or your child, Schedule a call now: Jaci's Calendar   Confident Parenting begins with a good night sleep! Try the 7-day free trial of NuCalm for better sleep and enter CODE: NoProblem for 15% off the Monthly Subscription. What Is NuCalm?     Hugs and High Fives,   Jaci

Does your child have challenging and sometimes rebellious and unsafe behaviors that have you desperate for a resource?  Are you feeling fearful and desperate?   This podcast could be your answer.  Today my guest Jessi Stringham shares a resource for parents that is free and really amazing.  It is a peer led support group that is extremely well organized and    From the Changes website: https://cpsn.org Changes Parent Support Network was incorporated in December 1996 and groups officially started meeting in January 1997. We are a 501(c)(3) nonprofit organization and are not affiliated with any other group or religious organization. Members include Couples, Single Parents, Stepparents, Guardians, and Grandparents. The families we support have one or more acting-out children ranging in age from middle school to older adult children. Our program provides support and tools for parents to change their own behavior, not “fix” their child. We promote independence and natural consequences for our kids' actions, which is usually not an appropriate approach for younger children. Regardless of your child's age, we will welcome you at Changes. But you may find that our members have less personal experience to draw upon and share if your child is in elementary school.  Typical problem behaviors can be: Violent or abusive Oppositional and defiant Failing grades or not attending school Substance abuse Stealing at home or shoplifting Gang involvement Running away   The purpose of the group is not to change our child's behaviors.  It is to help us give up that need to control and work on changing our own mindset and behaviors toward our children.  We can support them and support ourselves and allow them indepedence to find their own path and feel the consequences of their behaviors.   This is an amazing resources for parents who are feeling anxious and fearful and need support to know what to do.     You can call this number 8884682620. to start the process of signing up.    

ODD, or Oppositional Defiant Disorder, is a neurological pattern that is responsible for a person's reasoning, judgment, and impulse control. Teaching students with ODD can be extremely challenging. Today I'm sharing 12 ways to manage these students and make them feel successful in the classroom. Show Notes: https://www.drlorifriesen.com/blog/odd-students  Join The Classroom Management Club: https://www.drlorifriesen.com/club  Check out Lori's TpT store (Beginning Teacher Talk): https://www.teacherspayteachers.com/Store/Beginning-Teacher-Talk  Connect with Lori on Pinterest: https://www.pinterest.com/drlorifriesen/ Connect with Lori on Instagram: https://www.instagram.com/beginningteachertalk If the Beginning Teacher Talk podcast is helping you in your teaching and if you're feeling extra loving, I would be so grateful if you would leave a positive review for the show! Your kind words mean the world to me. Just click here to leave your review now (and be entered into our draw for a $25 Amazon Gift Card)! https://podcasts.apple.com/us/podcast/beginning-teacher-talk/id1456137677 I hope you have a wonderful week, and remember - just because you are a beginning elementary teacher, there is no need for you to struggle like one. Xo Lori P.S. Do you have your copy of my FREE Ultimate Classroom Management Checklist? Get yours by clicking here now! https://www.drlorifriesen.com/ultimate-classroom-management-checklist

This week we are here and we're ready to RAGE. Katie takes the reigns on research and discusses Oppositional Defiant Disorder - a diagnosis that is in the DSM V - but should it be? We go in depth on this topic and the alleged overlap with ADHD that splits hairs and makes distinctions that we can't really see even if we squint really hard. One thing is for sure - the children with occupational defiance disorder yearn for the mines! We've got a big update to our Patreon - there's just one tier - ANKLETS - who get ad-free extended cut episodes, video episodes, on-air shout outs, and added to our close friends list on Instagram - so sign up now at www.patreon.com/thebarisanklehigh.   Shop Sun & Swell for 20% off: https://zen.ai/krpZqJaBHwQUWQELntfeSA Shop Liquid IV for 20% off: https://zen.ai/SgwDnrtoYsDFd2clkjuNZg Sign up for Zencastr for 30% off your first month: https://zen.ai/hbxFmHWJjfjA7r-Jy12hoA   Sources: https://en.wikipedia.org/wiki/Bender-Gestalt_Test https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7406564/ https://www.mayoclinic.org/diseases-conditions/oppositional-defiant-disorder/symptoms-causes/syc-20375831 https://www.hopkinsmedicine.org/health/conditions-and-diseases/oppositional-defiant-disorder#:~:text=ODD%20in%20children-,Oppositional%20defiant%20disorder%20(ODD)%20is%20a%20type%20of%20behavior%20disorder,teachers%2C%20and%20other%20authority%20figures. https://www.additudemag.com/oppositional-defiant-disorder-odd-and-adhd/

Oppositional Defiant Disorder, Rebellion and the Cure - Ep 576 by Dr. Brad Reedy

Welcome to "Guided Meditation for Oppositional Defiant Disorder (ODD) Relief: Nurturing Inner Harmony," your sanctuary for finding peace, balance, and resilience in the face of challenges.

What if you could demystify the complex behaviors of your child? What if you could distinguish between the symptoms of Oppositional Defiant Disorder (ODD) and Conduct Disorder, two disorders often seen in childhood? We, your hosts, Dr. Linton Hutchinson and Stacey Froth, attempt to shed light on these difficult disorders, especially for those preparing for licensing exams. We discuss the key symptoms of ODD, such as anger, irritability, and a defiant attitude that extends far beyond the typical. We explore the vindictiveness in ODD, manifested by an obsessive, disproportionate desire for revenge. Have you noticed your child showing aggressive behavior, property destruction, or continuously breaking rules? It's time to understand Conduct Disorder better. Our conversation in the second half of the episode aims to provide you with the differentiating factors between ODD and Conduct Disorder. While ODD is characterized by resistance against control, Conduct Disorder is marked by attempts to control others. We comprehend that as a parent, these behaviors can induce frustration, discouragement, and even fear. Our objective is to provide clarity, help you navigate these challenges, and empower you with the knowledge to understand these disorders better.If you need to study for your NCMHCE narrative exam, try the free samplers at: CounselingExam.comThis podcast is not associated with the National Board of Certified Counselors (NBCC) or any state or governmental agency responsible for licensure.

NationalCounselingExamWhat if you could demystify the complex behaviors of your child? What if you could distinguish between the symptoms of Oppositional Defiant Disorder (ODD) and Conduct Disorder, two disorders often seen in childhood? We, your hosts, Dr. Linton Hutchinson and Stacy Frost, attempt to shed light on these difficult disorders, especially for those preparing for licensing exams. We discuss the key symptoms of ODD, such as anger, irritability, and a defiant attitude that extends far beyond the typical. We explore the vindictiveness in ODD, manifested by an obsessive, disproportionate desire for revenge. Have you noticed your child showing aggressive behavior, property destruction, or continuously breaking rules? It's time to understand Conduct Disorder better. Our conversation in the second half of the episode aims to provide you with the differentiating factors between ODD and Conduct Disorder. While ODD is characterized by resistance against control, Conduct Disorder is marked by attempts to control others. We comprehend that as a parent, these behaviors can induce frustration, discouragement, and even fear. Our objective is to provide clarity, help you navigate these challenges, and empower you with the knowledge to understand these disorders better.If preparing for your National Counseling Exam visit NationalCounselingExam and try our samplers completely free of charge! It's a fantastic way to identify any areas you might want to review. and brush up on.This podcast is not associated with the National Board of Certified Counselors (NBCC) or any state or governmental agency responsible for licensure.

Worry and avoidance manifesting anxiety, while commonly associated with the experiences of adults, are also experienced by kids. Anxiety in kids might not look the same as it does in grown-ups. It often shows up in small changes, like how they act, their mood, or how they interact with others. In this episode, we delve into how we could help our kids overcome fear and worry. It is crucial for parents, teachers, and other guardians to be attentive and discern these subtle signs, guiding kids through their emotions. Understanding these details becomes essential as it contributes to the creation of a supportive environment that nurtures kids' emotional well-being.Anxiety symptoms and their impact on kids.Understanding and addressing behaviors linked to anxiety is vital. That is why I urge parents to play the role of parent detectives in uncovering the root causes for appropriate and effective treatment and support. Sometimes, the challenges don't come up on the radar of parents as massive issues just like the concept of “anxious avoidance” which is subtly a notable sign of deeper clinical concerns. Anxious avoidance refers to a behavioral pattern often in response to anxiety or fear, actively avoiding situations, activities, or experiences that people perceive as threatening or uncomfortable. This avoidance can manifest in various forms, such as evading social interactions, steering clear of specific places or events, or even bypassing particular thoughts or emotions.This behavior can become problematic when it interferes with daily life, limits opportunities for growth, or hinders the individual's ability to face and cope with their fears. For some individuals, including children, they may go to great lengths to avoid situations that make them uncomfortable due to heightened anxiety levels. Withdrawal, as a common manifestation of anxiety, is not solely attributable to natural shyness or introversion. It represents a behavioral response wherein individuals, grappling with anxiety, tend to retreat or disengage from social interactions, events, or situations that trigger discomfort or heightened stress. This withdrawal goes beyond typical introverted tendencies and is indicative of the individual's struggle with anxiety-induced challenges in navigating the social and emotional aspects of their lives.Psychosomatic symptoms, on the other hand, take the spotlight as often overlooked indicators of anxiety, focusing on bodily responses like belly aches and gastrointestinal distress. Thus, the need to examine consistent patterns beyond situational stressors.Managing anxiety in children and families.Anxiety can be triggered by various factors like infection which leads to observable signs like irritability, moodiness, and anger. These behaviors, if left unaddressed, can be misconstrued as conduct disorders or even Oppositional Defiant Disorder. Additionally, anxiety is frequently intertwined with depression, forming a nexus that exhausts individuals both mentally and physically.One prevalent mistake in dealing with anxiety is the tendency towards excessive reassurance. Anxious children may seek constant validation or repetition of information, signaling an underlying need for comfort. This behavior can also be observed in conditions like OCD, underscoring the importance of careful navigation to avoid reinforcing the anxiety loop.Furthermore, anxiety can manifest in less apparent ways, such as low motivation and procrastination. While these symptoms are commonly associated with ADHD, mood disorders, and other conditions, they can also be indicative of underlying anxiety. The challenge lies in recognizing and addressing these subtle signs, which are often overshadowed or misdiagnosed.A key area of misunderstanding is the misattribution of focus and attention issues solely to ADHD when, in reality, they might stem from

In this episode, we answer the question: Why are we seeing more children struggling with emotional regulation? We have conditions like Oppositional Defiant Disorder being diagnosed younger and younger. Anxiety Disorder diagnoses are also on the rise. Why are we seeing this trend? Has societal change with the introduction of so many handheld devices become a contributing factor? Have our children gotten away from the social nuances that accompany good old fashion “play”? Can we give our children better stability in emotional wellness if we do something different and more intentional, which frankly, may be considered, nowadays, out of the norm? Today, our special guest is going to shed light on ways we can get back to supporting “play” and how it is connected to children's overall well-being.About This Epsiode's GuestWebsite: thegeniusofplay.org*EMAIL LIST*Click here to join my email list for more free content to help you on your parenting journey!or go to strongermindsstrongeryouth.com/jointhelist*REACH OUT & SHARE*Email me your stories to share with others parents just like you @ jessika@strongermindsstrongeryouth.com *CONNECT WITH ME ON SOCIAL MEDIA!!!* & *TAG ME IN YOUR STORIES!!!*#jessikashields or @strongermindsstrongeryouthGet Social to Stay Connected!!!FB: @StrongerMindsStrongerYouthInstagram: @StrongerMindsStrongerYouthLinkedIn: http://www.linkedin.com/in/jessikashieldsTo access more Podcast resources, visit strongermindsstrongeryouth.comThank you for listening!

The family grapples with ADHD and Oppositional Defiant Disorder diagnoses.Learn more here: 95% of Adoptive Parents Jump in Heart-First, but Unprepared Learn more about Reactive Attachment Disorder (RAD) Learn more about me Find community for caregivers of kids with RAD Find this book and my others on Amazon Narrator: Cindy Piller Music by Denis Maksimov from Pixabay

What if oppositional behavior is a normal response to feeling unsafe? In this episode, we unfold the layers of oppositional behavior and its roots in the nervous system. We look into the diagnostic complexities of Oppositional Defiant Disorder and dive into how our own state of the nervous system is important in helping our children navigate their Watchdog and Possum pathways.In this episode you'll learn:That even oppositional behaviors make total senseSpending a lot of time in protection mode is hard on the bodyChanging the behavior is not the goal- regulation, connection, and felt safety isThe diagnosis of Oppositional Defiance Disorder is just a label- we have to stay curious about the causes for treatmentResources mentioned in this podcast:Start Here Podcasts - robyngobbel.com/starthereWhen Your Nervous System Is Fried {Ep 139}Focus On The Nervous System To Change Behavior {Ep 84}Connection or Protection {Ep. 7}Read the full transcript at: RobynGobbel.com/oppositionalpartoneFollow Me On:FacebookInstagramOver on my website you can find:Webinar and eBook on Focus on the Nervous System to Change Behavior (FREE)eBook on The Brilliance of Attachment (FREE)Ongoing support, connection, and co-regulation for struggling parents: The ClubYear Long Immersive & Holistic Training Program for Parenting Professionals: Being WithRaising Kids with Big, Baffling Behaviors is a USA Today Best Seller! Head to RobynGobbel.com/Book or order online from wherever you like to buy books. If you loved it, leave a review on Amazon. You don't have to purchase on Amazon to review on Amazon, and reviews are the best way to help other families find it. ****Ready to dive deeper ?The Club is an online community of connection, co-regulation, and a little education for parents of kids with big, baffling behaviors. We open periodically for new members! Sign up on the waiting list at RobynGobbel.com/TheClubBeing With is a year-long training program for professionals. RobynGobbel.com/BeingWith

"To Every Man an Answer 7/14/2023" from July 14, 2023 by CSN International. 1. What does it mean to get the anointing? 2. My daughter is moving away from the faith, "How can a serpent talk?" 3. My school board shut me down because I tried to read the Bible at the public meeting? 4. Encouragement for Pastor Kestler. 5. My son has Oppositional Defiant Disorder, and is leaving the church. Is he still saved? 6. Is it a sin to pray for the end of the world? 7. Who plays the TEMA Intro? 8. Update on my son who rejected the vaccine in boot camp - he graduates next week. 9. Daughter is leaving the church because of money grifting 'churches'?

Welcome to The Mental Breakdown and Psychreg Podcast! Today, Dr. Berney and Dr. Marshall discuss strategies for parents of children with Oppositional Defiant Disorder. Read the articles from Johns Hopkins here and from Cleveland Clinic here. You can now follow Dr. Marshall on twitter, as well! Dr. Berney and Dr. Marshall are happy to announce the release of their new parenting e-book, Handbook for Raising an Emotionally Healthy Child Part 2: Attention. You can get your copy from Amazon here. We hope that you will join us each morning so that we can help you make your day the best it can be! See you tomorrow. Become a patron and support our work at http://www.Patreon.com/thementalbreakdown. Visit Psychreg for blog posts covering a variety of topics within the fields of mental health and psychology. The Parenting Your ADHD Child course is now on YouTube! Check it out at the Paedeia YouTube Channel. The Handbook for Raising an Emotionally Health Child Part 1: Behavior Management is now available on kindle! Get your copy today! The Elimination Diet Manual is now available on kindle and nook! Get your copy today! Follow us on Twitter and Facebook and subscribe to our YouTube Channels, Paedeia and The Mental Breakdown. Please leave us a review on iTunes so that others might find our podcast and join in on the conversation!

One of the more misunderstood diagnoses in the world of neurodiversity is ODD, or Oppositional Defiant Disorder. We talk with Amelia Bowler, a behavior consultant and author of the book, The Parent's Guide to Oppositional Defiant Disorder, about the diagnosis, and how to be better at decoding the message that kids are trying to send through their defiance. This is an encore presentation. We're conducting a two-hour continuing education course for mental health professionals called “Assessing and Treating Suicidality and Self-Injury in Neurodivergent Clients.” You can join online or in-person on June 20th in Chesterfield, MO. Learn more and sign up for either version: Online virtual In-person Join our Facebook group and take part in conversations about this episode and anything related to neurodiversity, and find a like-minded community of open support. Amelia Bowler is an author, an artist, a parent, and a behavior consultant. Growing up twice-exceptional with undiagnosed disabilities gave Amelia some firsthand experience with neurodivergence, and she is now raising a fantastically neurodivergent child of her own. Her book, The Parents' Guide to Oppositional Defiant Disorder, was published in 2020. BACKGROUND READING Amelia's website The Parent's Guide to Oppositional Defiant Disorder Instagram

You may or may not know this, but in addition to hosting our podcast, I recently started hosting the free webinars Beyond BookSmart offers to help teach people about executive function skills and related challenges. We have panelists who add their insight and perspective and we cover a wide variety of topics but in a live setting, it's such a blast and I really love being able to connect with more people who are excited to learn about Executive Function skills and discover how life changing they can be to work on. We thought it would be fun to bring the audio from our latest webinar, “Your Kid's Not Lazy: How to Unlock Motivation Through Executive Function” to our Focus Forward listeners and share some bonus content for those who happened to be among the 1300 people who registered.This past week's webinar was all about motivation, how it works, their related Executive Function skills and challenges and some tools and strategies you can use to help make motivation a little easier for your kids and/or yourself. Throughout our webinars, we always invite people to ask questions using the q&a feature on Zoom and then we answer as many as we can at the end of the presentation on the feature topic. For this webinar, there were so many great questions left after we finished up the webinar and we really, really wanted to answer as many as we could. So, I invited our panelists, Amy McDuffie and Vin Kachurik to join me the day after to help answer a whole bunch more. Keep listening after the webinar audio to hear our bonus conversation. We cover all sorts of topics, including motivating kids with Oppositional Defiant Disorder, college survival skills, and self-advocacy, and using planners and calendars to support that planning, prioritizing and time management executive function skills. I really hope you enjoyed today's episode, and that you learn about motivation and its challenges, which is something I think we can all relate to. The new section starts around 44:08 if you want to skip right to it! If you're interested in actually attending the webinars live, you can find more about them in the resources section of our website, BeyondBookSmart.com. They're always free and we put a ton of work into them to make sure they're truly useful, relevant and relatable.In the meantime, here are some resources related to the episode: Full recording of the webinarMichael Delman's book, Your Kid's Gonna Be OkayBlog on ADHD & MotivationLink to agenda and webinar slides: Info about Executive Function coachingSupporting College Students - including Covey QuadrantsHow to Increase Motivation With ADHD: 10 Tips From Treatment ExpertsDr. Lisa Damour's Advice for Motivation to Do HomeworkContact us!Reach out to us at podcast@beyondbooksmart.comIG/FB/TikTok @beyondbooksmartcoachingTranscript:Hannah Choi 00:04Hi everyone, and welcome to Focus Forward, an executive function Podcast where we explore the challenges and celebrate the wins, you'll experience as you change your life by working on improving your executive function skills. I'm your host, Hannah Choi. You may not know this, but in addition to hosting our podcast, I recently started hosting the free webinars Beyond BookSmart offers to help teach people about executive function skills and related challenges. We have panelists who add their insight and perspective and we cover a wide variety of topics. It's kind of like Focus Forward live. It's such a blast. And I really love being able to connect with more people who are excited to learn about EF skills, and how life changing working on them can be. Hannah Choi 00:47We thought it would be fun to bring the audio from our webinars to our Focus Forward listeners. There's just such good stuff in there, and I wanted you all to be able to hear it too. If you're interested in actually attending the webinars live, you can find more about them in the resources section of our website, beyondbooksmart.com. They're always free. And we put a ton of work into them to make sure they're truly useful, relevant and relatable. So this past week's webinar was all about motivation, how it works, the related EF skills and challenges and some tools and strategies to use to help make motivation a little easier for our kids and ourselves. Throughout our webinars, we always invite people to ask questions using the Q&A feature on Zoom. And then we answer as many as we can at the end of the presentation on the feature topic. And this past week, there were so many great questions left after we finished up the webinar, and we really, really wanted to answer as many as we could. So I met up with our panelists, Amy and Vin, the next morning to continue answering them. So keep listening after the webinar audio to hear our conversation. We cover all sorts of topics, including motivating kids with Oppositional Defiant Disorder, college survival skills and self advocacy, and using planners and calendars to support that planning, prioritizing and time management executive function skills. I really hope you enjoy today's episode, and that you learn about motivation and its challenges, which is something I think we can all relate do. The audio begins when I introduce our panelists, I figure you wouldn't want to listen to all the housekeeping stuff that I covered in the beginning. And if you attended the webinar, so you've already heard the audio from it, you can jump ahead to 44 minutes to hear these Q&A questions. And now on to the show. Hannah Choi 02:39All right, let's get to know our panelists. Both of our panelists tonight are Beyond BookSmart coaches, and they also provide additional support to both our coaches and our clients caregivers as Executive Function Consultants. And first up, we have Vin Kachurik joining us from Ohio. Vin please tell us about yourself and your roles at Beyond BookSmart.Vin Kachuik 03:01Hi everybody. As mentioned, my name is Vin Kachurik. I use they/them pronouns. I live on a farm in Ohio with my spouse and my elderly Greyhound, he's sleeping over here next to me. I'm an executive function coach and consultant here at Beyond BookSmart. And prior to this, I taught creative and academic writing at the college level for about 10 years. Though, given that most of my students were first years, I feel like a lot of my classes would have been better titled "How to survive college 101". I feel like I spent as much time teaching students to manage the challenge of college as I did teaching them writing. But that experience really helped me develop a lot of the skills that I use now, experience that I hope will be helpful to you today.Hannah Choi 03:43Yes, absolutely. Thanks, Vin. It's really great to have you here with us tonight. Next on our panel is Amy McDuffie joining us from North Carolina. Amy, can you please share your background and the work you do at Beyond BookSmart?Amy McDuffie 03:56Yes, thank you, Hannah. Hi, everyone. I have been a coach with Beyond BookSmart for the past two years. And I'm also a member of our hiring team and an executive function consultant. I use she/her pronouns and my background is in special education, specifically in behavior and learning disabilities working with students from elementary through high school. I'm also a former behavior specialist supporting students from kindergarten through eighth grade with a focus on social emotional learning. I'm also the parent of two pretty awesome teens. I have a 14 year old daughter and a 17 year old son. And I'm so glad that you all are here and I'm really excited to be with you.Hannah Choi 04:39Thank you and welcome, Amy. All right. So let's get started. Motivation itself is not an executive function skill, but it is supported by and made much easier by a bunch of EF skills. If you hear me say EF it's short for executive function. Cognitive flexibility is needed to imagine a future state that is different from now and come up with ways to achieve it. Working memory helps to keep that future goal in mind. organization and planning are needed to sequence the actions to get ourselves to that future state. And task initiation gets it all going. And emotional regulation helps us maintain optimism and persevere despite setbacks. So it's not really surprising that kids with EF weaknesses or ADHD can have concurrent issues with motivation. However, these underlying executive function challenges are often to ignore are often ignored, or unrecognized, or worse, misconstrued as laziness. So all of these EF skills that help with motivation live in the prefrontal cortex, our thinking brain, it's right behind your forehead. So if we have these prefrontal cortexes and EF skills that are supposed to be helping with motivation, why is it still so hard to get motivated? For kids, one huge part of the answer to that question is that their executive function skills are still developing, they're still emerging. And these skills don't fully develop until our mid to late 20s. So in addition to not having access to fully developed EF skills, they also don't have as many years of experience as we do, and learning like what works and what doesn't work. And remembering this can help us be empathetic to our children when they're struggling with motivation. They're not doing it intentionally, or to be contrary, although it can feel that way. They're lacking the skills. And when we view their behavior only through our adult lens, it can set up unrealistic expectations for them. Hannah Choi 06:44Our motivation, and the related EF skills can also be impacted by systems in the brain. The limbic system, and especially the amygdala, which detects threats cannot differentiate between real threats like a car accident, or a bear attack, and perceived threats, like a lot of homework or having to clean your room. And so the limbic system detects the threats, and then says, "Alert, alert, get out of here or fight back, because this does not feel good". And in doing this, it actually hijacks the thinking part of our brain, and it sucks energy and blood and oxygen away from it, and makes it harder, sometimes even impossible to access our EF skills, which as we know, we need to motivate ourselves to do the things we don't want to do. So managing our emotions so that we can stay in the thinking part of our brain is a huge part of conquering motivation. So stay tuned, because we're going to cover the executive function skill of emotional regulation benefit. Another really, really, really important thing to look at is the ADHD brain, and how motivation is impacted by ADHD. Amy, you are our ADHD expert. Can you explain this for us?Amy McDuffie 08:00Yes, thanks, Hannah. So there's some fascinating research on the impact of ADHD on motivation. And understanding these dynamics can really help us to empathize with individuals with ADHD. So ADHD is associated with lower levels of the neurotransmitters dopamine and norepinephrine. And this changes how the ADHD brain perceives both reward and pleasure, which causes a lack of enthusiasm for starting or completing tasks. So this might be one reason you have difficulty with motivation if you have ADHD. And this can also mean that kids with ADHD experience much more frustration and failure than they do success, which has a negative impact on their self perception and also increases stress. So this can become a real barrier to getting started, it can become a self reinforcing negative cycle, and also results in less efficient processing because all that stress just makes the brain shut down. And another big difference in the ADHD brain involves the brain structure called the default mode network, which is the part of the brain that activates when we're daydreaming or not focused on a task or activity. And when the brain is directed towards a task or goal, the default network deactivates. But in ADHD, this part of the brain is more often activated, which leads to your focus constantly being pulled away from what you're doing in the moment, and toward completely unrelated thoughts. So that explains why staying focused on really tedious or repetitive tasks can be such a chore with ADHD. It really isn't a matter of will, it's a matter of neurology, and that's why brain based interventions can be really effective for individuals with ADHD. Hannah Choi 09:56Yes, thank you so much, Amy for that. I know it really helps me to understand what's going on in the brain. And I always work with my clients to help them understand. So I hope you all found that helpful too. And if you're concerned that the causes of lack of motivation in you or your child run deeper than EF challenges or ADHD, please reach out to a mental health provider to explore the possibility of depression or another diagnosis. Hannah Choi 10:25Okay, so now that we have a better understanding of how executive function challenges and learning differences, like ADHD can impact motivation, we can see how the label of "laziness" is often unfair. Yet, it can often go a step further, being repeatedly told you're lazy, can weave itself into our perception of ourselves and our inner narrative, like Amy said, and it makes it harder to break free from the label, as you may even begin to believe it yourself. And this is where having someone you can rely on for support, who's outside of yourself, who doesn't have the same perspective of you. And that becomes essential, they can help break those narratives and introduce new habits and ways of thinking. And I know this comes up often for us coaches, and so Vin, could you share a little bit about how you approach breaking that negative narrative with your coaching clients?Vin Kachuik 11:17Yeah, I'm happy to. So as Amy and Hannah both mentioned, that negative thought cycle can be really, really debilitating. So one of the first things I focus on with clients is finding and celebrating those easy wins. My favorite approaches to this are things like acknowledging overlooked successes, and also finding simple goals that are fairly quick to accomplish with little support. So for instance, if a client tells me that every day they get up with their alarm, I am just over the moon for them like to do that consistently is an absolutely amazing skill. It's a solid routine they can build other routines off of and it obviously not everybody can do that. And this shifts the perspective from what the client is not doing that largely comes from those expectations to what they are doing, showing them that they have skills and strengths to be confident in. And if that same client tells me that they want to do something like keep their clothes off the floor, but they just can't start that task of picking them, picking them up and organizing them. A simple win could be just taking the time to say, let's try it now and see what we can get done. There's no expectation of completion of the task here. The goal is to take some of the stress out of just initiating that task, and celebrate whatever progress comes of it, which can often be enough to sort of break that negative mindset. With both of these approaches, though, I always try to understand why the client wants to accomplish a certain task. Because often what reinforces the negative cycle are expectations that don't value the same things that our clients do. undervaluing the ability to consistently get up with your alarm makes the very tools that can help our clients seem worthless to them. And overvaluing. A tidy room can negatively incentivize our clients to prioritize a task that isn't really important to them and often sets them up for failure. So to kind of put it simply -"too long, didn't read", to help turn someone's negative narrative into a positive narrative set up and celebrate an easy win to show them their value, and then reflect on what they value and why.Hannah Choi 13:36Thank you so much. And I love that someone submitted this request with their webinar registration, which I think many of us will relate to. And it also gets to the "why" that Vin was just talking about. One registrant wrote, "Please help me understand why my son can be so motivated to get schoolwork done, but says that closing his dresser drawers and picking clothes up off the floor or cooking himself oatmeal is too much work". This is such a great question because it illustrates how much motivation is affected by whether we want to do this thing or not, whether it's important to us or not. And our parent perspective sure can be very different from our kid's, or even our partner's. So in this example, the student is more motivated to do schoolwork than household tasks. And it may be because his schoolwork is just more important to him. But to his parent, those household tasks are also really important. So how can we reconcile these differences in perspectives? Let's check in with our coaches to see what they have to say.Amy McDuffie 14:44All right, so I want to talk to you about a tool called HALT which stands for hungry, angry or anxious, lonely and tired, which I find to be really helpful to use this tool. These are all general triggers that can lead to poor self-control. And this is a good tool to use before addressing those differences in perspectives and just communication in general. You know, we all know that if someone initiates an important conversation when we're exhausted or haven't eaten all day, it's so much harder to receive the information and have a productive conversation. We're just not as great at communicating when those needs aren't met. And speaking of communicating with our kids, I know that we all want to help to problem solve to jump in and be a fixer. But we really have to remind ourselves that listening is the most important thing we can do when our kids open up to us. And this requires us to really tune in and avoid focusing on our own responses while our kids share their struggles with us. Our colleague, Denise taught me the acronym "WAIT" which stands for "Why Am I Talking?" as a reminder to just listen, we also have to remember that our kids experiences are very different from ours, we really have no idea what it's like to grow up in 2023. And it's just not helpful to operate from the place of "When I was your age...".Vin Kachuik 16:17That's so true, Amy, thank you. And another tool to kind of go along with that that I like a lot for this is Covey quadrants, Covey quadrants or sometimes referred to as the Covey Time Management Matrix, or the Eisenhower Matrix - it's got a lot of names- for prioritizing time, and tasks. So essentially, each task is classified by its urgency and importance, which then organizes it in to one of the four quadrants shown here. So quadrant one is the urgent and important quadrant, it's the top priority, the thing you really need to get done now. An example might be the big math exam is tomorrow, and you need to prepare. The action for this is do it to the best of your ability, complete that task as you can. But keep in mind that putting too many tasks in this quadrant can be overwhelming, and often causes burnout, which may be why, you know, in the question, the kid was like, "Oh, I can't make oatmeal, but I can do my homework". Well, that's because that quadrant was already full. In quadrant two, the not urgent but important quadrant. That's for things like keeping up with an exercise routine. The action for that is scheduled it. This is something that you want to make as routine as you possibly can. And because this is where the deep work and skill building really happens and where most people tend to be at their best. Quadrant three, urgent but not important. Something like it's garbage day, your chores need to be done tonight. An action for that is to either delegate it or ask for help with it. This quadrant often involves learning to set boundaries, and advocating for yourself by asking for help when it's needed, or learning to say no to what you can't accomplish. And lastly, Quadrant Four, the not urgent and not important quadrant. That's for things like watching Tik Toks, or TV. The action for this is unfortunately "delete it". These are often low value instant gratification and avoidance coping strategies, which isn't to say you can never enjoy a little fun and leisure time, but just not to the detriment of other priorities. Vin Kachuik 18:36So if defining urgency and important importance feels a little too subjective to you, something you can do is use just a simple one to 10 rating scale to help clarify the value of each task. Using this framework allows us to better see and illustrate our own value systems. But the most important important part of this is following up with those tasks that aren't as valued. For instance, watching hours of Tik Toks not as an act of laziness or defiance, but recognizing it as a poor coping strategy when faced with a bunch of disorganized and overwhelming tasks that you don't know how to start or manage. Recognizing this provides an opportunity, like Amy was saying, to better understand differing perspectives, and reconcile those differences in expectations that can often lead to conflict.Hannah Choi 19:28Thank you for those, Vin and Amy. And the other strategy that may help with sharing expectations and understanding perspectives is family meetings. And there's a lot of great resources online for learning how to hold effective family meetings. And yes, you'll probably get some pushback from the kids but stick with it. The experts promise that it's worth it in the long run. And you'll want to keep that HALT tool in mind and make sure everyone is well fed and rested before you start the meeting. Hannah Choi 19:54All right, so now that we've learned about the development of executive function skills, motivation and the the brain and how differing perspectives can play a part? Let's look at some specific tools that can support motivation. As many of you asked about this, then and Amy, what are your favorite tools and strategies through their coaching clients to help them get motivated?Vin Kachuik 20:16Oh, so one of my favorite one, it's actually two tools, I use them together. It's a combination of first step and five minute goals. These are two of my absolute favorites. And I tell clients to use this all the time, I find is really effective for task initiation, which can often be the most challenging part of any task. As the name suggests, first step is all about finding the first step to a task that makes sense. And five minute goals makes doing that step seem a little bit more manageable by setting the expectation of only having to do that task for, you guessed it five minutes, after those five minutes, if it's not so bad, then you know, keep going, great. If you can't do it any more than just celebrate that you did at least five minutes of work, which is infinitely more than doing nothing. It seems simple and straightforward. But part of why this is so effective, is that more often than not, we tend to view tasks based on their last step, we make dinner, we finish our homework, we go for a run, and so on. And we lose sight of the initial steps that we need to get there, like deciding what to make for dinner, gathering homework, materials, and warming up for a run. But even knowing where to start isn't always enough to muster the motivation, especially when the steps that follow feel big and insurmountable. So this is really where five minute goals comes in, to better manage those expectations and keep the focus more on those short term steps that ultimately lead you to that task completion.Amy McDuffie 21:50Thanks, Vin, that's really helpful. Another tool that that I like to use to address motivation is called decisional balance. And this tool examines the potential benefits and costs of making a change, and also for keeping things the same. And this can really help determine why making the change or doing the thing is important to you. Even if it's something that you find really mundane, you know, thinking about, is there some bigger benefit down the road. You know, motivation can really be impacted about how we feel about a task. And I just think this is a really great tool. It also supports self regulation, metacognition, and even planning, prioritization and time management skills.Hannah Choi 22:37Yes, thank you, Amy. And I wanted to bring up Covey Quadrants one more time, because in addition to helping us understand each other's perspectives, as Vin shared with us, this tool can also help us with motivation. And by completing the activity of the covey quadrants, you practice the executive function skills of planning and prioritizing. And Covey quadrants can help you define what you truly need to work on first, and because sometimes it can feel like everything is urgent and important, which can make it hard to get started. And so Covey quadrants kind of helps you narrow it down. And it can also remind you of those quadrants and those activities, sorry, in quadrant four, which might provide temporary relief from the discomfort of doing the things in quadrant one and three. But in the long run, these activities can have negative consequences. They divert time away from the important and urgent tasks in quadrant one. And they also divert time away from those energy giving and rewarding activities that are in quadrant two. And if you're having trouble getting buy-in from your child, or even yourself, to do this whole Covey quadrant exercise, you might instead try simply making a list of everything that needs to get done. It sounds simple, but it really does help to get it out of your brain and onto paper. And just like Vin said, thinking about tasks as a whole can feel insurmountable, but seeing them written down one by one can help. Hannah Choi 24:04Okay, so let's quickly visit the emotional right? Let's quickly visit emotional regulation. That's an executive function skill that is key to pretty much everything. That was what we - I mentioned that back when we were talking about the brain. So as we learned, being able to regulate our emotions is a huge, huge piece of the motivation puzzle. And it's much harder to use our EF skills to complete or even start a task if our emotional brain is taking control of the situation, instead of our thinking brain. So panelists, would you please share your favorite emotional regulation tools that help us stay in our thinking brain?Vin Kachuik 24:46Yeah, sure. I'm personally a big fan of breathing - Need it to stay alive but some simple deep breathing techniques can also do wonders for emotional regulation, especially with just a little bit of practice. What I'm particularly fond of is the four by four square breathing technique. So you breathe in for four, hold for four, breathe out for four, and hold for four. And there's tons of other variations on that as well. There's ones with visuals, geometric visuals and meditations to follow and things like that. But what I find most effective about this is that it gives something specific to focus on the counting, or the visual gives you something specific. I hear a lot from my clients, especially those with ADHD, that they just they cannot meditate, because they can't keep their mind clear, there's just too many thoughts. And they don't know how to put them aside, counting using the four by four can aid that focus to practice deep breathing, even without a clear mind, and you still get the one of the most beneficial parts of meditation from that.Amy McDuffie 25:53I totally agree with you, Vin. Breathing is such an important tool for emotional regulation. And going back to our HALT tool for just a moment, I think we also need to be mindful of the role that sleep plays and emotional regulation, we can probably all attest to the effects of a poor night's sleep, you know, we tend to be so much more irritable and vulnerable to stress without sleep. So just a few tips for improving sleep, are sticking to a regular wakeup time each day, getting some sunshine in the morning, if possible. This really just helps to reset our internal clocks, and making your bed a sleep haven. So avoiding using it for work or homework. And also avoiding blue screen light because that really stimulates our brains. I also encourage clients to establish a bedtime routine that includes calming activities, leading up to that time, you know, something like reading or practicing that deep breathing. Even using an adult coloring book can be really soothing, really just anything that signals to our brains that we are preparing for sleep.Hannah Choi 27:04 Yes, so important. Thank you so much for sharing those, Amy and Vin, those I use those, they work very well for me. And I also need to make sure I get a lot of exercise. And I also noticed my kids do a lot better when they've been active. So something to remember is that with these emotional regulation tools, and any of the other tools we mentioned tonight, we have to practice them regularly for them to do us any good. They need to be able to come easily to us when we need them. And that's only going to happen if we practice them. And sometimes kids can be resistant to using external tools. So what we can do is normalize using them by using them ourselves. And we can show them like, "Hey, I'm gonna write this down. So I don't forget it" or "My day is going to be crazy. So I'm going to write down everything that I need to do". And so showing them that you can use those external tools and have it be really helpful. Okay, so we're going to jump into our Q&A, and see what questions we can answer for you. Thank you for dropping some in there. Let's see. Hey, Amy, would you like to share how we can teach executive function skills over the summer summers coming up?Amy McDuffie 28:15Sure. I think summer is a really great time as coaches to work with clients on EF skills, because it really gives us the opportunity to work with clients in a you know, low stakes, low pressure situation, you know, looking at what their goals are, what their interests are. Personally, I have really enjoyed coaching in the summer by tapping into clients' interests. Last summer, I worked with a client who wanted to learn how to create a graphic novel. So we took that project and, you know, basically identified all the tiny steps to take along the way to, you know, to reach the bigger goal of developing that graphic novel and worked in so many EF skills along the way. So, yeah, there's just so many fun things to do over the summer with coaching.Hannah Choi 29:11Great, thank you. All right. So let's see. Here's another one. What are some strategies to help kids who know what they are supposed to do and how, but still avoid the task because they find it boring, time consuming and not engaging for their level of intelligence?Vin Kachuik 29:30I can take that one. Hannah Choi 29:33Okay, thanks, Vin. Vin Kachuik 29:35There's so first of all, a little personal background from that -been there. And both personally and professionally. One of the best recommendations I have is, honestly, I had another layer of challenge to what they're doing. I mean, a lot of times creativity and intelligence kind of go hand in hand. And so there's a lot of opportunity to invite a creative perspective on how They approached that work, maybe, you know, taking it up a notch to do beyond what the assignment asks for. And to do part that something is a little bit more interest to them, even if it means a little bit more work, at least there'll be a little bit more engaged in doing that. And sometimes to the other option, that I find is that a lot of times, a lot of times clients and students who have done that, or struggle with that, they're not being challenged enough in other ways, even just beyond the classroom. So even just affording an opportunity prioritizing something that is more fun and stimulating to them, can kind of open them up to like, Okay, well, that was great. So I feel good. Now I can just tackle these other tasks. Easy peasy.Hannah Choi 30:48Yes,Amy McDuffie 30:49I love that. Hannah Choi 30:50All right, I see a question that I'm gonna steal. How do you stay motivated through transitions, my kids always struggle with change, and their already rocky systems tend to crumble? Yes, this is very tricky. I actually interviewed a licensed clinical social worker for this, her name is Rachel Hulstein-Lowe. And you can listen to that episode, if you go back a few episodes in there in our podcast. And yeah, we talked for a long time about that, and how challenging that really is. And those transitions can come, they can be expected transitions, like the beginning of the school year, the end of the school year holidays, or they can be unexpected transitions, like you have to move or, you know, just some some unexpected change that can happen. And the most important thing is to have some thing for your kids to fall back on. So they have like a really safe place at home, they feel really comfortable at home. So a lot of that, like validation and connection that we can make with our kids to to give them a safe place to feel to be. And then also the sleep, nutrition, exercise. Those three are huge. Without taking care of those, it's very difficult to manage those already rocky systems. And so it can sound silly to just to say that those are important, but they truly, truly are. And then also practicing some mindfulness can be really helpful too. So, you know, just take some time to be in your body and to see how you feel. And to just check in with that can also be really helpful with that emotional regulation that comes with those challenging transitions. Hannah Choi 32:36So, all right. Let's see. Um, let's see, how do you support a 10 year old who is reluctant to change? Anybody want want to dive in for that?Amy McDuffie 32:54I'm happy to jump in on that one.Hannah Choi 32:57Thanks, Amy.Amy McDuffie 32:57Thank you. Sure. So working with with a younger client who's reluctant to change, you know, I think it all comes down to just being able to connect with them and find out what's important to them, even at 10 years old, they're gonna have strong opinions and interests of their own. So I think it's really important to tap into that with them. And then, you know, also see, you know, what is motivating to them? What are they motivated by in their interests? And, you know, look at, you know, kind of bigger picture, like, do they see areas where, you know, of their strengths, what are their strengths and areas that they need to, you know, maybe potentially grow in. And if you're able to kind of, you know, access that that gives you an opportunity to really work with them on, you know, let's see where we can make some small changes and just kind of experiment with some making some changes and see what happens.Hannah Choi 33:59Yeah, and that's why when we work with our clients, we never, like give extra work or anything, we just work with what our clients are already doing. So that can be helpful to get that buy in and make that connection is, in some is meeting them where they are. Hannah Choi 34:20All right, let's see, oh, someone would like Vin to share a few more examples of how to increase engagement by adding a layer of challenge.Vin Kachuik 34:30Sure. So one that I like a lot, actually. And this helps in two ways is actually timing your work giving limited chunks of time to do it. So basically challenging, so like, how can you get this done in an hour? Yeah, you're smart. You're good at writing, right? You know, can you write this paper in an hour? I bet you can. Yeah. And not only so that does a couple of things. One, it gives them a time limit to stay focused on the task. so they don't sort of lose themselves in the weeds and get bored. And then again, adds that layer of challenge to it. But the other could be something along the lines of, you know, giving them the freedom and flexibility or challenging them to do extra research into what they're doing. You know, if they're doing a set of math problems they know how to do, and it's just really boring to them. Then you ask them to maybe find new math problems or harder math problems, ask them to explain those math problems, to you to be the authority to be the teacher is the all of these are really good ways to add an extra level of challenge and also responsibility that can kind of take them out of that. This is routine. This is boring, I don't want to do it, feeling.Hannah Choi 35:47Love it. Let's go back to the brain. Amy, you noted that low levels of neurotransmitters means that successes can be less reinforcing for those with ADHD. If this is the case, do small wins or other strategies help someone with ADHD initiate tasks?Amy McDuffie 36:06That is such a great question, isn't it? Yes, yes. So yes, the answer is yes. Those small wins, absolutely help someone with ADHD, initiate tasks. As coaches, our job is often to help clients recognize those small wins, I find that working with clients with ADHD, they tend to have more difficulty, you know, recognizing what the small wins are, or just not seeing not seeing them at all. And we really have to, you know, look for those small steps that they're taking, and help them to recognize that, you know, because that's a bigger part of the issue is, you know, the, the negative reinforcement that they've received, and, you know, kind of that perpetuating, you know, narrative, and, you know, experiences of failures. So, it really is helpful to recognize even what we consider those small wins to help them get started.Hannah Choi 37:08That's great. Thank you. All right. My child is entering college in the fall. Any tips to help prepare for this change? It's a big one.Vin Kachuik 37:20Oh, man. So there's, yeah, there's a lot college is crazy. There's a lot to prepare for, for that. Um, honestly, I think the biggest thing and the most price specific advice I can get give is self advocacy. It's navigating college is really a matter. Like, I there's this mentality, that when you go into college, you have to listen to what everybody else says and does all the time. But like they're there to serve you. You're paying to go there, your education is a matter of what you choose and get out of it. So there's a lot of self advocacy needed, especially in terms of saying, hey, I need help with this, Hey, I need help with that. How do I do this? And there's tons of resources on campus, the best and most successful students I've seen are the ones who are not afraid to walk into somebody's office and be like, Hey, can you help me? And like, nine times out of 10, that person will, because that's their job. That's what they're there to do. So tell them you know, really tell them, Don't be afraid. You are ruler of the roost, king of the castle, they're, they're there to help, you know, and you have to advocate for what you need.Hannah Choi 38:32Yes, I always encourag/make my college clients make sure that their teacher knows their name by the end of the second week. And it has come in handy. So many times when they've had to remember I had one client who had to miss midterm because she was really sick but because she had developed a relationship with a teacher, that teacher was completely understanding and was really gentle with her and allowed her to schedule it on a different day.Vin Kachuik 39:04And the more you talk, the more you self advocate that yes, yes. And absolutely. And it makes that whole process so much smoother.Hannah Choi 39:12Yes, a lot of feedback that I get from my college clients is that they were scared or really nervous to approach their teacher. But then afterwards, they realize, Oh, they're just human. And then they were not they realized that they didn't have to be nervous, and then it was just so easy to do it the next semester. Yeah. Something else that I recommend for for entering college is just understanding that 80/20 switch. So when you're in high school, you know, like, the 80% of it is done, maybe like in in school, or with a lot of support and then 20% of it you're going to do on your own, but it's the complete opposite in college and there's just 20% of support given and then you are sponsible for that other 80%. And that can be really shocking. I had a client say to me, I realized that I have to spread out my work over a few days, and not just do it all like the night before it's due, which is usually what we have to do in high school, just do it the night before it's due. So that's a good thing to keep in mind. Hannah Choi 40:18All right, um, okay, so since this webinar addresses kids, are there any suggestions for motivation that apply to adults? I just want to say that everything all of this can use for adults.Vin Kachuik 40:37Apps? Absolutely. Yeah, I mean, really, any of this, this, this is not stuff that's unique to kids. There's plenty of adults who struggle with this, I would say, probably the best suggestions I have are for really kind of going back to that self reflection and understanding your values value system. It can get very easy to get sucked into the rat race of doing things to other people's expectations, and to the detriment of yourself. So I would say the tools that we use, like HALT, you know, checking, regulating yourself that way, because you can't help anybody else. If you haven't helped yourself, it's like oxygen masks on an airplane. And, and honestly, also, the Covey quadrants are a great way to kind of break down your day and your routine and say, like, what is really important to me right now? Yeah, it literally addresses that what is important, because it can be easy to get lost in things like saying, Well, my work is important, doing the dishes are important. But maybe in a given moment, spending some time with your family is actually the thing that's most important, it gives you that that sense of longing, or that sense of sorry, family and like reduces that sense of longing that you may feel that loneliness and HALT, right, and also just strengthens those bonds.Hannah Choi 42:03I love that. All right. I think we have time for one more. Do you have a suggestion of digital planners or calendars for those who have reading and writing struggles, maybe dyslexia and ADHD, who need more executive function help?Amy McDuffie 42:21I'm happy to jump on this one, Hannah. Thanks, Amy. Sure, sure. So absolutely. Digital planners and calendars are so helpful. I highly recommend Google Calendar, it's easy to use, it syncs across devices. And you know, even you know, younger children with access can even utilize them as well. I utilize them with both of my children just with us planning events and appointments so that they know what's coming up. And it's really helpful. There are so many other apps to use. As planners as well, there's iStudiesPro, My Study Life, I know that that one is free, and I believe it was actually developed by a students with along with her mom, it's a really good one. And I know a lot of clients who also use the Todoist app as well. So there are just a number of them out there. And just on a personal level, I also really, I knew this is not digital, but I use a bullet journal for myself along with my Google calendar. And it's just a great way to kind of list out all of my to do's each day in conjunction with my calendar.Vin Kachuik 43:37I add one thing to that bullet journal. Yeah, they did the motivation. One of the things I love about physical planners, is I always suggest to my clients, customize them personalized for them, and stickers, raw all over them. Because honestly, we like pretty things. And if it's pretty attractive, we're gonna use it more. Absolutely.Hannah Choi 44:01I love it. That's my combo, too is the Google Calendar and a bullet journal can't live without it. Hannah Choi 44:08Okay, so this is where we ended our Q&A section of the webinar. Now keep listening to hear the rest of the conversation that I recorded with Amy and Vin the next morning, which I might add was Vin's first day of vacation. Thank you, Vin for taking some time out of your first day off to add your insights to our answers to these great questions. Hannah Choi 44:31Hey, Vin and Amy, welcome back. We had so many awesome questions at the end of last night's webinar that we just really wanted to get back into and answer some of them right. Yeah. Yeah. Thanks for joining me again.Vin Kachuik 44:48Sure. Thanks so much. It was great last night. Yeah.Amy McDuffie 44:51It was so fun.Hannah Choi 44:54Yeah, people ask such good questions, too. I always wish we could see them. That's the one thing that I don't like about I did it. I feel a little disconnected from our audience. So. Vin Kachuik 45:04So that is the part that you miss. Yeah, getting that like good audience feedback is really?Hannah Choi 45:13Yeah, it's like everyone has masks on, right? Yeah. Yeah, so let's dive in. Let's see, what's the first one? All right, what are the strategies to develop motivation and teenagers with Oppositional Defiant Disorder? What a great question.Amy McDuffie 45:34That is a really, really good question, Hannah. Honestly, I think that the strategies are pretty much the same as what we have already discussed. But just knowing that it takes so much more time, a lot of patience, you know, to work through those strategies. And, you know, really sharpening this communication skills that we had talked about is really, really important here. And I think that, you know, any opportunities for, you know, autonomy, and, you know, giving the child ownership in the process is super important in these situations.Vin Kachuik 46:14Amy? Oh, I'm sorry, I didn't mean interrupt. I just in the webinar last night, you talked about like, the there's a lot of talk about, like the neurotransmitters basically, acknowledging the bad more than the good a lot of times. And do you think that Oppositional Defiant Disorder, like one of the issues is that being told to do something takes away that feeling of personal success and value of the task? Because you're doing it for somebody else's expectation? And not really your own? That makes it feel like extra negative? I don't know, does that tie in at all?Amy McDuffie 46:46I think it does, because I think that, you know, again, that that piece of autonomy is so important here. So I think that's a really good point, then. And, you know, kind of going back to that, you know, negative track piece, I think that this is another situation where, I mean, that's a hard diagnosis to have for a kid. It really is. And, you know, I'm always concerned, like when I see that label of what the child's perception is, and what they understand about that. So I think that that's all really important to take into account here. And I really love I love working with, with teens and kids that, you know, have ODD because I feel like, it's such a great opportunity to really connect with them. And that is the most important piece and to build that trust. And just to get to know them as a person versus, you know, what the, you know, what the label says, or what the challenges are. And something that I have found to be really effective is, you know, really trying to set them up for opportunities for success, you know, what are their strengths? And, you know, giving them opportunities for leadership, you know, how can we build their self confidence, you know, to combat some of that, you know, the negative, you know, framing that they've had for however long.Vin Kachuik 48:13Ties back into those easy wins strategy, like acknowledging what they're good at? And yeah, what's that? What's an easy task that we can support that they can do well.Amy McDuffie 48:22exactly, exactly. Yeah,Hannah Choi 48:24I had a, I had a client who I started working with her when she was a junior, and then through her senior year, and she had oppositional defiant disorder. And, and I did notice that, in the beginning, it was, well, I just noticed that biggest change in our interactions and her openness to try new things, was after a while, and after she learned that she could really trust me, and that I was like, trying to help her build that autonomy. And it took a while, but I did see a big shift in in her. I don't know her willingness to work with me, and to work on making some change after we had developed a really strong rapport.Amy McDuffie 49:10That collaboration piece is just so so important here. So yeah, great,Vin Kachuik 49:16Honestly, that I feel like that kind of ties into, because I saw that a lot with like, college age clients back when I used to teach college too. There's that mindset of, well, I have to only do what I'm told and I can't do. Like, I'd like I can have autonomy. What is that? I don't know her. And, like, I think that really ties into a lot of the struggle kind of jumping ahead of like pursuing the support services in college that we were alluding to back in the webinar. Like, I know that admitting admitting that you need help, too, is also a really hard part of the process. And again, I feel like the autonomy and the trust are the big parts of getting somebody to admit that they need help, like knowing that they're not going to be chastised for it or, you know, like made fun of or torn down or anything like that. Because again, there's just there's so much I hesitate to say fragile ego. But when, when the systems that you've been taught aren't working for you, and you've spent your whole life feeling like you're behind everybody else, you know, where do you develop the self esteem and the self confidence? You know?Hannah Choi 50:32Yeah. All right. And actually, I love that we started talking about that, because that was one of our additional questions that we got last night, pursuing us support services in college. So that's great. We addressed that as well. All right, I'm kind of on the same theme. is starting school, a starting a new school, a good time to start new habits? Or is that too much? What are your thoughts on that?Amy McDuffie 51:00I love that question. I think it's the perfect time to start new habits, because you know, starting a new school or a new school year, I mean, that is that is a fresh start. So I feel like that's the perfect opportunity to try doing some things differently. You know, getting into a different routine, and establishing, you know, those habits, figuring out what works. So yeah, I think it's the perfect time. Hannah Choi 51:27I think Vin's point about like, small, small things, like start small, maybe not overhaul your entire life.Vin Kachuik 51:37But I think another advantage of starting fresh is that there's fewer bad habits to have to break or overcome. First. I mean, that's one of the things that's kind of difficult about habit building, we'd like to think in terms of like building good ones. But a lot of times that means overcoming bad one, yes. Once that we don't even realize or habit. Right? Right, right. So starting in a new situation, you're a little bit more self aware. Sometimes that translates to self conscious, which can be a little overwhelming, but you know, you're more aware of new surroundings and all of that. So I think it's easier to avoid falling back into bad habits and building new ones fresh, as long as you start small.Hannah Choi 52:18Yeah, yeah. And I think it's really important to take time to reflect on what your previous experience has been, and what you liked about that, what worked for you and what didn't work for you, and what you want to change in the future. Because if you can spend some time having that conversation with someone who's going to be really supportive and open for that conversation, it can really help to narrow down what you want to start with, like what, what small goals you want to set for yourself. So that self reflection piece is really helpful in that in that instance. Great,Vin Kachuik 52:56Aefinitely a challenge of habit building, though, is taking it not just starting small, but taking a theoretically, I'm just like thinking, I'm thinking of the example of like all the people who are like, you know, New Year's resolutions style habit building of like, I'm gonna start my new diet and go to the gym, and, you know, I'm gonna be perfect and all of that. And it's like, okay, good luck with that, because, like, new skills and habits, you know, and you're like, expecting results in a day and setting super high expectations, and it just doesn't work that way.Amy McDuffie 53:26Yeah. And I think that like, that's a big piece of starting, you know, starting anything new is also looking at, like, you know, what's likely to trip you up? What's likely to get in the way here of, of this working for me, because it's, I think it's really easy for us all to, you know, to set goals. And unless we look at like, really, what are the obstacles? And how do I address those? You know, I think we can not be as successful if we don't look at those pieces too.Vin Kachuik 53:57Reckless ambition, the dark side of motivation.Hannah Choi 54:02I always ask my clients is the goal that you're setting realistic and reasonable, right? Like, be honest, let's look at you know, all of your life experience so far, Is this realistic and reasonable? Because you want to set yourself up for success? Nothing worse than not reaching any of your goals because you've set them too big? Right? Hannah Choi 54:24Um, okay. Here's a coaching question. How often would someone need to meet with an executive functioning coach to make it effective? Once a week, every other week more than once a week? I think well, it just really depends on the client. I think once a week is a great starting place. Sometimes I've done twice a week, maybe broken that larger time down into smaller chunks. What about you guys?Amy McDuffie 54:54Yeah, I do think it's a good place to place to start Excuse me. You know, just depending on what the needs are, and you can always, you know, make adjustments from there.Hannah Choi 55:04I think what it comes down to is consistency. Right? Right. So whatever, whatever you determine is the right amount of sessions or the right duration or frequency. It's the consistency makes a huge difference. Very important with anything, right? Yeah. Yeah, true. Basically with anything.Amy McDuffie 55:23Yeah, keeping that momentum going is so important.Hannah Choi 55:28Yeah, yep. Yep. All right, once a child gets interested in something that they wanted to do, how do you keep them motivated to continue with it, like clubs, clubs or sports, they love the sport and playing, but they don't want to go to practice.Amy McDuffie 55:43Oh, my goodness, this is so familiar, Hannah, just as a parent. So my, my response to this might be a little, a little different. But I just having had personal experience with this in my home with my kids. I, you know, we do things a little differently now. And, you know, when there's interest in, let's say, playing soccer this season, you know, we sit down and have the conversation about what those expectations are, and what it means to commit to doing this thing. You know, there gonna be days where you don't feel like going or you don't want to go, or you're just not as interested at times. But you know, we really talk about is upfront expectations so that we know what we're getting into. And, and the follow through that, like, okay, so you want to do this, and, you know, we're committing to do this for the next couple of months. And that means going to practice and just kind of laying it all out there before, you know, officially signing on to take on this thing. And you know, beyond that, if you decide you don't ever want to do it again, that's totally fine. We can look at other things. But, you know, again, I think it comes down to just having those conversations upfront about the expectations. And, you know, it's another opportunity to look at, you know, look at the why, like, why do you want to do it, and also look at, you know, those opportunities for successes, you know, within whatever the activity they're doing.Hannah Choi 57:14Yeah, my kids, both my kids both play instruments. And so we deal with this a lot. They both been playing for a few years. And so it comes up a lot that they're just like, I don't want to practice. And something that something that is important to me is that it is okay for our kids to have discomfort. It is okay for them to to feel like, this doesn't feel good. And I don't want to do this. But I signed up, I made the commitment. So I have to do it. If we always protect our kids from those feelings, and then say, okay, you don't have to do it. I know you signed up for it. But now you don't have to do it. Because you don't want to. No, like, I think they need to follow through on the commitment that they made. And yeah, they're gonna feel some discomfort. But they're also, you know, like you said, the expectations were set up. So now they need to follow through. And there's so many lessons to be learned in that experience. Yeah, it feels awful. But hey, you're part of a team, or you made a commitment to your teacher or whatever, whatever that commitment is that you made. I do think it is a great opportunity to teach kids about learning about that.Amy McDuffie 58:31Absolutely. And about perseverance, too. So yeah,Vin Kachuik 58:35Yeah, that discomfort really like learning to sit with that discomfort, is what helps you switch your perspective, from have to, to get to, which is very important for keeping up with that consistency. Because if you think of it is just a burden or responsibility, like, I have to go to practice. Yeah, that may not be the fun part. The fun part, maybe the game, maybe you like the sense of competition, you'd like to, you know, high intense energy, or maybe you just like the performing part or playing around with your new instrument or whatever. Practice is hard, but it's what allows you getting to do that is what allows you to get to the fun parts as well. Hannah Choi 59:18Yeah, and be better at the fun part. Vin Kachuik 59:19Yes, it'd be better like it makes it more enjoyable. Hannah Choi 59:23Yeah. Yeah. My dad said to my daughter, he's a musician too. And he said, you know, what the, your motivation should be for practicing is so you don't feel like a jerk at rehearsal when you're the only person who can't keep up with the music. Practice so you feel confident at rehearsal. That's great. Yeah. One of my favorite quotes ever is by a psychologist called Susan David. And if you guys haven't looked into her stuff before, you got to read it, read her things. It's, she's amazing. And she has this quote that, ah, "Discomfort is the price of admission to a meaningful life". And I just love that. And so whenever I'm in a situation where I am feeling uncomfortable, I just remind myself like something good is gonna come out of this, you're going to learn from this, you're going to have some amazing experience or whatever. And it truly is. So, it's good for kids, too.Vin Kachuik 1:00:21of emotionally regulating that I can't stress the breathing enough and hold. Back to those references again. Like if you can't stand the discomfort, a there's either something wrong, you need to, you know, eat some food, drink some water, get some sleep, something like that. But like, if you all those needs are met, then just breathe. It makes it so much better. Just breathe few deep breaths.Amy McDuffie 1:00:45Yep, yep.Hannah Choi 1:00:48All right. Lessons for life. Just breathe, just breathe. Vin Kachuik 1:00:53It's literally a function of living. Hannah Choi 1:00:57Oh, my God, that was so funny when you said that last night. All right. Let's see. Here's, I think this is our last question. All right, my 19 year old son told me he's terrified about trying his hardest only to still fail. In the end. What are we just talking about? It breaks my heart. How do you address issues around motivation that are derived from fear of failure? Yeah. Perfect question to end with.Vin Kachuik 1:01:21Absolutely, yeah. That the way that you combat fear of failure is again, it's that "have to, not get to" that's where the fear of failure comes from. It's from the distance between where you feel you are and the expectations that are set above you. That's where things like shame and doubt just reign supreme, and can get the better of you. So a couple of things to do with that is seeing it less as the end result is the expectation and the doing is more the expectation, finding the value, and the joy in the doing the "Hey, I'm learning how to do this". Again, it comes back to starting small though, you know, do it with low stakes things, if it's a high stakes things thing, like a final paper or a big game or something like that, where it's all on the line. No, that's that's too much. It's very overwhelming. But I think giving like little like bits of like autonomy or responsibility to allow someone an opportunity to fail, and get comfortable failing, and learning from that failure in a low stakes environment. Things like, okay, so you know, you're going to be in charge at here's, here's a house plant, you now have a house plant, here's a living thing that's going to depend on you, here's some instructions for what it needs and how to take care of it. Don't let it try not to let it die, you know, kind of thing. And it's like, you know, find and take the opportunity to find joy and relaxation in doing that task. You know, given the opportunity, like here research, some some, you know, here's some resources on some plant blogs of people who have, you know, what they like to use and what they like to do. You know, I always one of my favorite things that I like learning about new clients is I always try and get at the heart of like, what do you geek? What's the thing that like you geek about and obsess over? Because finding that there's no fear of failure in that? Yeah, they love it too much to fear failure. And so I try and like bring that sense of, like, whether it's joy and or obsession, sometimes there's a fine line between those two things. I try and bring that into other tasks that we're focusing on and be like, how would you approach this? If it was, you know, this video game you love? Or you know, if it was this sport, you play? Or you know, this? I don't know. Kpop band that you're obsessed with? Right? Yeah, right. Yeah. And, and like, you know, because they don't, they don't have any sense of fear or worry over those things. Because they already feel like they're experts at it. Yeah. But it's because it's low stakes, nobody else has seen the expectations of them being perfect.Hannah Choi 1:04:12Yeah, that's great.Amy McDuffie 1:04:14Yeah, I mean, I think that's so important. And I, there's so much to be learned by failure. And I think, you know, like, as a parent, I feel like it's part of my job to to model for my kids that, you know, we all fail, you know, at times, you know, we all make mistakes. And, you know, it's like you said, it's not about, you know, the end result always it's the process of what you've learned along the way. And so I just do think it's really important to model that, you know, this is, you know, you know, it's part of life that that we run into, you know, struggles and, and failure at times. I remember when my kids were when my son was really young. I I read a book, I believe it was called The Gift of Failure. I can't remember the author's name. But it was really wonderful for me to read. And just to kind of look at failure from that perspective, because, you know, of course, we all want our kids to succeed and do well. But there is so much to be learned along the way with that struggle.Vin Kachuik 1:05:18The road to success is paved with bricks of failure, something something like that. Yeah.Hannah Choi 1:05:24Was it the Gifts of Imperfection by Brene Brown?Amy McDuffie 1:05:27No, it was not Brene. Brown. Hannah Choi 1:05:29Okay. Yeah, that's a good one, too. Something that I, that I really find helpful with failure is getting away from that black and white thinking of either success or failure, and how there's, there are so many layers to it, and so many, you might ultimately have failed, but maybe there's some kind of like, win along the way.Vin Kachuik 1:05:51Like you said, Any modeling for people, I think that's an important thing to acknowledge, too. I know personally, like when I was growing up, big time perfectionist, I would collapse and crumble at even the slightest hint of failure or criticism, and it made it so hard to learn and grow. And the really, I think, something that I personally had to do a lot of work for, was accepting that sense of like vulnerability, that feeling of discomfort, that feeling of it's okay to not meet these expectations, it's okay to not be perfect. And the thing that comes with that is you can be so much happier there. It's hard cultivating a lot of that inner strength. And I'm getting a little bit into, like therapeutic mindfulness, kind of talk here. But it, it's, it's ultimately so much better. I think it is that. I think that's the crux of the, what is it? Failure is, the the, or Hannah Choi 1:06:53Discomfort is the price of admission to a meaningful life? Yeah, yeah, yeah.Vin Kachuik 1:06:57That's really what it

Learning and understanding the signs of ODD. It's important you do your research as well, you need to be ready when speaking with a physician and when you're choosing the right counselor. You'll need a counselor that specializes in Behavioral. --- Support this podcast: https://podcasters.spotify.com/pod/show/drea-s/support

In this episode, I outline the ways in which the description of Oppositional Defiant Disorder (ODD) in the Diagnostic Statistical Manual (DSM)-5 overlaps with some of the surface-level indicators of Pathological Demand Avoidance (PDA) or "Pervasive Drive for Autonomy."Although there are many things that look the same on the surface, if we dig deeper to discover the root cause of your child's behavior, you may realize that Oppositional Defiant Disorder isn't really an explanatory diagnostic category, while Pathological Demand Avoidance (PDA) is.I also outline the five things that an Oppositional Defiant Disorder (ODD) diagnosis doesn't explain:Internalized expressions of PDA (e.g. freeze/fawn)Trouble accessing basic needs (e.g. toileting indepedently, safety, eating, sleeping, or hygiene)Sensory DifferencesSocial Communication DifferencesNeed for constant undivided attention/coregulationCitations: "High Masking" term by Rachel Dorsey, Autistic SLPTILT Parenting Podcast Reference: Episode 154: Dr. Mona Delahooke on Looking Beyond Children's Challenging BehaviorBeyond Behaviors by Mona DelahookeBody-Brain Parenting by Mona DelahookeTo connect with me, find me here: InstagramTikTokFacebookYouTubeFor more resources for parents, including #actuallyautistic pages to check out and a list of PDA-affirming practitioners in North America, check out the resources page at PDA Parents.For Courses, Programs, Coaching and Consulting, find me at At Peace Parents, LLC Thanks for listening! You are an amazing parent.xoxo,Casey

Dealing With A Defiant Teenager Tips for dealing with an angry teenager who doesn't want to listen. It's not easy, but these tips can help your family bond again. Learn 7 action items that parents can do to regain their influence and connection with their teenager again. * This video does NOT apply to children with significant trauma or who have been diagnosed with Oppositional Defiant Disorder. --- LINKS MENTIONED IN THE RECORDING https://theimpactfulparent.com/app Download the FREE Impactful Parent App! Available on Apple and Android App Stores. FREEBIES from episodes included! Apple Store: https://theimpactfulparent.com/ios Android Play Store: https://theimpactfulparent.com/android https://theimpactfulparent.com for more FREE Resources and paid programs. ---- Rate, Review, & Subscribe! "I love Kristina and all the FREE tips that she has to offer!  Thank you for making my parenting journey better!" 

David and Isabelle continue their conversation with poet, speaker, and activist for people with disabilities, LeDerick Horne—and get to hear him recite some of his incredible spoken word poems. They talk about how songs taught them to spell, the power of oral traditions, and an incredible school in Kenya that expanding education and access for those with disabilities. Seriously, his poetry will give you life. (Part IV of IV)------LeDerick continues sharing some of his poetry, describing his father's record collection and his mother's love of music—he recites his poem, “Alice Street Soundtrack,” Alice Street being the street where he grew up. The website understood.org (see below) shot an interview with them and how in one of his last lines, he spells out the word “FRESH,” which is one of the first words he learned how to spell, and it's also how David learned how to spell it first time. LeDerick and David share how they learned to spell Common from his songs, too. David feels so seen, having symbol recognition disorder, he has a 4th or 5th grade spelling level and learning how to spell words was always hard, the power of songs to be able to help us learn to spell (like Gwen Stefani with “Bananas” and Fergie with “Glamorous”). LeDerick describes how the written word (thanks, Gutenberg!) Has become such a big force in the world, which he respects, but he has a deep love of the spoken word and the necessity of the spoken word, with rhyme, with rhythm. He describes the Griots (for more info, see below) being the first MC's in Africa. LeDerick shares one more poem he wrote in 2020, celebrating the 30th anniversary of the ADA and also the national uprisings related to social justice and policing—and he wanted to write something about the beauty of those with disabilities. He recites “Until Every Barrier Falls.” David hearing LeDerick talking about the things he does in his poetry changed his understanding of LeDerick. Isabelle sees all the images as LeDerick is speaking, as does David. LeDerick describes the African word, “nomo,” which refers to the magic of the spoken word. We need to speak it into being, and like his Aunt Kay said, as long as we say someone's name, a person who has passed, they live. He comes from strong oral traditions, his dad was a cross-country coach, and his grandfather was President of his chapter of the NAACP, and LeDerick aspires to continue those traditions, and continue their work. If he's doing his job well, you can see it, poetry doesn't say, it shows. Isabelle and David are so honored that LeDerick has been Something Shiny's first guest (upon David's insistence, and LeDerick's generous sharing of time and energy), and we are here to promote whatever LeDerick wants to promote. He mentions the Rare Gem Talent School in Kenya that supports students with disabilities, and right now they're renting an old hotel and providing education for about 120, and were able to raise funds to get through the pandemic. Now they're trying to raise money for the land they're on and to eventually create a complex that will support 500 students with dyslexia, ADHD, etc. and have a huge waitlist. Nancy was just at the International Dyslexia Conference—you can't do it on your own (for more information and how to support this amazing school, see below!)Songs we mention that help us spell words“Fresh” -  Fresh 3 M.C.'s “Fresh” “Common” - De La Soul's “The Bizness” Bananas - “Hollaback Girl” by Gwen Stefani Glamorous - “Glamorous” by Fergi More info on the amazing school in Kenya:Rare Gem Talent SchoolVideo from understood.org featuring LeDerickVideo for “Until Every Barrier Falls” (WATCH THIS RIGHT NOW) More on LeDerick Horne(here's a brief bio)(here's his amazing link tree)LeDerick and Dr. Margo Izzo's book, Empowering Students with Hidden Disabilities: A Path to Pride and Success Black and Dyslexic Podcast (hosted by Winifred Winston and LeDerick Horne)Celebrating Black History and People with Disabilities - Youtube series A glimpse of LeDerick's live events - from the Nevada Student Leadership Transition Summit (NSLTS)The vision boards LeDerick talks about appear in this video at 18:45 - December 14, 2021, Humboldt County School District School Board Meeting - The Lowry High School NSLTS Team presents on their efforts, including self-directed IEPsNew Jersey Coalition for Inclusive EducationAll in for Inclusive Education  DAVID'S DEFINITIONSDisproportionality: the racial or ethnic differences that exist in how students with learning differences are identified, placed, and disciplined—for example, how black and brown students with ADHD might be labeled as having Oppositional Defiant Disorder or “behavioral issues” while white students are identified as having ADHD and thus treated very differently.Griot: a West African ethnic group dating back to the 14th century that act as storytellers, mediators, royal advisors, and bards, the keepers of oral histories and stories for families and tribes. For more, check out this wikipedia entry. https://en.wikipedia.org/wiki/GriotLearning Difference (LD): Because learning disability is a crummy, inaccurate term. For example, David does not have a learning disability, he has a sitting still disability.Inclusion/Inclusive Education: This refers to the idea that all students should have an equal opportunity to learn, and relates to parts of the law and education system that attempt to achieve this by acknowledging it is more effective and socially beneficial for all students (as research and endless evidence shows) to be in classrooms and experiences together, rather than segregated into different tracks or programs.  For a much more thorough description of all of the nuances around this, check out:https://en.wikipedia.org/wiki/Inclusion_(education)Individualized Education Plan (IEP): is for someone with learning or emotional needs in a classroom. An IEP is a legal contract with a school, that specifies the accommodations and modifications available for a student. IEPs are tailored for each individual student who qualifies. While it is similar to a 504 plan, or another type of plan that has recommendations that schools can follow, an IEP is more formal and structured, and increases the amount of supports a school can provide. IEPs are provided in public schools in the United States. To get an IEP, a child has to demonstrate the need for an IEP over a 504 plan, and be assessed by the school. For a big guide to IEPs, check this out. Resiliency: you're not going to shatter, whatever happens, it's not going to destroy you. Transmuting internalization - the Quantum Leap of psychology: going back and righting a wrong that happened to you, for somebody else. This is a term David borrows from Kohut's Self-Psychology, and the idea that you can develop the thin inside you that you were missing when you were growing up.Trauma - An event, injury, or situation that overwhelms your capacity to cope and leaves you in a state of feeling even momentarily collapsed—-you can't fight, or flee, or freeze and wait for more data anymore, you actually feel like you are about to die. Folks with ADHD can be confused for each other, and are often interrelated—more on this topic to come in future episodes!Trauma Mastery - Healing from your own injury by re-visiting or recreating situations with the hope that things will play out differently this time—eg. The person who becomes a therapist and helps survivors of trauma because they needed someone to listen and be there for them in their own time of pain.Trauma Reenactment - finding yourself drawn to and repeating cycles around the initial injury that occurred (e.g. you find yourself in relationships that wound you in the same way your initial trauma happened)—this can be unconscious, and dangerous when it happens without awareness and help, because you keep getting re-exposed to traumatic things again and again.-----Cover Art by: Sol VázquezTechnical Support by: Bobby Richards—————

David and Isabelle continue their conversation with poet, speaker, and activist for people with disabilities, LeDerick Horne—from how the LD/ADHD community often generates it's knowledge base from peers and social media, to losing resources by ignoring people, to recognizing that the suffering is real and the urge to help someone not suffer as you did has a big fancy psychology term for it (transmuting internalization, PHEW). Go further into the depth of how you're not alone and also hear one of LeDerick's incredible poems - Dare to Dream. (Part III of a series)----LeDerick talks about a multimedia approached to activism, making a Youtube series on Celebrating Black History & People with Disabilities, and starting up a TikTok account (see links below)—and the importance of recognizing that for most people with disabilities, the information is transmitted peer to peer, rather than parent to child. At most of his events, he notices that parents are sitting on the sidelines, and the kids are interacting about the best apps to use for accommodations—we're not going to read the book, access the study, but we can listen to a podcast. David jumps in about a shared oral history and the access to that oral history is geography—and now podcasts can overcome that. Given the history of segregation, and New Jersey being the 6th most segregated state in the nation, and living in a blue color, primarily black and Latinx community—you need to be able to cross over to other parts of town and communities to access information. Segregation cuts us off from resources, from information, and the power of having these conversations for everyone to be able to find out in the world. The power of sports or other activities to bring people together—he was able to meet folks that were not in special ed because he ran track and cross country. If he had just stayed in those classrooms, he wouldn't have had access to them professionally. LeDerick was invited to Harvard, the UN, the White House—connecting to others with a shared passion and from all walks of life. LD/ADHD crosses all lines, and it's important to recognize, and there is privilege that comes in there and makes the experience of being LD/ADHD so different. David names—when we're talking about people in this world, whether the color of their skin, their neurodivergence, their gender—there isn't one way to receive a message in this world.  And there's no way for a message to become universal, and it stretches, and we need to have these conversations more often, not just the right way. It's important to honor choice and agency—and with LD and ADHD, we're looking at exceptional people that are being missed. There are people who could be potentially curing major diseases, changing the world, we're losing resources by ignoring people. LeDerick went to school with some folks who he looked up to intellectually, artistically, and who were in the same classrooms as him—and whether it was resources at home, luck—the story ended very differently. The three of us—LeDerick, David, and Isabelle—we're the survivors, we're the ones who made. As he takes his last breath, LeDerick wants to know he's made the world a better place, so no one has to go through the same sort of suffering. David drops the transmuting internalization—it's the quantum leap of psychology, you don't want others to suffer as you do and you go back and try to the right the wrong that was done to you, for someone else. David doesn't want people to suffer, but he wants people to suffer (not as a jerk)—but he is what he is because of what he suffered. But what are the right ways to suffer? There's a lot of needless suffering. There's a lot of bad returns on investment, so being able to right these wrongs, and wanting to correct something that's wrong in the world, they can feel it, because they can tell that you're not correcting them. This makes Isabelle thing of trauma mastery, and how we can be unconsciously drawn to scenarios and relationships that reenact the trauma we suffered because we want to rewrite the script this time. And also the difference between pain and suffering, and there's some disease (leprosy or Hansen's disease) that numbs your ability to tell you've had an injury, so you keep going and keep going and this leads to infections and loss of fingers, etc. (See below)—the idea of pain as a messenger, as something that indicates you need to notice something so you can change it, versus suffering as feeling isolated and stuck in that pain and aloneness. Trauma work as requiring community, and connection and vulnerability, and how trauma can't be healed in isolation. David loses his thought around how this connects to inclusion, and the three pause for an insert, and then he thinks of what he wanted to say! He pulls up the example of PTSD rates and how countries that are facing war, like Israel, might be assumed to have the highest rates of PTSD—and yet Israel has the lowest rate, which relates to how when people return from being in military service, everyone gets it (because it's required and thus more commonly experienced). David is not listening to LeDerick and Isabelle's story trying to figure out what's wrong with them, they're just listening and sharing and gaining that common experience. Trauma reenactments can be scary, and around inclusion, everyone can have an accommodation and individualized education. Who wouldn't benefit from an individualized education plan? What if everyone had it and it's not a weird thing. LeDerick talks about his friend Mark McLendon. He had an emotional breakdown in his early 20s, leaves a family event and lays down in the car, going through it. Through the glass, his friend Mark knocks, and he said “you know, I don't exactly know what you're going through right now, and I know in this world that has a lot of suffering, but none of us has to suffer alone.” There's the idea of the dignity of failure, and there's a desire to wrap kids in a protective bubbles, and it's not treating you like a human being, we fall, we get our knees scraped, mistakes happen-you don't want to be so fragile that when that happens you break. It's important to go through the experience with words. David asks LeDerick if he could gift us with some poetry, and he graciously does, sharing the poem he wrote to high school kids: Dare to Dream. It's incredible, please listen to it now! It speaks to 10 year old Isabelle, and David was sort of expecting poetry (womp womp) and instead he saw him grabbing his hand and getting him out, and then wow. He tried for 8 years to record LeDerick speaking this poem to no avail. LeDerick remembered going to a Dare to Dream conference out of the New Jersey Office of Special Education and Bob Haugh, was encouraging him to put to words the specific experience and communication to the kids at the conference, witnessing these panels--and like so many things, the specific became more general and resonant. More on LeDerick Horne(here's a brief bio)(here's his amazing link tree)LeDerick and Dr. Margo Izzo's book, Empowering Students with Hidden Disabilities: A Path to Pride and Success Black and Dyslexic Podcast (hosted by Winifred Winston and LeDerick Horne)Celebrating Black History and People with Disabilities - Youtube series A glimpse of LeDerick's live events - from the Nevada Student Leadership Transition Summit (NSLTS)The vision boards LeDerick talks about appear in this video at 18:45 - December 14, 2021, Humboldt County School District School Board Meeting - The Lowry High School NSLTS Team presents on their efforts, including self-directed IEPsNew Jersey Coalition for Inclusive EducationAll in for Inclusive Education Random Things We Mentioned: Cheers - It's a sitcom about a bar  with the theme song: “sometimes you wanna go, where everybody knows your name, and they're always glad you came…”Leprosy/Hansen's disease as a disease that numbs your pain and thus leads to loss of fingers, etc.Israel having the lowest rate of PTSDArticle from Vanity Fair: “Despite decades of intermittent war, the Israel Defense Forces have a PTSD rate as low as 1 percent. Two of the foremost reasons have to do with national military service and the proximity of the combat—the war is virtually on their doorstep. “Being in the military is something that most people have done,” I was told by Dr. Arieh Shalev, who has devoted the last 20 years to studying PTSD….According to Shalev, the closer the public is to the actual combat, the better the war will be understood and the less difficulty soldiers will have when they come home. The Israelis are benefiting from what could be called the shared public meaning of a war. Such public meaning—which would often occur in more communal, tribal societies—seems to help soldiers even in a fully modern society such as Israel. It is probably not generated by empty, reflexive phrases—such as “Thank you for your service”—that many Americans feel compelled to offer soldiers and vets. If anything, those comments only serve to underline the enormous chasm between military and civilian society in this country.”DAVID'S DEFINITIONSDisproportionality: the racial or ethnic differences that exist in how students with learning differences are identified, placed, and disciplined—for example, how black and brown students with ADHD might be labeled as having Oppositional Defiant Disorder or “behavioral issues” while white students are identified as having ADHD and thus treated very differently.Learning Difference (LD): Because learning disability is a crummy, inaccurate term. For example, David does not have a learning disability, he has a sitting still disability.Inclusion/Inclusive Education: This refers to the idea that all students should have an equal opportunity to learn, and relates to parts of the law and education system that attempt to achieve this by acknowledging it is more effective and socially beneficial for all students (as research and endless evidence shows) to be in classrooms and experiences together, rather than segregated into different tracks or programs.  For a much more thorough description of all of the nuances around this, check out:https://en.wikipedia.org/wiki/Inclusion_(education)Individualized Education Plan (IEP): is for someone with learning or emotional needs in a classroom. An IEP is a legal contract with a school, that specifies the accommodations and modifications available for a student. IEPs are tailored for each individual student who qualifies. While it is similar to a 504 plan, or another type of plan that has recommendations that schools can follow, an IEP is more formal and structured, and increases the amount of supports a school can provide. IEPs are provided in public schools in the United States. To get an IEP, a child has to demonstrate the need for an IEP over a 504 plan, and be assessed by the school. For a big guide to IEPs, check this out. Resiliency: you're not going to shatter, whatever happens, it's not going to destroy you. Transmuting internalization - the Quantum Leap of psychology: going back and righting a wrong that happened to you, for somebody else. This is a term David borrows from Kohut's Self-Psychology, and the idea that you can develop the thin inside you that you were missing when you were growing up.Trauma - An event, injury, or situation that overwhelms your capacity to cope and leaves you in a state of feeling even momentarily collapsed—-you can't fight, or flee, or freeze and wait for more data anymore, you actually feel like you are about to die. Folks with ADHD can be confused for each other, and are often interrelated—more on this topic to come in future episodes!Trauma Mastery - Healing from your own injury by re-visiting or recreating situations with the hope that things will play out differently this time—eg. The person who becomes a therapist and helps survivors of trauma because they needed someone to listen and be there for them in their own time of pain.Trauma Reenactment - finding yourself drawn to and repeating cycles around the initial injury that occurred (e.g. you find yourself in relationships that wound you in the same way your initial trauma happened)—this can be unconscious, and dangerous when it happens without awareness and help, because you keep getting re-exposed to traumatic things again and again.-----Cover Art by: Sol VázquezTechnical Support by: Bobby Richards—————

David describes how in education, it might be helpful to facilitate extra resources and have other eyes on schools and supporting the staff and professional development, just as therapists need supervision, eyes on their work. LeDerick points out that nobody builds a building or a car or anything by themselves, most problems get solved in teams professionally, so when it comes to building up and supporting a child, it takes a village, too. When we say we want to educate all students, it takes a team effort to actually create the diversity needed to honor the students. Inclusion is a richer experience for most educators, too—the first two or three years for teachers is burnout city for teachers, and it's important to come to their support and help create this environment. LeDerick got his start being a motivational, assembly-style speaker in college, when he was part of a group of a support program for tutoring and accommodations to have community to celebrate surviving another week of college together. Someone suggested going back to their high schools—and it was great PR for the program he was a part of, but it also had a lasting impact on him and these young people.  When we think about this work from a civil rights, from an activitist point of view—young people should be the ones leading the work and informing and forming the voices of it. Training people to be better self-advocates, to run their own IEP meetings, to understand their rights under the law, to use their voice as an agent of change. Its important to give a voice to those who are overlooked, or being used—how important it is to make sure you're listening, not just directing. David names how LeDerick's experience is shattering expectations; we're taught to mask, to hide our LD's, to not talk about how hard the road is, to not talk about what to avoid, everything is good enough or not good enough — but we needs what's an inclusive view of success? What can success look like, because it's not going to look the same all the time. What's a model people can go to? Isabelle references Lawrence of Arabia—the potential of youth (see full quote below). There's something so important about people seeing someone who has actually walked the path be able to talk about the things we're not supposed to talk about. LeDerick wrote a book with his colleague, Dr. Margo Izzo (who also has ADHD -- see link below), and the use of narratives as well best practices for kids transitioning from high school into their next steps. The importance of near-peer mentors—the people who have recently been where you've been, the need for that. LeDerick talks about how the State of Nevada hired young adult facilitators going back into their high schools, and they make a vision-board/dream-board that speak directly to the IEP sections, and they teach cohorts of students how to capture the IEP sections in this board and present it in a visual way. Once the pandemic hit, the vision boards became PowerPoints and using social media images to help tell the story. One school created a club for people who are feeling marginalized, some students want to do teacher education, or getting on the loudspeaker at school and sharing a new disability diagnosis, to raise awareness. There's a video LeDerick mentions showcasing this: HERE IT IS (VIDEO OF VISION BOARD/STATE OF NEVADA).  What if we could make dream boards for work? How could we break some of the neurotypical molds we're caught in, sometimes without even realizing it. What it might mean to not have to constantly translate yourself to be understood by this neurotypical world. Being seen by somebody like you is so key. David appears to be paying attention but he is totally not—and the moment somebody gets that, they understand each other on a new level. He quotes Ruth Bader Ginsberg (see quote below) and describes how it may not be their fault, but the world carries a neurotypical gaze and it dictates what transitions should look like, what IEPs should look like.  We want kids in schools who are on IEPs to advocate and know what's on their IEP—because when they know what's on their IEP and how it works, they do better in school and more importantly, feel less shame around that. When IEP's were rolled out, parents were not given this instruction—kids were told to not come to the meeting, seen as something to be embarrassed by. It can mean a lot of have differences seen and validated—and more importantly, shared—it starts normalizing people's experiences and makes vulnerabilities understandable. It's like getting punched in the back of the kneecap, you don't have to make that part strong, you just have to acknowledge that it hurts. David's first exposure to not having to be perfect, it was through LeDerick's work—and they're still carrying the torch. Isabelle wonders what is nourishing LeDerick in this mission and what are some of the hard parts—LeDerick describes how sometimes he goes into a school and it feels like a prison. LeDerick and his co-host, Winifred Winston, on the Black and Dyslexic podcast (see link below), they interviewed Dr. Julie Washington, this researcher and expert on literacy, and she said how dyslexia and ADHD is a label of privilege—black and brown folks are labeled with emotional or behavioral disabilities, that leads to more restrictive environments our schools or society has, as opposed to the academic supports. Once in a while, LeDerick gets into one of those environments and has to really care for himself within those environments. Another hard part can be all the emails he has to write, and bookkeeping—and his wife Samyukta is incredibly supportive—she handles a lot of supports as far as business management, and he has hired other people with other professional supports. LeDerick is still trying to hack how to stay on top of email, and he's got a lot of stuff around his LD, but to break down emails into small and actionable steps instead of being overwhelmed—and how to ask for help! That is so important but also so challenging. LeDerick's work has pivoted in 2020, at home and seeing the murder of George Floyd, the lynching of Ahmaud Arbery—and people started coming out to LeDerick to come and do Diversity and Inclusion work. He said no a lot, because people weren't necessarily prepared for the work—like not giving their Diversity and Inclusion board any power or say. He wanted to make sure his work was really making a difference for people of color, particularly black folks. His work on the Black and Dyslexic podcast—it's really an intersection of pain points—Winifred came up with Black and Dyslexic parents (BADass parents!). He received a grant to increase access with folks with developmental and intellectual disabilities in New Jersey's black communities to the resources—that work has been so rewarding, but also carries so much administrative work. It's about how we show up in spaces, how to be your authentic self,  the head of a project, and someone with LD—and how to leverage technology, accommodations. Sometimes he needs the first three lines/bullets to get started.More on LeDerick Horne(here's a brief bio)(here's his amazing link tree)LeDerick and Dr. Margo Izzo's book, Empowering Students with Hidden Disabilities: A Path to Pride and Success Black and Dyslexic Podcast (hosted by Winifred Winston and LeDerick Horne)Celebrating Black History and People with Disabilities - Youtube series A glimpse of LeDerick's live events - from the Nevada Student Leadership Transition Summit (NSLTS)The vision boards LeDerick talks about appear in this video at 18:45 - December 14, 2021, Humboldt County School District School Board Meeting - The Lowry High School NSLTS Team presents on their efforts, including self-directed IEPsNew Jersey Coalition for Inclusive EducationAll in for Inclusive Education Random Things We Mentioned: Lawrence of Arabia (here is the quote, by Prince Faizel, played by Alec Guinness)— "Young men make wars, and the virtues of war are the virtues of young men. Courage and hope for the future. Then old men make the peace. And the vices of peace are the vices of old men. Mistrust and caution.”Ruth Bader Ginsberg quote: “not their fault they're male?” -- the real quote is attributed to film theorist Laura Mulvey's concept of the “male gaze” -- for a thorough article on the legal ramifications of this concept, check out Nicholas Mignanelli's 2019 article in the Journal of Race, Gender, & JusticeDAVID'S DEFINITIONSDisproportionality: the racial or ethnic differences that exist in how students with learning differences are identified, placed, and disciplined—for example, how black and brown students with ADHD might be labeled as having Oppositional Defiant Disorder or “behavioral issues” while white students are identified as having ADHD and thus treated very differently.Learning Difference (LD): Because learning disability is a crummy, inaccurate term. For example, David does not have a learning disability, he has a sitting still disability.Inclusion/Inclusive Education: This refers to the idea that all students should have an equal opportunity to learn, and relates to parts of the law and education system that attempt to achieve this by acknowledging it is more effective and socially beneficial for all students (as research and endless evidence shows) to be in classrooms and experiences together, rather than segregated into different tracks or programs.  For a much more thorough description of all of the nuances around this, check out:https://en.wikipedia.org/wiki/Inclusion_(education)Individualized Education Plan (IEP): is for someone with learning or emotional needs in a classroom. An IEP is a legal contract with a school, that specifies the accommodations and modifications available for a student. IEPs are tailored for each individual student who qualifies. While it is similar to a 504 plan, or another type of plan that has recommendations that schools can follow, an IEP is more formal and structured, and increases the amount of supports a school can provide. IEPs are provided in public schools in the United States. To get an IEP, a child has to demonstrate the need for an IEP over a 504 plan, and be assessed by the school. For a big guide to IEPs, check this out. Resiliency: you're not going to shatter, whatever happens, it's not going to destroy you. -----Cover Art by: Sol VázquezTechnical Support by: Bobby Richards—————

David starts by introducing his incredible friend—poet, speaker, and advocate for all people with disabilities, LeDerick Horne. He uses LeDerick's own advice about introducing people: think of the last time you saw them and then why they're here now. David last remembers walking with LeDerick on a cold Chicago day after eating delicious Ethiopian food and talking up a storm almost a year before this recording, and the reason for LeDerick being on Something Shiny goes deeper. When David was first learning about how to be an advocate and unmask his own LD/ADHD (side note: David does not like frosting on cakes, he just doesn't), LeDerick was one of David's first mentors in this field, but he's also a poet, a playwright, a businessperson, a consultant, a fellow D&D enthusiast, advocate for the voiceless, tree farmer, and the list could go on—David wants to be like LeDerick when he grows up. LeDerick feels likewise with David, a good friend and remarkable human being—and it's been great for them to go on this journey together. Isabelle is so giddy to hear more and to witness such love and friendship. LeDerick was a founding board chair for a mentoring organization, Project Eye to Eye (see link below for more), where he and David first met, but the two became closer when they were working for the State of Nevada, where an event for young people with disabilities, primarily LD/ADHD coming from all over the state of Nevada, talking about transition with the state's leaders shifted into building a community, and David makes that happen. David was the first one to talk and break the ice, and these were teams of young people throughout the state (as both the most rural and urban state in America)—where some were the only ones with an LD/ADHD in the county, others coming from Vegas and huge school districts—and David was sent in to break the ice and pull them all together, and he would make that connection, and the resources that were able to share for the young people. It was this ability to look around the room and realize you were not alone, and as leaders, LeDerick and David had to embody the modeling. David also realized that the power of being who we were, and not coaching people to be perfect, because being perfect misses the point. David wonders, what would LeDerick want to tell a younger version of himself—he was just in a room with an 18 yo kid who was about to go transition post high school, and he wanted him to hear: “if nothing else happens, you need to hear that you are okay just as you are now. You are not broken. Nothing about you needs to be fixed. That you are beautiful: your mind, your body, the way you show up in this world, you are beautiful right now.” He tries to chip away the edges of shame, embarrassment that then let someone be who they really are, like a sculptor. David wonders how you can say that and convey this without it feeling like patting someone on the head—are you, LeDerick, aware how you embody this in such a powerful way? LeDericks shares still feeling nervous, and how many different settings he's been in, whether it's a setting where he felt like people could attack him for what he was saying in a presentation to school, v. Speaking to a bunch of academics, to speaking to one kid in a room—he's passionate about inclusion, having come from a segregated experience himself.  But he's able to carry himself in this way through collaboration, a network of support, and also knowing that our representation and our narrative matters. It's one thing for a parent, teacher, or counselor to say you're going to be okay, but the it comes from someone who has lived it, it's different and hits very differently, covering the ups and downs. “It's not just the message, it's also the messenger.”  And he uses poetry and it's cuts through the BS, it gets to the heart of the message. David makes a reference to one of his favorite book series, the Gunslinger (see below), and there's a line in it where Roland says “I can tell you're a good person, I've seen you fight naked” — there's a vulnerability and a naked fighting that happens. David is in an organizing council with fellow folks with LD/ADHD, at Eye to Eye, and he's having this incredible community experience, and then LeDerick puts on a full play, and did spoken word poetry, and sat and talked with people for hours, and the whole time he was doing it he was effortless. David has never met somebody with an LD that moved like water, was so carefree, so confident—it was embodied in you, and you fight for anyone that is marginalized in a system and the importance of inclusion. Teachers are working an impossible task, and are crunched in the middle of the system and kids and parents, and it's very simple for people to say “advocate for the use of accommodations” but what does it actually mean for there to be an inclusive classroom. LeDerick has just come from a municipality conference and the mayor of Hillside named how educators are really nation builders. LeDerick shares his own history, he started in a Catholic school, and then was told the school sent him to the public school because they didn't have the resources to support him, and then by 3rd grade was outed as being LD and embarrassed in front of his class, and it let to evaluations, and then a resource room and then a self-contained special education classroom, where he was with the same teacher and kids for the next three years, and it was just that classroom on the playground during recess. He knows that negative self-concept and a lot of that was ingrained from passing through the education system in that way, reinforced a lot of negative practices in our schooling, it was predominantly a class of black and brown boys. They were separated from everyone else and fed the idea they were not as good as everyone else. And the teachers who ran that classroom, that were incredible and loving, holding very high expectations for the students, but despite that, the segregation is still speaking to you, still making you feel less then. LeDerick was able to graduate, despite all this and an emotional breakdown when he was 17—he aims to go to college, and it would be the first time he'd be in classes with everyone else, and needing accommodations. He remembers that change being so fast, “here's how your mind works, and here's the tech you need, and what accommodations you need” and within a few months, it felt like school is easy. Because I don't have to worry about spelling, I can just write? Okay, I'm going to be a poet. Oh, I can use a calculator? I'm going to major in mathematics. There were still elements of being in a more inclusive educational setting, it honored LeDerick as a human being, as a student, in a way he hadn't been honored before. Project Connections, an amazing LD support program (which sadly no longer exists), he was able to finish and transfer and end up taking 26 credits his last summer. He had started sharing his story in college, and was sharing his story on a panel, Bob Haugh and Bill Freeman saw him on this panel and gave him an opportunity to speak at a conference, which led to him being the MC at state conferences in New Jersey called Dare to Dream. Inclusion works and it's more about being in the same room together, and with teachers who don't have foundations or supports and don't know what to do. Honoring teachers and giving them an opportunity to collaborate, having time to work as a team, bringing in specialists with specific backgrounds, whether speech or language, social interactions, when someone can show up and share interventions, school scheduling, testing outside the classroom, etc. It doesn't just help the students with LD, it honors everyone and the teachers, too. Isabelle wonders why the tracking system exists as it does when it hasn't been shown to be helpful? LeDerick goes back to the history of the educational system. To be able to get an education back in the day, you needed to be able to afford a private tutor. Historically, education was racially segregated, separated by gender, and folks with disabilities, particularly those with profound disabilities, were segregated—or it was even illegal for folks with profound disabilities to go to school. There was institutionalization, where particularly people with more profound intellectual and developmental disabilities were essentially being warehoused. Thanks to the civil rights and disability rights community, particularly those in wheelcharis, the blind and deaf community, they were able to have spaces in schools where people with disabilities were able to be included into school. Which is why a lot of these rooms were tacked onto basements, or out buildings, or whatever was tacked on because it really isn't until our generation that we were able to be included. We are still very much trying to figure out how to fit the “others” into this system—the folks with differences need something “special” or “special education” into fitting in to the system. How do we prepare educators? Perhaps having a dual certification having a dual certification in special education would allow you to educate everybody. Years ago, LeDerick remembers hearing at a disproportionality conference, that all these highly qualified teachers leave school qualified to teach someone just like them. What can we do to pour into these professionals to give them more development and experience?More on LeDerick Horne (here's a brief bio)(here's his amazing link tree)LeDerick and Dr. Margo Izzo's book, Empowering Students with Hidden Disabilities: A Path to Pride and Success Black and Dyslexic Podcast (hosted by Winifred Winston and LeDerick Horne)Celebrating Black History and People with Disabilities - Youtube series A glimpse of LeDerick's live events - from the Nevada Student Leadership Transition Summit (NSLTS)The vision boards LeDerick talks about appear in this video at 18:45 - December 14, 2021, Humboldt County School District School Board Meeting - The Lowry High School NSLTS Team presents on their efforts, including self-directed IEPsNew Jersey Coalition for Inclusive Education All in for Inclusive Education Random Things We Mentioned: Stephen King's Gunslinger: According to David, If you ever want to read that series, start with the 2nd book and end with the 1st book — the idea of “I've seen you fight naked” is something the main character, Roland, says to someone as a way of saying he knows he's a good guy, and can be trusted. Fast & Furious: you can watch them in chronological order of the story line (not by order of when the films were released)—for more check out this RadioTimes article DAVID'S DEFINITIONSDisproportionality: the racial or ethnic differences that exist in how students with learning differences are identified, placed, and disciplined—for example, how black and brown students with ADHD might be labeled as having Oppositional Defiant Disorder or “behavioral issues” while white students are identified as having ADHD and thus treated very differently.Learning Difference (LD): Because learning disability is a crummy, inaccurate term. For example, David does not have a learning disability, he has a sitting still disability.Inclusion/Inclusive Education: This refers to the idea that all students should have an equal opportunity to learn, and relates to parts of the law and education system that attempt to achieve this by acknowledging it is more effective and socially beneficial for all students (as research and endless evidence shows) to be in classrooms and experiences together, rather than segregated into different tracks or programs.  For a much more thorough description of all of the nuances around this, check out:https://en.wikipedia.org/wiki/Inclusion_(education)Individualized Education Plan (IEP): is for someone with learning or emotional needs in a classroom. An IEP is a legal contract with a school, that specifies the accommodations and modifications available for a student. IEPs are tailored for each individual student who qualifies. While it is similar to a 504 plan, or another type of plan that has recommendations that schools can follow, an IEP is more formal and structured, and increases the amount of supports a school can provide. IEPs are provided in public schools in the United States. To get an IEP, a child has to demonstrate the need for an IEP over a 504 plan, and be assessed by the school. For a big guide to IEPs, check this out. Resiliency: you're not going to shatter, whatever happens, it's not going to destroy you. -----Cover Art by: Sol VázquezTechnical Support by: Bobby Richards—————34YTKNbaLZ62ZljEyeAz

Kids can be difficult, sometimes so difficult that we slap a psychiatric label on them because we're not sure what else to do. Oppositional Defiant Disorder is one of those labels given to kids that behave so poorly that adults can't handle them. This week, we chat about the disorder, prisons, & the pros and cons of pathologising some human behaviours... Grab our merch now: http://normalcitizen.store You can WATCH the podcast over on our YouTube channel: http://youtube.com/SciGuys Help keep the show running by supporting us on Patreon! http://patreon.com/sciguys If you'd like to see more of us, follow our socials! Website sciguys.co.uk TikTok https://www.tiktok.com/@sciguys Twitter http://twitter.com/SciGuysPod Instagram http://instagram.com/SciGuysPod Facebook http://facebook.com/SciGuysPod Follow the SCI GUYS @notcorry / @lukecutforth References & Further Reading https://www.ncbi.nlm.nih.gov/books/NBK557443/ https://childmind.org/article/what-is-odd-oppositional-defiant-disorder/ https://www.psychologytoday.com/gb/conditions/oppositional-defiant-disorder https://www.aacap.org/AACAP/Families_and_Youth/Facts_for_Families/FFF-Guide/Children-With-Oppositional-Defiant-Disorder-072.aspx https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4762933/ https://www.aafp.org/pubs/afp/issues/2016/0401/p586.html

You know how you can have things all mapped out - and then life happens!!??!! We've all been there and probably will be again. Today's guest on The Be Ruthless Show certainly has been there - more than once. Amanda Lees lives in Australia with her husband and is the proud mother of their three children. Amanda has been a nurse for 25 years with a Bachelor of Nursing and a Post Graduate Diploma in Women's Health. Amanda is currently studying a Diploma of counselling while still nursing and writing. She has recently published her first book; According to plan: Riding the unpredictable waves of motherhood. By publishing her book, she endeavors to inspire others, as she openly shares how her family navigates through Autism, ADHD, Oppositional Defiant Disorder, Obsessive Compulsive Disorder, multiple Anaphylactic food allergies, Dyslexia, Dysgraphia, and Anxiety to now thrive in this world. All topics that are often kept behind closed doors. This has now ignited a new path for Amanda as she plans how to best extend her support to others. According to Plan: Riding the Unpredictable Waves of Motherhood https://a.co/d/7qBHHL7 ================================================================================ Nominate a teen here for the Jim Ruth Award by the Whole Lotta Love Foundation!. Any young adult dealing with loss or mental illness that is in need of support is eligible. The winner of the award will be announced at the 5k walk on October 2nd. Come join Team Ruthless or make a donation! And remember, asking questions and having conversations is always encouraged! Connect with me at sam@samantharuth.com!

About This Episode: *Trigger Warning* This episode touches upon multiple losses, including that of a baby. This content is in the first 10 minutes of the actual conversation with Megan.My friends, this is one heck of an episode - and it's only Part 1! Megan is a wonderful, amazing mom. I decided to split our chat into two episodes as Part 1 is focused on Megan's story and her family, and Part 2 will be focused on Megan's learnings and tremendous growth she went through and how she's inspiring other moms to do the same. In this Part 1, Megan doesn't hesitate to be very vulnerable and forthcoming in her struggle to parent her neurodivergent child. I could really relate to so much that she said, and I have a feeling you will be able to as well. Here are just a few of the topics we discussed:-When there's trauma in the first year of the baby's life-Does needing an evaluation mean you've failed as a parent?-The shame that comes with raising a child with a mood disorder-The sheer magnitude of how very hard this motherhood journey is-Being a recovering people pleaser and "good girl" Please shower Megan with love and support by SHARING this episode with a mom who needs to hear her story!MORE:-Want to be a part of my support group community, Mothers Together? Head over to ontheharddays.com/motherstogether to sign up. It's not too late to join us in July!-Subscribe to On The Hard Days via Apple, Spotify, or however you get your podcasts.  *Please leave a review*  to spread the word to other moms around the world!

Dr. Nicole Beurkens is the world's leading holistic child psychologist. She has dedicated her 25-year career to providing parents with simple, effective, research-based strategies that get to the root of children's attention, anxiety, mood, and behavior challenges so they can reach their highest potential. She's built and runs a multi-disciplinary evaluation and treatment clinic, is a best-selling author, published researcher, award-winning therapist, in-demand speaker, international consultant, and experienced mom who is determined to show the world that with healthy foundations in place every child and family can thrive. We talk about...  How kid's brains and bodies are not compatible with the way the world is today The importance of bringing nervous system regulation into mental health treatment Why kiddos with diagnoses like Reactive Attachment Disorder and Oppositional Defiant Disorder tend to not get better over time How certain childhood diagnostic labels can create difficulties later in life Why so many more kiddos exhibit symptoms of ADD, ADHD, and Autism How diet and lifestyle changes allow medications to work better at a lower dose What you can do to improve your kiddo's mental health Dr. Nicole shares her concerns on how COVID impacted kid's and teen's mental health How parents can best support their kiddos who are scared of school shootings Why you need to know what your kids are doing on their technology Episode goodies...  Save 10% off your order of Kion coffee when you use code COURAGE at checkout. Like the show? Please leave me a review here. Even just one sentence helps! Post a screenshot of you listening on Instagram and tag me at courageously.u so I can send you a virtual hug.  COURAGEOUSLY.U SHOW NOTES: https://courageouslyu.com/dr-nicole-beurkens/   COURAGEOUSLY.U INSTAGRAM: https://www.instagram.com/courageously.u/  

Today, we're talking to a mom whose teen son is spiraling out of control after his younger brother drowned, a father trying to understand Oppositional Defiant Disorder, and a woman at a loss for how to love and serve her family trapped in Ukraine. We lost our young son to drowning & our teenage son is struggling to grieve Is Oppositional Defiance Disorder (ODD) a real thing or is it just bad parenting? How can I support my friends and family in Ukraine during this difficult time? Is Putin a narcissist? Lyrics of the Day: "Everlong" - Foo Fighters Let us know what's going on by leaving a voicemail at 844.693.3291 or visiting johndelony.com/show.  Support Our Sponsors: BetterHelp DreamCloud Churchill Mortgage Greensbury Resources: Own Your Past, Change Your Future Questions for Humans Conversation Cards Redefining Anxiety Quick Read John's Free Guided Meditation Listen to all The Ramsey Network podcasts anytime, anywhere in our app. Download at: https://apple.co/3eN8jNq These platforms contain content, including information provided by guests, that is intended for informational and entertainment purposes only. The content is not intended to replace or substitute for any professional medical, counseling, therapeutic, financial, legal, or other advice. The Lampo Group, LLC d/b/a Ramsey Solutions as well as its affiliates and subsidiaries (including their respective employees, agents and representatives) make no representations or warranties concerning the content and expressly disclaim any and all liability concerning the content including any treatment or action taken by any person following the information offered or provided within or through this show. If you have specific concerns or a situation in which you require professional advice, you should consult with an appropriately trained and qualified professional expert and specialist. If you are having a health or mental health emergency, please call 9-1-1 immediately.