Afleveringen
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Picture this. You’re sitting in the neuropsych’s office after you just got your kid’s diagnosis. You’re relieved to have some information on how to help them but have no clue how to explain their neurodivergence to them. Do you talk about the science? Do you wait until they are a certain age where they might understand more about their brains? Or maybe you think about waiting for them to start asking the questions. If you can relate, you’re not alone in wondering what the best way to have this conversation is. And the reality is, the how and when does matter. So for today’s show, I’m bringing on Dr. Liz Angoff, a Licensed Educational Psychologist who specializes in helping families reframe assessments and diagnoses into empowering narratives that celebrate a child’s unique brain.
Liz has spent years working with children and families to make learning differences easier to understand. She’s the author of the Brain Building Books, a resource designed to help kids see their neurodivergence as a strength rather than a limitation.
In our conversation, Liz shares why early and open discussions about neurodiversity are so important, how parents can guide their children through assessments in a way that fosters trust, and why shifting from a deficit-based model to a discovery-based approach can be transformative for the whole family. We also explore how different kids process this information in their own ways—some may embrace it, while others, especially teenagers, might resist labels altogether. She also provides thoughtful strategies to meet kids where they are and help them feel seen and supported.
If you’ve ever struggled with how to talk to your child about their neurodivergence, this episode is full of practical insights and reassurance.
About Dr. Liz Angoff
Liz Angoff, Ph.D., is a Licensed Educational Psychologist with a Diplomate in School Neuropsychology, providing assessment and consultation services to children and their families in the Bay Area, CA. She is the author of the Brain Building Books, tools for engaging children in understanding their learning and developmental differences. More information about Dr. Liz and her work is available at www.ExplainingBrains.com.
Things you'll learn from this episode
How early conversations about neurodiversity help normalize differences and make children feel unique and valued
Why parents should approach assessments as discovery processes rather than problem-solving exercises
How to prepare children for assessments by discussing their experience to foster understanding and trust
The importance of respecting how children choose to process information about their neurodivergence, especially teenagers resistant to labels
Resources mentioned
Dr. Liz Angoff’s Explaining Brains website
Our Brains: A Workbook to Understand, Celebrate, and Advocate for Your Unique Brain! by Dr. Liz Angoff
Dr. Liz Angoff on Instagram
Dr. Liz Angoff’s collection of resources to help families talk to kids about their neurodivergence, including a living spreadsheet
The End of Average: Unlocking Our Potential by Embracing What Makes Us Different by Todd Rose
Karen Wilson on Telling Kids About Their Diagnosis (Tilt Parenting podcast)
Dr. Amy Laurent on Shifting the Conversation from Emotional Regulation to Energy Regulation (Tilt Parenting podcast)
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Zijn er afleveringen die ontbreken?
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Today we’re diving into an urgent and often overlooked issue—the connection between ADHD, the school-to-prison pipeline, and the critical need for early intervention. My guest for today’s conversation is Sarah Templeton, an ADHD activist, counselor, and author whose personal and professional experiences have made her a passionate advocate for mandatory ADHD screenings in schools and the criminal justice system.
Sarah was diagnosed with ADHD, severe dyspraxia, dyscalculia, and sensory processing disorder later in life. As a psychotherapist working with incarcerated individuals, she made a startling discovery—an overwhelming majority of inmates have ADHD that was never recognized or supported in childhood. This realization led her to create ADHD Liberty, a charity focused on increasing awareness, advocating for policy change, and ensuring early intervention for kids who might otherwise fall through the cracks. She’s actually got a book coming out soon about her work in the prison system called The Prison Counselor. Sarah is also the author of How Not to Murder Your ADHD Child, How Not To Damage Your ADHD Adolescent, and Teachers! How Not to Kill the Spirit in Your ADHD Kids, books which are designed to help parents and educators better understand and support neurodivergent kids.
In this conversation, Sarah unpacks why ADHD is so prevalent in the prison population and how mandatory screenings in schools could change the trajectory of countless lives. We discuss the role of teacher training, the need for mental health teams in schools, and the systemic barriers that prevent ADHD from being taken seriously in both education and the justice system.
This episode is eye-opening, informative, and a powerful call to action for parents, educators, and policymakers alike. I hope you enjoy it.
About Sarah Templeton
Sarah Templeton is an ADHD activist and author. She wrote the best selling book How Not to Murder Your ADHD Child — Instead Learn to Be Your Child’s Own ADHD Coach. She followed this up with a book to help teachers understand and manage their ADHD students and a book for parents of ADHD teenagers. As a fully qualified and accredited counsellor and psychotherapist she is passionate about ADHD being understood and stopping anyone trying to ”knock the ADHD out of kids” and instead allowing them to be their authentic selves.
Sarah campaigns relentlessly for mandatory ADHD screening in the education system and the criminal justice system. Her own moderate to severe combined ADHD, severe dyspraxia, dyscalculia and sensory processing disorder went completely missed until she was in her 50s.She doesn’t want this for children now.
Things you'll learn from this episode
Why ADHD is highly prevalent in the prison population, with estimates suggesting 75-85% of inmates may have undiagnosed ADHD
How early intervention and mandatory ADHD screening in schools could prevent exclusions and significantly improve life outcomes for children
Why teacher training and mental health teams are critical in recognizing and supporting students with ADHD, yet remain insufficiently prioritized
Why governments and police departments need to take ADHD seriously by addressing stigma, promoting awareness, and funding early interventions
Resources mentioned
Sarah Templeton’s website
ADHD Liberty
Headstuff ADHD Therapy
Sarah on Instagram
How NOT to Murder Your ADHD Kid: Instead Learn How to Be Your Child's Own ADHD Coach by Sarah Templeton
HOW NOT TO DAMAGE YOUR ADHD ADOLESCENT: Instead, Coach them Through their Turbulent Teens to Win at Life by Sarah Templeton
Teachers! How Not to Kill the Spirit in Your ADHD Kids by Sarah Templeton
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Gwen Vogelgang and her 12-year-old son Rylan talk about their new book, "If I Squeeze Your Head I'm Sorry," which allow readers to enter the brain of a child who sees, feels, and understands the world from a refreshingly unique perspective.
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Today’s episode couldn’t be more timely. We’re exploring the important topic of resilience and how to support our kids in navigating challenging times. Joining me is Dr. Tovah Klein, author of the insightful new book Raising Resilience: How to Help Our Children Thrive in Times of Uncertainty.
Dr. Klein is a renowned developmental psychologist and the director of the Barnard College Center for Toddler Development. With over 30 years of experience, she’s dedicated her career to understanding what children need to thrive, regardless of their circumstances. She’s a sought-after advisor to children’s media and organizations, including National Geographic Kids and Apple TV+.
In her latest book, Tovah explains why resilience isn’t a fixed trait but a skill that can be nurtured through supportive relationships and intentional parenting practices. And so in today’s conversation, we unpack what it means to be an anchor and container for our children, explore the five pillars of resilience—security and trust, emotional regulation, agency, social connection, and self-acceptance—and discuss why understanding our own emotional baggage is key to helping our kids build resilience.
I love the way Tovah frames resiliency as a skill that is built together between parents and children because so often we think of it as an individual characteristic. And as you’ll hear in this conversation, it all starts with the connection between us. There’s so much food for thought and hope.
About Dr. Tovah Klein
Tovah P. Klein, Ph.D. is the author of Raising Resilience: How to Help Our Children Thrive in Times of Uncertainty and How Toddlers Thrive: What Parents Can Do Today for Children Ages 2-5 to Plant the Seeds of Lifelong Success. She is also the Director of the Barnard College Center for Toddler Development and a psychology professor at Barnard College, Columbia University. In her role as a researcher and professor and in direct care with parents and children for over thirty years, Klein has helped to define what every child needs to thrive, regardless of their life situations. Working worldwide with programs addressing the needs of children, she is highly sought after as a developmental expert on a range of timely topics and an advisor to children’s media and organizations, including National Geographic Kids, Apple TV+, the Children’s Museum of Manhattan, the Hunts Point Alliance for Children, Room to Grow, and Ubuntu Pathways South Africa.
Things you'll learn
Why resilience isn’t a fixed trait but rather the ability to adapt and adjust with life’s uncertainties
What it means for a parent to serve as an anchor and container for their children
Why awareness of our own emotional baggage is crucial in order to help our kids be more resilient
What the 5 pillars of resilience are and how to cultivate them
Why agency and social connection are vital for children's development and building resilience
Resources mentioned
Dr. Tovah Klein’s website
Dr. Tovah Klein’s How Toddler’s Thrive website
Raising Resilience: How to Help Our Children Thrive in Times of Uncertainty by Dr. Tovah Klein
How Toddlers Thrive: What Parents Can Do Today for Children Ages 2-5 to Plant the Seeds of Lifelong Success by Dr. Tovah Klein
Barnard Center for Family Development
Dr. Stephen Porges
Dr. Michele Borba
Dr. Michele Borba on How to Help Kids Thrive in an Anxious World (Tilt Parenting)
You Factor Journal code: Tovah24
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Playing with our kids doesn’t always come naturally to parents. For some of us, it might feel uninteresting, repetitive, or as though the only way to participate is by taking over. But today’s conversation might just change the way you think about play. We’re diving into the transformative power of play as a form of communication that allows our kids to feel safe while exploring what’s going on inside them. Joining me is Georgie Wisen-Vincent, an expert in play therapy and co-author, alongside Dr. Tina Payne Bryson, of the new book The Way of Play: Using Little Moments of Big Connection to Raise Kind and Confident Kids.
In today’s episode, Georgie shares insights from The Way of Play and explains why play is a universal language that helps kids express their feelings and navigate life’s challenges. We discuss how parents can intentionally use play to strengthen bonds, nurture sibling relationships, and reconnect after time apart. Georgie also offers practical strategies for engaging in play effectively, such as mirroring your child’s play to deepen connection and understanding. Plus, we explore how play isn’t just for kids—it’s a lifelong skill that can enhance relationships at every stage of life.
About Georgie Wisen-Vincent
Georgie Wisen-Vincent, LMFT, RPT-S, ECMHS is a nationally recognized play therapy expert and co-author (with Dr. Tina Payne Bryson) of the new book -- THE WAY OF PLAY (Penguin Random House, January 2025). Georgie is the Founder/Director of The Play Strong Institute, a center devoted to the study, research, and practice of play therapy through a neurodevelopment lens, along with Dr. Bryson, the Founder/Executive Director of The Center for Connection, a multidisciplinary clinical practice in Southern California. Georgie is also a child, adolescent, and family psychotherapist and maintains a private practice at The Center for Connection.
The Play Strong Institute offers the Certificate in Play Therapy with a Neurorelational Emphasis, an educational pathway toward becoming a credentialed play therapist. Through the Institute, the Play Strong approach was developed using child-led, adult scaffolded connection and play to help parents, therapists, educators, and care providers augment intervention aimed at the social, emotional, developmental, and learning needs of children from infancy to early adolescence. Play Strong Parenting (a component of Neurofilial Therapy) has been validated by empirical research and is currently being studied with non-parental caregivers and early childhood educators, among other research investigations currently underway.
Things you'll learn
Why play is a natural language that fosters social-emotional development, allowing children to express their feelings and process difficult experiences
How parents can strengthen connections by intentionally setting aside time for play and becoming active observers rather than controllers
How little moments of play can lead to big connections, helping to nurture sibling relationships and strengthen bonds after time apart
How to engage in play effectively, mirroring our child’s play to enhance connection and understanding
Why play is a lifelong skill that not only supports children’s growth but also enriches adult relationships and communication
Resources mentioned
The Way of Play: Using Little Moments of Big Connection to Raise Kind and Confident Kids by Tina Payne Bryson and Georgie Wisen-Vincent
The Play Strong Institute
Tina Payne Bryson’s website
Georgie Wisen-Vincent on Instagram
Tina Payne Bryson on Instagram
The Way of Play on the Play Strong Institute website
The Whole-Brain Child: 12 Revolutionary Strategies to Nurture Your Child’s Developing Mind by Dr. Dan Siegel and Tina Payne Bryson PhD
No-Drama Discipline: The Whole-Brain Way to Calm the Chaos and Nurture Your Child’s Developing Mind by Dr. Dan Siegel and Tina Payne Bryson PhD
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Zach Morris joins Debbie to answer a listener question on how to address a 17-year-old with ADHD and executive function challenges who is vaping, emphasizing the importance of prioritizing trust, open communication, education on risks, and understanding the motivations behind the behavior while fostering a strong parent-child connection.
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Today we’re diving into a topic that’s not just timely but that can transform education for all students: creating neurodiversity-affirming schools. Joining me to share their vision for what’s possible in education are two extraordinary advocates and experts, Amanda Morin and Emily Kircher-Morris who have collaborated on a wonderful new book on the topic, just out today in fact, Neurodiversity Affirming Schools: Transforming Practices So All Students Feel Accepted & Supported.
In today’s episode, we explored why embracing neurodiversity in schools benefits every student, not just those with IEPs. Amanda and Emily unpacked the barriers to change in education, including stigma and fear, and introduce how strategies like Universal Design for Learning (UDL) can be used to create inclusive classrooms. We also discussed the Neurodiversity Affirming Teacher's Compact, a framework for educators to embrace diverse learning needs, and finally, the importance of fostering self-advocacy skills in neurodivergent students.
About Amanda Morin
Amanda Morin is a neurodivergent neurodiversity activist, an award-winning author of six books, early childhood specialist, and nationally known speaker, deeply committed to fostering accessible and inclusive environments for neurodivergent individuals. She leverages her expertise in learning and child development, Universal Design for Learning (UDL), special education, advocacy, and mental health to distill complex data into easily digestible information for parents, educators, and employers who want to advance the mission of creating inclusive content, programs, and strategies to make the world accessible to all. Amanda proudly serves as a subject matter expert for the DUCC (Developing & Using Critical Comprehension) project for the Polarization & Extremism Research & Innovation Lab (PERIL) at American University, sits on the advisory board of Digital Promise’s Learner Variability Project, the professional advisory board of Matan, and the Technical Expert Panel of the American Academy of Pediatrics Center of Excellence on Social Media & Youth Mental Health.
About Emily Kircher-Morris
Emily Kircher-Morris, LPC, is a mental health professional and advocate for neurodiversity, with a deep commitment to creating inclusive and supportive environments for all students. As a Licensed Professional Counselor, she has spent over a decade working with neurodivergent individuals, specializing in providing therapy and resources that empower her clients to thrive. Her passion for this field is deeply personal, as she herself navigated the educational system as a twice-exceptional (2e) student, experiencing firsthand the challenges and misunderstandings that often accompany neurodivergent experiences. This early insight fueled her dedication to transforming educational practices to be more affirming and supportive. In addition to her clinical work, Emily is the host of the popular Neurodiversity Podcast, where she explores a wide range of topics related to neurodivergence, often interviewing leading experts, educators, and individuals with lived experience.
Things you'll learn
Why neurodiversity-affirming practices in schools benefit all students, not just those with IEPs
Why recognizing and supporting diverse learning styles is essential for effective teaching and how it’s possible to do so in traditional classrooms
Why fear of stigma and change remains a major barrier in education, and what we can do about it
What schools and educators can do to create inclusive, neurodiversity-affirming classrooms
What Universal Design for Learning (UDL) is and why it’s a critical framework neurodivergent learners
Resources mentioned
Neurodiversity-Affirming Schools: Transforming Practices So All Students Feel Accepted & Supported by Emily Kircher-Morris and Amanda Morin
The Neurodiversity-Affirming Teachers’ Compact of Shared Beliefs (PDF)
Neurodiversity University Education Hub
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Today, we’re diving into a complex and nuanced topic—raising daughters in today’s world. Joining me for this conversation is Cathy Adams, a longtime friend of the pod, powerhouse in the parenting space, and champion of mindful, connected parenting.
Her latest book, which takes center stage in today’s discussion, is Restoring Our Girls: How Real Conversations Shape Our Daughters' Lives, Help Them with Teen Challenges, and Remind Them That They Matter. With her background as a clinical social worker, certified parent coach, and former child and family therapist—as well as her experience as a mom of three daughters and university professor—Cathy brings a rich, multifaceted perspective to this important topic.
In this episode, Cathy and I explore the unique challenges girls face today, from societal pressures and cultural conditioning to navigating a fast-paced, often judgmental world. We discuss the importance of parents addressing their own emotional baggage, being mindful of their reactions, and recognizing how fear can hold us back from having the messy but meaningful conversations our daughters need. Cathy also shares strategies for creating judgment-free spaces where girls feel heard, validated, and supported in becoming their authentic selves.
About Cathy Adams
Cathy Cassani Adams, LCSW, co-hosts the long-running Zen Parenting Radio podcast and founded the Zen Parenting Conference in Chicago. She is the author of Zen Parenting and Living What You Want Your Kids to Learn (both Nautilus Award and International Book Award winners) and her upcoming 2025 release, Restoring Our Girls. Cathy is a clinical social worker, certified parent coach, former elementary school educator, and yoga teacher. She was a blogger for The Huffington Post and a former columnist for Chicago Parent Magazine. She previously worked as a Child and Family Therapist and Clinical Educator at Lurie Children’s Hospital of Chicago and now teaches in the Sociology and Criminology Department at Dominican University. She lives outside Chicago with her husband, Todd, and their three daughters.
Things you'll learn
How cultural conditioning and societal expectations on girls can impact them (and what we need to know about it)
Why parents must address their own emotional baggage to avoid projecting it onto their children
How being mindful of our own reactions in the moment will help us communicate more effectively with our children
The role fear plays in preventing meaningful conversations which leads to missed connection opportunities
The benefits of engaging in messy and imperfect conversations for promoting authenticity
How to create a judgment-free space where girls feel heard and validated to support their emotional growth
Resources
Zen Parenting website and resources
Restoring Our Girls: How Real Conversations Shape Our Daughters' Lives, Help Them with Teen Challenges, and Remind Them That They Matter by Cathy Adams
Zen Parenting: Caring for Ourselves and Our Children in an Unpredictable World by Cathy Adams
Zen Parenting 2025 Summit
Zen Parenting on Instagram
Cathy Adams on Zen Parenting & Caring for Ourselves and Our Children in an Unpredictable World (Tilt Parenting podcast)
Zen Parenting on Facebook
Zen Parenting Radio podcast
Getting Aligned Through Parenting and Marriage Challenges, with Zen Parenting’s Cathy and Todd Adams (Tilt Parenting podcast)
Pop Culturing Podcast
Rescuing Our Sons: 8 Solutions to Our Crisis of Disaffected Teen Boys by Dr. John Duffy
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Happy New Year, and welcome to the podcast's winter season! I have some really special conversations to share with you this year, and I’m thrilled to kick things off with what I can only describe as an absolutely fascinating conversation with Dr. Amy Laurent about ENERGY—specifically, the power and freedom in shifting the focus from emotional regulation to energy regulation when supporting neurodivergent individuals, including ourselves.
You might remember Amy from her last appearance on the show with Dr. Jacquelyn Fede, where they shared about their autistic-allistic partnership Autism Level UP!—a collaboration dedicated to providing education, accessible resources, and practical strategies to increase active engagement for autistic individuals and their communities. If you haven’t heard that one yet, it’s a great listen! You can find it at tiltparenting.com/session328 or through the link in the show notes for this episode.
In this conversation, we dive into Amy and Jacquelyn’s latest resource, Energy: The Framework, Tools, Strategies & Logic to Support Regulation manual, a comprehensive guide to the Autism Level UP! tools and their innovative approach to energy regulation. Designed with autistic and neurodivergent people in mind—but perfectly suitable for all neurotypes—this manual introduces ways to understand and support energy levels for yourself or others through tools, worksheets, and practical strategies.
I LOVE this resource, so it was a real treat to explore its concepts with Amy. In our chat, Amy shares why energy regulation is often a more accessible and relatable framework than emotional regulation for many autistic people, how the “Energy Meter” helps individuals identify their energy states and foster self-awareness, and how parents can better co-regulate and connect without judgment by recognizing and reflecting on energy states. We talk a lot on the show about becoming fluent in your child, and what we’re covering today takes that concept to an entirely new level.
About Dr. Amy Laurent
Amy Laurent, PhD, OTR/L is the co-director of Autism Level UP! an autistic / allistic partnership dedicated to the provision of education, accessible resources, and practical strategies focused on increasing active engagement for autistic individuals and the members of their communities. She is a co-author of the SCERTS Model and frequently lectures internationally. She is passionate about neurodiversity and helping others to honor and understand the implications of “different ways of being” in relation to navigating the physical and social world. Dr. Laurent strives to practice what she preaches and uses her love of play and movement to meet her own regulatory needs.
Things you'll learn from this episode
Why energy regulation is a more accessible and relatable framework than emotional regulation for many autistic people
How the “Energy Meter” helps individuals in identifying their energy levels and needs fostering self-awareness and practical strategies for balance.
How parents can better co-regulate, connect, and support (without judgment) through recognizing and reflecting on energy states
Why it’s critical that we tailor tools to meet unique needs of our children (ie: there is no one size fits all)
Resources mentioned
Energy: The Framework, Tools, Strategies & Logic to Support Regulation by Dr. Amy Laurent and Jac Fede
Autism Level UP!
Autism Level UP! on Facebook
Autism Level UP! on Instagram
Autism Level UP! Co-founders Amy Laurent & Jacquelyn Fede on Learning From Autistic Self-Advocates (Tilt Parenting Podcast)
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In this episode, Phyllis L. Fagell, LCPC, shares actionable insights on fostering identity development, belonging, and resilience in children, with a focus on navigating social challenges, promoting inclusivity, and supporting neurodivergent and marginalized kids.
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We live in a society where success is often defined by external markers like prestigious jobs, academic achievements, or traditional milestones. But as parents of neurodivergent kids, we know our children’s paths and timelines often look different. And while their journeys may not align with conventional notions of success, that doesn’t mean they’re any less meaningful or valuable. So, how can we redefine what success means—for our kids and for our families? That’s one of the big questions I explore with today’s guest, child psychologist Dr. Emily King.
In our conversation, Dr. Emily and I dive into redefining success for neurodivergent students, emphasizing the importance of joy, self-discovery, and effectiveness in their learning journeys. We explore how cultural definitions of success can be limiting, what’s happening in American public schools regarding neurodivergence, and the actionable steps we can take to help shift the paradigm. Most importantly, we talk about how to reframe “success” in our families in ways that empower our children to build autonomous, self-actualized lives on their terms.
About Dr. Emily King
Dr. Emily King is a Child Psychologist and former School Psychologist who has worked with neurodivergent children and teens for over 20 years. She received a Ph.D. in School Psychology from the University of North Carolina at Chapel Hill where she worked at Frank Porter Graham Child Development Institute and the Carolina Institute for Developmental Disabilities. She spent five years as a School Psychologist in Houston, Texas specializing in providing school-based mental health services in K-12 public schools. Dr. Emily now works in private practice in North Carolina supporting the mental health needs of neurodivergent youth, their families, and their teachers.
Dr. Emily hosts the Learn with Dr. Emily Substack where you can find her blogs and monthly parent workshops. She is also the creator of The Neurodiverse Classroom, a professional development curriculum for elementary and middle school educators. Dr. Emily has been featured on MSNBC’s Morning Joe, quoted in The New York Times and The Washington Post, and has written for Parents.com. You can learn more with Dr. Emily by listening to her podcast or following her on Substack.
Things you'll learn from this episode
Why the 2 key ingredients for success for neurodivergent students are joy coupled with effectiveness
How cultural definitions of success can be limiting for neurodivergent kids, and what we can do about it
What is the state of neurodivergence understanding in American public schools and what we can all do to shift the paradigm forward
How we can redefine “success” in our families and for our children in ways that empower them to create autonomous, self-actualized adult lives
Resources mentioned
Dr. Emily King’s website
Learn with Dr. Emily (Emily’s Substack)
Learn with Dr. Emily Podcast
Dr. Mona Delahooke’s website
Brain-Body Parenting: How to Stop Managing Behavior and Start Raising Joyful, Resilient Kids by Dr. Mona Delahooke
Beyond Behaviors: Using Brain Science and Compassion to Understand and Solve Children’s Behavioral Challenges by Dr. Mona Delahooke
Dr. Mona Delahooke on the Power of Brain-Body Parenting (Tilt Parenting podcast)
Dr. Mona Delahooke on Looking Beyond Kids Challenging Behaviors (Tilt Parenting podcast)
Dr. Dan Siegel & the Window of Tolerance
Stephen Porgess & Polyvagal Theory
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This episode is a deep dive into pathological demand avoidance in children (also known as PDA), which is typically defined as a pervasive developmental disorder that falls under the autism spectrum. It’s a label that’s frequently used in the United Kingdom, and it’s often defined as a complicated and misunderstood condition wherein some people have a heightened anxiety response to demands being placed on them. PDA isn’t universally recognized as a diagnosis, and it’s also a label rooted in controversy.
To talk with us about all of this is friend of the podcast Dr. Melissa Neff, a licensed clinical psychologist who specializes in the assessment of ADHD, depression, anxiety, trauma, nonverbal learning disorder, and autism spectrum disorders, about the diagnostic process.
Melissa Neff, Ph.D. is a clinical psychologist in private practice in Missoula, MT. She conducts psychological evaluations for children and adults. She specializes in the assessment of giftedness, ADHD, depression, anxiety, trauma, nonverbal learning disorder, and typical and atypical presentations of autism.
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