On today's episode, Emily Kircher-Morris talks about the transformative power of play with Georgie Wisen-Vincent, a nationally recognized expert in play therapy. Emily and Georgie explore how play supports emotional resilience, not just in young children, but across all ages. They talk about the importance of adapting play for neurodivergent children, and the role of play in fostering emotional regulation and executive function. They also discuss ways to engage with children through play, and provide suggestions on how to create meaningful connections that nurture their development.

TAKEAWAYS

• Play is essential for emotional resilience.

• Play therapy has a role in neurodevelopment.

• Adapt play for neurodivergent children.

• Play has an impact on emotional regulation and executive function.

• You should establish a balance between screen time and real-world play.

• Play should remain present in educational settings.

Let the courses in the Neurodiversity University help you be a better educator, parent, and/or clinician.

Georgie Wisen-Vincent, LMFT, RPT-S, ECMHS is a nationally recognized play therapy expert and co-author of The Way of Play (Penguin Random House, January 2025) with Dr. Tina Payne Bryson. She is the Founder and Director of The Play Strong Institute, a center focused on the study and practice of play therapy through a neurodevelopmental lens, and also practices as a child, adolescent, and family psychotherapist at The Center for Connection in Southern California.

Georgie is a graduate professor at Santa Clara University and an active researcher in childhood play, attachment science, and mental health. She studied play therapy at the University of Roehampton in London and is currently completing her doctoral degree.

BACKGROUND READING

Instagram, Facebook, Play Strong Institute

The Neurodiversity Podcast is on Facebook, Instagram, BlueSky, and you’re invited to join our Facebook Group.

Emily Kircher-Morris talks with Dr. Christopher Willard, a clinical psychologist and author, about the complexities of life's major transitions. At this time of year, this is an especially-important conversation, as some students prepare for the shift to college life. They share their own experiences and provide advice on navigating the pressures of newfound independence, the importance of self-care, and the role of systemic support in easing major transitions. Yes, they also talk about farts, so this episode has something for everyone.

TAKEAWAYS

• It's important to understand the mental health challenges that often arise during major life transitions.

• There's a role for social media in destigmatizing mental health issues, but it also spreads misinformation.

• Systemic support is essential in educational institutions, in order to better assist students, especially those from marginalized communities.

• It's important not to over-pathologize normal emotional experiences.

• There was a creative process behind Dr. Willard's children's book, "Feelings Are Like Farts," which uses humor to engage kids in understanding emotions.

Let the courses in the Neurodiversity University help you be a better educator, parent, and/or clinician.

Dr. Christopher Willard is a clinical psychologist, author, and consultant based in Massachusetts, with a global presence as a speaker in over 40 countries and two TEDx events. He is the author of 20 books on mental health and mindfulness, including Alphabreaths, Growing Up Mindful, Feelings Are Like Farts, and the upcoming College Mental Health 101 (2025).

Dr. Willard's work has been featured in The New York Times, The Washington Post, CNN.com, and mindful.org. In addition to his clinical and writing work, he teaches at Harvard Medical School, where he continues to shape conversations around mindfulness, emotional well-being, and mental health in education and beyond.

BACKGROUND READING

Chris’s website, Instagram, Facebook, Feelings Are Like Farts

The Neurodiversity Podcast is on Facebook, Instagram, BlueSky, and you’re invited to join our Facebook Group.

Generalizations about ADHD haven’t done girls any favors. ADHD often manifests very differently in girls than in boys. What causes parents, educators, and even doctors, to view the symptoms of ADHD differently with girls? We know that masking, and even variations in environments, often cause symptoms to be missed. How is that happening? We’re revisiting the subject and chat with Stephen Hinshaw, a Distinguished Professor of Psychology at UC Berkeley and Professor of Psychiatry and Behavioral Sciences at UC San Francisco.

Find out more about building neurodiversity-affirming schools, and about the courses we’ll be offering soon, here.

Stephen P. Hinshaw is Distinguished Professor of Psychology at UC Berkeley and Professor of Psychiatry and Behavioral Sciences at UC San Francisco. His focus is on developmental psychopathology, child and adolescent mental health (particularly ADHD), and the use of clinical trials to understand underlying mechanisms. He also actively investigates mental illness stigmatization and attempts to reduce such stigma.

Hinshaw has authored over 400 articles, chapters, and commentaries, plus 12 books. He has won numerous national and international research awards, including the James McKeen Cattell Fellow Award from the Association for Psychological Science, the Distinguished Scientific Contributions Award from the American Psychological Association, and the Sarnat International Prize in Mental Health from the National Academy of Medicine. He was inducted into the American Academy of Arts and Sciences in 2021.

His extensive media coverage includes the New York Times, Washington Post, Wall Street Journal, Today Show, CBS Evening News, ABC World News Tonight, and many more.

BACKGROUND READING

Berkeley, research, website, Straight Talk about ADHD in Girls: How to Help Your Daughter Thrive

The Neurodiversity Podcast is on Facebook, Instagram, BlueSky, and you’re invited to join our Facebook Group.