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Students with underdeveloped Executive Function skills often present themselves as highly impulsive or distracted, reactive rather than reflective, forgetful of their goals, lacking persistence or as those who dislike effortful tasks. Such behaviors often are alarming as they sabotage personal success and social cooperation. However, a myriad of traumatic exposures in childhood in Black communities leads to stress-related cognitive, emotional, and physiological compromise that tends to disproportionately affect that community and requires special consideration.

On today’s episode, assistant professor and Adult Emphasis Neuropsychology Director at Spalding University School of Professional Psychology, Dr. Willie F. McBride discusses what considerations we must give and how best to work with and engage in intersectional thinking while serving the needs of Black children and adults. Helping children from diverse backgrounds to build their Executive Function skills requires neuropsychologists, clinicians, and educators to personalize tools for advocacy and a pause to activate our own discernment can go a long way.

About Dr. Willie F. McBride, Ph.D.
Dr. Will McBride is a neuropsychologist, assistant professor and co-director of the Complete Neuropsychology Services at Spalding University. He completed his neuropsychology fellowship at the University of Virginia Health System where he primarily focused on evaluating neurodegenerative processes in older adults. He has a burgeoning interest in cultural neuropsychology and examining health disparities within the African American community and is a co-founder of the Society for Black Neuropsychology. He completed his doctorate at the Virginia Consortium Program in Clinical Psychology. His hobbies include collecting vinyl records, playing video games, spending time with family, and watching movies/anime.

Website: www.soblackneuro.org

About Host, Sucheta Kamath
Sucheta Kamath, is an award-winning speech-language pathologist, a TEDx speaker, a celebrated community leader, and the founder and CEO of ExQ®. As an EdTech entrepreneur, Sucheta has designed ExQ's personalized digital learning curriculum/tool that empowers middle and high school students to develop self-awareness and strategic thinking skills through the mastery of Executive Function and social-emotional competence.

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In a society where its members believe that one color or race is superior to another, its members who belong to the racial minority experience poor treatment based on these beliefs causing them social-emotional trauma. These racialized experiences get further accentuated by false narratives perpetuated by the society unbeknownst to its members which leads to an artificial gap that directly contradicts our mission of wanting to provide equal opportunities to ALL scholars. The trauma-informed approach to education considers these nuances and prioritizes the mission of challenging these false narratives.

On this episode, Spalding University’s Chief Diversity Officer, Associate Professor in Spalding University’s School of Professional Psychology, and Coordinator for the Collective Care Center Racial Trauma Clinic, Dr. Steven Kniffley, discusses what race-based stress and trauma is all about and how that impacts learning and personal agency of our young minority scholars. Helping young learners to take responsibility for their own learning to become self-reliant adults hinges on forming future-forward goals, good habits, and strategic plans based on personal priorities; however, the journey towards homing one’s Executive Function skills isn’t same for all children and we must understand the distinctions and use discernment when designing educational opportunities for these children.

About Steven D Kniffley Jr., PsyD ABPP MPA
Steven D. Kniffley Jr., PsyD MPA ABPP  is Spalding University’s Chief Diversity Officer, an Associate  Professor in Spalding University’s School of Professional Psychology, and Coordinator for the Collective Care Center Racial Trauma Clinic. Dr. Kniffley's area of expertise is research and clinical work with Black males and the treatment of race based stress and trauma. Dr. Kniffley also serves as an organizational diversity consultant and works with law enforcement departments on addressing conflicts between communities of color and police officers.  Dr. Kniffley has written numerous books, book chapters, and articles on Black male mental health, Black males and the criminal justice system, racial trauma treatment and training, and academic achievement. Additionally, Dr. Kniffley was recently selected as one of Louisville’s top 40 under 40 for 2020, a recipient of the 2020 MediStar Healthcare Advocacy Award, a 2021 Louisville Healthcare Hero, and the inaugural recipient of the University of Louisville Diversity Leadership Award.

Website: https://drstevenkniffleyjr.com/

Books:

• Knowledge of self: Understanding the mind of the Black male
• Out of K.O.S. (Knowledge of Self): Black Masculinity, Psychopathology, and Treatment
• The Black Man's Guide to Graduate School
• Black Males and the Criminal Justice System

About Host, Sucheta Kamath
Sucheta Kamath, is an award-winning speech-language pathologist, a TEDx speaker, a celebrated community leader, and the founder and CEO of ExQ®. As an EdTech entrepreneur, Sucheta has designed ExQ's personalized digital learning curriculum/tool that empowers middle and high school students to develop self-awareness and strategic thinking skills through the mastery of Executive Function and social-emotional competence.

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The excitement of a new year also brings new challenges to overcome, especially as we continue to face educational, health, safety and well-being issues related to the COVID-19 pandemic. As we gear up, how should we adjust our educational approach so that we can achieve our goals with our schools and communities? How can we keep students motivated and engaged to continue learning, but also, how do we develop patience and understanding throughout the community during this new normal that is weighed down by fear, frustration, and the anxiety of the unknown?

In this episode, Dr. Morcease Beasley, Superintendent, Clayton County Public School, Georgia discusses how educators can make strategic shifts by focusing on self-awareness, self-reflection and Executive Function in general to empower their teachers, staff, parents and students during these uncertain times. Hear how since the start of COVID-19 in 2020, Dr. Beasley has made remarkable efforts to strategically manage the disruption caused by the pandemic by implementing prudent health and safety precautions, bridging the digital divide by improving remote/hybrid learning experiences for students and activating meaningful support of students and faculty alike. Learn how teaching our students to regulate emotions and master skillful deliberation, cognitive flexibility and empathy makes a positive difference in not only their academic outcomes but also in their lives.

About Dr. Morcease Beasley
Nationally known as an innovative leader and instructor, Dr. Morcease Beasley has more than 25 years of dedicated service in instructional and organizational practices and the education of young people. Throughout his career, he has held numerous positions at every level of public school education beginning as a high school Mathematics teacher; assistant principal; high school principal; Executive Director for Curriculum, Instruction, Professional Learning and Federal Programs. He also held the position as Deputy Superintendent for Teaching and Learning; Deputy Superintendent for Curriculum, Instruction and School Leadership. Dr. Beasley is considered a transformational educator and instructional leader with proven success in the supervision of both large urban and suburban school districts.

About Host, Sucheta Kamath
Sucheta Kamath, is an award-winning speech-language pathologist, a TEDx speaker, a celebrated community leader, and the founder and CEO of ExQ®. As an EdTech entrepreneur, Sucheta has designed ExQ's personalized digital learning curriculum/tool that empowers middle and high school students to develop self-awareness and strategic thinking skills through the mastery of Executive Function and social-emotional competence.

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It is said that a human body that has been traumatized or overwhelmed by stress can feel helpless, reactive, angry, impulsive, raging, numb and leaning towards avoidance. AND the same is true for schools! Institutions, public or private, that serve the needs of children, learners and families from distressed communities can also feel helpless and drained with an ongoing crisis or seemingly unmanageable chaos. These places and its people too can become reactive, angry or riddled with avoidance and the necessary skills may be lacking in dealing with overstressed schools and classrooms.

On this episode, trauma expert, licensed social worker, the Co-Director of Outpatient Services at NFI, Vermont, and former fellow at Child Trauma Academy (CTA), Dave Melnick, returns to discuss the distinction between trauma-informed vs. trauma-transformed schools and the best practices involved in the effortful redirection that cultivates this deep and wide knowledge that helps make trauma-transformed schools. In these challenging times, psycho-social and emotional trauma experienced by learners, learning communities, and all communities around the globe is far more common than ever before. Those who are trained and trauma-informed approaches to care, shift the focus from “What’s wrong with you?” to “What happened to you?” This is a journey we all take together.

About Dave Melnick
Dave Melnick, LICSW is the Co-Director of Outpatient Services at NFI, Vermont, a statewide mental health agency primarily serving children, adolescents and families. For the past 35 years, Dave has worked in a variety of settings including outpatient, residential treatment, and in public and day treatment schools. Along with his focus on Developmental Trauma, Dave has expertise in family therapy, adolescence, attachment, Reflective Practices, and Trauma-informed Systems.  He is trained in EMDR, DDP, and a variety of family systems models.  In 2015, the ChildTrauma Academy (CTA) acknowledged that Dave had completed NMT Training Certification through the Phase II level, and between 2017-2021 he was a Fellow at the CTA.

Dave received his master’s in social welfare from UC Berkeley in 1988 and is licensed in both the state of Vermont and New York as a clinical social worker.  Dave teaches graduate classes for the Vermont Higher Education Collaboration, and is a presenter and consultant in Vermont, New York and Canada.

Course: Transforming Trauma (Level 1): The School as a Healing Community | VT-HEC

About Host, Sucheta Kamath
Sucheta Kamath, is an award-winning speech-language pathologist, a TEDx speaker, a celebrated community leader, and the founder and CEO of ExQ®. As an EdTech entrepreneur, Sucheta has designed ExQ's personalized digital learning curriculum/tool that empowers middle and high school students to develop self-awareness and strategic thinking skills through the mastery of Executive Function and social-emotional competence.

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The violence in the United States this past month has brought up raw emotions in all of us.  The killing of Asian seniors as they were worshipping in their church, African-American elders as they went about their everyday tasks such as shopping for groceries, and the violent deaths of 19 small children with their two teachers who came to their elementary classrooms for a day of learning—all of this leaves us in a state of deep grief and pain. For some, this might elicit feelings of fear, anger, rage, sadness, numbness, or even resentment. For others, this may invoke a renewed determination to try and make the world a better place. But for most, this might be the ultimate point of exhaustion. 

On today’s podcast, trauma expert, licensed social worker, the Co-Director of Outpatient Services at NFI, Vermont, and a previous fellow at ChildTrauma Academy (CTA), Dave Melnick, discusses the impact of developmental trauma on childhood learning and the distinction between trauma-informed and trauma-transformed schools. Helping children cope with childhood traumas and setbacks requires effortful redirection and educators as well as leaders must cultivate this deep and wide knowledge to help build better schools.

About Dave Melnick
Dave Melnick, LICSW is the Co-Director of Outpatient Services at NFI, Vermont, a statewide mental health agency primarily serving children, adolescents and families. For the past 35 years, Dave has worked in a variety of settings including outpatient, residential treatment, and in public and day treatment schools. Along with his focus on Developmental Trauma, Dave has expertise in family therapy, adolescence, attachment, Reflective Practices, and Trauma-informed Systems.  He is trained in EMDR, DDP, and a variety of family systems models.  In 2015, the ChildTrauma Academy (CTA) acknowledged that Dave had completed NMT Training Certification through the Phase II level, and between 2017-2021 he was a Fellow at the CTA.

Dave received his master’s in social welfare from UC Berkeley in 1988 and is licensed in both the state of Vermont and New York as a clinical social worker.  Dave teaches graduate classes for the Vermont Higher Education Collaboration, and is a presenter and consultant in Vermont, New York and Canada.

Course: Transforming Trauma (Level 1): The School as a Healing Community | VT-HEC

About Host, Sucheta Kamath
Sucheta Kamath, is an award-winning speech-language pathologist, a TEDx speaker, a celebrated community leader, and the founder and CEO of ExQ®. As an EdTech entrepreneur, Sucheta has designed ExQ's personalized digital learning curriculum/tool that empowers middle and high school students to develop self-awareness and strategic thinking skills through the mastery of Executive Function and social-emotional competence.

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Our commitment to multitasking in everyday life is unwavering and ubiquitous; a strong indicator of how our perceptions deceive us. We are not as smart as we think we are, neither are we as attentive as we think we are because the cluttered and distracted mind fragments our attention disrupting thinking, intentions, and follow through.

On this episode, neuroscientist, researcher, John R. Park professor and head of the Cognitive Neuroscience Area in the Department of Psychology at the University of Utah, David Strayer, discusses the role of attention, multitasking in real-world, and the serious cognitive challenges posed by various kinds of multitasking. As we find ourselves continually being drawn to technology, we might want to strengthen our insight and self-awareness so we change our ways and improve our productivity and wellbeing. 

About David Strayer
David Strayer is the John R. Park professor and head of the Cognitive Neuroscience Area in the Department of Psychology at the University.  He received his Ph.D. from the University of Illinois@ Urbana-Champaign in 1989 and worked at GTE laboratories before joining the faculty at the University of Utah.  Dr. Strayer’s research examines attention and multitasking in real-world contexts and for the last 20 years has focused on understanding driver distraction stemming from multimodal interactions in the vehicle.  

About Host, Sucheta Kamath
Sucheta Kamath, is an award-winning speech-language pathologist, a TEDx speaker, a celebrated community leader, and the founder and CEO of ExQ®. As an EdTech entrepreneur, Sucheta has designed ExQ's personalized digital learning curriculum/tool that empowers middle and high school students to develop self-awareness and strategic thinking skills through the mastery of Executive Function and social-emotional competence.

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Life without struggles is no life at all and what accompanies these struggles is ambiguity, uncertainty, and disruptions. Coping under these tenuous conditions means deciphering new goals, weighing options, and being future-forward while responding with adaptive mental and emotional flexibility; all made possible by one’s evolving Executive Function. However, individuals who have experienced adverse childhood experiences develop a lifelong style of being mistrustful which poses its unique challenges, raising issues in the domain of personal health and interpersonal cooperation. 

On this episode, award-winning psychologist and elected fellow of the US National Academy of Medicine, British Academy, UK Academy of Medical Sciences, and Association of Psychological Science, Professor Terrie E. Moffitt, discusses how activating strong Executive Function to think clearly and systematically under highly stressful conditions is truly hard and it affects all types of decision making including the decisions to vaccinate. By improving Executive Function such as self-control, emotional agility, and perspective taking, individuals can approach complex decision making in interesting and fruitful ways.

About Professor Terrie E Moffitt
Terrie E. Moffitt’s expertise is in the areas of lifelong aging, mental health, and longitudinal research. She is the associate director of the Dunedin Longitudinal Study, which follows a 1972 birth cohort in New Zealand. She also founded the Environmental Risk Longitudinal Twin Study (E-Risk), which follows a 1994 birth cohort in Britain. Moffitt is a licensed clinical psychologist.

She is an elected fellow of the US National Academy of Medicine, British Academy, UK Academy of Medical Sciences, and Association of Psychological Science.

Moffitt is recipient of the Stockholm Prize, the Klaus Jacobs Prize, the NARSAD Ruane Prize, and the 2022 Grawemeyer Prize for her work on mental health, and the Maltilda White Riley Award from the NIH for her recent work on aging processes in midlife adults.

Dr. Moffitt received her PhD in psychology at the University of Southern California, and completed her postdoctoral training at the UCLA Neuropsychiatric Institute. She enjoys working on her poison-ivy farm in North Carolina. 

Book:

• The Origins of You

Research:

• Vaccine resistance has its roots in negative childhood experiences, a major study finds
• Deep-seated psychological histories of COVID-19 vaccine hesitance and resistance

Website:

• www.moffittcaspi.com

About Host, Sucheta Kamath
Sucheta Kamath, is an award-winning speech-language pathologist, a TEDx speaker, a celebrated community leader, and the founder and CEO of ExQ®. As an EdTech entrepreneur, Sucheta has designed ExQ's personalized digital learning curriculum/tool that empowers middle and high school students to develop self-awareness and strategic thinking skills through the mastery of Executive Function and social-emotional competence.

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Researcher Diane Halpern says, “When people think critically, they are evaluating the outcomes of their thought processes – how good a decision is or how well a problem is solved.” Metacognition on the other hand is thinking about one’s own thinking and discovering how best to control our thinking to facilitate learning. Both require strong attentional and emotional recourses channeled as mental effort into new learning. Students who reflect on their own thinking are positioned to learn more than their peers who are not metacognitive.

On this episode, award-winning professor of psychology at Samford University in Birmingham, Alabama and chair of the National Institute on the Teaching of Psychology, Stephen L. Chew, discusses barriers in cognition and learning that create a disconnect between self-knowledge and the approaches to new learning. Metacognition is a critical component of building students’ executive function and education must include this science in designing learning strategies for all students.

About Stephen Chew
Stephen L. Chew is a professor of psychology at Samford University in Birmingham, Alabama. He also serves as chair of the National Institute on the Teaching of Psychology. Trained as a cognitive psychologist, one of his primary research areas is the cognitive basis of effective teaching and learning. His research interests include the use of examples in teaching, the impact of cognitive load on learning, and the tenacious misconceptions that students bring with them into the classroom. He is the creator of a groundbreaking series of YouTube videos for students on how to study effectively in college (http://www.samford.edu/how-to-study/) which have been viewed over three million times and are in wide use from high schools to professional schools. His most recent work is on the cognitive challenges of effective teaching. He is the recipient of multiple national awards for his teaching and research, including named the 2011 Outstanding Master’s Universities and Colleges U.S. Professor of the Year by the Carnegie Foundation for the Advancement of Teaching.

Book:

• Teaching Psychology: A Step-by-Step Guide (3rd Edition)

Website:

• https://www.youtube.com/channel/UCz2tkFnv6GNdNyeoq0W4XWg

About Host, Sucheta Kamath
Sucheta Kamath, is an award-winning speech-language pathologist, a TEDx speaker, a celebrated community leader, and the founder and CEO of ExQ®. As an EdTech entrepreneur, Sucheta has designed ExQ's personalized digital learning curriculum/tool that empowers middle and high school students to develop self-awareness and strategic thinking skills through the mastery of Executive Function and social-emotional competence.

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On October 16, 1843, while on a stroll along the Royal Canal in Dublin, mathematician William Rowan Hamilton had an aha moment which led to his famed discovery of the algebraic equations known as quaternions which is now etched on the bridge. Research shows that although creative insight and analytical thinking are distinct modes of thought, they do complement each other. These aha or eureka moments are typically considered the manifestation of creativity in a few creative geniuses; however, having access to one’s own creative process can be different for different people. 

On this episode, professor of Psychological and Brain Sciences at Drexel University, Fellow of the Association for Psychological Science and the Psychonomic Society, and international best-selling author, John Kounios, Ph.D., discusses the process and science of creative insight and analytical thinking that marks our discovery of a brilliant solution for small or big problems. We all need strong Executive Function mastery to counter the effects of a lack of insight and a lack of immersive experience into “problematic” components which can take away the focus needed for solving one’s own problems.

About John Kounios
John Kounios, PhD, is a professor of Psychological and Brain Sciences at Drexel University. He has published cognitive neuroscience research on insight, creativity, problem solving, memory, and Alzheimer’s disease and coauthored (with Mark Beeman) the international Amazon Bestseller, The Eureka Factor: Aha Moments, Creative Insight, and the Brain (Random House). John's research has been funded by the National Institutes of Health and the National Science Foundation and has been reported by The New York Times, The Wall Street Journal, The Times (London), National Public Radio and was featured in BBC Television and Discovery Science Channel documentaries. His work was profiled by The New Yorker and The Saturday Evening Post and is part of a permanent exhibit at Chicago’s Museum of Science and Industry. He is a Fellow of the Association for Psychological Science and the Psychonomic Society.

Book:

• The Eureka Factor: Aha Moments, Creative Insight, and the Brain

Website:

• https://sites.google.com/site/johnkounios/ 

About Host, Sucheta Kamath
Sucheta Kamath, is an award-winning speech-language pathologist, a TEDx speaker, a celebrated community leader, and the founder and CEO of ExQ®. As an EdTech entrepreneur, Sucheta has designed ExQ's personalized digital learning curriculum/tool that empowers middle and high school students to develop self-awareness and strategic thinking skills through the mastery of Executive Function and social-emotional competence.

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As the United States becomes a land of the diverse, conversations are shifting from "how do we excel in spite of our differences" to "how we come together and thrive because of our differences." The K to 12 educational spaces are also shifting the focus from helping develop skills in academic areas to the best ways to help children develop their sense of agency and sense of identity. In order to propel such cultural transformations, we have to address the relentless and commonplace occurrences of unfavorable, negative, or even traumatic experiences associated with the insidious racial tension and racialized marginalization experienced by minorities.

On this episode, author, professor at Spalding University in Louisville, Kentucky and, Dr. DeDe Wohlfarth, discusses the idea of cultivating cultural humility against the backdrop of systemic and structural racism and the work that must be put in by the dominant group to create racially harmonized experiences for all. As we think about raising and educating children to master their Executive Function and demonstrate self-sufficiency, we need to prioritize thinking about racial inequalities and perspective shifts so that empathic support is extended to the marginalized individuals whose experiences of injustices may be hidden.

About Dr. DeDe Wohlfarth
Dr. DeDe Wohlfarth earned her bachelor’s degree from Earlham College, master’s degree from Ball State University, and doctorate degree in clinical psychology from Spalding University. DeDe is a full professor at Spalding University in Louisville, Kentucky. She is also a clinical psychologist in Indiana and Kentucky who specializes in treating children and families who are affected by intergenerational poverty, abuse and neglect, and trauma.

Her focus on cultural humility (Tervalon & Murray-Garcia, 1998) intensified over the last decade as she saw the many ways racism, sexism, and heterosexism were traumatizing people.  She has since published several articles on diversity, trauma, and cultural humility, and presents regularly on the topic. Despite all this, DeDe knows she makes mistakes every day on her own diversity journey and tries to learn from them.

Book:

• Case Studies in Child and Adolescent Psychopathology

About Host, Sucheta Kamath
Sucheta Kamath, is an award-winning speech-language pathologist, a TEDx speaker, a celebrated community leader, and the founder and CEO of ExQ®. As an EdTech entrepreneur, Sucheta has designed ExQ's personalized digital learning curriculum/tool that empowers middle and high school students to develop self-awareness and strategic thinking skills through the mastery of Executive Function and social-emotional competence.

Support the show