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  • When Talk Therapy Isn't Enough with Dr. Julie Lopez

    When Talk Therapy Isn't Enough with Dr. Julie Lopez
    2026/09/01
    Understanding the problem is not always the same as changing the pattern. In this episode, I'm joined by Dr. Julie Lopez, founder of Viva, for a conversation about trauma, implicit memory, brain-based therapies, and why talk is not always the language the nervous system understands. Julie starts with a story from early memory research that shows something fascinating and, honestly, a little unsettling. A person may not consciously remember an event, but their system can still remember enough to respond. The body may hold information that never becomes a neat story with a beginning, middle, and end. Which matters a lot when we are talking about complicated kids. So many of the kids we talk about on this podcast have sensory systems, nervous systems, stress responses, and bodies that are taking in the world in ways they may not be able to explain. They may not have language for what feels unsafe, overwhelming, painful, intense, or confusing. And when they do not have words, their bodies may speak instead. Crying. Kicking. Screaming. Biting. Shutting down. Melting down. Refusing. Running away. Looking like they are "being difficult" when something much deeper may be happening. That does not mean those behaviors are fine. It does mean we need to be curious about where they come from. Julie and I talk about the limits of relying only on talk, especially when the struggle is not stored only in the thinking, explaining, logical part of the brain. Talk can be connecting. It can help people feel seen. It can help us organize a story and make sense of what happened. But if the body is still reacting as if the danger is happening now, understanding may not be enough. And that is where this conversation gets really interesting. Julie explains implicit memory, the role of the nervous system, and why experiences from very early life, high-stress moments, trauma, or overwhelming sensory experiences may be stored outside of conscious language. We talk about babies, NICU experiences, sensory triggers, and the way a child may respond to an environment that their body recognizes as dangerous, even if their conscious mind cannot explain why. We also talk about therapies that work beyond talk, including EMDR, brainspotting, somatic experiencing, sensory motor psychotherapy, and other approaches that help the system process what got stuck. One of my favorite moments in this episode is when Julie describes the goal of this work, and I realize that what we are talking about is not erasing memory. It is uncoupling the event from the full-body alarm that still comes with it. You may still remember what happened, but you are not still living inside it. That feels important. This episode is not anti-therapy. It is not anti-talking. We are relational creatures, and being with another human who can listen and help us make sense of ourselves absolutely matters. But some things cannot be talked into changing. Sometimes the body needs a different language. And when we understand that, we may have a better chance of helping complicated kids, complicated adults, and, frankly, all of our complicated human systems. Key Takeaways Talk can be helpful, but it is not always enough to create deep nervous system change.Some patterns are stored in implicit memory, outside of conscious language.The body can remember and respond to experiences the mind does not consciously recall.Complicated kids may not have words for what their nervous systems are experiencing.Behaviors like crying, kicking, screaming, shutting down, or running may be communication from a system that feels overwhelmed or unsafe.Understanding why something happens does not always make the body stop reacting.Trauma-informed care asks what the nervous system is trying to tell us, not just what behavior needs to stop.Brain-based therapies like EMDR, brainspotting, somatic experiencing, and sensory motor psychotherapy work beyond storytelling alone.Effective therapy can help uncouple a memory from the physiological alarm that still comes with it.There is nothing wrong with you. Sometimes there is a knot in the system that needs a different kind of support. About Dr. Julie Lopez Dr. Julie Lopez is the founder of Viva, a mental health organization serving clients in DC, Maryland, and Virginia, as well as through telehealth. Julie is passionate about helping people understand how their complicated human systems work so they can move beyond outdated models of change and access therapies that work with the brain, body, nervous system, and implicit memory. Her work focuses on trauma-informed, brain-based, and body-based approaches that help people create lasting change without relying only on talk or storytelling. Through Viva and her educational work, Julie helps adults, parents, clinicians, and families better understand why some patterns do not shift through insight alone and what becomes possible when we use tools that speak the nervous system's language. About Your Host, Gabriele ...
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    37 分
  • The Neurodivergent Learner with Dr. Emily King

    The Neurodivergent Learner with Dr. Emily King
    2026/08/25
    Your child should not have to become a different kind of learner just to prove that they can learn. Dr. Emily King is back on the podcast, this time to celebrate the release of her first book, The Neurodivergent Learner. Emily is a child psychologist, former school psychologist, and parent of two neurodivergent kids, so she has spent a lot of time on pretty much every side of the school-family-provider table. At the heart of the book is an idea I love: your child's path is the right path. Neurodivergent kids do not always develop or learn according to the timelines and expectations built into traditional school systems. And instead of spending all of our energy trying to squeeze the square peg into the round hole, Emily asks a much more useful question: Why does the hole have to be round? We talk about the difference between something that is truly disabling and something that is simply different. A movement, sound, learning style, or way of regulating may only become a problem because of the expectations of the room. That distinction matters because it changes what we try to fix and what we might need to accept, accommodate, or understand differently. Emily also gives us one of my favorite images from this conversation: strategies are the sprinkles on top. Before we start throwing visual schedules, sticker charts, scripts, and other strategies at a kid, we need a foundation. Does the child feel safe? Does the pace work for their brain? Are they interested and engaged? Is their nervous system actually available for learning? And safety is not determined by whether the adult looks around the classroom and thinks, "This seems perfectly lovely to me." The child's nervous system gets the deciding vote. We talk about the kids whose dysregulation is impossible to miss, but also the compliant, perfectionistic, people-pleasing kids who look great at school and completely unravel at home. That difference between environments does not mean the problem is not real. The difference itself may be the clue. This is where parents, teachers, and providers have to get curious together. What is working? Where is it working? When does the child run out of steam? What changes between doing math at 1:30 at school and trying to do more math at 4:30 at home? Sometimes the strategy really is deciding that this kid has done enough math today. Most importantly, Emily wants us to protect our kids' relationship with learning. School is one place to learn, but it is not the only place. Kids learn through their interests, activities, relationships, travel, cooking, stories, and all the other experiences that make them curious about the world. As I tell Emily in this episode, The Neurodivergent Learner feels like a giant permission slip to follow your child's signals, be the detective, and advocate collaboratively for what they need. Because learning does not have to look the same for every child. Neither does success. Key Takeaways Neurodivergent children do not always develop or learn according to traditional timelines, and success may mean following the child's developmental path rather than forcing the expected one.Some things about neurodivergence are differences, not problems. The challenge may come from the expectations of the environment rather than from the child themselves.Strategies are the "sprinkles on top." Before adding tools or interventions, adults need to look at foundational needs like sensory safety, relational safety, pacing, and engagement.Safety is determined by the child's nervous system, not by whether the adults in the room believe the environment should feel safe.Dysregulation is not always loud or disruptive. Perfectionism, people-pleasing, compliance, and holding everything together at school can also be signs that a child is struggling.A child who looks fine at school and falls apart at home is giving us important information. The difference between settings may help explain where their energy and coping capacity are being used up.When something is not working, parents, teachers, and providers need to stay curious together instead of dismissing the concern because it does not appear everywhere.Pacing matters. A child who is bored because learning is moving too slowly and a child who is overwhelmed because it is moving too quickly may both disengage for very different reasons.Protecting a child's lifelong relationship with learning matters more than forcing them through one particular academic path, especially when school has already become a source of stress or burnout.School is only one place where learning happens. Interests, relationships, extracurriculars, travel, cooking, and everyday experiences can all be meaningful ways neurodivergent kids build knowledge and skills. About Dr. Emily King Dr. Emily King is a Child Psychologist and former School Psychologist who has worked with neurodivergent children and teens for more than 20 years. She received her Ph.D. in School Psychology from the University ...
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    36 分
  • How to IEP with Vicki Christensen

    How to IEP with Vicki Christensen
    2026/08/18
    You are not just invited to the IEP meeting. You are part of the team. In this episode, I'm joined by Vicki Christensen, founder of Blue Glasses Advocacy, special education advocate, and parent of two children with IEP experience, for a conversation about helping parents understand their role in the IEP process. Vicki shares that her own advocacy work began after sitting in an IEP meeting for her son Luke, surrounded by professionals, services, goals, assessments, and more information than any parent could reasonably absorb in the moment. Everyone was kind. Everyone seemed well-intentioned. But she left thinking, "I sure hope they do what is right for my son." And as she says in this conversation, that is not how a parent should have to leave an IEP meeting. We talk about why special education can feel like a foreign language, especially for parents who are new to the process. There are acronyms, present levels, services, accommodations, goals, eligibility categories, assessments, and progress reports. The people inside the system may use these words every day, but that does not mean parents should be expected to understand all of it without support. So we talk about asking questions. We talk about cutting yourself some slack. We talk about asking for draft documents or assessments ahead of time, making a simple bullet point list of questions and concerns, and sending that list to the team before the meeting. Nothing fancy. Just enough to help you walk in with a little more clarity. One of the biggest reminders in this episode is that parents are part of the IEP team. Not observers. Not visitors. Part of the team. The student is in the middle, and the adults are around that student, bringing different kinds of expertise. Teachers, therapists, specialists, and administrators may know the classroom, the testing, the services, or the law, but nobody knows your child the way you do. That does not mean the meeting has to become parents versus school. Vicki talks about the importance of keeping the conversation student-centered, collaborative, and focused on what the child needs. Parents can be assertive without being aggressive. They can ask hard questions without burning bridges. They can respect the professionals in the room while also bringing their own knowledge of their child into the conversation. We also get into the IEP document itself, including present levels, goals, accommodations, services, and progress. Vicki explains why more goals are not always better, why goals need to be specific and measurable, and why parents can ask for the work samples or data behind progress reports. If a goal says a child reached 80% accuracy, it is reasonable to ask 80% of what, measured how, and under what conditions. And yes, we talk about emotion too. Parents often apologize for crying or tearing up in IEP meetings, and Vicki is very clear that there is no need to apologize. This is your child. Of course it can feel emotional. The goal is not to become a robot in the meeting. The goal is to stay regulated enough to understand what is being said, ask questions, and participate meaningfully. This episode is practical and reassuring. It is a reminder that parents do not need to know everything before they walk into the room, but they do deserve to understand what is being said. They deserve to ask questions. They deserve support. And they belong at the table. Key Takeaways Special education can feel like a foreign language, especially when parents are new to the IEP process.Parents do not need to know every acronym before they walk into an IEP meeting.Asking questions is not a problem. It is part of meaningful participation.Parents and guardians are part of the IEP team, not outside observers.The student should stay at the center of the conversation.Parents bring essential knowledge because nobody knows the child the way they do.Before an IEP meeting, parents can ask for draft documents, assessments, and progress information ahead of time.A simple bullet point list of questions and concerns can make the meeting more productive.IEP goals should be connected to present levels, areas of need, accommodations, services, and measurable progress.Work samples and data matter because goal progress should be supported by actual evidence. About Vicki Christensen Vicki Christensen is the founder of Blue Glasses Advocacy and the mother of a 21-year-old with global developmental delays who proudly wears blue glasses. Drawing on both professional training and firsthand experience, Vicki helps parents and guardians navigate the special education system with greater confidence, clarity, and understanding. She holds a Special Education Advocacy Certificate from the University of San Diego and is a member of the Council of Parent Attorneys and Advocates. Vicki also co-founded the Special Education Advisory Committee in her local school district, organizes inclusive community events, and was honored with the North County Consortium for...
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    33 分
  • Birth is Complicated Too with Emily Roper

    Birth is Complicated Too with Emily Roper
    2026/08/11
    Birth is part of the story. It is not the whole story. In this episode, Emily Roper is back to talk about birth, early development, and what those first experiences may have to do with the complicated kids we are parenting later. And before we go anywhere else, we say this clearly: this is not an episode about looking back and deciding you should have done everything differently. No thank you. We have enough parent guilt already. This is about awareness. It is about connecting dots. It is about understanding how pregnancy, birth, and the newborn period can give us clues about a child's brain, body, stress response, movement, feeding, sensory processing, and regulation. Emily is a neuro-developmental delay therapist, certified midwife's assistant, and owner of Early Roots. She works with children who have developmental delays, sensory challenges, ADHD, autism, anxiety, dyslexia, retained reflexes, vestibular differences, visual development issues, and regulation challenges. She also works in the birth world, supporting families during labor and postpartum. Which means she lives in the overlap between early experience and later development. That overlap is where this episode lives too. Emily explains that birth is not just the way we get the baby out. During labor and delivery, the baby's body is doing a tremendous amount of work. Stress hormones shift. Reflexes activate. Movement patterns are used. The baby is preparing to breathe, digest, regulate, move, and live outside the womb. Which is a lot, really. We also talk about what can happen when that process is disrupted or modified. C-sections, inductions, forceps, vacuum delivery, oxygen concerns, birth trauma, feeding challenges, torticollis, latch issues, and unsettled newborn patterns can all become pieces of a larger developmental picture. Not because any one of those things determines a child's future, but because they may help us ask better questions. One of the biggest themes in this episode is that babies do not develop in separate buckets. A feeding issue is not always just a feeding issue. A neck issue is not always just a neck issue. A fussy baby does not have a personality problem. The body, brain, movement system, sensory system, stress response, and regulation system are all connected, especially early on. Emily and I talk about what parents can do with this information at different points. If you are pregnant, it may mean asking more questions about your provider, setting, and support. If you have a newborn, it may mean looking at feeding, body tension, floor time, movement, postpartum mental health, and your own regulation. If your child is older, it may mean finding someone who understands primitive reflexes, sensory-motor development, and the way early patterns can still be supported later. Because this is not a "you missed your window" conversation. Neuroplasticity is real. Development keeps going. Bodies can be supported. Nervous systems can become more organized. Kids can make meaningful changes long after the newborn stage. That is why I like talking with Emily so much. She helps us widen the lens without turning the whole thing into blame. Early history may not explain everything. But it may give us one more way in. Key Takeaways This episode is about awareness, not guilt.Birth can be part of a child's developmental story, but it is not the whole story.Pregnancy, birth, and the newborn period can affect how the brain and body learn to function.Birth is an active process for the baby, involving movement, reflexes, stress hormone shifts, and major physiological transitions.C-sections, inductions, forceps, vacuum delivery, oxygen concerns, and birth trauma can matter developmentally without becoming moral judgments.Feeding, latch, torticollis, fussiness, sensory processing, and regulation are often connected through the developing brain and body.A fussy baby does not have a personality problem. Fussiness can be communication that something is uncomfortable, stressful, or hard.Body issues are brain issues, especially in babies, because early development is deeply physical.Parents can support development through feeding support, body work, movement, floor time, nervous system support, and attention to postpartum mental health. About Emily Roper Emily Roper is a Neuro-Developmental Delay Therapist and a certified Midwives Assistant. She owns Early Roots, a specialized therapy practice for children with developmental delays. Her work helps providers and families better understand and support children and parents. Emily has an educational background in psychology, midwifery, and neuro-developmental delay. She has spent over a decade helping children with ADHD, autism, anxiety, dyslexia, sensory challenges, and other developmental delays. She has attended more than 600 births and supported hundreds of families through their postpartum period. In addition to her hands-on work, Emily is passionate about education and bridging the gap ...
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    28 分
  • College Prep without the Pressure with Marcia Miller

    College Prep without the Pressure with Marcia Miller
    2026/08/04
    The best college preparation may not look like college preparation at all. By the time a student gets to college, we expect them to manage syllabi, deadlines, different professors, long-term assignments, and a schedule with far less adult oversight. But the executive function skills needed to do all of that do not suddenly appear when the dorm-room key lands in their hand. In this episode, I talk with Marcia Miller, an executive function coach who spent 14 years working with high school students, about how families can help kids build those skills long before college. Marcia describes executive function as the old-fashioned secretary in the brain. It helps us initiate tasks, organize information, plan ahead, remember what is expected, and follow through. For some kids, that secretary is organized, color-coded, and running a tight ship. For others, she is very quiet, somewhat overwhelmed, or apparently away from her desk. When those internal systems are still developing, students need external strategies. Calendars, reminders, routines, written directions, and repeated practice are not shortcuts. They are tools that help a student manage the work until more of the process becomes familiar and automatic. We also talk about reliability, which Marcia calls one of the least exciting and most essential skills. College professors, employers, friends, and family members all need people to communicate, meet deadlines, follow through, and say something when they are confused or stuck. The first step is often figuring out where the hiccup is. A student may understand the material but forget the deadline. They may know how to solve the problem but become completely derailed when asked to slow down and show each step. They may want to begin the project but have no idea how to turn one enormous assignment into several manageable actions. This is why conversations about how brains work matter. Kids need language for what comes easily, what requires more effort, and what happens inside their brains when a task falls apart. That kind of self-understanding helps make invisible processes visible. Marcia and I also talk about the shame that can build when a smart student repeatedly struggles to do what school asks. When kids hear only about the missing work, forgotten folder, or disappointing grade, they may begin to believe they are simply bad at school. The alternative is not ignoring the struggle. It is helping the child identify their strengths, understand their challenges, and develop strategies without treating every difficulty as a character flaw. Parents can begin by rewarding communication and collaboration. When your child remembers to tell you about the poster project before 3:00 in the morning, that is progress. They have brought the information to the team, and now the team can work on planning, organization, and follow-through. Preparing a child for college is not only about grades or whether they can complete an application. It is about helping them understand how they learn, ask for support, recover from mistakes, work with other people, and build systems that allow them to be more reliable and independent. 🎯 Key Takeaways College readiness begins long before college, but it does not need to be framed that way for kids.Executive function includes skills like initiation, planning, organization, working memory, follow-through, and managing deadlines.For many kids with ADHD or executive function challenges, directions can disappear quickly even when the child wants to do the task correctly.External strategies are important while executive function skills are still developing.Reliability may not sound exciting, but it is a major life skill for school, work, relationships, and independence.When something goes sideways, adults can help by asking where the hiccup is instead of assuming the child does not care.Smart kids can still struggle deeply with showing work, breaking down steps, remembering directions, or managing deadlines.Repeated conversations about how a child's brain works help build metacognition and self-understanding.Shame can grow when kids are repeatedly reminded of what they are not doing well.Parents can support future independence by noticing strengths, rewarding collaboration, practicing strategies, and helping kids understand that their brains may work differently and still be good brains. About Marcia Miller Marcia Miller is an executive function coach based in Washington, DC, who works with teens, young adults, and families throughout the DMV area. After a 14-year career at a private high school, Marcia developed extensive experience supporting both neurotypical and neurodiverse teens, especially students with ADHD. Before working in education, she built a diverse career across corporate settings, law firms, volunteer work, and parenting her own daughter with ADHD. Marcia brings humor, warmth, and a shame-reducing approach to her work. She helps young people embrace who they are, ...
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    26 分
  • S2C with Spelling to Communicate Founder Elizabeth Vosseler

    S2C with Spelling to Communicate Founder Elizabeth Vosseler
    2026/07/28
    Not speaking is not the same thing as not having something to say. In this episode, I'm joined by Elizabeth Vosseller, founder of Spelling to Communicate and Executive Director of I-ASC, the International Association for Spelling as Communication. And we are talking about communication. Not the easy kind. Not the "say what you mean with your mouth and everyone understands what is happening" kind. We are talking about what happens when a person has thoughts, language, ideas, preferences, humor, opinions, and vocabulary, but cannot reliably use speech to share them. Elizabeth explains that Spelling to Communicate (S2C) is a method of teaching communication to nonspeaking people. And nonspeaking is the word we want here, not nonverbal. Because nonverbal means without words. And the people Elizabeth works with are not without words. They may have no speech, very few spoken words, or lots of speech that is not reliable or communicative. They may script, loop, say the opposite of what they mean, or struggle to get their bodies to do what their brains are asking them to do. Which brings us to one of the biggest themes in this conversation: communication is motor. Speech is motor. Typing is motor. Pointing is motor. Signing is motor. Getting an idea out of your brain and into the world requires the body to participate. And for some kids and adults, that is where things get complicated. Elizabeth walks us through praxis, which is the process of having an idea, making a plan, executing the plan, and adapting when something does not go the way it was supposed to go. For people with apraxia or dyspraxia, the idea may be there. The plan may be there. But the message between the brain and the body may not move smoothly. And if we do not understand that, we can make some very big mistakes. We can look at a child who is not following a direction and assume they are being noncompliant. We can look at a child who is hitting, grabbing, bolting, or making sounds and assume the behavior is intentional in a way it may not be. We can look at a nonspeaking child and assume there are no words inside. That is a dangerous assumption. Elizabeth and I also talk about rich language environments, spelling, reading, communication regulation partners, and why support does not automatically mean influence when the support is trained, careful, and ethical. This conversation is especially close to my speech therapist heart because it asks us to slow down and separate language from speech, communication from behavior, and intention from motor access. Which is not always easy. But it matters. Because when we assume a child has nothing to say, we may stop offering them enough to think about. When we assume a behavior tells the whole story, we may miss what the body is struggling to do. And when we assume speech is the only real path to communication, we may miss the person who has been there the whole time. Key Takeaways Nonspeaking is different from nonverbal. Nonspeaking means a person cannot use speech reliably and effectively.Nonverbal means without words, which can wrongly suggest a person does not have language, thoughts, or vocabulary.Spelling to Communicate (S2C) teaches nonspeaking people to use pointing to letters as a motor-based way to communicate.Communication depends on the body. Speech, typing, pointing, signing, and texting all require motor planning and motor execution.Praxis involves having an idea, making a plan, executing the plan, and adapting when something does not work.Apraxia and dyspraxia can create a breakdown between what a person intends to do and what their body is able to do on demand.A purely behavioral lens can lead adults to misunderstand kids whose bodies are not reliably following their intentions.Rich language and literacy exposure matter, even when a child is not speaking.Communication regulation partners provide motor coaching, sensory feedback, and regulation support when they are properly trained.Assuming competence means being careful about what we say, what we offer, and what we believe may be possible. About Elizabeth Vosseller Elizabeth Vosseller is the founder of Spelling to Communicate and Executive Director of I-ASC. Since 1995, she has worked clinically with individuals with complex communication and sensory-motor differences across hospital, university, and private settings. Her work focuses on motor-based access to communication, advancing education, training, and research for nonspeaking individuals. About Your Host, Gabriele Nicolet I'm Gabriele Nicolet, toddler whisperer, speech therapist, parenting life coach, and host of Complicated Kids. Each week, I share practical, relationship-based strategies for raising kids with big feelings, big needs, and beautifully different brains. My goal is to help families move from surviving to thriving by building connection, confidence, and clarity at home. Complicated Kids Resources and Links Website: https://www.gabrielenicolet.comSchedule a free ...
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    32 分
  • Early Development and Why Reflex Integration Matters with Emily Roper

    Early Development and Why Reflex Integration Matters with Emily Roper
    2026/07/21
    The behavior may be where the struggle shows up, but it may not be where the struggle begins. When a child is melting down, struggling to focus, or having difficulty learning to read, we tend to focus on the problem directly in front of us. But there may be foundational pieces underneath that struggle that we have not considered. In this episode, I talk with Emily Roper, a Neuro-Developmental Delay Therapist and certified Midwives Assistant, about the connections between early brain and body development and later skills like emotional regulation, attention, executive functioning, and learning. Emily's work looks at attachment, the stress response, primitive reflexes, sensory processing, vision, balance, coordination, and movement. These early systems help create the foundation for the more advanced skills children are expected to use as they grow. We spend time talking about the Moro reflex, the sensitive startle response babies are born with. As the brain develops, that reflex should mature into a more flexible stress response. When it remains active, Emily explains that a child may startle easily, react strongly, take longer to settle, or struggle to filter sensory information. That can also affect attention. A child whose nervous system is reacting to everything in the environment may have difficulty focusing on the one voice, worksheet, or instruction we want them to notice. This does not mean every child with attention, sensory, or regulation challenges has a retained Moro reflex. It does mean that reflexes and the stress response may be worth considering as part of the larger picture. Emily and I also talk about behavior as communication. She describes behavior as the tip of the iceberg because it is the part everyone can see, while so much may be happening underneath. Most kids are not melting down because they enjoy it. They are struggling, and focusing only on stopping the behavior may miss what their brain and body need. Movement is another important part of the conversation. When babies reach, roll, look around, and crawl, their brains and bodies are learning how to work together. Crawling involves coordinating both sides of the body, crossing the midline, using the eyes at different distances, and moving intentionally through the environment. These early experiences may later support visual tracking, spatial awareness, coordination, reading, and writing. Emily explains that a child who appears to have a reading problem may also be struggling with visual motor skills, vestibular function, tracking, or spatial orientation. For parents wondering whether these foundations can still be strengthened in an older child, Emily's answer is yes. The brain remains adaptable, and she sees children and teenagers make meaningful changes. This is not about finding one explanation for every child or blaming parents for circumstances outside their control. It is about looking beneath behavior, attention, and learning challenges to better understand what support a child may need. Key Takeaways Behavior is often the visible evidence of something happening underneath.The brain develops from basic, foundational skills toward more advanced skills.Primitive reflexes support survival and early development, but they are expected to mature as the brain develops.A retained Moro reflex may contribute to heightened reactivity, hypervigilance, and difficulty filtering sensory information.Attention is harder to access when a child's nervous system is operating in a heightened state of stress.Early movement helps the brain and body learn how to work together.Crawling supports bilateral coordination, visual development, midline crossing, and movement through space.Reading challenges may involve visual motor skills, vestibular function, tracking, or spatial orientation.Parent-child connection can be an important part of safety, regulation, and developmental work.Older children and teenagers can still strengthen foundational developmental skills. About Emily Roper Emily Roper is a Neuro-Developmental Delay Therapist, certified Midwives Assistant, and the owner of Early Roots, a specialized therapy practice for children with developmental delays. With a background in psychology, midwifery, and neuro-developmental delay, she has spent more than a decade supporting children with ADHD, autism, anxiety, dyslexia, sensory challenges, and other developmental differences. She has also attended more than 600 births and supported hundreds of families during the postpartum period. Emily is passionate about bridging the gap between the birth world and psychology. She teaches parents and professionals about how pregnancy, birth, and the newborn period can shape long-term neurological development. She has trained midwives, taught post-graduate students, spoken at conferences, and hosts The Early Roots Podcast, where she makes complex developmental topics practical and accessible. About Your Host, Gabriele Nicolet I'm Gabriele Nicolet, ...
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    30 分
  • From C Minuses to the White House with Scott Proposki

    From C Minuses to the White House with Scott Proposki
    2026/07/14
    Some kids are not unfocused. They just have not found the thing that gives their focus somewhere to go. In this episode, I'm joined by Scott Proposki, a photographer, author, business coach, and founder of the Camera Focus Method™. Scott is a former National Geographic and White House photographer, which is the kind of sentence that makes you immediately want to know more. But what I was most interested in for this conversation was not just what Scott has done. It was how his brain got him there. Scott talks about growing up as the kid who did not do homework, who needed the deadline, who was thrilled with a C minus, and who later received an ADHD diagnosis that helped a lot of his life make more sense. And then he found the camera. For Scott, the camera became the thing that helped his attention organize itself. It gave him a focus, a direction, a way to see the world and make that seeing useful. Which is where I think this conversation becomes really relevant for parents of complicated kids. Because so many of our kids have uneven profiles. They may struggle deeply in one environment and come alive in another. They may look distracted, disorganized, or unmotivated until the right project, tool, topic, person, deadline, or vision snaps something into place. And then suddenly, there they are. Scott and I talk about creativity, ADHD, hyperfocus, business, reinvention, and what happens when the thing that made you different as a kid becomes part of the way you build a life. We also talk about the adults around kids. The ones who notice the spark. The ones who help kids imagine what could be possible. The ones who do not only say, "Do your homework," but also help paint a picture of where a child's gifts might take them. This is not a conversation about ignoring the hard parts. Kids still need support. They need skills. They need structure. They need adults who can help them function in a world that will not always organize itself around their preferred interests. But they also need adults who remember that school performance is not the whole child. Sometimes the thing that does not look impressive on a report card is the thing that later becomes a career, a calling, a business, or a life. And sometimes our job is to widen the lens long enough to help them find it. Key Takeaways A child who struggles in school may still have strong focus, creativity, drive, and vision in another setting.ADHD-style attention is not always a lack of attention. Sometimes it is attention that organizes around interest, urgency, purpose, or possibility.Hyperfocus can be a strength when it is paired with the right tool, project, or direction.For Scott, the camera became the thing that helped his focus, creativity, and sense of purpose come together.Some kids need help finding the medium, environment, or "magic wand" that allows their strengths to show up.A later-in-life ADHD diagnosis can help adults make sense of patterns they have lived with for years.School performance matters, but it is not the whole story of who a child is or what they may become.Creative and neurodivergent kids may need structure, deadlines, and support that match how their brains actually work.Parents can help by noticing sparks, naming strengths, and painting a picture of what could be possible.A complicated path can still become a meaningful, successful, and deeply creative life. About Scott Proposki Scott Proposki is a photographer, author, business coach, and founder of the Camera Focus Method™. A former National Geographic and White House photographer, he has spent 27 years documenting stories for global brands and high-profile clients. He is the author of four books, including Camera Focus. Scott is dedicated to helping creative entrepreneurs build resilient, sustainable businesses rooted in clarity and purpose. About Your Host, Gabriele Nicolet I'm Gabriele Nicolet, toddler whisperer, speech therapist, parenting life coach, and host of Complicated Kids. Each week, I share practical, relationship-based strategies for raising kids with big feelings, big needs, and beautifully different brains. My goal is to help families move from surviving to thriving by building connection, confidence, and clarity at home. Complicated Kids Resources and Links 🌎 www.gabrielenicolet.com 📅 Schedule a free intro call: https://calendly.com/gabrielenicolet/free-15-minute-1-1-session 📺 Subscribe on YouTube: https://www.youtube.com/@complicatedkids/featured 👾 Grab Tell the Story (anti-anxiety tool for kids): https://www.gabrielenicolet.com/tell-the-story ➡️ Instagram: https://instagram.com/gabriele_nicolet ➡️ Facebook: https://facebook.com/gabriele.nicolet ➡️ LinkedIn: https://www.linkedin.com/in/gabrielenicolet/ 🌺 Free "Orchid Kid" Checklist: https://www.raisingorchidkids.com/orchid-kid-check-list-sign-up/ Enjoying the Show? If Complicated Kids has been helpful, the best way to support the podcast is to follow, rate, and leave a quick ...
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