Podcast appearances and mentions of sarah wallace

In this episode, we're taking you behind the scenes of our time at the Association for Talent Development (ATD) conference. Sarah Wallace sits down with fellow facilitator Brenda Brown to reflect on the highlights, hot topics, and meaningful moments from the event.We unpack how the Enneagram continues to stand out as a powerful, memorable tool for personal growth and team development — especially when using it with other assessments like MBTI and DiSC. We also talk about what makes it so effective: its flexibility, its emotional depth, and yes… the fun it brings to the learning experience.From conversations at our booth to breakout session insights, this episode gives you a front-row seat to what L&D professionals are saying, what they're asking for, and why the Enneagram is more relevant than ever in today's workplace.Have a request for a future episode? Drop a text here!

In this episode of Daily Influence, Gregg-Brooke Koleno sits down with Sarah Wallace, a leader in customer experience strategy and passionate advocate for positive change. With over 20 years of experience, Sarah has led 400+ workshops across 22 industries, helping businesses align customer experience with success. Beyond her professional work, she serves as President of the Board at Resilience, Chicago's largest standalone rape crisis center, and actively volunteers with Habitat for Humanity, Tutoring Chicago, and more. Sarah shares her journey from psychology to customer experience strategy, the power of listening, and how a Habitat for Humanity build transformed her perspective on gratitude and service. She discusses balancing leadership and collaboration, overcoming ego in decision-making, and fostering responsible leadership in the next generation. Plus, she offers practical tools for discovering your passion and making a meaningful impact in your community. Tune in for an inspiring conversation on aligning purpose with action, staying resilient in emotionally complex spaces, and leading with authenticity. Connect with Sarah Wallace: https://www.linkedin.com/in/sarahannewallace/ https://www.proprietary-insights.com/ Subscribe to Daily Influence and share with those who inspire you!

COLUMBA LIVE Interview with Sarah Wallace by Ralph Barba

  Dr. Janet Patterson: Welcome to this Aphasia Access Aphasia Conversations Podcast, a series of conversations about the LPAA model and aphasia programs that follow this model. My name is Janet Patterson, and I am a research speech-language pathologist at the VA Northern California Healthcare System in Martinez, California. Today, I am delighted to be speaking with Dr. Elizabeth Madden, an Assistant Professor at Florida State University in the School of Communication Sciences and Disorders and an affiliate of the Institute for Successful Longevity. Liz also leads the FSU Aphasia Research Laboratory. Liz's research, teaching and clinical interests focus on rehabilitation of aphasia, and specifically on understanding the relationship between spoken and written language abilities in individuals with aphasia and developing behavioral treatments to address reading and writing disorders post stroke. Her work also addresses the impact of aphasia on the friendships and social well-being of people with aphasia and their care partners. These Show Notes accompany the conversation with Liz but are not a verbatim transcript.   In today's episode you will hear about: the power of friendship and what people with aphasia and care partners think about how aphasia can affect the ability to create and sustain friendships, the definition of literacy and its behavioral components, and behavioral treatments for reading comprehension deficit in aphasia.   In 2024, Liz was named a Distinguished Scholar USA by the Tavistock Trust for Aphasia UK. The Tavistock Trust aims to help improve the quality of life for those with aphasia, their families and care partners by addressing research capacity related to quality-of-life issues in aphasia. Congratulations on receiving this honor, Liz. Aphasia Access collaborates with the Tavistock Trust for Aphasia in selecting the awardees and is pleased to have the opportunity to discuss their work and the career influence of the Tavistock Award.   Welcome Liz, to Aphasia Access Conversations.   Dr. Liz Madden: Thank you, Janet. I'm really happy to be here today. I also say thank you to Aphasia Access and to the Tavistock Trust for Aphasia. I'm very grateful for this award and excited to have this conversation.   Janet: I'm excited to be talking to you, my friend and research partner in several endeavors that we've been working on over the last few years.   Liz, as we've said, you were named a Tavistock Trust Distinguished Scholar USA for this year, and you join a talented and dedicated group of individuals. How has receiving the Tavistock Award influenced your clinical and research efforts in aphasia,   Liz: I first wanted to extend that thank you to the Tavistock Trust for Aphasia, and specifically Henrietta, the Duchess of Bedford and the honorable Nicole Campbell, and just a very gracious, sincere thank you for all the time and effort and support they give to aphasia researchers. I would say, I'm just delighted and very humbled to be recognized this year. I would say further that this award motivates my work that is focused on trying to really make an impact on the lives and quality of life and successful living for people who have aphasia and continuing my work. My beginning work was really more impairment focused, which some of that we will talk about, and I really value that. But having this award, and the more I stay in the field, it is extending that and making sure that everything I'm doing always is directly related to helping the lives of people with aphasia.   Janet: That leads right into the question I'd like to begin with Liz, which is about your recent work investigating the role of friendship for persons with aphasia. I believe in the power of friendship and community during joyful times and also during the sad times in one's life. In Aphasia. Access podcast episode number 119, Finding the person in front of aphasia, I talked with your friend and colleague, Dr Lauren Bislick, with whom I believe you collaborate to investigate friendship and aphasia. How did you become interested in this aspect of aphasia, and what can you tell us about your work in this area and your collaboration with Lauren?   Liz: Lauren and I did our Ph.D.'s together. We both were mentored by Diane Kendall at the University of Washington, so Lauren and I are Ph.D. sisters. Also, we were both at Project Bridge, led by Dr. Jackie Hinkley in 2018. That's really where my interest in friendship began. That conference brought together researchers, speech-language pathologists, people with aphasia, and their friends and family. I was the researcher at a table, and we ended up being Team Friendship. Lauren was also at this meeting, but she was at Team Yoga; Lauren does a lot of work with friendship, but also with yoga. My other colleague who does a lot of friendship work with me is Dr. Michelle Therrien here at FSU. She primarily works with children who use AAC, but her main research is friendship. She and I had already had some conversations about the importance of friendship, particularly for people who have communication disorders. The idea was we leave the conference and to take action and carry out some of the goals that were generated from that discussion. So that's when I reached back out to Lauren, because she was at that conference. Then I also reached out to my friend, Michelle Therrien, and other individuals who became part of our Team Friendship, Dr. Sarah Wallace, who's also one of our good friends and collaborators, and Rachel Gough Albritton who is one of Jackie Hinkley's former doc students and here at FSU as well. and the office of research. That is the background of some conversations before Project Bridge, but really for me, coming back and actually starting studies addressing different aspects of friendship, which I know we'll talk more about, was really brought about by the Project Bridge conference.   Janet: That is quite a story, and I can see you sitting around the table and developing Team Friendship - good for you.   We all know, Liz, that one of the unfortunate consequences of aphasia can be the loss of or the diminishing of friendships, or the disruption of the communication skills important to developing and sustaining friendship and community. What have you learned from people with aphasia about their successes and challenges in sustaining and creating new friendships.   Liz: Yes, good question. Well, at that conference that I mentioned, there were five or six people with aphasia, and initially our table was labeled something like, What happens in the long run? and we started having conversations. It was very clear after our initial conversation that the group centered on relationships and friendship, so we shifted to being friendship only. I will say, just at that table, it became very clear to me, that's what rose to the top when the group was thinking about the bigger picture of living life.   In a research project we've done there was a small sample of 15 people with aphasia, and we talked to them over time. I think the timing of a conversation is really something important to keep in mind when we're talking to people with aphasia about any topic, of course, but particularly friendship. From other studies we've noticed that responses are really different. If we're talking during the early days, maybe the acute days, versus the chronic days, we'd get really different responses. Just a quick summary, again, this was 15 people and a unique set. Most people in our study were a part of aphasia groups, and, of course, really motivated to do research. But I will say, when we looked at their responses, when asked to think back to the early days, all different aspects of friendship, how supported they felt, or how they were able to communicate, and we compared it to their responses in the now. Overall, the pattern was less satisfaction, feeling less supported or less able to engage in those earlier days, but more of a recovery pattern over time, but again, not for everybody. There were still a few people in our group that were reporting not having many friends. Our paper had a different light, a positive light about friendships. Some of the other papers out there have a more negative tone. It's a very important area we need to address. I was happy to see this group reporting, now that they had been living with aphasia for several years, their pattern of more negative responses early, and a recovering pattern now. They reported making friends with other people who have aphasia, and finding at this point, who are those good friends.   There's other great work being done by other colleagues, Brent Archer, Jamie Azios and Katie Strong, who are studying the same topic. They had a great paper that describes who stuck around, they were examining the next steps of what it takes to support the positive recovery that we know does happen for some people.   Janet: I like the positive perspective you are taking. Given that one has had a stroke, and given that the this is the situation in life, what is the positive? What can you do? Who are your friends? Look at positive ideas rather than publishing research on all the negative aspects. Kudos to you for doing that.   Liz: Thanks, all of it's important, right? We have to know that. I think we had a special group. I think we had a particularly positive outcome, and it was good to know that friendships don't disappear for everyone. But I think there's something that those people had done and that their friends had done, that we're still trying to learn more about.   Janet: Thank you for that work. Liz. It makes me think about the aphasia journey in that it involves not just the person with aphasia, but also their care partners and all the people around them. In your investigations of friendship, what do the care partners of persons with aphasia tell you about their successes and challenges in sustaining and developing friendships? These friendships could be individual friendships or partner friendships or group friendships through social, religious or professional activities or even community groups.   Liz: Thank you for this question. I think it's sometimes a forgotten group that we overlook, the care partners, and the critical role they play in the recovery of people with aphasia. I always try to have us remember we want the care partners to do well on their own as people, and so we've done a couple projects. We've just finished data collection on a much larger study of 80 aphasia care partners, and I'm just getting into those data. We did a Qualtrics survey and also did experience sampling, where we used a phone app, and four times a day for two weeks, participants got these little pings, and they had to tell us, Where are you? What are you doing? Who are you with? How are you feeling? When was the last time you interacted with a friend? Was it a text? I don't have the amazing outcomes for you yet. This project was a much bigger follow-up to a project a few years ago with 35 care partners. We, of course, wanted to interview them but then COVID was happening, so we settled for a really nice Qualtrics survey.   I will say that these individuals were surprised when we were reaching out to them. They kept trying to schedule their loved one with aphasia, and we said, “No, we want to talk to you about your friendships.” And they were surprised, asking, “You want to talk about me.' I will say they were very excited that we wanted to know about them. Back to the timeline I shared earlier in that very small study, the profile was opposite. We asked them about their friendships before they were caregivers, the early stages of caregiving, and then now, and their comments kind of make sense. Across the group they reported in the early stages, they felt like they had really great friends, support and satisfaction. People were rallying around them, coming to the hospital to support them. Many of them had been caregiving for a very long time when we did a comparison, and their reported friendship satisfaction and support was actually lower now. The questions were not the same and the groups were different, but as I told you a few minutes ago, the people with aphasia were more negative in the acute stage, and our small group were more positive now with how they're feeling about their friendships, and the care partners were the opposite. They were feeling more supported in the beginning, and now as time has gone on, some of them report the friends aren't there as much. Some of them felt like they were a burden, or they didn't know how to engage, being very selfless. They have dropped their own social interests to take care of their loved one. We did see in that project, that the longer, the more months a person had been caregiving, was correlated with poor self-perceived friendships and also how they perceived their loved one's health. That was just their perception. If they perceived their loved one to have more health concerns, not just a feature but overall health, they also tended to rate themselves as not as satisfied with their friendship. Bringing in that piece of information and the caregiving burden into our new projects, we did actually get scales on resilience and caregiving burden depression. In this new project we replicated some of our same questions, and we're now trying to look more at overall well-being, seeing how resilience and purpose in life and caregiving burden might play a role.   Janet: That reminds me of the commercials, when you are taking off in an airplane or when you are thinking about being a care partner, you do have to take care of yourself as the care partner before you can give the best care to the person with aphasia. Anything that we can do to focus on the person the with aphasia, and also focus on the care partner, I think, is good in terms of developing and sustaining friendships,   Liz: Yes. Care partners definitely have a lot more to say, and we haven't actually been able to do face to face interviews yet, but we did have a lot of really rich, open ended responses and surveys that we're still looking through. A piece I'm really interested in, is we have that one-time perception when they did our one-time survey, now we have their responses, we can track how people respond over a two-week period, were they always at home with their loved ones and not responding to friends? I think there's just a lot and again, trying to understand from this group what are the positives. Who are the people that have these positive responses? Then, of course, the next big steps are trying to provide more research resources and interventions for both care partners and people with aphasia. Our group has not yet reached out to friends, so that's a big part to come. I think other researchers have examined friends and a key part intervening with these friends too.   Janet: People with aphasia and care partners have different friendship styles and needs, and when aphasia disrupts communication, it can also affect the way a person approaches friendship. As speech-language pathologists, I believe that we can play a role in guiding a person with aphasia and a care partner to develop communication skills that can support friendship efforts. Liz, what are some ideas or actions that you might think of for speech-language pathologists in a busy clinical practice? What kind of actions can they take to support friendship activities, for a person with aphasia, recognizing, of course, that we are all different in our friendship activities. Also recognizing that you're at the very beginning of some of this work, I'm hoping that you have some ideas you might be able to share with us.   Liz: Yes, actually our very first friendship project addressed this topic. It was led by Michelle Therrien, and we surveyed about 40 speech-language pathologists trying to find out their view of the role that they think they should play. They find friendship to be very important. They find it to be in their scope of practice. But not surprising, were not aware of resources. They felt overwhelmed with how much speech-language pathologists have to cover, right? But it was really good to know that the group we reached out to found it to be a very important part of their practice that they want to address. I think you hit on something really important, that we teach and adopt having a person-centered care model, and we know that it's part of what we ask about. The simplest thing is asking. We don't need tools. We just need to make sure it's part of what we ask, making sure we're talking about relationships, talking about friendships.   There are some really great tools that do exist. There's the Stroke Social Network Scale by Sarah Northcott and Katerina Hillary from the UK. Katie Strong, Brent Archer, Jamie Azios and Natalie Douglas are a wonderful group who have been studying friendship. They've used the Social Convoy Model in some of their papers. It has a great visual that they have used, and therapists can also use. Basically, it is mapping out the social network of who's most important, which could be used one time, or as a pre-post measure. There are different ways, formal or informal, of trying to monitor someone's social network or how they feel supported. I don't think there's a target number of friendships and I don't think more means better, but it could be just making sure we're checking in and that we know that's an important part of therapy. We want them to be able to communicate and interact with friends. Speech-language pathologists are creative in to how to make that happen.   Janet: I agree with that view Liz, and I hope that speech-language pathologists will feel comfortable being creative and asking people about their friendships or what they might need to help maintain or sustain their friendships.   I would like to turn now to the topics of reading and literacy, which I know you have been investigating. While these terms are related, they are not synonymous. Would you please explain the difference between them and how you are investigating both in your research?   Liz: Yes. Thanks. That is a good question. To be honest, the first answer is not very scientific. When I was writing papers it was getting cumbersome to always write reading and spelling/ writing. The term came to be when I wanted to make sure that I was making it clear that I wasn't just focused on reading, but also concerned with the spelling and writing components. With my colleagues, Jessica Obermeier and Aaron Bush, we started using the term literacy for some of our work. People will have different ideas of what literacy might entail. I have been describing treatment as “literacy focused”, working on reading and spelling and writing.   My initial work was very much focused on reading, and over the past several years I became more interested in trying to also add on the spelling component. If we're working on spelling and writing it gives us a chance to inherently work on the reading. If we're only focused on reading, it doesn't bring in the writing. There's a time for them to be separate, I fully agree. There are also times where they can be targeted at the same time.   Janet: That makes perfect sense. When I think about how we discussed in the past, reading for pleasure, or reading to gain knowledge, or reading for information, or reading for safety, so many different aspects of reading, literacy also factors into how you use reading in those situations.   Liz: Yes, and so in a lot of day-to-day communication, you need both, right? It's for text messaging, right? We need to read it and respond in a written way, also emails. There are lots of instances where for the for the interaction to go well, we need to be able to read and respond in writing, such as filling out forms, email, texting, social media. For a lot of interactions we need both for there to be a successful written language exchange.   Janet: Liz, as part of our work with the Academy of Neurologic Communication Disorders and Sciences, Aphasia Writing Group, you and I were part of the team who critically reviewed treatment approaches for reading comprehension deficits in persons with aphasia. You've also investigated, as you mentioned earlier, specific aspects of reading deficits in persons with aphasia. What are some of the insights that you have gained from this work? And by the way, it was such a pleasure doing that critical review of treatment for reading deficits, and there was a lot of interesting information that came to light in that paper.   Liz: Yes, thank you. I was going to comment that I remember we thought we were going to have all these papers to go through and really and that review, we were very much focused on papers where the main outcome was reading comprehension. When we stuck to what our aim was, there really weren't that many papers that that met the aim of that project. So that really brought to light that it really is an area of our field that doesn't have enough attention.   Some of my recent projects, as I mentioned with Aaron Bush and Jessica Obermeier, we've talked to people with aphasia and gotten their perspective of before and early days. I really like doing this research over time. Things change, but we learned just how important reading and writing are to people with aphasia, and that they really want to work on it. I think we've seen when we looked in the literature, there wasn't much there. When we've talked to people with aphasia and speech-language pathologists, they want to work on reading, and they're not sure how. That further motivates me that this is an area to work on.   In some of my beginning work, I was Diane Kendall's research speech language pathologist for a few years before I did my Ph.D., and I exclusively delivered her phono motor treatment. In that research trial, the main outcome was word retrieval, but the therapy that she designed inherently worked a lot on reading and writing. We retrained every phoneme - how to say it, what your mouth is doing, and also the graphemes that go with the phonemes. As her research speech pathologist, that's really when I got very interested in reading. I'd be in these sessions, and we'd finally bring out the graphemes that go with the phonemes. I recall telling people that this is going to get better – and it did not. That connection between the phonemes and the graphemes, for a lot of people, wasn't there. In that clinical experience as her research speech pathologist is when I realized that the treatment improved reading for some people, but not for everyone. So that's my background of really getting focused on reading.   In the last few years, I've been working on adapting that original version of treatment that was for word retrieval. I've added some components to make it more focused on reading. I've been working with Olga Burkina, who's at the Kessler Stroke Foundation, and has an NIH grant where she is pairing exercise with this reading focused phono motor treatment. It's fun to be a part of that group exploring the idea of doing aerobic exercise to improve the brain blood flow, and to see if that's going to help improve reading treatment. Again, the idea being going forward is what the treatment might change.   There are some other projects also. I'm working with Will Graves at Rutgers. He is using computational modeling to have us stop guessing which treatment. We're trying to get a really good baseline assessment, trying to find out about semantic impairment, phonological impairment, and then we're using this reading focused phono motor treatment. We also have a reading focus semantic feature analysis. I really enjoy getting to work with different researchers who have these wonderful, big questions, and that I'm getting to support it as the speech-language pathologist on these projects focused on reading and writing and phono motor treatment. So those are some exciting projects I'm involved in right now.   Janet: That's exciting, because you started out by saying there were only a few papers that we found that really address reading treatment, and you're right.  It's daunting, then how do you select the reading treatment? How do you help this person with aphasia who wants to improve their reading comprehension? I think it's exciting that you've got all these different avenues and are working with a variety of people to investigate treatment.   Liz: Yeah. And the one thing I'll add to that is part of that, that review we did, for some people those treatments are helping reading comprehension. But for some people, I've been trying to work on the next step. I have a very small dataset where I've added a semantic comprehension stage to my adapted photo motor treatment. I'm in the very early stages of this and I'm sure it's fine to say, but I've been having these really exciting conversations with Kelly Knollman-Porter and Sarah Wallace. They're also Tavistock Trust recipients, and they study reading from a different perspective, using text to speech, compensatory and very focused book reading. They're very comprehension focused, so we're at the very early, fun stages of where we are in our thinking. I think there might be a middle step we are missing, but we are talking about taking these impairment focused treatments, which I think have a role, and have a participation, functional part of it. That's another emerging, new collaboration, where we are coming to reading from different perspectives, and we're trying to see where we can get with that goal, back to this comprehension question, improving functional reading, maybe from impairment and compensatory approaches.   Janet: I think that's the right approach to take, and I think it's exciting, because we have to remember that everybody reads differently. Some people like reading, some people don't enjoy reading. They read what they have to, but they don't particularly enjoy it. So, if we all come to it from different perspectives, we all have different strengths that we bring, and different deficits as well, and different needs or designs, just as is so many things with aphasia. Start with the person with aphasia, asking What do you want to read? What problems are you having? Then use that as a guide to selecting an impairment-based treatment or text to speech treatment, or whatever. I think that's exactly the right approach.   Liz: The one thing the treatment we were talking about, phono motor treatment, in general, is a phonology treatment. The good thing is that my focus is asking, is it improving reading? I'm also extending it to writing. We do know at its core, it's a language treatment, so it is nice that it can be tweaked to serve the person's main interests. I think that's important, that we are trying to work on what people want to work on, but we want to make sure we're improving, if we can, not just one language modality, and we know that these abilities are supported by similar brain structures and underling cognitive processes. That's something else we've been trying to work on, being person centered and at the same time trying to maximize generalization - lots of pieces. I am finding now what's most motivating and exciting is trying to make sure that we're doing things that people with aphasia find important, and how also to keep the whole science moving forward in this way that's going to have functional, important outcomes. That people with aphasia are going to be able to do what they want to do to the best that they can.   Janet: Absolutely! But then there's the scientific challenge of how do you collect the data? How to best observe specific outcome data on performance measures, but also collect the person-centered data. How do you collect data that really can speak to whether you're having a success and whether this might be generalizable or transferable to another person?   Liz: I think it's important that we need both. I always say, and some of my collaborators may not like it, but if in the person reported outcome, a person with aphasia is telling us that they feel better and that they are communicating better in life, and those measures should not be optional, those measures to me, a critically important part of seeing this treatment successful. There are different ways to do that and different ways to capture their perspective. For example, if trained reading words moved this much and if the patient reported outcome change is greater, then I find that to be a success. If the reverse happens, I find treatment not successful. If my probes showed gain but the person with aphasia does not see it or feel it, then I don't find treatment to be a success. So, I think it's really important that persons with aphasia tell us different things, and we need to have many assessments in both of those categories. I think, when possible.   Janet: You're absolutely right. When you think about many of the treatments that we're doing, they are not necessarily easy, and they take time, and you have to stay the course. I think you know, I've been interested for a number of years in motivation and engagement, and what keeps people motivated and doing what they're doing. If you've got a treatment that you can see over time, small changes in your specific reading outcomes, but not so much of a change in the person centered outcomes, or person reported outcomes, how do you know the person is still really engaged and motivated and willing to slog through your treatment in order to get to the place that you hope they will? I think you're correct when you're assessing the importance of the person reported outcome.   Liz: Yeah, that's good. And then that's a whole other like measure in itself, right? The key of motivation we've talked about in some of the trials. The one person who didn't do very well, and just in our conversation, sometimes it for different reasons. That wasn't motivating for that person. There's that's a whole very important piece that a lot of us have a lot of room to improve in how we capture that and support that.   Janet: Which is a challenge when we're trying to devise treatments for, say, reading or anything that can be applicable to a wide range of persons with aphasia. Kudos to you for meeting that challenge as best you can.   Liz: We're working on it. But I do really think that it's changing. Sometimes I feel like there are impairment-based people and life participation people, and I don't think it needs to be that way. It's fine if we only study one area. We can't all study everything, but I think as a whole they complement each other very well. And so I'm just excited to see that it seems like things are moving in a really exciting way, where people who study aphasia in various different ways now seem to have the main outcome, asking is this going to help people with aphasia feel better, communicate better, and look forward to something different in life? I think we're all seeing that that's what we're supposed to be doing, and how we do it is going to look really different, and that's great. I think we're moving in the right direction.   Janet: Very well said. I think, and you obviously do as well, that literacy and reading skills are crucially important to individuals with aphasia in so many ways, such as life skills reading or pleasure reading. Acknowledging that we all have different skill levels and preferences, what are some ideas that you might have identified that speech-language pathologists can use to support the literacy and reading desires and activities for a person with aphasia?   Liz: Great question. I think my answer is very similar to the question about what can SLPs do to help support friendship? I think being person centered. You said earlier, right, we all have different interests. Somebody might say it's not one of my goals and I really don't want to spend a lot of time on this. But just having those conversations and person-centered measures and using supported conversation we can easily gather important information. There are some really good patient-reported outcome measures that ask about reading, so maybe use some of those existing tools. The Comprehensive Aphasia Disability Questionnaire has a nice scale that talks about different aspects of reading as well as other aspects of language. But at the minimum, I think finding a way, even just to draw your own scale and then trying to find out in their life, what are different activities where they want to or need to engage, right? Texting, email, restaurant. I mean, we think about it, we're reading all the time throughout life. So, I think finding the reading need is a general interest and then getting really specific is one way to do it. Another thing could be, as I mentioned before, our brain relies on similar structures and language networks when we are engaging in spoken language and written language. So oftentimes improving our reading and writing improves our spoken abilities and vice versa. So even if it's not the main goal in treatment, for example if the main outcome might be word retrieval, I really believe multimodal learning is important. If, after you've gone through what you want to do say writing it, having them repeat it, maybe copy it, even though that's not the main goal, and it's not slowing the therapy, if it's working for you and your client, then I really think, at the minimum, using written language to support spoken language has a good role. I also think the opposite can be true using spoken language to support written language. So I do think that it's important that we know we are addressing all of language, and that that language skills really do usually move up and down together in aphasia.   Janet: Well said, again. Liz, thank you so very much for joining me today in this fascinating look into friendship, literacy, reading and aphasia. And again, hearty congratulations to you on being named Tavistock, Distinguished Scholar. On behalf of Aphasia Access, I wish you well in your research and clinical efforts, and thank you for taking the time to speak with me today. At this point, I'd also like to thank our listeners for supporting Aphasia Access Conversations by listening to our podcast, including this fascinating discussion with Liz Madden.   Liz: Thanks so much, Janet, I feel like you could just chat with you all day. Thank you again for giving me a chance to highlight some of my work. Also I want to thank everyone with aphasia who has participated in my projects, all my students and collaborators, Aphasia Access and the Tavistock Trust for Aphasia. Thanks again.   Janet: For references and resources mentioned in today's podcast, please see our Show Notes. They are available on our website, www.aphasiaaccess.org. There you can also become a member of our organization, browse our growing library of materials, and find out about the Aphasia Access Academy. If you have an idea for a future podcast episode, email us at info@aphasiaaccess.org. For Aphasia Access Conversations, I'm Janet Patterson, thanking you again for your ongoing support of Aphasia Access. References Antonucci, T. C., & Akiyama, H. (1987). Social networks in adult life and a preliminary examination of the convoy model. Journal of Gerontology, 42(5), 519–527. https://doi.org/10.1093/geronj/42.5.519 Archer, B.A., Azios, J.H., Douglas, N.F., Strong, K.A., Worrall, L.D. & Simmons-Mackie, N.F. (2024). “I Could Not Talk . . . She Did Everything . . . She's Now My Sister”: People with Aphasia's Perspectives on Friends Who Stuck Around. American Journal of Speech-Language Pathology, 33, 349–368. https://doi.org/10.1044/2023_AJSLP-23-00205 Azios, J.H., Strong, K.A., Archer, B, Douglas, N.F., Simmons-Mackie, N. & Worrall, L. (2021). Friendship matters: A research agenda for aphasia. Aphasiology, 36(3),317-336. https://10.1080/02687038.2021.1873908   Madden, E.B., Bislick, L., Wallace, S.E., Therrien, M.C.S. & Goff-Albritton, R. (2023). Aphasia and friendship: Stroke survivors' self-reported changes over time. Journal of Communication Disorders, 103, 106330. https://doi.org/10.1016/j.jcomdis.2023.106330 Madden, E., Conway, T., Henry, M., Spencer, K., Yorkston, K., & Kendall, D. (2018). The relationship between non-orthographic language abilities and reading performance in chronic aphasia: An exploration of the primary systems hypothesis. Journal of Speech Language Hearing Research, 61, 3038-3054. https://doi.org/10.1044/2018_JSLHR-L-18-0058 Madden, E. B., Torrence, J., & Kendall, D. (2020). Cross-modal generalization of anomia treatment to reading in aphasia. Aphasiology, 35, 875-899. https://doi.org/10.1080/02687038.2020.1734529   Purdy, M., Coppens, P., Madden, E. B., Freed, D., Mozeiko, J., Patterson, J., & Wallace, S. (2018). Reading comprehension treatment in aphasia: A systematic review. Aphasiology, 33(6), 629–651. https://doi.org/10.1080/02687038.2018.1482405 Strong, K.A., Douglas, N.F., Johnson, R., Silverman, M., Azios, J.H. & Archer, B. (2023). Stakeholder-engaged research: What our friendship in aphasia team learned about processes and pitfalls. Topics in Language Disorders, 43(1), 43-56. https://10.1097/TLD.0000000000000302   Therrien, M., Madden, E. B., Bislick, L., & Wallace, S. (2021). Aphasia and Friendship: The Role and Perspectives of Speech-Language Pathologists. American Journal of Speech-Language Pathology, 30(5), 2228-2240.   Resources   Stroke Social Network Scale reference and materials: https://cityaccess.org/tests/ssns/      Aphasia Access Conversations Episode #119 - Finding the person in front of aphasia: A conversation with Lauren Bislick

In this episode of the Awareness to Action Enneagram podcast, Mario Sikora, María José Munita and Seth “Creek” Creekmore return to their series about the vice, virtue and fixation for each Enneagram type. This week, they explore Type Seven–Striving to Feel Excited–with special guest Sarah Wallace, Founder and CEO of Enneagram MBA, a Certified Enneagram Coach, speaker and host of the Enneagram at Work podcast. As a Type Seven, Sarah shares her perspective on how the vice of gluttony, the virtue of sobriety and the fixation of planning show up in her life.TIMESTAMPS[00:00] Intro[00:16] This week's guest, Sarah Wallace[03:32] Vice: gluttony[08:38] Experiences where gluttony shows up[16:18] Instinctual bias[20:13] Perpetual disappointment and frustration[26:54] Desire to be good and get needs met[32:21] Fixation: planning[36:58] What's good about planning[43:22] Sarah's experience with sobriety[50:09] Advice from Sarah[51:23] OutroConnect with us:Awareness to ActionEnneagram on DemandIG: @ataenneagrampodSarah Wallace:Web: enneagrammba.comPod: Enneagram at WorkMario's episodes: Part 1, Part 2Mario Sikora: IG: @mariosikoraTikTok: @mariosikoraWeb: mariosikora.comPod: Enneagram in a MovieSubstack: mariosikora.substack.comMaria Jose Munita: IG: @mjmunitaWeb: mjmunita.comSeth "Creek" Creekmore: IG: @_creekmorePod: Fathoms | An Enneagram PodcastPod: Delusional Optimism

Let us know your thoughts. Send us a Text Message. Follow me to see #HeadsTalk Podcast Audiograms every Monday on LinkedInEpisode Title:

Welcome to this Aphasia Access Aphasia Conversations Podcast, a series of conversations about aphasia, the LPAA model, and aphasia programs that follow this model. My name is Janet Patterson. I am a Research Speech-Language Pathologist at the VA Northern California Healthcare System in Martinez, California, and a member of the Aphasia Access Conversations Podcast Working Group. Aphasia Access strives to provide members with information, inspiration, and ideas that support their efforts in engaging with persons with aphasia and their families through a variety of educational materials and resources. I am the host for our episode that will feature Lauren Bislick, in which you will hear about friendship, yoga, mental imagery and aphasia. These Show Notes accompany the conversation with Lauren but are not a verbatim transcript.   In today's episode you will hear about: the value of friendship in our lives and Mission SPEAK, ideas for creating an accessible yoga program for person with aphasia, and the value of mental imagery.  Dr. Janet Patterson: Welcome to this edition of Aphasia Access Conversations, a series of conversations about the LPAA model and aphasia programs that follow this model. My name is Janet Patterson, and I'm a research speech language pathologist at the VA Northern California Healthcare System in Martinez, California. Today I am delighted to be speaking with Dr. Lauren Bislick, a newly minted Associate Professor at the University of Central Florida, in the School of Communication Sciences and Disorders. Lauren is also the director of the UCF Aphasia House, and the director of the Aphasia and Related Conditions Research Lab. Across her work efforts, Lauren investigates the diagnosis and treatment of acquired apraxia of speech and aphasia, the value of mindful body practices such as yoga, friendship development, and interprofessional education and practice.    In 2023, Lauren was named a Distinguished Scholar USA by the Tavistock Trust for Aphasia UK. The Tavistock Trust aims to help improve the quality of life for those with aphasia, their families and care partners by addressing research capacity related to quality-of-life issues in aphasia. Congratulations on receiving this honor, Lauren. Aphasia Access collaborates with the Tavistock Trust for Aphasia in selecting the awardees and is pleased to have the opportunity to discuss their work and the influence of the Tavistock award.    Welcome Lauren, to Aphasia Access Conversations.   Dr. Lauren Bislick: Thank you, Janet, and thank you Aphasia Access for having me. Also thank you to the Tavistock Trust for the review team for nominating me and for selecting me. I'm truly very honored to be a recipient of this award.   Janet: It's a well-deserved award. Lauren, as we said, you were named a Tavistock Trust, Distinguished Scholar USA for 2023. You join a talented and dedicated group of individuals in this award. How does receiving the Tavistock award influence your clinical and research efforts in aphasia?    Lauren: First, I'll say again, I was truly honored to receive this award and was definitely surprised. The nomination announcement occurred at the Clinical Aphasiology Conference, and they didn't give us a heads up that the announcement was coming through, so I was very surprised. I think in terms of how this has influenced my clinical and research efforts as an academic, and as a clinician. I think a lot of people can relate to that feeling of imposter syndrome, and so receiving this award has helped me push that feeling to the side a little bit in some aspects of my work and of what I do. It's also allowed me to feel very proud about what I've been able to do. but more so through my collaborations and my students and the community that we have at UCF. It's allowed me to grow connection. Since receiving this award, people have reached out to me to talk about collaboration or wanting my help in terms of more of a consultant role. It's allowed myself and my lab to reach a larger group of people and has definitely supported that emphasis on quality-of-life work, which is not necessarily the training that I focused on when I was in my doctoral program. That's been something that I've come into in my time as an assistant faculty member or a junior researcher. It feels very good to be acknowledged for that and for these lines of work being supported.   Janet: And well deserved, for certain. Lauren, I would like to begin by asking you about your recent work investigating the role of friendship for persons with aphasia. I believe in the power of friendship and community during joyful times, and also during sad times in one's life. One of the unfortunate consequences of aphasia can be the loss or diminishing of friendships, or the communication skills important to developing and sustaining friendship and community. How did you become interested in this aspect of aphasia? And what conclusions have you drawn from your research?   Lauren: Thank you for this question. One of the things that I talk about frequently in both my aphasia course and the motor speech disorders for our graduate students, is how individuals with acquired communication disorders, whether it be linguistic, or motor based, is that their social circles get smaller, and we know that's a problem in life. Friendship is an essential component of quality of life, and as you said, whether celebrating the good things or you're going through a hard time you need those friends. This is an important area that I believe gets overlooked although now we have a couple of different groups looking at friendship and aphasia, which is wonderful. I actually have to thank Dr. Elizabeth Brookshire Madden for pulling me into this work. She is at Florida State University, and I like to call us aphasia sisters. We went through the same doctoral program, and she was one year behind me. We became very close during that time, both as friends, but also in the work that we do. [Aphasia Access note: Elizabeth Madden was selected as a Tavistock Distinguished Scholar USA in 2024.]   One of the other faculty members at Florida State University, Michelle Therrien, does work on friendship, but in the pediatric world. This grew out of conversations between Liz and Michelle, where they started talking about how we can look at friendship and aphasia. Clearly, we all believe it's an issue, but it hasn't been well investigated. That was shortly before the team Project Bridge Conference, which is really what helped initiate this kind of area of research for our group. Liz and I met at the 2018 Project Bridge conference and started facilitating a friendship group; she took the lead in this area. I got pulled to the yoga group, which we'll talk about later. Liz talked with a number of care partners of individuals with aphasia, and started discussing their social groups, and then friendship. Leaving that conference, she had some really great ideas about where to go next and what was needed in the area of friendship. From there grew her team of myself, Michelle Therrien, Sarah Wallace, at the University of Pittsburgh and Rachel Albritton, who's also at FSU.    In our first study, we did a survey with SLPs trying to ask if SLPs see friendship as being an issue? You know, is this us projecting, or is this something that clinical speech-language pathologists are seeing as an issue? If so, are we addressing it in the field? What that initial study showed us was that, yes, SLPs report that their clients are experiencing loss or difficulty with friendships. They also reported that there are barriers, there aren't assessments that ask about friendships, and there aren't interventions. So, while they see this as an important thing, and something that SLPs believe that this was within our scope of practice, they need a little more guidance as to how to support people with aphasia in terms of maintaining friendships, and then also developing friendships.    Following that study, we then spoke to people with aphasia and also spoke to caregivers of people with aphasia to get their perspectives and their lived experiences. What happens to friendship, immediately after a stroke? In that acute phase? What happens to friendship during that chronic phase? And then where are they now? What we found through these conversations is that many individuals reported that their friendships had changed after they acquired aphasia, both in the acute phase and the chronic stages. The same could be said for caregivers as they are navigating this world as caregivers. They are experiencing changes in their friendships. With aphasia being a chronic condition, this is something that people are living with for the rest of their lives. Friends can kind of be there in the beginning, and that acute care phase where they send messages or come by to say hello and show their support. As they realize that the communication impairment isn't going away, they don't know what to do and may get a little uncomfortable, feeling bad that they don't understand their friend with aphasia, or they don't know how to support them in their communication, or this problem isn't disappearing. This is me projecting, but I believe that's what's happening and what we're seeing is that people with aphasia, and their caregivers are reporting this loss. They also are reporting gaining new friends as they become ingrained in social groups. They meet other people with aphasia or care partners of other individuals with aphasia and develop friendships that way. They are also reporting smaller social groups, smaller groups of friends from their pre-aphasia life, dwindling for a lot of people. We think from our research what we're finding is that we really need interventions that target friendship maintenance and development. Some of that may be as simple as providing education, inviting friends into the therapy room. We do this with care partners, we can also offer this to friends to see how we are interacting with your loved one with aphasia. We can provide key tools to support communication; I really think a big piece of it is education. We've got to find the best way to navigate this in the clinical world. I think that's the next step not only for our group, but for the other groups that are looking at Friendship.    Janet: Lauren, you make some very good points in those comments. I wonder, do you have some brief thoughts or very specific ideas about how as clinicians, we can act in ways to optimize the friendship activities of our clients, or their care partners, recognizing though, that everyone has different styles and needs for friendship? It's like you say, we should not be projecting our desires and our styles and our needs onto our patients, but rather listen to them and figure out what their needs and desires are?   Lauren: Number one, right there, is listening to our clients, listening to their loved ones, what do they need? As I mentioned before, I think education is a really big piece of this. That may mean just having some materials as a speech-language pathologist that you can send home with family members that they can give to friends, right, so not just materials for that care partner, or the person with aphasia, but materials for friends. Here's something that will educate you a little bit on what aphasia is, there are some ways that you can successfully communicate with your friend with aphasia, here's what to expect. I think some of it is people just don't understand. They don't live in our world clinically, working with people with aphasia, working with people with communication disorders. For some, it's that they've never been exposed to, and so there's a discomfort with the unknown. I think education is huge. Also inviting friends. If you're going to have a counseling session with a care partner, and a person with aphasia, and their loved one, would they like friends to be at that table? Ask them. They may not, they may want it just for them and to be quiet and personal, but they may have some really close friends that they know they're going to lean on and want to be there. Opening the opportunity to invite other individuals and also inviting friends to support groups. Bringing friends to support groups, I think, would also be a space where friends then can observe interactions among people with aphasia, as well as their loved ones, and can have an opportunity to interact with other people with aphasia. So those are a few things that I think we can do right now. There are through many of the different resources like ARC [Aphasia Recovery Connection], for example, there are opportunities for education, communication partner training, and those are things that we can also plug friends into   Janet: Those are some very good ideas, Lauren, very good ideas. You have also worked to address the isolation felt by people with aphasia, and severe acquired communication impairment through your lab's Mission SPEAK program. Can you tell us more about this program, please?   Lauren: Absolutely. Mission SPEAK stands for Mission to Promote Socialization, Participation, Engagement, Advocacy and Kindness, for people with severe acquired communication disorders. This grew out of a lack of participation among some of our community members who had more severe communication impairments. They felt that they were just unable to be successful in a group setting, and tried some of the aphasia support groups, but didn't feel like they were being heard, or that they had equal opportunity, or were just frustrated by it. It didn't feel right for them. And so, I started thinking about, well, how can we provide an opportunity for individuals who feel this way, or maybe they're just more introverted which could be another piece to why they don't want that large group. How can we provide opportunities where they're still getting to practice communication in a safe space, develop friendships, and just be able to interact to combat those feelings of isolation that people with aphasia and other acquired communication disorders report. Mission SPEAK is a program where the students in my lab, both undergraduate and graduate students, some are CSD, some pre-med, some in their med programs, where they have the opportunity to meet with an individual with aphasia or another acquired communication disorder on a weekly basis to have a conversation. It's all via Zoom. These meetings can take any shape that the person with aphasia or the communication impairment and the student want to go with it. We have some individuals that meet to actually practice what they're learning in therapy and so the clinician has connected with my students to say ‘Hey, can you go over this homework with them or allow them opportunities to practice' and sometimes the clinician will hop on to Zoom as well. We also have opportunities such as one of my students and one of our friends with aphasia are reading a book together and so they do shared reading. In another pair we have a young man who really just needs interaction, so he meets with two different students, and they just have conversations over shared interests. Sometimes his mom is there to help support communication. We see as time goes on that as the individuals are getting more comfortable with each other, and the students are getting more comfortable, there are emerging areas where there are overlapping interests, or maybe the student is learning from the person with aphasia say, about sports, for example. We have one group where our friend with aphasia is a huge sports fanatic. He was meeting with two young women in our undergraduate program who knew very little about some of these sports and so he's taught them. It's really fun. Again, they meet at least once a week. We have one individual that at one point was meeting with three separate students three times a week. The friendships that form from these smaller groups are something special. For some of these folks it's intergenerational, for others they are peers. What you see is that the students don't want to give up this opportunity. I have some students who have been meeting with their friend with aphasia for over two years now. They've gone from their undergraduate programs through their graduate programs, and they've just developed a friendship and don't want to let go of it, which I think is phenomenal. This is something that I would like to see open up as chapters across different universities. Students want these interactions so badly and there are so many people with acquired communication disorders that need an outlet, and that would benefit from this safe space to work on their skills to just have fun. It really can be whatever they want it to be.   Janet: What a great idea. You've got my brain spinning. And I've been making notes about some clients I've been thinking about who would benefit from exactly what you're saying, just the opportunity to have an interaction and conversation. Wonderful.    Lauren, another avenue that you've been interested in is the practice of mindfulness, especially yoga practice. How do you see yoga practice supporting the LPAA philosophy of living well, with aphasia?   Lauren: Love this question. I have to backpedal just a little bit to answer it to say, I was never a yogi until I started my doctoral program. If you know me, I'm 5'11”. I'm tall and I grew up playing all the tall-person sports and pretty much was of the mindset that if you're not huffing and puffing and soaked in sweat, then it wasn't exercise or it wasn't beneficial. Well, I was wrong. In my doctoral program, I was dealing with imposter syndrome. I'm also a first-generation college student. Being at that level, and with all the different hurdles that a doctoral program offers, I was really feeling that imposter syndrome and anxiety that surrounds it. Somebody suggested starting yoga, and it's what got me out of bed in the morning, and really grounded me to face my day and feel as confident as I could in my skin during that time. After doing it for a few years, I just had this aha moment of, wow, I would love to bring this to the aphasia community. It's helped me with my anxieties and my areas of self-doubt and has just allowed me to also be present. I can only imagine for some folks with aphasia the anxiety that they may have surrounding communication, or just feeling okay with where they are in this part of their journey and that acceptance piece. Then I pushed it off. I said, well, I can't do that now I have to wait until I get tenure, I've got to focus on this very systematic treatment development program. I can't do more things.    Then in 2019 when I was an assistant professor, just my first year at UCF, I went to Project Bridge again thank you, Jackie Hinkley. While I was there, there was a small group that consisted of Dr. Amy Dietz and her friend with aphasia, Terry, who were at a table, and they were promoting yoga for aphasia. I was walking around, and I saw that table and I thought it was amazing. I went over there to have a conversation with them. Amy Dietz had just finished a small pilot project looking at methodology of how we make yoga accessible. And so I talked with Amy and I talked with her friend with aphasia, Terry, about their experience, and then more people started coming to that table; Susan Duncan, who is aphasiologist and a speech-language pathologist and a yoga practitioner, and then also a person with aphasia, Chase Rushlow and his mom, Deanna Rushlow. All the whole rest of that conference, we hung together, and started planning out the trajectory of how to bring accessible yoga to people with aphasia and to the aphasia community. Chase had experienced yoga, post stroke, and as a person living with aphasia with his mom, they shared their story about how it brought them together, and how it grounded him, how he found Zen. It was so fruitful being able to have these conversations with people with aphasia, and also their care partners, and them telling us what yoga has done for them. Not only did we all have our own experiences with yoga from myself, Amy and Susan, but then we also were getting this feedback from the rights holders, right from our patient stakeholders. And so this group moved forward.    Sorry, I had to backpedal there a little bit. Since that time, I'm so proud of what we have done as a team and what has unfolded. I was very fortunate to meet a yoga therapist named Karen Cornelius here in the Orlando area and together, we've been able to build an accessible adapted virtual yoga program for people with aphasia. It started as kind of this feasibility study with our own aphasia community group here in Orlando, getting feedback from them, figuring out how to make the language accessible, what visuals are helpful? What do people with aphasia want from a yoga practice, were there things that they liked, or things that they didn't like. We've had this really long but very informative process of delivering yoga from a yoga therapy perspective, caring experience, and then figuring out what to spend more time on and how to present things verbally and visually. Now I feel like we have this ongoing, strong, adapted yoga community that we're able to offer. We offer it every Friday at 11am. And we have participants from all over the US. We still have a strong group from Florida, from the Orlando area, but we've got people that participate from California, we've got folks from in the middle of the state, we've got people from Kentucky, we've got people from Pittsburgh, we have people from up north. And we also have a participant from Bermuda. It's amazing to see all of these individuals who would have never met each other otherwise come together so that they can have a yoga practice. For some of these folks, they participated in yoga before their stroke, and then had a really hard time getting back into it afterwards because of the language impairment, the language barrier really. Yoga is a very language heavy practice. The modifications that we've made have been really helpful in making it accessible. But then we've also brought in others that never looked at yoga before and experienced it for the first time and have heard their report that they reap the benefits of it. What we're seeing in both our qualitative research, and also in our quantitative research is that people are reporting reduced stress after participating in at least eight weeks of yoga, better sleep quality, and increased resilience. Some have discussed better pain management, so they feel like their pain, although it's not gone away, that they are able to go about their daily life without pain taking as much in terms of resources from them as it did prior. The biggest thing to I mean that sticks out is people are talking about self-acceptance. Yoga has helped them accept where they are right now in their journey. The last thing I'll say along these lines is there is something so powerful about having individuals come together in this group and there's conversation that happens at the beginning and at the end, just like you would if you walked into a yoga studio. I think it's that they're all working on a common goal, in this hour, and very little of what's being done is focused on communication, the effort is taken away. They're really just sharing a space with each other, enjoying that space, doing something that's making them feel good. And they're not having to think about their impairment. There's something really special with this group.    This work has now been funded by Orlando Health, which is our one of our big hospitals in the area. We're working with an interprofessional team and actually bringing yoga therapy into the inpatient rehabilitation program. This has been really neat, because Karen, the yoga therapist, and I are working with an interdisciplinary team of speech-language pathologists, physical therapists, occupational therapists, and recreational therapists. We'll have a group of individuals and all of these different professionals in the same room, and we're getting feedback from the professionals about what they like, what's facilitating this program for them, and what are the barriers. At the end, they will be the ones running this program, and they are very committed to keeping it up and running. We're also of course, getting the feedback from the people with aphasia and other brain injury survivors in this group, as well as their caregivers that are coming in and participating. I think now I can say I've done a good chunk of research in my life, and this area is the most fun and the least amount of work. Everything has happened organically. There has not been a moment where it feels like this really is work, or I don't want to do this. It's all just unfolded so beautifully. I feel so fortunate to be a part of this, I'm so thankful that Project Bridge pushed me into this, in a sense, when I thought I had to put it off for years and years to come. It's been a lot of fun. For our listeners, we have an ongoing yoga program on Friday mornings at 11 am EST, that is run by a yoga therapist who is amazing, and well versed in aphasia. I welcome people to join us.   Janet: I am moved by your story, Lauren, both your individual journey through your doctoral program and finding yoga to help your own self, and then taking that into the aphasia community. Several times you've used the phrase, ‘your journey through life' or ‘your journey of life'. And isn't that true? We're all on a journey, and it changes year to year, or decade to decade, if you will. It's exciting to know that you're finding a way to connect people with aphasia to a larger community that focuses on yoga, for example, rather than focusing on the impairment that they have living with their aphasia. Thank you for that. It sounds like it's a great success, and I hope it will continue to be so good for you.   Lauren: Thank you.   Janet: Lauren, another area of investigation, you're examining the benefit of motor imagery and home practice, for enhancing treatment outcomes in persons with apraxia of speech. This is a little bit different from yoga and mindfulness. But yet at the same time, it's about what people can do in their own selves, I think to improve their communications and improve their interactions with others. Will you describe this work and your current findings, please?    Lauren: Absolutely. And you really did hit the nail on the head because it does overlap a lot. It's different in that we are working on the impairment here, but the motor imagery piece grew out of what I was seeing with yoga. Many of our participants have hemiparesis, for example, or they might have apraxia of speech or more severe aphasia. When they are unable to produce a certain movement, or unable to say a certain mantra, we tell them just to visualize. If you can't move that arm that is fine, or if you can't move it to the extent that you want to that is okay, just imagine that arm moving. Just imagine or hear yourself saying this affirmation.    Based on what we were doing with the yoga I started digging a little deeper into the research on motor imagery and mental imagery, and that's where this idea arose. Surprisingly, there hasn't been a whole lot of work using motor imagery for rehabilitation of apraxia of speech. There's been a little bit of work in the area of stuttering, and motor imagery is used significantly in sports medicine, athletic training for professional sports, and musical training, and also rehabilitation of limb and gait, but really very little about speech. And so, I found a hole. My thought was maybe this motor imagery piece is a start, it's something that people can do at home without much support, and maybe it will impact their performance, either that day or in a therapy session a few days later. I wrote a grant and it was funded through the National Institutes of Health. The grant focused on looking at the impact that motor imagery has when combined with behavioral speech treatment. My thought moving forward was that I got my Ph.D. not only because I wanted to know more and wanted to create treatment programs, but I wanted to prove to insurance that healing the brain post stroke, or rehabilitation of speech and language post stroke, is not the same as healing a broken bone. It takes a lot more time. It's ongoing. In my time, I have not seen a change in insurance. In fact, I think it's gotten worse. So my thought into this is we've got to give clinicians and people with communication impairments the opportunity to work more from home. What can they do on their own to bolster the impact of those few treatment settings that they actually are getting, if they are treatment seeking individuals. The idea is, the hope is, that through motor imagery, what we're doing is priming the neural network. Patients can go home with targeted stimuli that they're working on, for example, and just imagine themselves saying it accurately, thinking about how the articulators are moving, visualizing themselves being successful. Hopefully, we're priming those networks. Then when they go into that treatment session, those networks are primed and perhaps we see a boost in performance. The hope, the long-term goal, of this is to build a home practice program that can be accessible to people in the comfort of their homes, easily and free of charge. The speech-language pathologist can also interface with the program to put stimuli into it, for example, so that it can support what they're working on in therapy. We're still in the early phases, but we just completed our first qualitative interview after somebody has completed the whole program, and they really liked it. I thought people were going to be bored with motor imagery because we're not yet allowing them to say anything. In the motor imagery piece, we really want to focus on what does imagery add, but they really enjoyed it. Our first participant, what he said was that at first he didn't like it, he thought it was weird. After we went through practice for a few weeks, he would come into the therapy session and we would do a probe and afterwards if I commented that he did really well on that today, or in the treatment session itself, or if I was seeing a lot of success with certain targets, he would say ‘the homework, the homework'. My thought was that he felt like the homework is helping. He was encouraging and felt like it was helping. We've only run a few people through, so right now, it's preliminary findings, but what I'm seeing is a benefit when they are going home and having this opportunity to practice. Even though it's not verbal practice, it's motor imagery, I'm seeing a change when they come into the session. The study itself is funded for three years, and we have the opportunity to provide free therapy for 18 individuals with co-occurring apraxia of speech and aphasia. I'm excited to see what that group data look like, but right now, and with just the conversations that we're having with the folks that are coming through, I feel very optimistic about this program. It will definitely need to grow, I don't want it to be only motor imagery forever. It's a good first step.   Janet: That is very exciting to hear. I look forward to reading the results as you have more and more individuals with apraxia of speech move through your program.   Lauren, as we draw this interview to a close, I wonder if you have some lessons learned that you would share with our listeners, as well as some Monday morning practices, that is actions that we can take on Monday morning to improve our interactions with persons with the aphasia or apraxia of speech.    Lauren: So I think first, and this is reflecting on what I do, I know many individuals out there, whether you are clinically working with the population, or you're doing research, you're in an area where you are giving. We are giving to support a community. The same thing that I tell our caregivers is to do something for you first, that will allow you to continue to give to others. What is something can you identify, something every day. When there's a little bit of something that you can do for yourself that just fuels you to be the best clinician, the best researcher, the best partner, parent, the many hats that people wear, to your community. That may look different for everyone. For some people, maybe it is meditation, for others maybe it's yoga, maybe it's running, maybe it's baking, everybody has their thing, but identify that certain something that gives you the energy and maybe the groundedness to serve your community.    One thing we've touched on, and if you're listening to this podcast, you know this, but listen to our friends with aphasia. Their perspectives give us so much more than we could ever pretend to know. I've learned so much from my friends with aphasia, even moving forward and in my research - thinking that I know what people want, talk to them, and then the realization this actually isn't an issue, this other thing is. Seek better understanding, otherwise, we're going up the wrong ladder and putting our efforts in the wrong area.    Building community through shared interests, that's what I'm trying to do a bit, and also incorporate student involvement; use your resources. With Mission SPEAK we really are trying to build community through shared interests. It's really neat to see how this unfolds. Even when you have a person with a communication impairment or a person with aphasia, who is maybe 30 years older than the student that they're meeting with, there are shared interests. And it's so neat, what they learn from each other and how this partnership grows, and this friendship grows. Then you also have peers, folks who have acquired communication impairments that are close in age with our students, and that takes on a life of its own as well. Try to match people up based on shared interests, or at least having someone that is really eager to learn. Also being open. Building community through shared interests supports what we've done with yoga. Here are folks that are finding peace and community and enjoying this activity together. It could be anything doesn't have to be yoga.   One other is interdisciplinary practices. When we're thinking about our friends with aphasia, not just thinking about the aphasia or stroke, when we're working with our more acute care friends, or those that are still on that rehabilitation trajectory. Stroke Survivors are dealing with more than aphasia, and I think sometimes we can lose sight of that. Making sure that there is an interdisciplinary team or you're offering interdisciplinary supports, asking what else do they need. I find that I've learned so much from my colleagues in physical therapy and occupational therapy. I work closely with an assistive technology professional who has just unlocked for me the world of supports that are out there that help people live well with aphasia, and also with hemiparesis. Supports such as for cooking with hemiparesis, supports for a computer adapted need, supports many things, such as positioning, seating, getting out there and playing sports, again, in an adaptive community. There are so many things that have happened, I think, over the last decade to make things more accessible for people post stroke. Educate yourself on what's out there.   Janet: Those are great ideas. Thank you so very much. And thank you, Lauren, again for taking the time to speak with me today about the Tavistock Distinguished Scholar Award, and about your work in aphasia.   Lauren: Thank you very much for having me.   Janet: You are so welcome.    I would also like to thank our listeners for supporting Aphasia Access Conversations by listening to our podcasts. For references and resources mentioned in today's show, please see our show notes. They are available on our website, www.aphasiaaccess.org. There, you can also become a member of our organization, browse our growing library of materials and find out about the Aphasia Access Academy. If you have an idea for a future podcast episode, please email us at info@aphasiaaccess.org. For Aphasia Access Conversations, I am Janet Patterson, and thank you again for your ongoing support of Aphasia Access.   Lauren, thank you for being with me today and congratulations on being named a Tavistock Distinguished Scholar on behalf of Aphasia Access and the Tavistock Trust. I look forward to learning about your future accomplishments, and seeing how you help people with aphasia and apraxia of speech on their journey of life. References   Madden, E. B., Therrien, M., Bislick, L., Wallace, S. E., Goff-Albritton, R., Vilfort-Garces, A., Constantino, C. & Graven, L. (2023). Caregiving and friendship: Perspectives from care partners of people with aphasia. Topics in Language Disorders, 43(1), 57-75. https://doi.org/10.1097/TLD.0000000000000301    Therrien, M.C., Madden, E.B., Bislick, L. & Wallace, S.E. (2021). Aphasia and friendship: The role and perspectives of Speech-Language Pathologists. American Journal of Speech-Language Pathology, 30(5), 2228-2240. https://doi.org/10.1044/2021_AJSLP-20-00370  Resources   Aphasia Recovery Connection (ARC)        https://aphasiarecoveryconnection.org  Aphasia and Related Conditions Research Lab and Mission SPEAK https://healthprofessions.ucf.edu/communication-sciences-disorders/aphasia-and-related-conditions-research-lab/  Project Bridge     Project Bridge - Research Community in Communication Disorders

In this special episode of Talking Space, we delve into a rarely discussed, but crucial aspect of living in space: health and sickness. We're putting the spotlight on the unique challenges posed by bacterial and viral infections aboard the International Space Station (ISS) and future long-duration missions. We're bringing you a deep dive into a groundbreaking experiment, GEARS (Genomic Enumeration of Antibiotic Resistance in Space), recently transported to the ISS. What is the aim of this experiment? How can analyzing the genetic makeup of antibiotic-resistant microbes in space help us on Earth? Joining us for this insightful conversation are Dr. Sarah Wallace, a NASA microbiologist at the Johnson Space Center's Biomedical research and Environmental Sciences Division Microbiology Laboratory, and Dr. Christopher Carr, co-director of the Georgia Tech Astrobiology Program. They'll shed light on the history of sickness on the ISS, the precautions in place, and the worst-case scenarios of illness or injury that have occurred. How do astronauts maintain personal hygiene in space? What kind of medical supplies are available aboard the ISS? Tune in to find out. We're also discussing the specifics of the GEARS experiment. What unique insights can we glean from the genetic makeup of bacteria in space? How will this knowledge shape the future of long-duration space missions? With the advent of commercial LEO destinations, how is the space industry preparing for microbial challenges? What discussions are under way to make new stations more resistant to accumulating microbes? Lastly, we tackle the ultimate Doomsday medical scenario: What would happen in case of a serious illness outbreak on the ISS or during a long-term flight to Mars? We'll discuss how scientists are trying to mitigate the potential dangers of bringing Earth germs to another planet and the risks of bringing something dangerous back to Earth. Don't miss this episode of Talking Space as we navigate the intriguing world of health and sickness in space. Please be sure to let us know your thoughts on the topics we discuss. You can always reach us at mailbag@TalkingSpaceOnline.com. You now also have a way to easily send us a voice recording that we may use on the show: just click on the blue microphone icon at the bottom right of any page at TalkingSpaceOnline.com. Show recorded 04-18-2024. Host: Larry Herrin Panelist(s):  Mark Ratterman (Gene Mikulka, Dr. Kat Robison and Sawyer Rosenstein will return) Podcast Editor: Larry Herrin GEARS experiment – website photo credit: Planetary eXploration Lab (PXL) Sarah Wallace - website photo credit: NASA Christopher Carr - website photo credit: Planetary eXploration Lab (PXL)

This is a replay of a top downloaded and raved-about favorite episode from the past few years! This episode was chosen very intentionally as an episode that I know everyone needs to hear right now whether for the first or second time, so tune in and enjoy!   With today's guest, Enneagram expert Sarah Wallace, we are diving into all things Enneagram and entrepreneurship. There are so many ways you can use the self-awareness that comes with knowing and understanding your own Enneagram type to improve the way you run your businesses - from learning how to best manage stress, to finding a sales routine that works for your personality, and helping team communication and productivity. The Enneagram is more than a trendy personality test, and in this episode we are exploring how this tool can be applied to make a real difference for you as a leader and business owner.   Sarah Wallace is a Certified Enneagram Coach, host of the Enneagram MBA podcast, speaker, and workshop facilitator. With over 15 years in relationship building roles working with government agencies and companies like the US EPA, Federal Reserve Bank, John Deere, and adidas Outdoor, now small business owners, corporations, and event organizers work with Sarah to help them use the Enneagram to develop confident, empathetic, and emotionally intelligent leaders with powerful, productive, and happy teams   In this episode, we cover… Designing your business with your Enneagram type in mind The parts of the Enneagram you should pay attention to (besides just your type) Improving communication and leadership by understanding your's and your team members' Enneagram types How your type may influence your decision making Leaning on your strengths to approach sales Using the Enneagram as a tool for hiring and managing your team   Quotes "There's so much great advice, it's just not every piece of advice is great for you. And so it really helps you get clear on what you need to focus on."   "Understanding your strengths, and also what you enjoy, and then applying it to 'Okay, how do I come across on a sales call?'"   "Growth is going to look different, and the Enneagram kind of shows us what growth looks like for different personalities."   Links & Resources Mentioned in this Episode Laptop Lifestyle Co Links: Website Instagram Tik Tok YouTube Channel   Sarah's Links: Sarah's Website Sarah's Instagram Sarah's YouTube Channel Sarah's Overview For The 9 Types   Other Links Mentioned: Enneagram Test

Kirt & Maz chat about what's making them happy at the moment. Author Sarah Wallace joins the podcast to discuss her Meddle & Mend series, as well as her forthcoming collaboration with S.O. Callahan.Find Hoof & Fang PodcastPatreon | Website | Store | Facebook Page | X (Twitter) | Instagram | TikTok Find Sarah WallaceWebsite | Facebook Author Page | Instagram Find Kirt GravesWebsite | Facebook Narrator Page | X (Twitter) | Instagram | TikTok Find Maz MaddoxWebsite | Facebook | Facebook Author Page | X (Twitter) | Instagram | TikTok Hoof & Fang Podcast is produced by Kirt Graves & Maz Maddox. All copywritten material is shared with permission. Music & sound effects are licensed through Storyblocks Audio. All opinions shared are those of the individuals and do not reflect the positions or policies of any company or organization with which they happen to be associated.

Today on The Salty Podcast, Devin talks with Sarah Wallace and asks her to share her story of heartbreak, a self-worth crushing divorce, unexpected new love, and finding her value in her relationship with God rather than just herself. There are so many valuable lessons to learn from this  episode! Micah and Sarah - https://www.tiktok.com/@micahandsarah The Fortitude Podcast - https://www.youtube.com/@TheFortitudePodcast

SERIES 2 EPISODE 78: COUNTDOWN WITH KEITH OLBERMANN A-Block (1:44) SPECIAL COMMENT: The democracy will certainly not survive Donald Trump but I am now wondering if it has any chance of surviving Sarah Wallace, Patricia Millett, Cornelia Pillard, and Brad Garcia and if you don't know who they are, they are the latest people on the latest list of supposed liberals and supposed officers of the court who could get us all KILLED. Millett seems to be the most clueless of the three DC Appeals Court dilettantes who first STAYED the gag order issued against Trump in the Election Subversion case and then yesterday conducted the in-person hearing and all but announced that they WILL significantly limit the order because apparently when Trump starts ignoring laws he doesn't like and jailing judges he doesn't like, these idiots somehow think they will be immune because they were so fair to him back there in November 2023. Judge Millett seemed to base her nitwitted reaction to the two hours of oral arguments on the impact of the gag order on…presidential debates. “He has to speak ‘Miss Manners' while everyone else is throwing targets at him? It would be really hard in a debate, when everyone else is going at you full bore. Your attorneys would have to have scripted little things you can say.” Miss Manners. Trump has to speak ‘Miss Manners.' Do you get the same feeling I do that Judge Millette has no earthly clue WHO Dementia J. Trump is? Do you get the OTHER same feeling that I do that it has not occurred to, and will NEVER occur to, Judge Millette that so far there have been THREE presidential debates in the Republican primary and Trump hasn't shown up to any of them and there is no reason to expect he'd have the guts to show up to one in the general election. And THEN there is Judge Sarah Wallace and I'm not sure she didn't even harm the country MORE than Judge “Miss Manners” and Judge “I Would Assume” did. Judge Wallace heard the 14th Amendment disqualification case and at the same time that she ruled quote “that Trump incited an insurrection on January 6, 2021, and therefore ‘engaged' in insurrection within the meaning of Section 3 of the 14th Amendment” she then superseded the Amendment itself in as remarkable an act of judicial cowardice as I've ever seen. “After considering the arguments on both sides,” wrote Judge Wallace, “the Court is persuaded that ‘officers of the United States' did not include the PRESIDENT of the United States. It appears to the Court that for whatever reason the drafters of Section 3 did not intend to include a person who had only taken the Presidential Oath,” unquote. So she ordered him onto the Colorado primary ballot instead of saying “Yeah, I'm thinking they meant to include PRESIDENTS because otherwise having just survived the Civil War they decided to make sure Jefferson Davis and Robert E. Lee and Nathan Bedford Forrest could NOT run for anything EXCEPT President of the United States rather than showing some guts, Judge Wallace folded. The people who could DO something and they actually divide into two categories and two categories ONLY: Judges who are too effete to do anything and judges who are too scared to do anything. B-Block (22:20) POSTSCRIPTS TO THE NEWS: How did Argentina elect as its new president Jason Bateman playing Wolverine? The late great Joss Ackland. And the newest housing requisite: Built-in Dog Showers? (26:15) THE WORST PERSONS IN THE WORLD: Just a Fox News typo, no doubt: "Osama Biden Laden"; Moms For Liberty's Philly chief is a registered sex offender; Senator Mike Lee launches the worst January 6th gaslighting ever. C-Block (32:20) EVERY DOG HAS ITS DAY: Milo in Tennessee (33:30) THINGS I PROMISED NOT TO TELL: I anchored the telecast of the 1992 Baseball Expansion draft, 31 years ago this week. Star analyst Joe Morgan really didn't want to be there. REALLY didn't.See omnystudio.com/listener for privacy information.

I'm Ellen Bernstein-Ellis, Program Specialist and Director Emeritus for the Aphasia Treatment Program at Cal State East Bay and a member of the Aphasia Access Podcast Working Group. AA's strives to provide members with information, inspiration, and ideas that support their aphasia care through a variety of educational materials and resources. I'm today's host for an episode that will feature Dr. Kelly Knollman-Porter, who is a 2023 recipient of a Tavistock Trust for Aphasia Distinguished Scholar Award, USA and Canada. She will discuss how her interest in auditory comprehension and severe aphasia led to her work on reading comprehension.   Guest bio Dr. Kelly Knollman-Porter is an associate professor in the Department of Speech Pathology and Audiology at Miami University. She directs the Neurogenic Language and Cognition lab, where her clinical research focuses on the development of supports and strategies for adults with aphasia to facilitate reading and auditory comprehension. Her research also explores the subtle reading processing differences exhibited by adults with aphasia through eye tracking technology. Dr. Knollman-Porter directs the Miami University Concussion Management Program, where her secondary research focuses on the development of assessment measures and treatments to manage the cognitive and communication challenges often associated with mild traumatic brain injury. She has over 30 years of experience working directly with adults with acquired brain injury. Listener take-aways In today's episode you will: Learn about how wanting to help clients with severe auditory comprehension challenges motivated our guest to pursue her doctoral degree after 15 years in clinical practice   Consider some of the challenges SLPs face in assessing reading in clinical practice using current standardized measures and learn about some advantages of incorporating a reading questionnaire and close observation for getting a better understanding of your client's individual reading style, preferences, and needs.   Explore the contribution of text to speech (TTS) to the dual modality model for supporting reading success at the book level and some of the critical factors to consider when implementing this strategy with clients.   Investigate how eye-tracking technology can help us gain insight to an individual's reading strengths and patterns. Show notes edited for conciseness and clarity Ellen Bernstein-Ellis  00:10 Kelly, let me just pause and say welcome! Thank you for being here. Kelly Knollman-Porter  01:02 Thank you for having me on the podcast. I'm so happy to be here. Ellen Bernstein-Ellis  01:05 I am so excited you're here today. And as we talked, we always have a pre-meeting where we get to plan what we want to talk about in these podcasts, and as you know, I'm so excited to talk about book clubs and reading strategies. Thank you so much for being our guest today. Kelly Knollman-Porter  02:23 Thanks again, Ellen. And I have to thank you for your foundational work in the area of reading.  You can look back at a lot of the articles that myself or my research team have published and we reference you quite a bit. So thanks for your work also. Ellen Bernstein-Ellis  02:39 Thank you for that kind, kind mention. I was very fortunate to partner with Dr. Roberta Elman to create the Book Connection at the Aphasia Center of California and be part of that body of work. We like to start with an icebreaker to give our listeners a chance to get to know you. I will open by asking you to share how the Tavistock Trust for Aphasia Distinguished Scholar Award has or you think will impact your work? Kelly Knollman-Porter  03:06 First of all, I'd like to just take a moment to thank the Duchess of Bedford and Nicole Campbell from the Tavistock Trust for giving me this honor. I was just so surprised and excited to hear when I was given this award. I had the lovely opportunity a couple of years ago at a Clinical Aphasiology Conference to meet both of these amazing women. I've been so impressed by the work of the Tavistock Trust. It's not just work in the UK, they have spread this out across the globe. They really have done so much to not only help people with aphasia, but also help educate the public about aphasia, help us as clinicians get connected, and as researchers get connected in order to stay abreast of more recent research that's coming out in terms of helping people with aphasia. I am just so thankful and appreciative of receiving this honor from this great organization. But how will it help me? I can honestly say that right now we're in the process of starting a new study  and through the support at the Tavistock Trust, we are going to be able to provide funding to help support these research studies and hopefully get some of these funds back into the hands of our participants. I'm excited to keep that research moving through their support. Ellen Bernstein-Ellis  04:42 That's great. That was a really nice and gracious recognition. Yes, we're so appreciative of the work the Tavistock Trust has done. How about if we open by sharing a little bit about your professional journey? I think you considered yourself a non-traditional doctoral student.   You said you returned to get your doctorate after about 15 years of practice. Tell us a little bit more about what you were doing when you decided to return to your doctorate. And what were your passions that inspired you to return to school? Not an easy decision, I would guess. Kelly Knollman-Porter  05:19 No, it wasn't. I can honestly say I wasn't looking for it. I was very happy in clinical practice. I worked in a hospital for 15 years before coming to academia. I loved working in the medical field. I loved collaborating with other rehabilitation professionals, dieticians and physicians. I was very happy working in these environments. But Miami University actually reached out to me. They were wanting to further develop their adult program and they said, “Hey, will you come to academia and share some of your clinical knowledge and also lead the Miami University Aphasia Support Group?” They knew I had always had a long interest in working collaboratively with people with aphasia and clinically. So they asked me to come. I have to admit, I turned them down a couple times. And then finally, I made the big plunge and said, “Why not try it?” I wasn't really seeking it out. Originally, however, I was reaching a point where I was becoming frustrated with some of the reimbursement issues we were facing clinically. When working with people with aphasia, I sometimes felt like insurance was dictating how much treatment I could provide and how long I could provide it, even though I felt like many people could continue to make progress. I just felt like my hands were tied, and I was restricted. That was frustrating to me. I have to admit, when I came to academia, I was thinking, what can I do in order to explore this further? How can I potentially contribute to the research base in order to provide evidence to show that people with aphasia can continue to make progress, not just months after diagnosis, but 5, 10, 15 years? Because as a clinician, we've all seen it, absolutely. We know that people with aphasia want to continue to actively participate in life activities. And they can, if given the opportunity and the support. So, when I made that transition to academia, I quickly made the decision to go back and get my PhD. Primarily focusing on clinical research, specifically with people with chronic aphasia, Ellen Bernstein-Ellis  07:52 I am sure that there are listeners out there who may be sitting on that fence as well thinking, Should I do it? Should I pursue this doctorate? I just want to acknowledge and honor the challenges of being a doctoral student, especially while also being the parent of young children, but I just think it should be recognized. I was wondering, what was the best advice you got from your mentors? Because I'm sure you reached points in that process where you wondered, was this the right thing? And I want to support listeners who are out there thinking, “Can I do this? Should I do this?”  Kelly Knollman-Porter  08:30 It definitely required a team. When I decided to go back get my PhD, I had a 10 year old and a five year old. That just requires a lot of work, going to things after school for them and keeping your family a priority, but yet still working full time getting your PhD while commuting. And coming back, a special shout out to my spouse, who helped me keep all the balls up in the air. My family came along. I had amazing support from my in-laws and my parents, in terms of helping pick up the kids when needed. But I'm not going to lie, it was a challenge. And there were times when I wanted to throw in the towel. I wanted to say, “You know what, this is just too much for me to do right now.” But I did have people that came alongside me, that kept encouraging me, saying “It's okay, stay the course, what you're doing is good, and don't lose faith.” I have to give credit to Aimee Dietz. Dietz was my dissertation chair and she was very encouraging, supportive, and understanding that I was a mother and I had a life outside of PhD and work. She respected that. It was funny. She ended up getting pregnant at the same time and had her child. So I think we kind of supported each other through that. But one thing she said to me that I always remembered because she knew I loved clinical practice. I was like “Amy, maybe I should just go back to clinical practice?” And she said, “Kelly, you realize that your research is going to touch more people then your clinical practice.” Not downplaying clinical practice at all. But she said, “Your research has the potential of spreading information not only across our small geographic Midwest area, but also across the country and across the world.”  Ellen Bernstein-Ellis  10:35 What a wonderful piece of advice. No surprise, what a lovely mentor to have. Kelly Knollman-Porter  10:39 Absolutely. I think I told you this before, there was one very difficult day that I was having. My family was sitting around the dinner table and the house was a mess. I had grading to do and I said to my husband, “I'm going to quit, I'm not going to get my PhD.” And my 10 year old daughter was sitting there and her name's Anna. And she said, “Mom, what would you say to me if I told you I was going to quit something?” Ellen Bernstein-Ellis  11:11 What a wise 10 year old. Kelly Knollman-Porter  11:13 And at that moment, I realized that people were watching and other women might be watching and saying, “Hey, stay the course, persevere.” I am proud enough to say that that same daughter just recently graduated from vet school with her DVM and I hope that my perseverance helped her persevere also. Ellen Bernstein-Ellis  11:36 I love that story. Thank you for sharing it with our listeners today. Your doctoral work originally focused on the treatment of auditory comprehension in severe aphasia. I know that was one of your clinical loves. I want to recommend to our listeners since we can't cover everything today, your 2018 article,  we'll put it in the references of the podcast show notes, about intensive aphasia auditory comprehension treatment. Why don't you share how you became involved in reading comprehension? Because you started out in this auditory comprehension world, right? Kelly Knollman-Porter  12:13 Absolutely. Well, again, I really feel like comprehension is instrumental. There's been some work done that says people with auditory comprehension deficits, the more severe the auditory comprehension deficits, the greater risk of decreased success in rehabilitation outcomes. So I always had a passion for exploring auditory comprehension and different potential treatments to facilitate comprehension with people with chronic aphasia. But Aimee Dietz gave me that opportunity to do that. But it was interesting. During my dissertation process, I actually found out that my son had a pretty significant dyslexia. We kind of suspected it with him growing up, but then when you hit kindergarten, you really start to see the reading challenges kind of surface. And I remember talking with Amiee about reading. During that time, we were able to get my son connected to a great reading program that explored different compensatory supports to help facilitate any reading process, one of which was text to speech technology. And at that time, Amiee was collaborating with Karen Hux from the University of Nebraska on a potential reading study. And she says, “You're so interested in reading right now and you're interested in aphasia? How about combining those two loves, and getting involved with a reading study?” And the rest is history, that kind of landslide into a lot of research collaborations over the past 12 years that I've been involved with. But my son Eric did inspire that because seeing his success with text to speech with dyslexia, it made me think, why not text to speech with people with aphasia? What about that dual modality presentation?  Ellen Bernstein-Ellis  14:15 That's great. I also think you're showing us yet again, how often our personal journeys inform our research and clinical paths. I think that's a beautiful example. Reading has been repeatedly shown to impact quality of life for individuals with aphasia. They tell us that so often, but it's often challenging for clinicians to allocate the limited clinical time to assessment and treatment. Reading treatment takes a while to do so. I feel like I'm asking you to address the million dollar question here. But what are your recommendations on how to manage this challenge? And what are some of the challenges in assessing reading? I've alluded to the time, but why don't you elaborate? You've done a deep dive here. Kelly Knollman-Porter  15:06 Absolutely. And it is challenging because first and foremost, I find that a lot of our standardized assessments will try to tap into assessing the reading challenges, but it really only scratches the surface. I haven't found a really great standardized assessment that I can use and rely on that really helps direct my treatment course, You have to use a variety and you have to do some that you just make up on your own based on how exactly that person is responding. But generally, if I'm going to assess, I first have to start by having a really in-depth conversation with the person with aphasia or their care partner. First of all, you have to find out if reading is of interest to them, of course,and the types of reading materials that they like to engage with. I think about people in our Miami University aphasia support group. I have one individual who would read a novel a week prior to her stroke. I had another person in our group who said to me, “Kelly, you know what? I never read books.” It was not something of interest to him. You have to treat those two people very differently. You have to find out what their interests are. That's always where I start--with just an interview and talking with them about aphasia. And then I talked to them about their interests in terms of “Are you comfortable with technology? Are you not comfortable with technology?” I actually give them reading tasks. When I assess reading, I of course, start at the word level, and then creep up to the sentence level and add more complexity and length. But when I give them a paragraph to read, I don't just look at, did they get the answers correct or incorrect? I'm not only looking at accuracy per response, but how long does it take them to process that multi sentence information? So for example, if I gave them a four sentence paragraph to read, I watch them very closely to see how they're attacking that reading task. And that doesn't take that long out of your assessment time. I watch where their eyes are moving. I watch to see if their eyes are regressing back within a sentence while they're reading. And if I notice that they're really struggling, I also say to them, “Tell me, what are you having difficulty reading right now? Can you point to the words that you're struggling with? Can you point to the words potentially that you're skipping? Tell me about this process, and try to tell me how it's different from the way you read before.” And sometimes we underestimate what people with aphasia can tell us about their reading experiences. I have found that a lot of the people that I have worked with can be very specific about what they're having difficulty with. Now, there's always that small population that might not have the awareness. But it's still the majority of them that can. I was just working with a gentleman last week, and I was like, “Show me what you're having difficulty with.” And he pointed to the words that he struggled with, and that helped me understand. Are you having more difficulty with content words? Are you having more difficulty with verbs? Are you having more difficulty with articles? What is it about this process that's  making it hard? Because many times people with aphasia can read that paragraph very slowly and very carefully and end up with a high percentage accuracy in terms of performance, but if it's taking them five minutes to read a four sentence paragraph, it is too fatiguing, it's too much. And they're going to end up avoiding getting back to reading things that they want to read for pleasure. Ellen Bernstein-Ellis  19:18 Right, because the burden is too high. Kelly Knollman-Porter  19:21 Because the burden is too high. I really feel like if we can look at these things clinically, we just need to take a little bit of time to talk to the people and actively watch how they're attacking that reading task. Ellen Bernstein-Ellis  19:37 If I circle back briefly to the impact reading has on quality of life, your 2015 article does a beautiful job of describing the contribution of access to reading to the quality of life. This was a qualitative study that interviewed six individuals with aphasia to hone in on their individual reading preferences and supports. But before you describe these results, I'd like you to share with the listeners your reading assessment survey. You just talked about listening carefully and asking questions. I think that's harder than you're making it sound. But you've given us this tool that is an amazing springboard. Many of us probably have just informal tools, lists of questions that we've developed on our own over time. But in that article, you actually attach this beautiful, clinical tool. How did you go about developing this initial reading survey that you do? Thank you for including that in the article. That was wonderful. Kelly Knollman-Porter  20:46 Oh, absolutely. A special shout out again to my research team, Karen Hux, Sarah Wallace, and Jessica Brown. We spent many hours of our meeting time creating this questionnaire. Ellen Bernstein-Ellis  21:02 But that's great, these great clinical minds all coming together, embracing this questionnaire, planning to put it together, that's beautiful.   Kelly Knollman-Porter  21:10 Absolutely. I have to encourage everybody to try to get to be a part of a research team. We're stronger together than we are in isolation. I have the utmost respect for each of these women. They have taught me so much. We each brought to the table unique strengths. All four of us are unique in our own special way. And like I said, I've learned so much from them. But we bring that when we're creating our research studies. We always start with a rough draft. And then we question each other. We say, well, I've seen this clinically, or I think about this from a research perspective. I definitely brought to the table my clinical experience in working with people with aphasia, but then Sarah did also, so too Jessica, and so too Karen. Just working through what we saw were challenges that people with aphasia might experience and what we've found clinically to develop that questionnaire. Ellen Bernstein-Ellis  22:11 So, you created this questionnaire with a variety of sections that helps someone systematically go through understanding that person's reading preferences and strengths and try to get a sense of what their profile is, right? That's your starting point. And then you take it from there. Kelly Knollman-Porter  22:28 Exactly. What do you like to read? Do you like to read text messages? Do you like to read novels? Where do you like to read? How do you like to read? Do you like to hold a book versus do you like using technology? What are all the different ways that you personally like to read? I can honestly say one thing that we learned from the qualitative study, I know I'm jumping to that, was everybody has their own unique reading experiences. There's not going to be a one size fits all approach to the assessment or the treatment of anyone with a reading challenge. You will not find a cookbook approach to this. You have to do it on an individual basis. And if you do, I think the outcomes are going to be stronger. Ellen Bernstein-Ellis  23:20 Let's circle back to that 2015 article, we'll jump back and forth. Could you describe some of the key takeaways from that study? Maybe you could explain why you think that dual modality model, which we started to allude to earlier with text to speech, is so important to supporting reading success? That's part of my takeaway from that 2015 article.     Kelly Knollman-Porter  23:45 I wish I could tell you that in 2014, when we were initially planning this qualitative research study that we were thinking about TTS. I was from a distance, but we weren't actively looking at text to speech (TTS) at that time. But one thing that my colleagues and I felt we had to do first, if we were going to explore reading research more, we had to go to the people with aphasia to learn what they wanted. So, before we took our own personal opinions about what we thought people with aphasia needed in terms of reading, we thought we should start with a qualitative study and find out what they wanted and what they needed. And you know what, that was such an important starting place for our research. Because again, we found each of the people that I interviewed had their own unique needs, but yet every single one of them passionately wanted to read. They wanted to get back to reading and they wanted to read books. They wanted to read books about romance and they wanted to read about horror stories. I'll never forget one of our participants. She told me that she liked to read Stephen King novels. She laughed and says, “Kelly, you couldn't handle that.” And it's true. I don't like those scary stories. But, they wanted to read. They want to learn more about aphasia, but they just want to read what everybody else is reading. Ellen Bernstein-Ellis  25:23 You want to read what your peers are reading.  I will always remember this story where one of our book club members at the Aphasia Center of California was so excited at a book club meeting because he had taken the book that we were reading, I think it was Shadow Divers at the time, to the golf course. No one usually approached him and chatted with him. But he actually had a couple guys come up when they saw the book and engage with him in discussion. So it became this beautiful bridge of connection. I can't communicate as well, but they had this awesome commonality to share. It was just what they were interested in. So that example of just wanting to do what your peers are doing because there's such joy in being part of that reading community. One of my favorite parts of that 2015 article is also the clinical reading framework that's on page 19. It helps a clinician start to think about how to implement reading supports and strategies. I think that is a beautiful contribution. Could you describe that model for our listeners?  Kelly Knollman-Porter  26:30 Sure, of course, you start with the questionnaire, you start with asking them what they want to read and what they like to read. And then you do an informal assessment. And then, as we walk through that framework, you establish personally relevant goals, based on their unique reading needs and experiences. But then as you're considering treatment, you have to think about lots of different avenues that you can potentially go down. And that's going to be based again on their needs. Specifically, are they interested in technology? If they're not interested in technology, then that's going to take you on one route, but if they are interested in technology should you consider text to speech? If they're not interested in technology, will picture support facilitate their understanding of the written text? So basically, looking at personalizing the treatment approach. And going through a process of trial and error, looking at the length of the reading that should be used, or the complexity of the reading materials, and again, gearing treatment towards their unique personal needs. That's kind of what it's all about. Ellen Bernstein-Ellis  27:50 You really provide a very clear framework, and I think that always helps us with our clinical thinking-- to know what questions to ask and how to break it down. A wonderful follow up to that 2015 article, is the 2022 article that compared comprehension, processing time and modality preferences for individuals with and without aphasia when reading books using text to speech. Could you start by explaining or describing what motivated your work to be at the book level?  So often, we start with words and then sentences, but here, you took this big, big leap and started at the book level. Kelly Knollman-Porter  28:31 I'm going to swing back to my 2015 article real quick, if that's okay. Because I have to admit, one of the participants in that study gave us direction to go the TTS route first. So, of those people that we interviewed in that initial qualitative study, only one of them was reading more after his stroke than before his stroke. And this gentleman, he was in his mid 40s at the time, and very into technology. I remember when we were doing the interview with him, he was adamant. He was like, “Kelly, text to speech works!” So of the six people that we interviewed, he was the one that inspired us to start looking at text to speech more-- that eventually led to all these other studies. Because he said, “I've read a novel.” He laughingly told me that he read Fifty Shades of Grey, and he also was able to get online and, through text to speech, order things through Amazon or different mechanisms like that. We started exploring text to speech technology and the degree to which it could help from a dual modality presentation. So that kind of got us on that track. My colleagues and I explored the use of text to speech at the sentence and paragraph level to see if it helped. We really had mixed results, I have to admit. We were finding that sometimes it helped some people, but it didn't help all people. And we were almost getting a little frustrated with what we were finding, and we were feeling that we were hearing from clients. I have to admit, I've run into clinicians all over the country and they're like, “Yeah, text to speech works.” But we weren't seeing those strong outcomes with our research. It was right around the pandemic time. I said to my colleagues, “We're gonna have to take a big leap here with our research, instead of just looking at the sentence and paragraph level, why don't we just jump to books?” We know that people with aphasia want to read books. We have a feeling that the text to speech might help them at the book level. We know that this research is going to get a little muddy, there's going to be a lot of variables that we can't control for, but let's try to do a study based on what people with aphasia want. So we took this big leap of faith and did this book study. And this one was where we decided to control many factors in terms of having them read a certain section and then using text to speech and then read another section and then use text to speech for another section. There was a lot involved in it. But that's ultimately why--because people with aphasia told us that they want to read books. Ellen Bernstein-Ellis  31:45 I know we're going back and forth. But these topics are all integrated. Let's take a moment and ask you to talk a little bit more about text to speech and what you've learned about using it for individuals with aphasia. You started to again allude to some of the things, particularly the variability across people. There are pros. And there's cons. Before we dive in, I want to refer our listeners to this nugget, this beautiful little gem, that I found just last week. It was in the March 2023 ASHA Leader, and it's with your co authors Sarah Wallace and Karen Hux. The article lays out some of the considerations to take when introducing a client to text to speech technology, like how to do it in a systematic way, how to explore and allow for the individualization that is necessary, that practice is necessary. It's a great clinical perspective article. We'll put the link in our show notes. But what do you want to say about the lessons learned with text to speech? Kelly Knollman-Porter  32:47 Absolutely. It takes practice when you're considering using text to speech with a person with aphasia. First of all, you have to see if they're interested in using technology. If they have access to technology, that's your first question. And then, can they access the device physically? So lots of things have to be taken into consideration. If they show interest in using the technology, you need to sit down with that person with that technology that they choose. If that's an Android device, if that's Mac device, if it's a laptop, if it's an iPad, if it's a smartphone, you have to bring their device to the table and see to what degree they can access the necessary text to speech applications that are needed in order to use it successfully for reading tasks. If they cannot access it, then you need to take a step back and create an instruction manual to help with pictures and aphasia friendly formatting, in order to give them a step by step method to access that technology. So often, we start to use technology intuitively. We think everybody else should be able to use it that easily. But we have to make sure that the person can turn the device on. A lot of older people also have decreased circulation in their fingertips and sometimes when touching the app, they can't get it to trigger, so they have to warm up their fingers before accessing it. Ellen Bernstein-Ellis  34:33 I'm so glad you mentioned that because I can actually personally relate to that one. Because these nuances are so important. , I don't know if they're nuances, these challenges that you may not realize until you actually sit down and work with the person. Kelly Knollman-Porter  34:48 Absolutely. So when I know someone is interested in this, I always start with pictures--a detailed instruction book that shows you step by step what you have to touch in order to access that TTS system. I put it in a binder with a plastic coat covering over the top, so that they can have that manual sitting right there by their device. And then we practice with it. We say, “Okay, now I'm going to show you how to access this text to speech technology. Now you show me if you can do it using your manual.” And we go back and forth. We're not even to the reading part yet. You have to first access the system. If they show that they can then access it, then we actually get into playing with the different TTS features. So anything, from the speed of the voice presentation on TTS is crucial. You have to find that ideal speed for that person that's not too fast, and not too slow. That's going to help their processing. So, playing around with the speed. Also playing around with a voice. Do they want a male voice? Do they want a female voice? Do they want one with an accent? You'd be surprised people are very particular about the voice that they want. And then, also exploring the use of highlighting. Do they want to have highlighting? At the single word level? Do they want each word highlighted as it's read? Or do you want the full sentence highlighted? Or do you want no highlighting, because some people don't like the highlighting. So there's a whole sequence of steps that you need to go through in order to determine if someone is going to be able to access the TTS system, and then, if they're going to be able to use it successfully. And that does take time. And it takes experimentation and setting up a system for a person, letting them try it on their own. And then having them come back and ask, “Okay, what did you like? And what did you not like? Can we change this at all?” So it can be adaptive, it might change over time. We don't want to just give one structured TTS system to all people. It won't work. Ellen Bernstein-Ellis  37:17 I think that dovetails beautifully with my next question, which is, if we circle back to that 2022 article, I was struck by some of the variability across participants and that you were able to embrace that as a researcher and look at what that means.  The variability across people reinforced your approach of taking a strength-based model approach when assessing reading performance for your clients. Are there other outcomes you want to highlight from that study? Kelly Knollman-Porter  37:49 Absolutely. One thing we found overall, is that for the group as a whole, TTS technology helped them process the written materials faster, without compromising comprehension. I'm gonna say that again, so they could access and process the written information faster, without compromising comprehension. For some of them, that was huge, right? Because they were able to read that book with less time, and hence less fatigue-- Ellen Bernstein-Ellis  38:27 ---that reduces that burden we were talking about earlier, right, that sense of fatigue and burden.  However, so keep going. I'm sorry. Kelly Knollman-Porter  38:34 So we found it helps process the information faster. But as a group overall, we found that it did not improve their comprehension. And that's been kind of the thorn in our heel, more like, why is this text to speech not facilitating comprehension? Because if you look at the theory on dual modality, if you're presenting something auditorily and through writing, that should facilitate comprehension, right? But we weren't seeing that with all participants. Now, some of that could be the varying degrees of complexity of their unique type of reading problem that they had.  Then we did have a couple people that actually did show improvements in comprehension.  We had one participant that had a 20% increase in comprehension with TTS compared to the read only condition. We had another person with like a 10% increase. So this works for some people, in terms of facilitating comprehension, but not all. So we felt like we're getting close, but we're still not quite there. And that's why we're needing to continue to do more research.   Ellen Bernstein-Ellis  39:50 I just want to take a pause.  This research was all done during COVID. I want to thank you for how clearly you describe the training and materials needed for this study in that article. I have watched some of my colleagues trying to do research during COVID. They did some incredible things. Looking at that article made me wonder how did you do that?  I want to shout out your tenacity in accomplishing this during COVID. I think you mentioned that it gave you multiple “front porch opportunities” to solve tech challenges, because you had to go to the house of your participants, literally sit on the porch and try to fix the iPad, or the Kindle, or the whatever, and hand it back to them. So thank you for just hanging in there during a time when it was really hard to do research. I'm looking at the time, and I want to make sure that we get to your eye fixation behaviors and processing time in individuals with and without aphasia article. I've just covered a lot at the moment. Was there something you wanted to reflect on in terms of your “porch moments”  before we jumped to the eye fixation study? Kelly Knollman-Porter  41:11 I think as a speech language pathologist, it's kind of in our blood that we have to be very adaptive and flexible. Sometimes you have to jump in the car and drive and sit on the porch, especially. This is another challenge with using technology, if an update happens, and it totally changes the formatting of an application you're using all the time. Now, if a person with aphasia cannot always adapt to that, I would get a call, “Hey, Kelly. Something's popping up here. And I can't get rid of it.” So I would just hop in the car, and I'd say, put everything on your front porch. I will be there. I'm just going to sit on your front porch, and I will deal with the update. Ellen Bernstein-Ellis  42:02 That could be cold in Ohio. I'm picturing you sitting there with gloves and in a coat trying to fix things. Kelly Knollman-Porter  42:11 Yeah, that was about it. But that's our skill as speech language pathologists. Ellen Bernstein-Ellis  42:17 You showed a lot of dedication. You keep giving a shout out to your team and your lab.     Kelly Knollman-Porter  42:24 I have a special shout out to Mackenzie Pruitt, who worked on that study. She was a masters level student, and she was right there in the trenches with me. I have a great team. Ellen Bernstein-Ellis  42:35 I want to go back to this eye fixation behaviors study. While we're not likely to be able to assess eye fixation in daily practice because the equipment and technology is beyond what we would have in our clinics or private practices, but your results really hold clinical significance for understanding reading, processing strengths and challenges. Do you want to describe some of the highlights from that study? Kelly Knollman-Porter  42:59 I think one of the biggest frustrations when you work with someone with reading challenges is you really are not 100% sure how they're processing the written text. We're assessing them, we're watching them, we're seeing their response to the questions. But what are you having difficulty with? You can ask questions, you can watch their eyes clinically. But one thing that eye tracking technology has that I'm grateful for is, it showed me how people with aphasia process written text. And we wanted to specifically not just look at the word level, there's some great research out on word level processing and sentence level processing. But we wanted to take a big leap and look at multi sentence processing. So what are those eyes doing? What did they fixate on? What are they regressing to, and again, I'm going to give another shout out to Drew Bevelhimer. He was also a master's level student that was working in my lab at the time, who, again came alongside me to help get this eye tracking technology going. This really did show me how unique the reading challenges that people with aphasia have when reading multi sentence information. We specifically looked at how often they had within word regressions, like within a longer word within sentence regression--so when their eyes look back to another word within the sentence, and then how often they look back to a previous sentence. And one thing that that really showed us is with the use of text to text to speech technology, their numbers of regressions significantly decreased. So they did not have to regress as much while reading, which again, resulted in a decrease in processing time. Another thing that this study showed, which I and my colleagues thought was really interesting, we actually brought in a group of neurotypicals to do this study also. When we used the default text to speech voice rate,  we actually found the opposite results with neurotypicals. When using text to speech, set at that default speed, like right around 150 to 180 words per minute, they actually had more regressions with text to speech than in the read only condition. Ellen Bernstein-Ellis  45:39 So, you have to match the speed with the person. Is that where this is headed? Kelly Knollman-Porter  45:43 That is exactly where that's headed. It really reinforced to us how you have to consider the speed of that text to speech voice. Because if you do not have the appropriate speed, it can actually have some detrimental effects in causing more regressions. That's one thing, looking to the future, that my colleagues and I are going start looking at-- exploring how to get that synching better in terms of the eye movements with the rate of speech. Ellen Bernstein-Ellis  46:17 So is that is next in your research, where you're headed, Kelly Knollman-Porter  46:21 That's where we're headed., Ellen Bernstein-Ellis  46:23 I'm going to look forward to that. I just want to say that your body of research on reading and reading comprehension, and supporting and using strategies and understanding the patterns and challenges that people with aphasia have and how they get them back in the game to support them. I just think it's such a valuable contribution. I really appreciate this beautiful body of research. And there was another March 2023, ASHA Leader article, besides the one on text to speech, that describes how reading impacts return to work. It's an article that tells a story about your efforts to support a teacher who was working to return to the classroom. I'll put that link in the show notes too, because it's a beautiful collaborative, “we're going to do this as a team” story. And it wasn't easy. But it was very much supporting the individual goals and journey of your client. Do you have any parting advice as we wrap up for clinicians who are going to assess and work with reading with their clients? That's what this whole show has been about. But what else do you want to add we end?     Kelly Knollman-Porter  47:36 Don't be afraid to explore reading. I know it seems intimidating and overwhelming, because it is challenging to figure out what's specifically the problem, but I can honestly say that if you invest some time in it, the outcomes are going to be worth it for your clients. I look to some books studies that I've done here within our Miami University aphasia support group and, and I have many members that prior to the book club study that I did, had not picked up a novel for 15 years since their stroke, and through adaptive materials, and again, shout out to Roberta Elman's work in the Book Connection materials that her and her group have created. We've used them a lot here at Miami University. But through those adaptive materials that she's created, she's opened up a world of opportunity for people with aphasia to be able to access books. Giving people that opportunity to get back to reading materials that they'd like to read is just really rewarding. Ellen Bernstein-Ellis  48:55 Thank you so, so much for this conversation and for all the work you're doing. And we'd like to close with one kind of broader, big picture question. Kelly, if you had to pick only one thing that we need to achieve urgently as a community of Life Participation providers, what would that one thing be? Kelly Knollman-Porter  49:23 When we talked about this question, I was slightly discouraged because my ultimate reason for going and doing research was to provide research that will lead to greater reimbursement of services for people with chronic aphasia.  I hate to say it, but here are 15 years later, that's still my big takeaway point. We need to find better ways of helping people with aphasia in the chronic phases get reimbursement for services that they so desperately need. We also need to talk to clinicians across the country. We have to be very careful in terms of how we give services to this population. They can still make progress. They can still make gains. We just need the support in order to make that happen. I'm just going to throw one other thing out there. This pertains to the ASHA Leader 2023 article for the teacher that was trying to get back to work. We need to find more opportunities for people with aphasia to still have part-time jobs without losing their benefits, because they're caught between a rock and a hard place. If I go back to work a little bit, I'm going to lose my benefits. I remember in that article, Christine Bowles, who we interviewed, shared working full time is too hard, but I still have more to give. I still have more to give. I'm not done yet. I'm only in my 40s. Why can't we give people with aphasia more opportunity to work without losing benefits?  Ellen Bernstein-Ellis  51:09 Thank you for that message. I think it's critical and one that a lot of people face and think about. So thank you for bringing that up. And for participating today. It's been a wonderful opportunity to talk about your work. Your passion and excitement comes across so much. And I'm going to thank our listeners for listening today. And I just want to remind that our references and resources mentioned in today's show, just see our show notes. They're available on the website, www dot aphasia access.org. And there you can also become a member of our organization and support the podcast and all the other great work that's being done by aphasia access, and you can also browse our growing library of materials and find out about the Aphasia Access Academy. And if you have an idea for a future podcast episode, email us at info at Aphasiaaccess.org. For Aphasia Access Conversations. I'm Ellen Bernstein-Ellis. And thanks again for your ongoing support aphasia access   References and Resources The reading intake questionnaire discussed in this interview, is accessible here: https://aphasiaacc.memberclicks.net/assets/docs/Reading%20History%20Questionnaire-Knollman-Porter-AphasiaAccessPodcast.pdf   To see examples of adapted book club materials mentioned in this episode, go to: The Book Connection on the Aphasia Center of California website: https://aphasiacenter.net/the-book-connection/   Hux, K., Wallace, S. E., Brown, J. A., & Knollman-Porter, K. (2021). Perceptions of people with aphasia about supporting reading with text-to-speech technology: A convergent mixed methods study. Journal of communication disorders, 91, 106098. Hux, K., Knollman-Porter, K., Brown, J., & Wallace, S. E. (2017). Comprehension of synthetic speech and digitized natural speech by adults with aphasia. Journal of Communication Disorders, 69, 15-26. Knollman-Porter, K. (2023). Navigating a Job's Language Demands After a Stroke. Leader Live. The ASHA LEADER, 28(2), 42-46. Knollman-Porter, K., Bevelhimer, A., Hux, K., Wallace, S. E., Hughes, M. R., & Brown, J. A. (2023). Eye Fixation Behaviors and Processing Time of People With Aphasia and Neurotypical Adults When Reading Narratives With and Without Text-to-Speech Support. Journal of Speech, Language, and Hearing Research, 66(1), 276-295. Knollman-Porter, K., Brown, J., Hux, K., Wallace, S., & Crittenden A. (2022).  Reading comprehension and processing time when people with aphasia use text-to-speech technology with personalized supports and features.  American Journal of Speech-Language Pathology, 31, 342-358. Knollman-Porter, K., Dietz, A., & Dahlem, K. (2018). Intensive auditory comprehension treatment for severe aphasia: A feasibility study. American Journal of Speech-Language Pathology, 27(3), 936-949. Knollman-Porter, K., Hux, K., Wallace, S. E., Pruitt, M., Hughes, M. R., & Brown, J. A. (2022). Comprehension, Processing Time, and Modality Preferences When People With Aphasia and Neurotypical Healthy Adults Read Books: A Pilot Study. American Journal of Speech-Language Pathology, 31(6), 2569-2590. Knollman-Porter, K., & Julian, S. K. (2019). Book club experiences, engagement, and reading support use by people with aphasia. American journal of speech-language pathology, 28(3), 1084-1098. Knollman-Porter, K., Wallace, S. E., Brown, J. A., Hux, K., Hoagland, B. L., & Ruff, D. R. (2019). Effects of written, auditory, and combined modalities on comprehension by people with aphasia. American Journal of Speech-Language Pathology, 28(3), 1206-1221. Knollman-Porter, K., Wallace, S. E., Hux, K., Brown, J., & Long, C. (2015). Reading experiences and use of supports by people with chronic aphasia. Aphasiology, 29(12), 1448-1472.   Wallace, S. E., Hux, K., Knollman-Porter, K., Patterson, B., & Brown, J. A. (2023). A Mixed-Methods Exploration of the Experience of People With Aphasia Using Text-to-Speech Technology to Support Virtual Book Club Participation. American Journal of Speech-Language Pathology, 1-24.   Wallace, S. E., Knollman-Porter, K., & Hux, K. (2023). How Text-to-Speech Aids Reading for People With Aphasia. Leader Live 28(2), 52-53. Wallace, S. E., Hux, K., Knollman-Porter, K., Brown, J. A., Parisi, E., & Cain, R. (2022). Reading behaviors and text-to-speech technology perceptions of people with aphasia. Assistive Technology, 34(5), 599-610.  

Today I talk with fellow Type 7w6 and Enneagram Certified Coach, Sarah Wallace. We dive into what life and relationships look like from a 7 perspective. Sarah offers key insights into how she handles conflict, difficult emotions, and how the Enneagram has helped her better understand her strengths and challenges. All you need to know about a Type 7 is right here! Sarah Wallace is a Certified Enneagram Coach, host of the Enneagram MBA podcast, speaker, and workshop facilitator. With over 15 years in relationship building roles working with government agencies and companies like the US EPA, Federal Reserve Bank, John Deere, and adidas Outdoor, now small business owners, corporations, and event organizers work with Sarah to help them use the Enneagram to develop confident, empathetic, and emotionally intelligent leaders with powerful, productive, and happy teams. You can listen to her interview of me on her podcast, Enneagram MBA, here: Episode Part 1 Episode Part 2 Learn More About Sarah: https://www.enneagrammba.com/about-enneagrammba . . . Learn More About Your Host, Natalia: https://www.nataliahernandezcoaching.com/ Connect with Natalia on Instagram 

Do your know your Enneagram? The Enneagram is widely used to understand more about your personality based on one of 9 types. Today, our guest Sarah Wallace is taking us on a journey on how the Enneagram looks through the lens of being a Supermom. And you are going to LOVE this!Sarah Wallace is a Certified Enneagram Coach, host of the Enneagram MBA podcast, and workshop facilitator who helps small business owners and corporations use the Enneagram to develop confident, empathetic, and emotionally intelligent leaders with powerful, productive, and happy teams.Today we discuss…What exactly is the Enneagram Type testThe 9 Enneagram types and how they reflect how you show up as a supermomYour personality superpowers as a supermomHow I connect to the superpowers as an Enneagram 3Learning about your personality to understand your own strengths as well as those of othersLearning your blindspots in order to empower yourselfFor the show notes and all the links mentioned in today's episode, head to secretsofsupermom.com/143.Stay connected!www.secretsofsupermom.comSecrets of Supermom on FacebookSecrets of Supermom on Instagram

Today on the show, I have my guest, Sarah Wallace, an enneagram expert, to cover the Enneagram again with a new twist. We hit harder on how each of the nine Enneagram types acts under stress. If you haven't been listening to that show that long and this particular episode interests you, I have two other shows that cover the Enneagram. The first one is on the Enneagram and work clutter with Lori Palau. The second is an in-depth review of what the Enneagram is and how to use it with Erin Baute. And now this conversation with Sarah. Even if you have listened to these shows, stick around because we haven't covered the Enneagram in this light before. The Enneagram is so nuanced, I could have several shows on the topic! During my chat with Sarah, we covered:What led Sarah to get into work with individuals and teams on the EnneagramWhat the Enneagram numbers are and an overview of each oneThe Enneagram numbers under stress and where we go in times of stressHow fixed and growth mindsets relate to the EnneagramIf certain Enneagram types struggle more than others with fixed mindsetResources that Sarah recommends to learn more about the Enneagram and find your Enneagram type

In 2007, 20-year-old Sarah Wallace, an aspiring nurse, was shot inside her apartment after arguing with her boyfriend in a bar.   Chris examines why her boyfriend is the obvious suspect including the fact he admitted to shooting Sarah.  So why, after all of these years, is he still a free man?  

Sarah Wallace and I discuss ways to build a cohesive team through use of the Enneagram test. We also analyze different ways to approach hiring new team members. 

Imagine harnessing the power of the Enneagram to catapult your consulting and coaching business to incredible success. Enneagram expert Sarah Wallace joins us in this fascinating episode to discuss how this profound tool can spark transformation in both clients and ourselves. Sarah shares her captivating journey from working in construction materials to discovering her true passion for the Enneagram and how she now empowers entrepreneurs and leaders to better understand themselves and their teams. Together, we dig deep into the various Enneagram types, exploring their unique motives and behaviors. We discuss how different types struggle with challenges such as boundary issues for type twos, workaholic tendencies for type threes, and feelings of inherent wrongness for type fours. As a bonus, we even have a fun conversation about which Marvel characters might fit into these Enneagram types, like Tony Stark, Black Widow, and Captain America. In this insightful conversation, we delve into how the Enneagram can be employed for business growth, self-coaching through fears and anxieties, and recognizing the diverse approaches to handling fear. Sarah generously offers specific guidance tailored for individual Enneagram types, such as how type twos can confidently step into the spotlight, type sevens can find excitement in routine and structure, and type ones can overcome perfection paralysis. Don't miss this riveting episode that will leave you eager to uncover more about the Enneagram and its transformative potential for your coaching, consulting, and personal growth journey. In this episode, you'll hear: How To Use The Enneagram for Consulting and Coaching Success The Enneagram Types Explained About Personality Types and Marvel Characters How To Use The Enneagram for the Coaching and Consulting Process About Using the Enneagram for Business Growth Where to dive in: (0:00:02) - Enneagram for Consulting and Coaching Success (14 Minutes) We into the world of the Enneagram and how it can help consultants and coaches ignite transformation in their clients. My guest today is Sarah Wallace, an Enneagram expert who shares her experience in finding the perfect career for her. She started in the construction materials industry then moved into environmental compliance, sales, and eventually consulting. We discuss how the Enneagram can help consultants and coaches break out of their comfort zones, take bigger risks in their businesses, and discover how they can create the perfect life for themselves. (0:13:41) - Enneagram Types Explained (14 Minutes) We explore how the Enneagram can help consultants and coaches understand and support their clients. We discuss how types two, three, and four are striving to feel connected, outstanding, and unique respectively, and how their energy can be used with intention to create positive transformations. We also touch on the struggles of boundaries that two's face, how threes can become workaholics, and how fours can struggle with feeling like they're inherently wrong. (0:27:17) - Personality Types and Marvel Characters (7 Minutes) Today, we discuss the world of Eights, their drive to feel powerful and the need to protect themselves and those in their circle. We explore how Eights can often come across as domineering, aggressive, and controlling, and how they may have shifted their behavior to look like a type two. We also look at how Eights can be very decisive and confident communicators, and how they are often found in the corporate and entrepreneurial spaces. Finally, we explore how Marvel characters like Tony Stark, Black Widow, Mrs. Potts, Captain America, and Thor could be typed according to the Enneagram. (0:34:14) - Enneagram for Coaching and Consulting (12 Minutes) We explore the world of Nines, their need for peace and their longing to belong. We examine the intriguing relationship Nines have with anger and how they can reconnect with their own ideas. We compare Twos and Nines and how Twos have the power to comprehend and predict the requirements of others. Finally, we provide tips for consultants and coaches on how to use the Enneagram to help their clients. (0:46:25) - Using the Enneagram for Business Growth (10 Minutes) Today, we explore how the Enneagram can be used to self-coach through fears and anxieties. We discuss how each type of the Enneagram handles fear differently, and how understanding those nuances can help entrepreneurs take bigger risks in their business. We look at how type twos can step into the spotlight, how type sevens can still bring excitement with routine and structure, and how type ones can avoid perfection paralysis. Ultimately, the Enneagram provides specific guidance on how to move forward and reach goals. About the guest: Sarah is a Certified Enneagram Coach, host of the Enneagram MBA podcast, speaker, and workshop facilitator. With over 15 years in relationship building roles working with government agencies and companies like the US EPA, Federal Reserve Bank, John Deere, and adidas Outdoor, now small business owners, corporations, and event organizers work with Sarah to help them use the Enneagram to develop confident, empathetic, and emotionally intelligent leaders with powerful, productive, and happy teams. About me: Betsy Jordyn is a Brand Positioning Strategist that helps consulting and coaching business owners clarify their brand positioning and messaging, create a website presence that positions them as sought-after experts, land clients with ease and integrity, and take their place as thought leaders and influencers in their niche. Her mission is to help consultants and coaches monetize their best-at strengths and authentic passions to make a bigger difference in the world. Check out her brand strategy, messaging, and design services at https://www.betsyjordyn.com Links: Download my one of my free resources to help you accelerate your success: https://www.betsyjordyn.com/downloads Learn more about my brand messaging and positioning services: https://www.betsyjordyn.com/services Schedule a consult call to talk about what you need to do to nail your messaging and rock your copy so you can stand out in the market and attract clients: https://betsyjordyn.com/schedule Related Blog, Video or Podcast Episode: How Use LinkedIn to Attract Your Dream Clients (in Less Time) with LinkedIn Expert Lisa Kanda (Ep68) How to Use Storytelling to Ignite Transformation with Joy Spencer (Ep67) The Art of Storytelling In Brand Building with Diane Diaz (Ep 66) Four Stories Your Consulting and Coaching Business Needs (Ep65) Why CEO's Hire Consultants and Coaches: The REAL Value They Bring with Brad Rex (Ep64)

Welcome to the Aphasia Access Conversations Podcast. I'm Jerry Hoepner. I'm a professor at the University of Wisconsin – Eau Claire and co-facilitator of the Chippewa Valley Aphasia Camp, Blugold Brain Injury Group, Mayo Brain Injury Group, and Thursday Night Poets.  I'm also a member of the Aphasia Access Podcast Working Group. Aphasia Access strives to provide members with information, inspiration, and ideas that support their aphasia care through a variety of educational materials and resources. I'm today's host for an episode that will feature Dr. Alyssa Lanzi. In this episode, we'll be discussing Dr. Lanzi's research on mild cognitive impairment and the role of the LPAA approach in serving individuals with mild cognitive impairment and dementia. Biosketch: Alyssa M. Lanzi, Ph.D., CCC-SLP, is a speech-language pathologist and Research Assistant Professor in the Department of Communication Sciences and Disorders at the University of Delaware. She is an executive committee member of the Delaware Center for Cognitive Aging Research at the University of Delaware. Dr. Lanzi is the PI of a K23 award from the National Institute on Aging to investigate the effects of an intervention designed to improve the independence of older adults with mild cognitive impairment from probable Alzheimer's disease. She is also MPI of awards that develop, test and disseminate a large-scale online database to study the language and cognitive skills of older adults to help develop cost-effective biomarkers to identify adults at risk for dementia from Alzheimer's disease. Dr. Lanzi's research broadly focuses on investigating person-centered assessment and treatment approaches for individuals with mild cognitive impairment and dementia and prioritizes the implementation and dissemination of evidence-based practice to practicing health professionals.  Take aways: The LPAA fits interventions for mild cognitive impairment too. We need to focus on training the next generation to understand the applications of LPAA to other disorders and contexts. You don't always need a standardized test, you can use goal attainment scales to measure anything. We need to be prepared to counsel individuals with mild cognitive impairment, as we are often the discipline having those conversations. When we intervene with individuals with mild cognitive impairment early, we can involve them as collaborators. There is a continuum of counseling needs that changes over time. See Alyssa's counseling plus paper in SIG 2 Perspectives.   Interview Transcript: Jerry Hoepner: Hi Alyssa. Good to see you. Alyssa Lanzi: Hi, good to see you. I'm happy to have a conversation with you today. Jerry Hoepner: Likewise, I'm looking forward to this conversation. It's kind of tradition that at the beginning of podcast we talk a little bit about your journey in your path to the life participation approach. So, I'm hoping that you can share a little bit about why an LPAA approach is so crucial to your research and clinical interactions. Alyssa Lanzi: Yeah, Absolutely. Well, thanks for having me, and I'm excited to kind of give a glimpse into how we can start to think about the LPAA approach outside of aphasia, because I think I'm a little bit unique in that way. And I am clinically trained as a speech language pathologist, and I was fortunate that most of my master's training was in a really strong university-based life participation approach model for aphasia. So, I had a large amount of experience working with Dr. Sarah Wallace and Katerina Staltari, and really thinking about group-based approaches for aphasia care. And I really fell in love with the functional nature of that model and with my master's thesis really tried to think about, well, how can we do this with individuals at risk for dementia with thinking about group-based approaches and functional care. And then I went on to get my PhD at the University of South Florida with Michelle Bourgeois. With a really strong research focus on functional approaches for mild cognitive impairment and dementia but also had the opportunity to work clinically the entire time during my PhD at voices of hope for aphasia under Jackie Hinckley, really learning about the life participation approach for aphasia. So, I feel super fortunate in that I have a lot of clinical work and exposure with the life participation approach that really has driven my research. Although I don't clinically practice with the life participation approach anymore, it really is a key foundation and a key kind of framework to how I have conducted all of my research and run the lab at the University of Delaware, which I'm currently a research assistant professor at right now. Jerry Hoepner: Excellent. Yeah. And thanks for sharing that, I really believe there is not a lot of transferability and generalizability of the LPAA in the approach being someone who has one world or one foot in the traumatic brain injury world, and another foot in the aphasia world. There's definitely some strong carryover across those contexts, and I think members of aphasia access are really interested in thinking about how that extends into those contexts. So, I really appreciate that. And like I said before, you have quite the pedigree in terms of experiences with very life participation approach minded academics, and having some of those clinical experiences, is really just so crucial for those, you know, when you step into the research world that you're doing something that really applies. So, I know you already talked about Sarah Wallace and Dr. Satari and Dr. Bourgeois and Jackie Hinckley. But are there other people along that journey that have kind of shaped the way that you think about LPAA applications to aphasia but beyond obviously? Alyssa Lanzi: yeah, I think you know, really the names that you mentioned were kind of the key mentors in the process. However, individuals like Roberta Elman, and really her approach to kind of book and learning and reintegration was structured. But flexible activities are really kind of key to my thinking, and also, as you know, an early career researcher as well. Folks like yourself and Tom and Katie really show how we can also train students in this approach as well, which is kind of being key to figuring out how I really run this lab that's based in life participation. That's not only my line of research, but also supporting the next generation. I feel fortunate in that I have mentors that really have integrated a life participation approach in many different settings from big R1 universities to smaller, R2, and R3 universities to clinical practice settings to nonprofits. And I think I've taken pieces of all of those to really support my research and teaching pedagogy, and really life participation in that way, and without aphasia access, I wouldn't have had access to those leaders and mentors in the field like yourself, and it really has given me an opportunity to have conversations with these folks, and every single conversation has really impacted and influenced my work thus far. Jerry Hoepner: I think that tends to be a really common reflection on aphasia access that everyone is so accessible. So, the name really says it, and willing to have those conversations. And certainly, that supports us in all of those avenues, research, clinic, well and academic in terms of teaching as well so completely agree with that. Alyssa Lanzi: I think that's what's a beautiful thing about aphasia access and the life participation approach is that it's not just research, either. Right? It's research, it's clinical, it's teaching, it's mentoring, it's service. And I think we will probably talk about in a little bit. But in all of my work that's really what I try to think about, I don't just try to think about, you know, research, I try to think about well, how can I study this so it can actually be implemented in clinical practice? And then how can I also teach the next generation using this approach in that way? And I think that framework, although we often think of life participation as like a clinical approach. In some ways it's really this entire framework to all those kind of core components that are necessary in terms of teaching, research, clinical care and service. Jerry Hoepner: I really love the way that you describe that, because I don't know that that's been done really clearly before. But there is a thread running through all of those pieces, and it kind of speaks to your experience with Jackie Hinckley in terms of thinking about that implementation piece, and how we make sure what we're doing matters, and is the right stuff in the first place. And obviously teaching is near and dear to my heart, and being able to frame that in a way that students understand, but also feel like it's not something that's high in the sky that you know only a few people do, but that's accessible and usable by everyone, and even for my students. I mean, I know that a lot of my students will end up in a school setting, and I know that these foundational principles of LPAA still have relevance to them. So, I say, you know, regardless of where you're going. This content matters, and it should shape the way that you think conduct LPAA work. Alyssa Lanzi: Yeah, you don't have to be at a center to conduct LPAA work, you don't have to be with people with aphasia to conduct LPAA work, and that's the cool part of it. And having these conversations is an opportunity to kind of brainstorm with one another of, well how do we take you know, from the traditional mold, how do we kind of break that and really think of it as threads that can be kind of interwoven into all these elements that are core components of our discipline in a lot of ways. Jerry Hoepner: Agreed. Maybe that's a new task for aphasia access worker to kind of map all of those pieces, because I do think not. Maybe individuals have those pieces, but it hasn't been all put together. So, I appreciate that overview. Alyssa Lanzi: And yeah, hopefully. Jerry Hoepner: well. I've been having fun re-reading and refreshing myself on your work on. I used a lot of it within my teaching so. But it's always fun to see when you read something again that you pick up something that you just didn't even like process before or you don't remember you process it, maybe. But clearly, I mean, there's this thread going through all of it about person-centered strength-based care right at the heart of all of that. It really one of the things that stood out to me the last couple of days as I've been meeting is that emphasis on fostering choice and collaboration along the way in every single step with the with the individual, with mild cognitive impairment or dementia, with their family members. And I think that's really crucial. I mean whether you're kind of choosing an external memory aid, or script, or whatever is best right. Can you talk about how you facilitate those choices? Maybe a little bit about the kinds of tools that you use on one end, but also a little bit about how you just foster a mindset of that collaborative decision making, because, you know, sometimes people can just want to defer to you and say you tell me so. I'm interested in your thoughts on both of those pieces. Alyssa Lanzi: Yeah, Absolutely. Well, thanks for the flattering words, and I'm happy. You picked out the core elements there, because I think those are really kind of the key words of a lot of the work that I try to do, and starting really with person or family centered, in that way, and it's tricky. I think a lot of people say that their work is person centered, and we can always argue. What do you mean by that? And how do you ensure that, same with functional right? But something I try to teach people, and my students are just because it's related to something practical doesn't necessarily mean it's a functional approach, either, you know, so really kind of parsing out by what we mean by that. But in particular, with working with folks with mild cognitive impairment and dementia, the goal is to really support their independence for as long as possible, and then to support their quality of life right? And a lot of times when thinking about people with chronic aphasia, it's very similar in that way, right? And that, you know, kind of gotten to a point. Not that improvements can no longer been made, but the shift is really about like, well how can you live the best life as possible? Right? How can we get you participating in as many things as possible, and that's the same mindset when we're working with people with mild cognitive impairment in particular. So, when I'm trying to design the treatment approaches that I'm testing with my clinical trials. Really, the whole framework is, how can we make something structured and standardized but flexible to that individual's needs. So, I think it starts from a treatment level, figuring out what are the active ingredients? What are the things that can't be changed, what are the core elements that can't be changed. And then, once we figure that out, then the meat of the sandwich, you know the meat of the treatment can be customizable to that individual right. And a lot of this work really comes from McKay Solberg, and views of cognitive rehab as well. But I think, when we think about person centered, we need to think about what are the core elements of this evidence-based approach? What are the active ingredients? And then what are the things that can change in between right? And when we're talking about external memory aids, it's not enough just to give somebody a calendar right. We're not seeing that individuals actually continue to use this calendar later on. And I would argue that's because of 2 reasons, one because we didn't systematically train them, and the use of it and 2 is because we didn't include them in the process from the start to the finish. And you are asking about what kind of tools and what things can be helpful. And in terms of thinking about goal development tools, a lot of times we can lean on our colleagues and occupational therapy and use a lot of the models that they have for goal development. So, they have the COPM which I'm probably going to butcher the name, but it's the Canadian Occupational Performance Measure, I believe it is, and that can be a really great tool to have a structured approach to goal setting. Same with goal attainment scaling, and incorporating some motivational interviewing techniques on top of it. But the key is that you have some type of structure, some type of evidence-based approach, on top of the conversation that you're having right, just asking somebody their interests is important, but we need to think about what's the best thing for our buck, since we have such limited time with them. So those 2 tools, in terms of goal setting have been really helpful for me, paired with using patient reported outcome measures and kind of figuring out how to use that as an initial conversation, and then paired with some further probing of tell me more about these items. Tell me more about the issues that you're facing. And then what I think is tricky, and where I relate most to my life participation colleagues are, what are the outcome tools, or what are the treatment planning tools that we can use to design these participation approaches. And it's hard because most of the outcome tools that we have are developed for looking at impairment-based improvements, right? So very decontextualized type tasks and that's really tricky. If the treatments that we're doing are all meant to be functional and person centered and improved participation. But we're not looking at necessarily improvements in worthless learning, or serial sevens or things like that. So, I couldn't figure out any tools. So, part of my dissertation work was designing a measure that was really aimed to help drive treatment planning. And then look at if there's gains an actual participation, so that tools called the functional external memory aid tool, and my lab in the last year or so have tried to do a lot of work, and coming up with free resources to train students, clinicians, and researchers, and how to use this tool to drive treatment planning because it's a little bit of a different way than we think of how to use assessment tools. Traditionally we think of assessment tools to tell us is that that person has an impairment or not and this is not designed in that way. It's really designed to tell you how to design your treatment, and a functional meaningful in person-centered way. I don't have great answers of what the tools are, but I think collaborating with clinicians and collaborating with evidence-based researchers really helps us to try to fill that gap in some ways. Jerry Hoepner: Yeah, and I think you got at part of it when you talked about goal attainment scales that you could make that a measure of any goal that the person identifies themselves. You don't necessarily have to try to fit a tool around that you can just measure what they hope to change right, or what they hope to sustain in terms of function. So, I think that's really good and really helpful. Just want to kind of circle back to a couple of things you talked about active ingredients, and how to really recognize what those active ingredients are, what the cores are, and what is content that you can do without, so to speak, made me think of some of the recent work in RTSS from the standpoint of really mapping that out. But I think that principle of my own is really important. Just to be able to say what is at the core? What do I always need to do? And what is kind of supportive of that, and can be individualized? So that's really helpful. Alyssa Lanzi: That shouldn't be on the clinician either right? If you're a clinician listening to this like that shouldn't be on you. This is on the researchers to consider from the beginning, and this should be really clearly outlined in this plan. And it is somewhat hard to figure out what some of these analyses like what are the active ingredients? But that's really, if you go to a talk, if you're a clinician on this call like that's what you should be asking, when you go to these talks like, what are the active ingredients? What do you think is really evident of what's making the change? It's not on you to decide. It's really on researchers to be thinking about this from the beginning, and not for you to try to figure out by any means. Jerry Hoepner: Yeah, I think that's a really some really sound advice, because finding out what those active ingredients are that's really crucial, and I think there's times, and I won't say who, but I reached out to a researcher once to do some work related to their work, and I said, “So do you have some place where you have more specific information about what exactly you did?” And they said “it's all in the paper” and I was kinda like no, it's not all in the paper, and I think we're getting better at that, providing that information, at least to the best of our knowledge, what those active ingredients are. And you know this is on the researcher to provide that, and then to allow that clinician to be able to work within that framework. So, I'm really glad that you said that. I also wanted to highlight the fact that you talked about your measure, and I think the acronym is FEAT right? Alyssa Lanzi: FEMAT, yep, close. Jerry Hoepner: Sorry. Missed it. I missed one letter, but we'll make sure that that is in the list of resources at the end as well, so that people know how they can access that information, and you mentioned that you're trying to make as much freely available as possible. So I think that's really helpful for our listeners to know where to find that information. Alyssa Lanzi: Yeah, the tool can be downloaded completely for free. And there's educational and training resources for free on there as well as we just publish an open access manuscript, describing with case examples of how to use it as well, because if we as researchers want clinicians to use our work. Constantly, we're hearing the biggest barriers pay walls and everything else so really trying to make this as accessible as possible, so that individuals can actually use it in their practice. Jerry Hoepner: Well, that's really excellent. I really appreciate it, so I'll double check with you at the end, and we'll make sure we have all of that information there for the for the listeners to follow up on that. So, getting into the connection and the differences between someone with aphasia and someone with a mild cognitive impairment. There's a lot of overlap and most communication supports. And as I was reading your work, I was like overlap, overlap, overlap. But there's also some ground that isn't overlapping individuals with aphasia, particularly when you get to the cognitive kinds of constructs, and so forth. So, in terms of supporting someone with MCI or dementia. What are the key distinctions that you have in your mind about how to approach that. So, distinguishing them from maybe what you would use for a language assessment, or language support excuse me, for someone with aphasia Alyssa Lanzi: I think the good thing is, there's many more similarities than differences. Right? We have this strength-based approach, this idea of participation, reintegration, isolation, depression. These are all major psychosocial factors that we know are associated with both populations and also acute. You know older adults are highest at risk. Right? We're seeing similar populations in some ways as well, so that strength-based participation-based reintegration, type approaches are all very similar. You know the key distinction or the key differences, I should say, is unlike people with a stroke, there wasn't an event that caused the impairments right, and that instead, we need measures that are really sensitive to early declines right? So, it's not like these individuals had a stroke or a brain injury, and immediately referred to speech, language, pathology. That's a very different pipeline to referral in that way. So, speech, language, pathologists need to do a much better job of advocating for our role early on where I don't think we have to do as much of that advocacy with people with aphasia now. Yes, all the aphasia folks don't come at me either because I know there's plenty of advocacy work that we need to do as well, but it it's a little bit different right, and that once aphasia is diagnosed, it's pretty clear that SLPs are the one to go to for the most part. For individuals with mild, cognitive impairment it's a bit different. So, we need to do a lot of advocacy work, and many of our tools, unfortunately, are not sensitive enough to these early declines. What's exciting is that language is actually showing as a pretty promising tool, a pretty sensitive metric. So, hopefully in the next, you know, 5 to 10 years we're starting to actually definitely be involved because we're noticing language changes or sensitive to these early declines, but so one is the early process, and the referral process is quite different. The other key difference in my mind is the preparation for the future and that individuals of mild cognitive impairment are at a very high risk for developing dementia due to Alzheimer's disease and in my work I am talking about mostly these clinical syndrome due to Alzheimer's disease is usually the bulk of my work. But for individuals with mild cognitive impairment. We really want to set them up with these tools, so that we can develop really strong habits and routines now and really rely on the strength of procedural memory, so that if they decline, they have these really good systems in place, and that's a very different mindset than people with aphasia. So, the mindset in that way is very different in our role in preparing for the future. So, I think the referrals is probably the big pipeline. How they get to you. The coping and the depression is all there. But viewed a bit differently. It's not, Oh, my God! My life has drastically changed instead it's, Oh, my God! What's gonna happen, you know, in 2 3 5 years. So, it's all those same constructs are there, but the rationale and the underpinnings are a bit different. Jerry Hoepner: I want to just go back to a couple of the points that you said again. When I'm thinking about that that early intervention or early work with someone with MCI, I'm always telling my students part of what you said that idea that we want to establish those routines and habits. But the other thing I always think about going back to our previous discussion is that's the opportunity for them to make as many decisions about their future as they possibly can, and do that planning for the future. I find that to be a really effective way from a counseling standpoint to get them involved in kind of planning their future, and also building that acceptance right like this is coming. What can I do now to kind of take ownership and to take control of that versus if I wait, then it's going to be someone else's decision. Alyssa Lanzi: Exactly. Exactly. We describe it. A lot of you want to be in the driver's seat and not the passenger seat. Jerry Hoepner: Yeah, great metaphor. And I just wanted to mention one other thing when you were talking about that the fact that language is a really sensitive measure. You believe for individuals with MCI and predictors of for their dementia. You know some great work with the dementia bank in terms of talking about collecting samples and interpreting those samples. So, I know I'm kind of putting you on the spot for this. But any thoughts about that might lead us in the future in terms of knowledge. Alyssa Lanzi: Yes, stay tuned. We more than likely have a pretty big grant coming our way, which is going to be exciting. But the current biomarker tools for detection, are costly and invasive. We're having MRI and imaging techniques which are costing, You know, so much money. Blood is becoming, you know, blood based biomarkers are at least a bit more cost effective. However, there's still quite still, quite invasive, and there's only a certain person who wants to come into a lab, you know, and do those types of things. So what we're hoping is that we can use language, and that people can provide us with language samples in the comfort of their own home, right and really reflective of these functional tools and paired with these other. You know data, this, this other data that we're collected, we can make this really kind of informed decision or inform diagnosis. So, hopefully, you know, we can get to the point where that is the case that people can kind of just answer some questions from the comfort of their own home and their smart home and their computer. And you know, on the back end we can analyze their language, and then, provide them with some information about what we're thinking in terms of diagnosis and things like that. The most exciting thing to me in my mind about language is that hopefully, we can get a sample of individuals to participate who are actually representative of those who have the disease and that with many of these imaging techniques, and with many of the blood-based biomarkers and these invasive techniques, there's only a certain type of person you know who wants to come to campus and do these things, and most of our large databases are really white, high SES folks who are just, not those who are at greatest risk for the disease. So, what I'm really hoping for with as really the area of language grows, thanks to a lot of the work that we're doing, and Carnegie Mellon are doing with Brian and Davida, and also Kim Mueller and her group at Wisconsin. Is that not only can we use it as a sensitive measure, but we can get people to participate because, hopefully, it reduces the common barriers to participation in research studies. So that's really kind of a focus of where we're going. And then, hopefully, with that information, we can better support those who are at greatest risk living with this disease. Jerry Hoepner: Right and it seems like there's kind of a secondary effect to once you have those answers. There's a lot more SLP's than there are, you know, other mechanisms for measuring those bio measures. So, if you know that contact, maybe we can contribute to that earlier detection as well, so that's fantastic. Alyssa Lanzi: Yeah, which is why we need more SLPs going in this space, and I love aphasia work. I'm an aphasia clinician at heart. But I hope we see after today and through many of my other colleagues that the world overlap so much. But we really need a lot of researchers in this space, because speech language pathologists have a lot that they can contribute, and could very soon be at the forefront of the of the diagnosis as well. So, any students on the call or clinicians wanting to go back. My labs and others are really recruiting, and we need more individuals who are interested in researching in this space. Jerry Hoepner: Yeah, that's great to share. And hopefully there are some students and professionals out there that are thinking about that so definitely need that. Well, I'm going to change gears just a little bit. You've talked a little bit about depression and other mental health issues a little bit, isolation that occurs not only with aphasia, but with mci and dementia. I think we're all starting to get a better idea of our roles as speech, language, pathologists, in terms of counseling individuals with aphasia, MCI, dementia, traumatic brain injuries, etc. In re-reading your 2021 paper about counseling, plus I was really struck by how you and your co-authors mapped out this continuum of counseling needs kind of makes me want to do the same for everything so in activities from the first symptoms and diagnosis to the end of life, and I'll refer our listeners to figure one because it's a really eloquent framework for, and timeline for those changes. Will you share a little bit about the development and kind of the purpose of that timeline figure. Alyssa Lanzi: Yeah, thank you for the kind words that was probably one of the hardest things I've ever done was writing that paper, but we knew it needed to be done for many different reasons, but really to paint the picture that SLPs have a key role from the start all the way to the finish with these folks, and that's really what that figure is trying to highlight is that we can provide both primary and supportive roles to our colleagues from prevention and education all the way through end of life. And fortunately, that figure has really resonated with a lot of people which has been really helpful and I've actually gotten a lot of feedback from clinicians who've been able to use it to advocate for their role in this working with this population and doing support groups and things like that. So that's really great, because that's the whole point of it. But what's unique about this paper is that I work on a very interdisciplinary team of neuropsychologists and geriatric psychiatrists. And it was really interesting to come at it with all 3 of our mindsets for kind of developing this, because everybody has a very different education in terms of these important psychosocial constructs. So a really big shout out to my colleagues, Matt Cohen and Jim Allison, who really also helped me push my mindset of thinking about counseling as much more than just a conversation, and really thinking about counseling, plus as we call it, in terms of everything else right, and that a conversation is only the start of it, and that education and management and advising and referrals, that's all, that's all the big piece of it. So, I think that's why we were able to really round out this figure is because we were coming at it from 3 different disciplines as well, and then being able to go back to okay Well, what's within the scope of practice, of speech, language, pathology. The other thing about this figure is you'll see that the x-axis, the way that we looked at over time was by residential status, not by necessarily MMSE score or MoCA score right, and that framework was very much from my background in life participation approach in thinking about okay, let's think about them on a continuum of like residential needs versus what is their cognitive status on like an impairment type measure. I encourage people to think that way when we think about working with older adults in particular with neurodegenerative conditions, and that not thinking about them as a numerical value in a stage on one type of those measures because I think it opens up our roles, and also shows how hopefully within that figure that you can see that the roles overlap. Right, there's some roles that we start from our first conversation that we're going to continue all the way through the end of life. The other really important thing to consider with the figure, is in our field we have a really strong understanding of like language milestones in pediatrics, right? But what we don't have a really good strong foundation is, is understanding what is typical aging right, and our role in supporting healthy aging as well. Just as we support language development in pediatrics. So that's a big piece of this figure and a big piece of the counseling article is that we have a major role like we do in language development in healthy aging development as well, and that we can do a lot to support healthy aging and prevention just like we do in language development of kids, and also like we do like with the FAST acronym for stroke or with concussion protocols and management, we just haven't, yet kind of adapted that approach to aging, and that's what hopefully this figure gets us to start to think and talk about as well. Jerry Hoepner: I think it definitely does. And I really like that analogy or metaphor comparison between the developmental milestones, because I was thinking that as I was looking at the figure, this is really similar. It kind of reminds me of, like the norms we looked at when we were in child phono or child language development laid out in the same kind of framework. So, I think that's something that is really comprehendible by the average SLP, and I think that's helpful, and I and I love how you describe x-axis in terms of those descriptions rather than numbers, just so crucial to see the person from that lens rather than as simply those numbers. So. Alyssa Lanzi: Yeah, in addition to my LPAA colleagues, my early intervention birth to 3 colleagues, or who were the closest with in a lot of ways, I definitely the treatment approaches the in-home approaches. They're in the next group, I would say. That is pretty close to LPAA as well in some ways is early intervention. Birth of 3. Jerry Hoepner: Agreed. Yeah, that's it. Another really great point. The other thing I really liked about the terms and you mentioned this: I think part of this comes out of the interprofessional kind of nature of development. But when you look at them, sure some of them are, you know, you think. Oh, yeah, that's counseling still, but many of them you don't necessarily wait to. Oh, yeah, that's in my counseling tool belt, and I think it's important for people to recognize those things are a part of that counseling process, and that can make it a little bit more accessible. I mean, we know that from an education standpoint that people are intimidated by counseling, and they feel unprepared and inadequate to carry out those steps. So, I mean just being able to see that on paper and say, I can do these things, I know these things, I think, are a really valuable part of that framework as well. So. Alyssa Lanzi: And to make sure that when we are describing counseling to our students, we're describing that as well, right, because its such a daunting thing for our students and if we help them in the beginning set up education, it really breaks down some of the common barriers to providing counseling of its daunting and scary. But a support group is one really small element of counseling that's within our scope of practice and our scope of practice does define it really well. I just think that how we describe it in articles is way too specific, and we need to think about it much more broadly and through, like the journal that you're responsible for with teaching and language. And you know we're starting to develop these models which is really helpful as well. But I agree, I think we just need to step outside of our really kind of specific way of thinking about counseling, because once again, then, by having a more broad continuum viewpoint. It really shines through our role. And why we are such key players of the team. Jerry Hoepner: Yeah, agreed. I mean, we are always going to be the ones who are put in that moment, that counseling moment we have to be prepared and stepped into it so obviously. That's my bias. But I think we always are. Well, this has been a fantastic conversation, and I could go all afternoon, but want to keep this reasonable for our listeners too. So, I want to end on kind of a broad question, just in terms of what's your advice for SLPs and other disciplines, for that matter, in terms of working with individuals, with mild cognitive impairment and dementia, specific to the use of the external strategies and supports, but kind of weaving, counseling into those interactions? Alyssa Lanzi: Make sure we're really listening to our patients and our families and take that extra second to pause and really make sure they feel valued and heard because especially for these individuals, they're scared. They may not yet see consequences in their everyday life. So, we need to really have a lot of buy in, and good rapport with them from the beginning, because they can make key changes in their life that may actually delay the onset of dementia. But they need to have buy in from you, and they we need to really promote behavior change and to do that they need to feel, listened to and heard. So, take the extra second and make sure you're doing that. Then I think, make sure that we are providing evidence-based approaches around these strategies that we are teaching and the 3-step approach by Solberg and Mateer and the pie framework. All of these, you know, meta-cognitive strategy frameworks. It starts with education, and we need to make sure that our clients have a really big education of what even is the strategy? What are all the components of the different strategy? Why is it they are even using the strategy right? Don't, jump into training the strategy yet, really start with the education and use the teach back approach, and make sure that they can help you in that way and then make sure you also don't view your approach as linear, things are going to change right, and you're going to have to go back a step and go to education. But you know I think functional is key and important, but it doesn't mean that we take away the evidence based, either right. And it's really thinking about how to integrate both of those things, and being honest with yourself and your client if things aren't working, and you need to readjust as well. But if your patient feels valued and heard, then that's the first step, and we need to make sure that we're continuing that step all the way through to the end of the sessions. Jerry Hoepner: Absolutely agree. Well, again, it's been a fantastic conversation. So really, thank you so much on behalf of Aphasia Access for your time and your insights and hope to see you again soon. Alyssa Lanzi: Yes, thank you. Please feel free to reach out. And if you ever see myself or my Doc students, Anna or Faith, or my colleague, Mike Cohen, at a conference. Please say hi to us as well. We love talking about our work and brainstorming with others, especially in the LPAA world. Jerry Hoepner: Sounds terrific. Thank you, Alyssa. Alyssa Lanzi: Thank you. Jerry Hoepner: On behalf of Aphasia Access, thank you for listening to this episode of the Aphasia Access Conversations Podcast. For more information on Aphasia Access and to access our growing library of materials go to www.aphasiaaccess.org. If you have an idea for a future podcast series or topic, email us at info@aphasiaaccess.org. Thanks again for your ongoing support of Aphasia Access. Articles & Resources: Cohen, M. L., Harnish, S. M., Lanzi, A. M., Brello, J., Victorson, D., Kisala, P. A., ... & Tulsky, D. S. (2021). Adapting a Patient–Reported Outcome Bookmarking Task to be Accessible to Adults With Cognitive and Language Disorders. Journal of Speech, Language, and Hearing Research, 64(11), 4403-4412. Lanzi, A., Burshnic, V., & Bourgeois, M. S. (2017). Person-centered memory and communication strategies for adults with dementia. Topics in Language Disorders, 37(4), 361-374. Lanzi, A., Wallace, S. E., & Bourgeois, M. S. (2018, July). External memory aid preferences of individuals with mild memory impairments. In Seminars in Speech and Language (Vol. 39, No. 03, pp. 211-222). Thieme Medical Publishers. Lanzi, A. M., Saylor, A. K., Fromm, D., Liu, H., MacWhinney, B., & Cohen, M. L. (2023). DementiaBank: Theoretical Rationale, Protocol, and Illustrative Analyses. American Journal of Speech-Language Pathology, 32(2), 426-438. Lanzi, A. M., Ellison, J. M., & Cohen, M. L. (2021). The “counseling+” roles of the speech-language pathologist serving older adults with mild cognitive impairment and dementia from Alzheimer's disease. Perspectives of the ASHA special interest groups, 6(5), 987-1002. Links:  FEMAT Website  FEMAT Open Access Manuscript  Delaware Center for Cognitive Aging Research- Free Memory Screenings  Counseling+ Open Access Manuscript  DementiaBank Open Access Manuscript  DementiaBank- Free Discourse Protocol 

On this solo show I am sharing my experience with cultivating my inner knowing, creating what I need, navigating hard seasons, and the mindset shifts that have come since starting the productivity, ambition, and mental health series on the show. I am sharing how each of the expert interviews have personally overlapped for me and how my reflections help me connect the dots to the previous episodes. These reflections are based on my interview on the previous episode with Dani Kenney, International Life & Business Coach. It is also part of a month-long series focused on Productivity, Ambition, and Mental Health. Tune into the episode for more details! “I see you in those times of waiting, I see how hard it is to be in the ‘un-knowing.' And this is why it is so important to cultivate your knowing so that when it calls to you, you can hear it, and you have the trust and confidence to act on it.” - Christie Rocha Links: Christie's Website Christie's Instagram: @sasssays Sign Up to Join us for the LIVE Zoom Panel - May 31st 1-2pm ET Dani's Website Dani's Instagram: @danikenney Productivity, Ambition, & Mental Health Series: Ep 139 Sarah Wallace, Enneagram Expert Ep 140 Christie Rocha, Type 3 Reflections Ep 141 Sade Kelly, Time Management Coach Ep 142 Christie Rocha, Time Management Mastery Ep 143 Holly Marie Haynes, Business Strategist  Ep 144 Christie Rocha, CEO Mindset Ep 145 Dani Kenney, Life & Business Coach

Sarah Wallace is the Founder and CEO of The Good Bean, a female-owned business making tasty and nutritious bean protein snacks. Through the acquisition of Beanitos chips, The Good Bean has become one of the largest bean-based brands in the country. Born and raised in India, Sarah is passionate about the diversity of food, culture, and sustainable agriculture. She is also a Founding Member of (Included) CPG, which advances diverse representation in the CPG industry.  In this episode… Historically, the CPG industry has competed for consumer attention, with innovation focused on profitability rather than functionality. With so many trends, profit-driven brands, and industrialized products in the market, how can you deliver value and encourage diverse innovation? CPG veteran and diversity advocate Sarah Wallace says that authentic innovation occurs within niche product categories. Her purpose and value-based approach to innovation in the bean category allows her to market culturally diverse products and pioneer original categories. You can facilitate meaningful innovation by supporting brands with underrepresented founders who bring unique perspectives and recipes to the CPG space. In this episode of the Brand Alchemist Podcast, Taja Dockendorf welcomes Sarah Wallace, Founder and CEO of The Good Bean and CEO of Beanitos, to talk about disruptive innovation in the CPG space. Sarah explains how to generate consumer awareness, the category distinctions between her bean brands, and The Good Bean's acquisition of Beanitos.

Dani Kenney is an International Life & Business Coach, Speaker and Certified Practitioner of NLP - Neuro Linguistic Programming, EFT - Emotional Freedom Technique, TIME Techniques and Clinical Hypnotherapy. With over 10 years of experience in high-level business management and leadership, Dani is dedicated to helping heart-centered, female entrepreneurs like YOU master their energy and their mindset so they can make more money, make a bigger impact and create a life they are obsessed with! We talk about the connection between growing a business, energy work, and spirituality, cultivating your inner knowing, healing our inner children, and how to create momentum when you're feeling stuck. “Energy work was a catapult for my business but I actually didn't DO anything different in my business. There was very little doing and it was more about clearing out the inner gunk. It was identifying the beliefs I was holding that were actually not in alignment with where I was going.” - Dani Kenney Links: Christie's Website Christie's Instagram: @sasssays Sign Up to Join us for the LIVE Zoom Panel - May 31st 1-2pm ET Dani's Website Dani's Instagram: @danikenney Dani's Meditation Bundle Productivity, Ambition, & Mental Health Series: Ep 139 Sarah Wallace, Enneagram Expert Ep 140 Christie Rocha, Type 3 Reflections Ep 141 Sade Kelly, Time Management Coach Ep 142 Christie Rocha, Time Management Mastery Ep 143 Holly Marie Haynes, Business Strategist  Ep 144 Christie Rocha, CEO Mindset  

In this episode of Gooder, host Diana Fryc engages in a conversation with Sarah Wallace, the founder and CEO of The Good Bean and CEO of Beanitos. They delve into the inception of The Good Bean and the unique challenges faced in introducing a new category of legume-based snacks. Sarah shares her valuable insights from her extensive experience in the natural and specialty foods industry, offering guidance to emerging brands, emphasizing the significance of cultivating customer loyalty and adopting a deliberate approach to growth. They explore the significance of multiculturalism in the realm of food and cooking, and the rising demand for authentic and diverse brands.QUOTES:When you're launching a new brand, you have to be willing to take risks and carve out a new space in the market. It's not always easy, but it can be incredibly rewarding to be a trailblazer and create a category that didn't exist before." - SarahTraditional cooking is a way to learn about and appreciate culture and history. By offering authentic ingredients to immigrant communities, multicultural brands are innovating in the food industry and helping to advance diversity and access to more authentic cuisine." - SarahToday's episode is hosted by Diana Fryc of Retail Voodoo, connect with her on LinkedIn: https://www.linkedin.com/in/dianafryc/KEY TAKEAWAYS:Cost Reduction and Advancements in Technology in PodcastingCultural Differences in Food Preferences and Pride in India and Central EuropeSustainable Strategies for Business GrowthAuthenticity and Sustainability in Food BrandsThe Good Bean's Plant-Based MissionChallenges in Branding and Market PlacementMulticulturalism in Food ProductsEmpowering BIPOC Founders and CEOs in the Natural Products IndustrySpices and Ingredient DiversityBranding and Celebrating Asian HeritageABOUT THE GUEST:Sarah WallaceCEO/Founder of The Good Bean & BeanitosLinkedin: https://www.linkedin.com/in/sarahwallace/The Good Bean: https://www.linkedin.com/company/the-good-bean/CHAPTERS:00:00 | Introduction03:38 | Revolutionizing the Snack Industry: The Good Bean Founder's Story08:27 | The Future of Multicultural Cuisine in America's Kitchen14:06 | Creating a New Snack Category: The Journey of Roasted Chickpeas18:56 | The Podcasting Revolution: From Expense to Accessibility21:57 | Exploring India's Culinary Fusion: Embracing Curiosity and Spice24:23 | Merging for Sustainability: Transforming the Snack Industry One Bean at a Time31:05 | Included: Amplifying BIPOC Founders in the Natural Products Industry39:25 | Unveiling the Exciting Japanese Bean Snack44:05 | Exploring the Enchanting World of Spice Merchants46:54 | ConclusionThis episode is brought to you by Retail Voodoo. A brand consultancy focused on building, growing, and revitalizing brands in the food, beverage, health, and wellness industries. If you are ready to find a partner that will help your business create a high-impact strategy that gives your brand an advantage, please visit Contact - Retail Voodoo to set up a discovery call today.Produced by Heartcast Mediahttp://www.heartcastmedia.com/This show is part of the Spreaker Prime Network, if you are interested in advertising on this podcast, contact us at https://www.spreaker.com/show/5671635/advertisement

On this solo show I am sharing my reflections on my conversation in episode 143 with Holly Marie Haynes. I am also sharing my learnings from Holly's Free 5-Day CEO Week and her free podcast series on how to ditch the social media drama and build a business without the algorithm. This episode is part of a month-long series focused on Productivity, Ambition, and Mental Health. Tune into the episode for more details! “I need to identify the emotional, tangible, life-priorities focused WHYs behind what I'm doing here because chasing money, chasing a number, clearly isn't enough.” - Christie Rocha Links: Christie's Website Christie's Instagram: @sasssays Sign Up to Join us for the LIVE Zoom Panel - May 31st 1-2pm ET Holly's Website Holly's Podcast Holly's Instagram: @thehollymariehaynes Holly's FREE 5-Day CEO Week Challenge Holly's FREE Private Podcast Series: Ditch the Social Drama Holly's Planner Productivity, Ambition, & Mental Health Series: Ep 139 Sarah Wallace, Enneagram Expert Ep 140 Christie Rocha, Type 3 Reflections Ep 141 Sade Kelly, Time Management Coach Ep 142 Christie Rocha, Time Management Mastery Ep 143 Holly Marie Haynes, Business Strategist   

A clinical setting that we have not yet covered in this podcast is the intensive care unit (ICU). We were very lucky to have Sarah Wallace OBE as our guest, as she brings a lot of expertise from working clinically as an SLT in critical care as well as conducting research in this field. In … EP 21: Dysphagia in critical care with Sarah Wallace OBE Read More »

Holly Haynes helps female entrepreneurs create simple scaleable offers and systems to grow to multiple 6-figures without relying on the social algorithm. An industry expert and featured Thrive and Entrepreneur.com author with a 20-year business consulting background with Fortune 500 companies, Holly runs her strategic coaching business, the Crush the Rush Planner company, and hosts the top 100 Crush the Rush podcast while raising her twin daughters with her husband in Columbus, Ohio. We discuss how to create a life priorities based business, scaling in just 8-10 hours a week, theme days, her anti-social strategy, mindset, and SO much more. Links: Christie's Website Christie's Instagram: @sasssays Sign Up to Join us for the LIVE Zoom Panel - May 31st 1-2pm ET Holly's Website Holly's Podcast Holly's Instagram: @thehollymariehaynes Holly's FREE 5-Day CEO Week Challenge Holly's FREE Private Podcast Series: Ditch the Social Drama Holly's Planner Productivity, Ambition, & Mental Health Series: Ep 139 Sarah Wallace, Enneagram Expert Ep 140 Christie Rocha, Type 3 Reflections Ep 141 Sade Kelly, Time Management Coach Ep 142 Christie Rocha, Time Management Mastery  

On this solo show I am sharing the mindset shifts I'm learning to make when it comes to time management, routine-building, and habits. These reflections are based on my interview on the previous episode with Sade Kelly, Time Management Coach. It is also part of a month-long series focused on Productivity, Ambition, and Mental Health. Tune into the episode for more details! “Sade is giving me permission to redefine time management and routines. Routines don't have to be every day, they can be every week or month, and this is how I start to design my lifestyle.” - Christie Rocha Links: Christie's Website Christie's Instagram: @sasssays Sign Up to Join us for the LIVE Zoom Panel - May 31st 1-2pm ET Sade's Website Sade's Instagram: @sadekelly_ Productivity, Ambition, & Mental Health Series: Ep 139 Sarah Wallace, Enneagram Expert Ep 140 Christie Rocha, Type 3 Reflections Ep 141 Sade Kelly, Time Management Coach  

Sade is the CEO & Founder of The Fire Inside, a time management coaching and content creation services company. As a Time Management Coach, she helps ambitious 9-5ers, side-hustlers, and full-time entrepreneurs manage their time, so they can achieve their professional & personal goals without sacrificing self-care. Sade believes that when you can learn to leverage your most valuable resource, your time, you can be and do anything you desire. Her coaching framework is designed to take you from overwhelmed and all over the place to organized, prosperous, and achieving your goals. Sade and I discuss mindset, pattern interruption, routine building, realistic time blocking, and defining consistency for ourselves. “People struggle with consistency because they think consistency means 100% and I think we need to build ourselves up to that.” - Sade Kelly Links: Christie's Website Christie's Instagram: @sasssays Sade's Website Sade's Instagram: @sadekelly_ Sign Up to Join us for the LIVE Zoom Panel Productivity, Ambition, & Mental Health Series: Ep 139 Sarah Wallace, Enneagram Expert Ep 140 Christie Rocha, Type 3 Reflections

On this solo show, I am sharing my reflections on being an Enneagram Type 3. I share what I've learned about my motives and core strategies for getting through life and how I've come to question which strategies serve me and which no longer serve me. These reflections are based on my interview on the previous episode with Sarah Wallace, Certified Enneagram Coach. It is also part of a month-long series focused on Productivity, Ambition, and Mental Health. Tune into the episode for more details! “In motherhood particularly, as a Type 3, I've had to challenge my definition of success. No one is handing out a raise for wiping butts. No one is honoring me with an award for sleep training. I've had to redefine what it means to achieve.” - Christie Rocha Links: Christie's Website Christie's Instagram: @sasssays Sign Up to Join us for the LIVE Zoom Panel Ep 139 with Sarah Wallace The Road Back to You by Ian Morgan Cron and Suzanne Stabile Christie's Interview on Sarah's Podcast Ep 106 Christie Rocha: The Dr. Becky Experience Ep 2 Chelsea Riffe Ep 74 Adriana Keefe Ep 102 Adriana Keefe  

Sarah Wallace is a Certified Enneagram Coach, host of the Enneagram MBA podcast, speaker, and workshop facilitator. With over 15 years in relationship building roles working with government agencies and companies like the US EPA, Federal Reserve Bank, John Deere, and adidas Outdoor, now small business owners, corporations, and event organizers work with Sarah to help them use the Enneagram to develop confident, empathetic, and emotionally intelligent leaders with powerful, productive, and happy teams. We discuss what the Enneagram is and perhaps more importantly, what it isn't. We discuss how to utilize the Enneagram to get to know yourself and work more effectively at work, in life, and in your relationships. “The Enneagram is not here to tell you who you are but to give you some insight into how you are approaching life, the lens you see the world through.” - Sarah Wallace Links: Christie's Website Christie's Instagram: @sasssays Sarah's Website Understanding People: Enneagram Cheat Sheet Sarah's Instagram: @enneagrammba Sarah's Podcast Sign Up to Join us for the LIVE Zoom Panel Christie's Interview on Sarah's Podcast Insight by Tasha Eurich  

With today's guest, Enneagram expert Sarah Wallace, we are diving into all things Enneagram and entrepreneurship. There are so many ways you can use the self-awareness that comes with knowing and understanding your own Enneagram type to improve the way you run your businesses - from learning how to best manage stress, to finding a sales process that works for your personality, and helping team communication and productivity. The Enneagram is more than a trendy personality test, and in this episode we are exploring how this tool can be applied to make a real difference for you as a leader and business owner.   Sarah Wallace is a Certified Enneagram Coach, host of the Enneagram MBA podcast, speaker, and workshop facilitator. With over 15 years in relationship building roles working with government agencies and companies like the US EPA, Federal Reserve Bank, John Deere, and adidas Outdoor, now small business owners, corporations, and event organizers work with Sarah to help them use the Enneagram to develop confident, empathetic, and emotionally intelligent leaders with powerful, productive, and happy teams   In this episode, we cover… Designing your business with your Enneagram type in mind The parts of the Enneagram you should pay attention to (besides just your type) Improving communication and leadership by understanding your's and your team members' Enneagram types How your type may influence your decision making Leaning on your strengths to approach sales Using the Enneagram as a tool for hiring and managing your team   Quotes "There's so much great advice, it's just not every piece of advice is great for you. And so it really helps you get clear on what you need to focus on."   "Understanding your strengths, and also what you enjoy, and then applying it to 'Okay, how do I come across on a sales call?'"   "Growth is going to look different, and the Enneagram kind of show us what growth looks like for different personalities."   Links & Resources Mentioned in this Episode Laptop Lifestyle Co Links: Website Instagram Tik Tok YouTube Channel   Sarah's Links: Sarah's Website Sarah's Instagram Sarah's YouTube Channel Sarah's Overview For The 9 Types   Other Links Mentioned: Enneagram Test

On this week's Trails Collective Live round were joined by Jana Fridrichova, Tristan Baxendale, & Lee Arbogast with tall tales of bus fires & rigamortous @ the Georgia Death Race. Trevor Fye, Sarah Wallace & Matt Lipsey regaling a day and night in the mud and frozen corneas @ the Rabid Raccoon. And we close out with Matt Pacheco, Brenda Chaffee, & Steven Estremara digging into mud hole spirit animals and the abberation of gnomes riding unicorns at Spring On The Trails. Join us.

In this episode, Sarah Wallace joins me to talk about the Enneagram for entrepreneurs and how to use it.Do you know your Enneagram type? Have you used it to help make business decisions or hire a team?The ways in which we relate to one another, balance each other in business, and create from a place of purpose are all driven from who we are innately as human beings – and where we fall on the Enneagram scale.Sarah is a Certified Enneagram Coach, host of the Enneagram MBA podcast, speaker, and workshop facilitator. With over 13+ years in relationship building roles working with government agencies and companies like the US EPA and adidas Outdoor, now small business owners, large organizations, and event organizers hire Sarah to help them use the Enneagram to develop confident, empathetic, and emotionally intelligent leaders with powerful, productive, and happy teams.We talk about:[0:00] Intro[4:00] What is Enneagram?[5:30] How knowing your Enneagram changes awareness, communication and growth[12:45] Advice for entrepreneurs looking to take an Enneagram test[13:40] Three marketing styles based on the triads of the Enneagram[18:15] Using the enneagram to work more cohesively as a team[24:35] Playing into your Enneagram strengths to build a business you love[25:55] How to make the Enneagram applicable to you[29:55] Using the Enneagram in business[33:15] One big takeaway Sarah wants every entrepreneur to knowResources:Cheatsheet: https://www.enneagrammba.com/cheatsheetResources: https://www.enneagrammba.com/resources Enneagram Quiz: https://personalitypath.com/free-enneagram-personality-test/ Connect with Sarah here:Instagram: www.instagram.com/enneagrammbaTwitter: https://twitter.com/enneagram_mba Facebook: https://www.facebook.com/enneagrammba https://www.enneagrammba.com/ Connect with Kaye here:Brand Personality Quiz: https://www.kayeputnam.com/brandality-quiz/https://www.youtube.com/user/marketingkayehttps://www.facebook.com/marketingkaye/https://www.kayeputnam.com/

How knowing your enneagram strategic numbers can not only help in every day but more importantly your business.  Tune in to learn more!For more go to: www.strategicadvisorboard.comConnect:Strategic Advisor Board: www.linkedin.com/company/strategic-advisor-boardKara James: www.linkedin.com/in/coachkara-jamesSarah WallaceLinkedin: https://www.linkedin.com/in/sarahlynnwallace/Instagram: https://www.instagram.com/enneagrammba/YouTube: https://www.youtube.com/channel/UCBISD4DEUk_X1-5fzi1R3xg/

7:30 - 7:35 Ian Intro's 7:35 - 7:55 - Rim 2 River with Sarah Wallace, Bryant Baker, Michael Daniel Wilson, Randy Fisher 7:55 - 8:05 - Lila Gaudrault on Stone Cat 8:05 - 8:15 - Justin Contois on Mountain Masochist 8:15 - 8:25 - Steven Lange and Shaun Donegan on Mt. Tom 8:25 - 8:35 - Iain Nelson on the Summit 50 / 50 Connect with Ellie Instagram Twitter UltraSignUp Connect with the Trails Collective Instagram Twitter PATREON

EPISODE SUMMARY Max discusses why it's ok that not every job is for you and you should never take it personal if you end up not getting the job. In addition, Max explains why it's sometimes normal to work in an environment where you don't click with everyone, from coworkers to even your manager. Based on this past week's episode with Sarah Wallace on how to identify your personality in order to find a job you love.   TIMESTAMPS [00:50] Sometimes you don't end up getting the job after all [01:47] The one who got the job might have more experience but they probably have a better fit for the culture too [02:25] You won't get along with everyone, there's too many personalities [03:20] Key takeaways from the episode; be mindful of the jobs you go for   RESOURCES & RELEVANT LINKS Chan With A Plan Max Chan on Social Media

EPISODE SUMMARY In this episode of Chan with a Plan, Max speaks with Sarah Wallace, a Certified Enneagram Coach, host of the Enneagram MBA podcast, speaker, and workshop facilitator. Sarah discusses the 9 types of personalities that people have to help them discover their true self and find a career path that aligns with their personality.    QUOTES “There were probably multiple things that were like I want to be accomplished. Yes, I want to be strong and powerful, right? Yes, I want to have integrity. We have all nine of those strategies in us. There tends to be one though, that we use most often.” – Sarah Wallace “There's two that I tend to focus on. One is it [Enneagram] really dives deep below the surface beyond just your behavior… The second way that it's different, and one of my favorite things about it is that it gives you a clear direction, on where to go once you understand your type.” – Sarah Wallace “If you've never looked under the hood of your car, to get a regular checkup, eventually it's going to burn out, it's going to break down. And so that is the challenge for a lot of us. We just keep going, doing the same thing, and having the same issues over and over...” – Sarah Wallace   TIMESTAMPS [02:04] How Sarah helps others increase career fulfillment and be happier [03:00] Difference between personality assessments [04:38] How Sarah got started [06:36] 9 Personality types in the Enneagram [08:58] Strength and weaknesses of the personality types [11:05] What if you don't like your personality type [13:15] How's the Enneagram work? [17:55] Working with people with different personalities [19:55] Asking questions to make sure a job fits your personality [25:31] Can you fix bad relationships after you find out your personality? [26:05] Sarah's personality type, Type 7 [27:30] Big learning lesson along her career [29:12] Next steps in redirecting your career path [30:33] One life lesson Sarah overcame   RESOURCES & RELEVANT LINKS Sarah Wallace Social Media:LinkedIn Website Chan With A Plan Max Chan on Social Media

Today we are covering The Scarlet Pimpernel. Our focus is on the first book in the series, and the adaptations from the 30s and 80s. Modern Thoughts: Tabby- Abortion and disability, Sarah- Hope Find Sarah on Instagram @sarah.wallace.writer, and on Twitter @dialsforsarah. Sarah's book: Letters To Half Moon Street. For questions and feedback, please email modernlifepod@gmail.com. Find all episodes by category on www.modernlifepodcast.com Subscribe and follow us on Apple Google Stitcher Youtube Instagram Twitter

I'd like to begin this episode by acknowledging the land that I am learning and living on is the traditional un-ceded, un-surrendered territory of the Algonquin Anishnaabeg People.Leading with a blend of my heart and mind has been at the core of my leadership learning journey.  You've often heard me talk about how we can't rely on one type or style of leadership, we need to create our leadership recipe, remembering that the recipe will change often.But where do you start?  How do you know what leadership ingredients to use?  What ingredients are you bringing to the table?  When should you start baking your leadership cookies?In this episode, you'll hear from Sarah Wallace, an Enneagram Business and Life Coach, who will offer some practical methods to help emerging leaders understand what leadership ingredients they already possess and how leaders can use this knowledge to help them along their leadership learning journey and be the best team leaders they want to be. Trench Leadership: A Podcast From the Front is humbled to have been listed in the Top 20 for Best Canadian Leadership-themed podcasts in 2021.Reviews are the best way for us to know what we are doing right, what we are doing wrong, and what we should talk about in the future, so please click on the links below and let us know if this episode was helpful. Connect Here:Trench Leadership Web-site: www.trenchleadership.caFacebook: https://www.facebook.com/Trench-Leadership-A-Podcast-from-the-Front-10027091202630Instagram: trench_leadershipYouTube: https://www.youtube.com/channel/UCQ3DKPuh_ipqJqyeR0vv46QTwitter: @TrenchLeadersh1Iglen Studios: https://www.iglen.comConcussion Legacy Foundation web-site: https://www.concussionfoundation.caDispatches Adventure Ride web-site: https://www.dispatchesride.comRelevant Episode Links:1. Sarah Wallace web-site: https://www.sarahlynnco.com2. Sarah Wallace YouTube: https://www.youtube.com/channel/UCBISD4DEUk_X1-5fzi1R3xg

This week, we're picking up with where we left off with the amazing Sarah Wallace and the Enneagram types. If you haven't listened to Part 1 of our conversation yet, I invite you to go listen to episode 106, and then come back to this one so you'll have the fullness of Sarah's beauty and wisdom around the Enneagram, types 1-4 which we covered last week, and how each of those 4 might process trauma and grief.If you already listened to Part 1, then you're ready to step into the magic that awaits for types 5-9. Which type strives to feel self-sufficient... and detached -and why detached is not a negative thingWhich type tends to ruminate… woulda/coulda/shouldaWhich type is the “contingency planner”Which type runs from emotional painWhich type tends to struggle with depressionWhich type strives to be strong and powerfulWhich type has the most trouble asking for helpWhich type strives to be at peace - both inner and outerWhich type tends to numb out during stress and griefThe type we tend to default to when we're under stressThe possible correlation between Astrology and the EnneagramWhy doing a podcast on grief was a growth opportunity for Sarah and her typeYou'll also hear which type I most closely align with, and which type Sarah most closely aligns with!You can find Sarah on her website and on Instagram. And be sure to listen to her podcast, Enneagram MBA on all the podcast apps.If you'd like to learn more about the Enneagram and take an assessment to see which type you're most closely aligned with, Sarah recommends the website Personality Path.

Do you know your "type?" I discovered the Enneagram several years ago and was curious about how each Enneagram type processes grief. In this week's episode, my beautiful guest, Sarah Wallace, shares some insights into each Enneagram type in general, and how each type might express grief. We talked about:Why Sarah chose to incorporate the Enneagram into her workWhy mindset alone isn't enough to change or heal something in our livesWhy it's important to understand that not everyone sees the world the way you doWhat is the Enneagram - and why is it different from other personality type tools?What the Enneagram can reveal about usWhat the 9 Enneagram types representDoes our “type” change over the course of our lives?What your core motive reveals - and the role it plays when we experience deep trauma or lossHow the traits of another type may play out when we're in grief or experience traumaSarah's recommendation on how to find your Enneagram typeHow knowing your Enneagram type can help you filter out what's helpful and what's not helpful at various points in your lifeSarah's description of each type, the shadow side of each type, and how it might look for each type to process trauma and grief (*this is GOLD*)Which type most women initially identify with - but this isn't necessarily their true typeMy intuitive insights into each typeSarah and I could have talked for hours about this fascinating topic! Be sure to come back next week for Part 2, where Sarah and I will pick up with where we left off.Be sure to listen to Sarah's wonderful podcast, Enneagram MBA (available on all the podcast apps), as well as her website, Instagram and LinkedIn pages.If you're curious about the different Enneagram types and want to begin exploring what yours might be, Sarah recommends the website Personality Path.

Five years ago I was an Event & Program Director, a mom with young kids, a new (to us) house, and I was about to resign from the job(s) I'd held for nearly a decade without one idea of what I was going to do next.I was sad, but at peace. I knew I needed to make space for something new.I also knew my mental health needed some serious attention, I'd never truly considered what I wanted out of my career, and I was realizing just how much responsibility falls on the shoulders of women.In this first episode I tell my entrepreneurship story with emotional details I've not shared publicly before. I talk about what integrative marketing is and why it makes such a positive difference for small businesses and entrepreneurs.I admit to a somewhat embarrassing moment in a janitor's closet...The time I told my kids' school I wasn't interested in volunteering...And how I went from not listening to podcasts to starting one of my own.Thanks for tuning in to this first episode. Be sure to leave a review, tap the "+" button to follow the show, and listen to the next episode with my guest, Sarah Wallace, certified Enneagram coach and founder of Enneagram MBA as we talk together about how hustle impacts each of us differently, the motives behind our hustle, and what we're really looking for when we step into “hustle mode”. It's a great conversation and I know you'll get so much out of it. 

There is no better first guest for the show than certified Enneagram coach, Sarah Wallace, founder of Enneagram MBA and host of her own podcast, Enneagram MBA. Sarah provides individual coaching, team training, and event speaking focused on women professionals, female founders, and organizations looking for guidance through the Enneagram to help them and their teams leverage their leadership strengths and navigate through reoccurring struggles to achieve both professional success and personal fulfillment. Telling women to be more confident isn't working. How about supporting women so they can get to know more about and begin to like themselves instead? In this episode we talk about...How women are using the Enneagram specifically, the parts they're finding most helpful, and why they're eager to keep learning more.The difference (and benefits!) to using a qualified support system to explore the Enneagram for yourself verses learning it alone.Sarah gives one of the best overviews of the nine types I've heard (in over 4 years) and debunks outdated generalizations we commonly hear about certain types.How each type hustles and the motivation behind it so that we can identify potentially unhealthy hustle habits, understand why not everyone can, or will, hustle in the same ways and what we might be looking for when we opt for hustle-like behavior.How our orientation to time (past, present, future) influences our approach to stress, processes, problem solving, and even conflict with others.___________________LINKS MENTIONED IN THIS EPISODE:-- Biz to Brand: A 90-day small group program helping you realize the potential within your business so you can continue to grow in ways that make sense for you. https://katiemtaylor.co/b2b-- Stay connected to Sarah: https://www.enneagrammba.com/-- *FREE* 9 Types of Content for Enneagram Types: https://www.enneagrammba.com/katietaylor -- The Enneagram for Black Liberation by Chichi Agoram: https://www.chichiagorom.com/-- How Stereotypes Affect Us and What We Can Do About It: Buy it on Amazon___________________-- Learn how you can work with me: https://katiemtaylor.co/-- Download your free copy of Standout Marketing Message: What The Enneagram Can Tell You About Your Marketing: https://katiemtaylor.co/standoutmessage

Dr. Sarah Wallace joins Dr. Ivan Zak and Ryan Leech to talk about Telehealth and its reach across the entire organization. Dr. Sarah guides us through her deep expertise of growing veterinary medicine virtually. Topics discussed:  Dr. Sarah's path to Galaxy Vets Increasing hospital capacity through the implementation of telemedicine The misconception that telemedicine is inferior to in practice medicine How a department should be viewed as an entire ecosystem in the Business Model Canvas Donate: Official account of the Armed Forces of Ukraine: https://bit.ly/3NvODNm 

Ever since we were in elementary school, we've spent so much time learning about other people but so little time learning about the most important person in our life and our business - ourselves. When you take time to study yourself and understand who you are and what you really want - life and work can become richer, easier and more fulfilling. Does Your Personality Play a Role in How You Sell? Absolutely! It also plays a role in how your clients buy. There is not a one size fits all application when it comes to selling and buying. The better you understand your personality, the better equipped you will be to appreciate the motives to how you approach your clients. In order to effectively close the sale, you need to know their personality. The better you understand their personality the more you can make the sale about building a relationship rather than a transaction. Relationship base selling is about the client - Transaction based sales are based about the seller, which do you want to have? Bring Intentionality To What You're Doing When you understand the motives you're able to me more focused and be more aware of the shadows that will keep you stuck in the "busy" work. If you don't know what the motives are, you will be very busy but productive and profitable often is not a part of that same conversation. About Sarah: As a dog mom, boy mom and 2X marathoner - Sarah is a serial reader and puzzle enthusiast. Sarah helps women get to know themselves and to get known. She helps bring crazy ideas to life and helps you stand out in a crowded space. Find Sarah on Instagram Grab the enneagram and sales guide at https://www.sarahlynnco.com/glenda

An inspiring conversation with Sarah Wallace of NASA about the role of microbiology in space and preparations for human exploration on the Moon and beyond using new technologies. Longitude fellow Quint Smits explores improvements in DNA sequencing technology at the International Space Station and other advancements that are preparing us for exploration beyond the Moon.Our Edge of Space series (episodes 86-91) under the Longitudes of Imagination theme is showcasing conversations with space technology engineers from IBM and a NASA microbiologist who is the principal investigator for the Genes in Space-3 project about the International Space Station. Tune in to hear what is possible through edge computing at Earth's low-orbit and how imagination leads to new synergies that turn ideas into action.See transcript. Visit our series page. This podcast is a production of Longitude.site, a 501(c)3 nonprofit charitable organization that empowers college students and recent graduates with experiences in leading conversations with professionals and presenting takeaways digitally. Please visit our gift-giving portal if you would like to join in supporting our programming. We would be delighted to hear from you!    We hope you enjoy our episodes and share them on your campuses as well as with your work colleagues, friends and family. It will help us grow our listenership. Thank you. Support the show (https://www.paypal.com/donate?hosted_button_id=X9BMEXWATBA42)

Episode 47: How Your Enneagram Type Can Affect Your Content Creation Welcome to episode forty-seven of the Cocktails & Content Creation Podcast! For this episode, we're going to talk about how your Enneagram type can affect your content creation with https://www.instagram.com/enneagrammba/ (Sarah Wallace) of http://sarahlynnco.com (Enneagram MBA). In our forty-seventh episode you'll learn: What an Enneagram type is (they've actually been around for 2,000 years) A brief overview of the nine Enneagram types How discovering your Enneagram type can help you discover the motive behind your behavior when it comes to your content creation How to work within your enneagram type to create a path for growth Creative new content ideas based on your Enneagram type About our Guest: https://www.instagram.com/enneagrammba/ (Sarah Wallace) is an Enneagram Business and Life Coach who helps her clients and students enhance their visibility, messaging, sales, leadership, and overall quality of life by creating specific strategies that align with their personality, values, and goals to become more life-giving and less soul-sucking.  She is also the host of the http://www.enneagrammba.com (Enneagram MBA Podcast), Elon Musk super fan, avid spinner, and always loves a good personal development book recommendation. Thanks for Listening! Join our https://www.facebook.com/groups/1051582601952303 (Facebook Community) for more tips and tricks on how to easily create content and chat with other content creators! And make sure to follow our https://www.instagram.com/cocktailsandcontentcreation/ (Instagram).  Links & Resources: http://sarahlynnco.com (Sarah Lynn Co.) https://www.facebook.com/thisissarahlynn (Sarah Lynn) on Facebook https://www.instagram.com/enneagrammba/ (@enneagrammba) on Instagram https://www.youtube.com/channel/UCBISD4DEUk_X1-5fzi1R3xg (Enneagram MBA) on YouTube https://www.linkedin.com/in/sarahlynnwallace/ (Sarah Wallace) on LinkedIn https://www.sarahlynnco.com/cocktailsandcontent (How to Tell Which Enneagram Type You Are) - specifically for Cocktails & Content Creation listeners! http://www.enneagrammba.com (The Enneagram MBA Podcast ) https://www.sarahlynnco.com/resources (Learn more about your Enneagram type with more of Sarah's resources) Until next time, cheers to your next cocktail and happy content creating! http://www.fashionablykateandcompany.com/ (Kate) & http://www.jessiewymanphotography.com/ (Jessie) Hosts of “The Cocktails and Content Creation Podcast”

On this episode of Brainy Moms, Dr. Amy and Teri interview Sarah Wallace, Enneagram Business and Life Coach and host of the Enneagram MBA podcast. Sarah walks listeners through the Enneagram personality types and how each type influences your parenting style at home and your leadership style at the office. Your type helps explain why you keep having the same challenge with your kids, the same fight with your partner, and the same issues at work. Knowing your type can have a significant impact on those issues and relationships! Whether you've never heard of the enneagram or you're already an enneagram enthusiast, this episode is full of amazing insights. Find us at www.BrainyMoms.co and on social media @TheBrainyMoms

In this episode, host Nick Smart, R.N., Norton Audubon Hospital, speaks with Sarah Wallace, RRT, respiratory therapist, Norton Audubon Hospital, about the collaborative team approach in providing excellent patient care. Sarah discusses point-of-care services offered by respiratory therapists, their education and credentials, and how they play an active role in respiratory management throughout the acute care setting. The episode covers how respiratory therapists worked with their nursing “friends in blue” – referring to the galaxy blue scrubs all Norton Healthcare nurses wear to identify their role -- to face intensified respiratory challenges while providing care for COVID-19 patients, and how the pandemic strengthened collaboration between the two disciplines.   About Norton Healthcare's Center for Nursing Practice Norton Healthcare's Center for Nursing Practice is responsible for readying student nurses for practice and transitioning new graduate nurses into practice.  Our team is committed to serving the profession of nursing, meeting people where they are and taking them to where they want to be.   Want to know more about Norton Healthcare's Center for Nursing Practice or the topic of this episode?  Contact us by e-mail at:   PluggedInToNursing@nortonhealthcare.org