Below are the best podcasts we could find on Life Challenges and setting limits and boundaries.
CLEAR ALL
Dr. Dan Peters joins Emily Kircher-Morris to talk about dyslexia, as well as dysgraphia, and dyscalculia; their indications, where to go for diagnosis, and ways to help your child adapt.
Today we’re joined by Bronx-native Qimmah Saafir. Qimmah is the creator of self-published HANNAH, an independent journal that celebrates and provides safe spaces for Black women.
In this first episode, I spoke to Deun specifically around the work of her nonprofit called The Body: A Home for Love, a wellness and healing space for black women who are survivors of sexual assault.
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As part of our series on the coronavirus pandemic, on episode 58 we’re delving into the trauma aspect. We’ll use Christine Fonseca and her new book, Healing the heart: Helping Your Child Thrive After Trauma, as a template for this compelling conversation.
When children better understand bullies and how to stand up to them, they also better understand themselves. Amanda Morin joins Emily to talk about diverse personalities and power dynamics, and helping neurodiverse kids understand bullying, on episode 62.
We’re all going through the same pandemic, and most of us are practicing “social distancing.” How does that affect us? Some believe it can be a time for growth, and that’s the subject of episode 56.
There are social, academic, and personal obstacles inherent to boys, and when you add other features like giftedness, things can get complicated. How can we help boys understand social expectations, and learn to be themselves, often in spite of those expectations?
What is Pathological Demand Avoidance and how does it manifest among the neurodiverse? Understanding demand avoidance can completely transform the way you look at a child.
Emily Kircher-Morris and Dr. Ellen Braaten discuss processing speed and why it’s important. They discuss the impact it has on intelligence testing scores, and ways to help kids increase their processing speed.
Why is there a bright line between academia and the arts? Between cognition and creativity? And, why do educators and others think of creativity only in terms of art or music, when it also applies to problem solving and cognition
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