1 00:00:02,040 --> 00:00:05,280 Speaker 1: Welcome to Wellness on Mass. I'm doctor Nicole Sapphire, your host, 2 00:00:05,519 --> 00:00:08,159 Speaker 1: mom and forever truth seeker, and today I want to 3 00:00:08,200 --> 00:00:11,440 Speaker 1: dive into something really important to all of us. I'm 4 00:00:11,480 --> 00:00:13,800 Speaker 1: sure you have heard the headlines or seen them a 5 00:00:13,840 --> 00:00:16,560 Speaker 1: little bit about the recent MAHA report that came out 6 00:00:16,600 --> 00:00:21,239 Speaker 1: put out by Secretary Kennedy, the HHS Secretary. I was 7 00:00:21,480 --> 00:00:23,480 Speaker 1: met with a lot of fanfare. A lot of people 8 00:00:23,560 --> 00:00:26,360 Speaker 1: were excited about it because he made a lot of 9 00:00:26,360 --> 00:00:30,040 Speaker 1: promises before he dropped out of his own presidential campaign 10 00:00:30,120 --> 00:00:33,440 Speaker 1: race to join President Trump. But he has been talking 11 00:00:33,440 --> 00:00:37,440 Speaker 1: about something that for parents', physicians, just humans we all 12 00:00:37,479 --> 00:00:41,599 Speaker 1: should be interested in, and that's chronic illness in our country. Now. 13 00:00:41,640 --> 00:00:44,040 Speaker 1: I don't want to get into the entire report because 14 00:00:44,080 --> 00:00:47,559 Speaker 1: that is more than just one episode, but there was 15 00:00:47,720 --> 00:00:50,960 Speaker 1: one aspect of the report that I thought was really 16 00:00:51,080 --> 00:00:54,880 Speaker 1: interesting that I absolutely wanted to touch on. One of 17 00:00:54,920 --> 00:00:59,000 Speaker 1: it was talking about the rise in ADHD and anxiety 18 00:00:59,400 --> 00:01:03,680 Speaker 1: diagnose in our children, and more specifically about how much 19 00:01:03,720 --> 00:01:08,720 Speaker 1: we're actually medicating children and not just medicating children, because obviously, 20 00:01:08,760 --> 00:01:12,959 Speaker 1: if there is a proven benefit to treating someone, you 21 00:01:13,080 --> 00:01:15,880 Speaker 1: want to do that. If you have good outcomes and 22 00:01:16,280 --> 00:01:21,360 Speaker 1: well documented benefits, then what is the concern. Well, the 23 00:01:21,440 --> 00:01:25,080 Speaker 1: problem is the benefits of some of these medications, especially 24 00:01:25,080 --> 00:01:28,960 Speaker 1: in children, sometimes have more risks than even benefits, and 25 00:01:29,200 --> 00:01:33,280 Speaker 1: the overall benefit or success isn't the best documented. So 26 00:01:33,319 --> 00:01:36,120 Speaker 1: I think it's a really interesting point that they're bringing up. Now, 27 00:01:36,160 --> 00:01:40,280 Speaker 1: mind you, what this report was was just pointing out problems. 28 00:01:40,760 --> 00:01:43,720 Speaker 1: They threw out a whole bunch of fancy statistics, some 29 00:01:43,800 --> 00:01:47,720 Speaker 1: of which I could probably argue for, and a few 30 00:01:47,800 --> 00:01:50,480 Speaker 1: I could argue maybe against. Maybe there is a little 31 00:01:50,520 --> 00:01:54,720 Speaker 1: bit of misrepresentation of some of the data, but overall, 32 00:01:55,600 --> 00:01:58,400 Speaker 1: the concept of what they're saying holds true. And it's 33 00:01:58,400 --> 00:02:00,280 Speaker 1: not new. This is something that we've got I have 34 00:02:00,360 --> 00:02:03,800 Speaker 1: known for decades. This is just the first time that 35 00:02:04,200 --> 00:02:07,520 Speaker 1: our federal institutions are saying we're going to do something 36 00:02:07,560 --> 00:02:10,640 Speaker 1: about this. So right now they're pointing out the problems, 37 00:02:11,000 --> 00:02:13,399 Speaker 1: they have a couple of months to turn those problems 38 00:02:13,480 --> 00:02:18,280 Speaker 1: into some solutions that are actionable by the government. Now, 39 00:02:18,360 --> 00:02:21,720 Speaker 1: obviously that does take a little bit of a pause, 40 00:02:21,880 --> 00:02:24,440 Speaker 1: because we want to make sure we don't have so 41 00:02:24,600 --> 00:02:27,800 Speaker 1: much government oversight and intrusion. We already have a ton 42 00:02:27,880 --> 00:02:30,520 Speaker 1: in the doctor patient relationship. We don't want there to 43 00:02:30,560 --> 00:02:34,400 Speaker 1: be even more. But I always think that doing deep 44 00:02:34,480 --> 00:02:38,720 Speaker 1: dives and looking into the data, especially when it comes 45 00:02:38,760 --> 00:02:41,800 Speaker 1: to our children, is very important. So let's talk about 46 00:02:41,800 --> 00:02:45,760 Speaker 1: the basic facts. The MAHA report highlights a significant increase 47 00:02:45,800 --> 00:02:50,400 Speaker 1: in ADHD diagnoses among children, with over three point four 48 00:02:50,760 --> 00:02:55,720 Speaker 1: million currently on medications for it. So the report expresses 49 00:02:55,800 --> 00:03:01,240 Speaker 1: concerns over possibly over prescribing of these stim mulent medications 50 00:03:01,320 --> 00:03:05,440 Speaker 1: and other psychiatric drunks for children, suggesting that this trend 51 00:03:05,440 --> 00:03:08,960 Speaker 1: may actually be contributing to a broader public health issues. 52 00:03:09,720 --> 00:03:14,480 Speaker 1: So when we talk about the over prescribing, well, what 53 00:03:14,560 --> 00:03:18,840 Speaker 1: are the numbers? Well, when you say ADHD medication. So 54 00:03:18,919 --> 00:03:23,240 Speaker 1: ADHD is attention deficit hyperactivity disorders. Now this diagnosis, just 55 00:03:23,320 --> 00:03:27,120 Speaker 1: like autism, spectrum has broadened over the years. So while 56 00:03:27,160 --> 00:03:30,960 Speaker 1: we see a rise in the incidents or the diagnosis 57 00:03:31,000 --> 00:03:33,280 Speaker 1: of it, we also have to know that we have 58 00:03:33,320 --> 00:03:37,440 Speaker 1: a broader diagnostic criteria so more people fit in to 59 00:03:37,560 --> 00:03:43,360 Speaker 1: the diagnoses. So the medications commonly used for ADHD are stimulants, 60 00:03:43,440 --> 00:03:46,600 Speaker 1: like with the names of Adderall and Ridlin. Now these 61 00:03:46,600 --> 00:03:50,160 Speaker 1: have seen a dramatic rise in use between two thousand 62 00:03:50,160 --> 00:03:55,840 Speaker 1: and seven and twenty sixteen, ADHD diagnoses in children increased 63 00:03:56,200 --> 00:04:00,160 Speaker 1: by forty three percent. That's according to JAMA Network. This 64 00:04:00,200 --> 00:04:03,640 Speaker 1: isn't just you know, RFK Junior saying something on the fly. 65 00:04:03,840 --> 00:04:08,800 Speaker 1: This is actually documented in scientific literature. And in twenty twenty, 66 00:04:08,960 --> 00:04:13,080 Speaker 1: about six point one million children in the United States alone, 67 00:04:13,360 --> 00:04:16,200 Speaker 1: that's nearly ten percent of all kids in the United 68 00:04:16,200 --> 00:04:21,080 Speaker 1: States have been given the diagnosis of ADHD, with sixty 69 00:04:21,160 --> 00:04:25,279 Speaker 1: two percent of them taking medication. So about ten percent 70 00:04:25,279 --> 00:04:29,200 Speaker 1: of our children have been diagnosed with ADHD and nearly 71 00:04:29,240 --> 00:04:32,159 Speaker 1: two thirds of them are actually on medications for it. 72 00:04:32,240 --> 00:04:36,400 Speaker 1: And this is from the CDC. Prescriptions for stimulants among 73 00:04:36,440 --> 00:04:40,679 Speaker 1: adolescents rose by nearly twenty five percent between twenty twenty 74 00:04:40,760 --> 00:04:44,320 Speaker 1: and twenty twenty one, with the biggest spike scene in 75 00:04:44,360 --> 00:04:47,320 Speaker 1: teenage girls. Well, this is based off of a CDC 76 00:04:47,440 --> 00:04:49,599 Speaker 1: report that came out in twenty twenty three. I don't 77 00:04:49,600 --> 00:04:51,880 Speaker 1: think anybody is surprised by this. What happened during that 78 00:04:51,960 --> 00:04:55,520 Speaker 1: time that was COVID. We had data way early on 79 00:04:55,880 --> 00:05:00,400 Speaker 1: during COVID. By August twenty twenty, Fair Health actually out 80 00:05:00,440 --> 00:05:04,520 Speaker 1: reports showing a rise in kids and adolescents going to 81 00:05:04,560 --> 00:05:07,400 Speaker 1: the emergency room, not for broken bones because they weren't 82 00:05:07,400 --> 00:05:11,400 Speaker 1: outside playing, but for mental health crises. So we knew 83 00:05:11,440 --> 00:05:15,240 Speaker 1: the kids were not okay. They already weren't okay before COVID, 84 00:05:15,640 --> 00:05:19,360 Speaker 1: and it's getting much worse since then. And we can 85 00:05:19,400 --> 00:05:24,200 Speaker 1: point fingers all we want. It's from the use of technology. 86 00:05:24,360 --> 00:05:28,880 Speaker 1: It's social media, it's the bullying, it's COVID, it's all 87 00:05:28,960 --> 00:05:32,560 Speaker 1: of these other things. So, in addition to the stimulants 88 00:05:32,560 --> 00:05:36,320 Speaker 1: for ADHD, a twenty twenty two study in the Journal 89 00:05:36,360 --> 00:05:42,400 Speaker 1: Pediatrics found that antidepressant prescriptions for adolescents or you know, 90 00:05:42,480 --> 00:05:48,320 Speaker 1: kids age twelve to seventeen increased by almost forty percent 91 00:05:48,839 --> 00:05:52,440 Speaker 1: from twenty fifteen and twenty nineteen, and that was before COVID. 92 00:05:53,160 --> 00:05:56,840 Speaker 1: During the COVID pandemic, there was a dramatic spike in 93 00:05:56,880 --> 00:06:02,360 Speaker 1: new antidepressant prescriptions among teenagers again, particularly girls, up over 94 00:06:02,760 --> 00:06:07,440 Speaker 1: sixty percent from twenty twenty to twenty twenty one. I'm sorry, guys, 95 00:06:07,480 --> 00:06:11,640 Speaker 1: but this is a devastating number. Our kids are not okay, 96 00:06:12,720 --> 00:06:15,679 Speaker 1: and we have to take a pause for a second. 97 00:06:16,320 --> 00:06:21,080 Speaker 1: What's going on? Yes, there has to do with our 98 00:06:21,160 --> 00:06:27,200 Speaker 1: rise in technology. Absolutely, there's also underlying social, environmental, even 99 00:06:27,240 --> 00:06:31,640 Speaker 1: dietary issues that may be being overlooked, and maybe we 100 00:06:31,640 --> 00:06:34,599 Speaker 1: should be focusing on these a little bit more before 101 00:06:34,640 --> 00:06:39,599 Speaker 1: we're jumping in to the medication based solutions. Because the 102 00:06:39,680 --> 00:06:44,320 Speaker 1: long term effects of psychiatric medications in developing brains actually 103 00:06:44,360 --> 00:06:48,240 Speaker 1: remain quite uncertain and understudied, despite the fact so many 104 00:06:48,320 --> 00:06:52,880 Speaker 1: kids are on them. I can say that there are 105 00:06:52,920 --> 00:06:58,400 Speaker 1: black box warnings on these medications because they themselves have 106 00:06:58,520 --> 00:07:01,919 Speaker 1: a risk of suicide with them. The FDA required the 107 00:07:01,960 --> 00:07:06,839 Speaker 1: medications to be putting black box warnings because of an 108 00:07:06,880 --> 00:07:10,760 Speaker 1: increased risk of suicide in children and teens taking the medications. 109 00:07:11,160 --> 00:07:13,680 Speaker 1: We're giving these kids medications to try and make them 110 00:07:13,760 --> 00:07:17,480 Speaker 1: better in a better place mentally, Yet the very medications 111 00:07:17,480 --> 00:07:20,680 Speaker 1: we're giving them come with a black box warning of 112 00:07:20,720 --> 00:07:24,200 Speaker 1: suicide risk. And when suicide is one of the leading 113 00:07:24,320 --> 00:07:28,480 Speaker 1: causes of death for those fifteen to twenty nine globally 114 00:07:29,240 --> 00:07:32,200 Speaker 1: and the second leading cause of death for kids ten 115 00:07:32,240 --> 00:07:35,480 Speaker 1: to fourteen and fifteen to twenty four in the United States, 116 00:07:35,800 --> 00:07:39,040 Speaker 1: this is a problem. Maybe we're giving too many kids 117 00:07:39,240 --> 00:07:43,040 Speaker 1: too many medications. Now. I'm not saying we should just 118 00:07:43,120 --> 00:07:46,400 Speaker 1: do away with these medications altogether, absolutely not. In fact, 119 00:07:47,160 --> 00:07:51,120 Speaker 1: for some families, these medications are complete life savers. They 120 00:07:52,040 --> 00:07:55,080 Speaker 1: make a child be able to be successful in school, 121 00:07:55,680 --> 00:08:00,440 Speaker 1: successful in after school programs and social activities, and going 122 00:08:00,480 --> 00:08:06,240 Speaker 1: on into their professional activities. Sometimes the brain needs help 123 00:08:06,840 --> 00:08:09,800 Speaker 1: with medications. It's just the way it is. Our brains 124 00:08:09,800 --> 00:08:12,560 Speaker 1: are not all formed the same, but not all every 125 00:08:12,640 --> 00:08:16,920 Speaker 1: case is alike. And while one child may truly benefit 126 00:08:16,960 --> 00:08:22,200 Speaker 1: from these medications, I guarantee not everyone needs them, certainly 127 00:08:22,200 --> 00:08:25,400 Speaker 1: not everyone who's been prescribed them. I am in the 128 00:08:25,520 --> 00:08:28,360 Speaker 1: RFK junior camp on this one. I think we're overprescribing 129 00:08:28,400 --> 00:08:31,880 Speaker 1: our kids these medications. And is that because the parents 130 00:08:31,920 --> 00:08:34,800 Speaker 1: are rushing to the doctors to get the medication. Is 131 00:08:34,840 --> 00:08:38,439 Speaker 1: it because the doctors are rushing to prescribe. I don't 132 00:08:38,440 --> 00:08:41,760 Speaker 1: think there's anything nefarious going on. I think parents are 133 00:08:41,800 --> 00:08:47,400 Speaker 1: worried for their children. They're probably they've probably exhausted other 134 00:08:47,520 --> 00:08:49,680 Speaker 1: things to do. They probably have a friend with a 135 00:08:49,760 --> 00:08:52,600 Speaker 1: kid on medication, or maybe a school has approached them 136 00:08:52,640 --> 00:08:55,280 Speaker 1: and said you should talk to the doctor about medication. 137 00:08:55,880 --> 00:08:58,760 Speaker 1: Someone has put the bug in that family's ear that 138 00:08:58,920 --> 00:09:04,320 Speaker 1: maybe my kids should be on medication. And let's be honest, 139 00:09:04,480 --> 00:09:08,840 Speaker 1: doctors are overworked these days after the Affordable Care Act, 140 00:09:09,200 --> 00:09:15,240 Speaker 1: They're essentially turning over patients like some mass factory, just 141 00:09:15,679 --> 00:09:17,760 Speaker 1: over and over again. They don't have time to really 142 00:09:17,840 --> 00:09:21,120 Speaker 1: dive deep into all of the intricacies. They don't have 143 00:09:21,160 --> 00:09:25,880 Speaker 1: time to educate the families, the patients themselves on things 144 00:09:25,880 --> 00:09:30,120 Speaker 1: that they can try and do before they go to medication. Sometimes, 145 00:09:30,160 --> 00:09:33,080 Speaker 1: by the time the kid gets to the doctor, so 146 00:09:33,200 --> 00:09:35,960 Speaker 1: much time has passed that the kid potentially is getting 147 00:09:36,040 --> 00:09:38,320 Speaker 1: kicked out of school, they're failing school, whatever it is. 148 00:09:38,360 --> 00:09:40,680 Speaker 1: So the family and the patient are desperate, and the 149 00:09:40,720 --> 00:09:44,280 Speaker 1: doctor's like, okay, let's just prescribe medication. And that is 150 00:09:44,320 --> 00:09:48,160 Speaker 1: the environment that we're in right now, so I listen. 151 00:09:48,200 --> 00:09:51,520 Speaker 1: I am not a child mental health expert by any 152 00:09:51,559 --> 00:09:53,840 Speaker 1: stretch of the imagination. I'm just a mom of three kids, 153 00:09:53,920 --> 00:09:56,440 Speaker 1: and I observe a lot of children. And yes, I 154 00:09:56,480 --> 00:09:58,440 Speaker 1: did go to medical school, but not for this. I 155 00:09:58,480 --> 00:10:01,560 Speaker 1: am not. This is not my special but I want 156 00:10:01,600 --> 00:10:04,400 Speaker 1: to talk to someone who this is their specialty, and 157 00:10:04,440 --> 00:10:08,400 Speaker 1: I want to talk about what, as the parents, can 158 00:10:08,480 --> 00:10:11,320 Speaker 1: we be doing to maybe help our children and maybe 159 00:10:11,360 --> 00:10:13,560 Speaker 1: help ourselves too, because we all deal with levels of 160 00:10:13,559 --> 00:10:16,800 Speaker 1: anxiety and depression throughout our lives. Sometimes they come and go, 161 00:10:16,920 --> 00:10:19,400 Speaker 1: sometimes they're with us for life. What are things that 162 00:10:19,440 --> 00:10:23,079 Speaker 1: we can do that's scientifically proven to work on us, 163 00:10:23,120 --> 00:10:26,120 Speaker 1: not just mentally, but physically as well. So I'm very 164 00:10:26,120 --> 00:10:29,600 Speaker 1: excited to have Nicki Robbins, who is a child developmental 165 00:10:29,640 --> 00:10:33,880 Speaker 1: specialist with us, who has extensively studied some natural ways 166 00:10:33,920 --> 00:10:37,360 Speaker 1: to try and help our children before we introduce medication 167 00:10:37,480 --> 00:10:40,440 Speaker 1: to them, because there are potentially some things that we 168 00:10:40,480 --> 00:10:43,560 Speaker 1: can do if we're trying to avoid medicating our children. 169 00:10:43,800 --> 00:10:46,400 Speaker 1: You're listening to Wellness on Mass, We'll be right back 170 00:10:46,440 --> 00:10:52,080 Speaker 1: with more. I'm so excited to bring on our guest, 171 00:10:52,200 --> 00:10:56,400 Speaker 1: Nicki Robbins. She's a childhood development specialist. Nikki, thank you 172 00:10:56,440 --> 00:10:58,160 Speaker 1: so much for being on Wellness on Mass. 173 00:10:58,800 --> 00:10:59,920 Speaker 2: Thank you for having me Nicole. 174 00:11:00,640 --> 00:11:03,080 Speaker 1: So, first of all, you know, when I say childhood 175 00:11:03,080 --> 00:11:05,760 Speaker 1: development specialists, some people may know what that means, but 176 00:11:05,880 --> 00:11:07,520 Speaker 1: a lot of people don't tell us a little bit 177 00:11:07,520 --> 00:11:08,360 Speaker 1: about your background. 178 00:11:08,559 --> 00:11:13,400 Speaker 2: Okay. I hold an undergraduate degree in child development and 179 00:11:13,440 --> 00:11:16,000 Speaker 2: Family Studies, and then I went on to get a 180 00:11:16,080 --> 00:11:20,880 Speaker 2: dual masters in early childhood Education and special education. And 181 00:11:20,920 --> 00:11:24,719 Speaker 2: in addition, I have two certificate kits that address sort 182 00:11:24,720 --> 00:11:28,000 Speaker 2: of emotional regulation and mindfulness and children from kindergarten to 183 00:11:29,520 --> 00:11:31,960 Speaker 2: the end of high school to twelfth grade. And for 184 00:11:32,040 --> 00:11:35,359 Speaker 2: the past five years I've taught emotional regulation and mindfulness 185 00:11:35,360 --> 00:11:39,120 Speaker 2: to kindergarten age children, and I would say my focus 186 00:11:39,240 --> 00:11:43,959 Speaker 2: is really helping children and families to build strong emotional 187 00:11:44,000 --> 00:11:47,920 Speaker 2: foundations before they get to the point where clinical help 188 00:11:48,120 --> 00:11:51,600 Speaker 2: is needed. So just sort of like the simple everyday 189 00:11:51,640 --> 00:11:55,280 Speaker 2: things that they're probably already doing, and how they're more 190 00:11:55,320 --> 00:11:58,719 Speaker 2: powerful than they realize, and that these small actions can 191 00:11:58,760 --> 00:12:01,559 Speaker 2: really help to build a healthy foundation, and then just 192 00:12:01,600 --> 00:12:05,960 Speaker 2: sort of understanding this science behind why what they're doing works. 193 00:12:07,080 --> 00:12:08,680 Speaker 1: And so that's one of the things that we're talking 194 00:12:08,720 --> 00:12:12,480 Speaker 1: about here today is ADHD diagnoses are on the rye 195 00:12:12,559 --> 00:12:15,559 Speaker 1: and rise. Anxiety depressions is all on the rise, not 196 00:12:15,600 --> 00:12:18,640 Speaker 1: just an adults, but our kids are feeling it too, 197 00:12:18,840 --> 00:12:22,960 Speaker 1: especially since COVID we saw those numbers go up. What 198 00:12:23,120 --> 00:12:25,600 Speaker 1: is happening like inside of the child's brain when they 199 00:12:25,600 --> 00:12:26,560 Speaker 1: are feeling stressed. 200 00:12:27,160 --> 00:12:33,440 Speaker 2: Okay, so when they're feeling anxious or overwhelmed. I'll talk 201 00:12:33,480 --> 00:12:35,360 Speaker 2: a little bit about like the structure of the brain, 202 00:12:35,880 --> 00:12:38,880 Speaker 2: but very simply this is probably something that everyone has 203 00:12:38,880 --> 00:12:44,440 Speaker 2: heard before their brain activates what's called fight flight or 204 00:12:44,520 --> 00:12:48,080 Speaker 2: freeze response. And this happens when the part of the 205 00:12:48,080 --> 00:12:51,839 Speaker 2: brain it's called the amygdala, which basically acts like an 206 00:12:51,840 --> 00:12:55,920 Speaker 2: internal alarm system inside of our brain. It's always scanning 207 00:12:56,240 --> 00:13:00,520 Speaker 2: for danger and sending distress signals when something feels safe, 208 00:13:01,200 --> 00:13:03,720 Speaker 2: even if that's something is just a big feeling or 209 00:13:03,720 --> 00:13:07,920 Speaker 2: a new experience. So I've heard it explained like a 210 00:13:07,960 --> 00:13:10,640 Speaker 2: smoke alarm in your house, if you blow out a 211 00:13:10,640 --> 00:13:13,080 Speaker 2: candle under your smoke alarm, or if you burn a 212 00:13:13,080 --> 00:13:16,840 Speaker 2: piece of toast, the smoke alarm still goes off, right, 213 00:13:16,880 --> 00:13:19,120 Speaker 2: So that's what happens with fight or flight, Like your 214 00:13:19,160 --> 00:13:23,200 Speaker 2: internal smoke alarm is going off, and it feels the same, 215 00:13:23,280 --> 00:13:25,160 Speaker 2: it sounds the same as if you're running out of 216 00:13:25,200 --> 00:13:30,200 Speaker 2: a house fire. So once that is activated fight or flight, 217 00:13:30,840 --> 00:13:33,880 Speaker 2: it turns on something called the sympathetic nervous system, and 218 00:13:33,920 --> 00:13:37,559 Speaker 2: it's basically emergency mode for kids. And what it looks 219 00:13:37,679 --> 00:13:43,440 Speaker 2: like physically inside of kids is a racing heart, shallow breathing, 220 00:13:44,240 --> 00:13:48,760 Speaker 2: sweaty palms, and I think, most importantly, trouble thinking clearly. 221 00:13:49,440 --> 00:13:51,400 Speaker 2: So this is why when a kid is in a 222 00:13:51,440 --> 00:13:54,040 Speaker 2: state of panic. We can't reason with them, we can't 223 00:13:54,080 --> 00:13:58,440 Speaker 2: logic with them. They're not absorbing our words. So you know, 224 00:13:58,880 --> 00:14:02,040 Speaker 2: I remember when I as little, if I was upset, 225 00:14:02,080 --> 00:14:06,079 Speaker 2: someone would be like, calm down. It's not really effective 226 00:14:06,200 --> 00:14:07,800 Speaker 2: because we don't work. 227 00:14:07,800 --> 00:14:09,559 Speaker 1: I'm not if someone tells you to calm down, you 228 00:14:09,600 --> 00:14:10,679 Speaker 1: don't just calm down. 229 00:14:10,840 --> 00:14:14,440 Speaker 2: Like it's not it's not going to work. So it's 230 00:14:14,480 --> 00:14:17,600 Speaker 2: like feeling like you need to escape house fire and 231 00:14:17,679 --> 00:14:20,840 Speaker 2: someone just being like, come down, take a deep breath. 232 00:14:21,800 --> 00:14:26,640 Speaker 2: And that's basically the prefrontal cortex of our brain is 233 00:14:26,680 --> 00:14:32,040 Speaker 2: the part where we use to problem solve, to reason, 234 00:14:32,320 --> 00:14:35,880 Speaker 2: to logic. That's where our emotional regulation comes. That's where 235 00:14:35,920 --> 00:14:39,240 Speaker 2: our impulse control comes from, and that is shut off 236 00:14:39,400 --> 00:14:42,080 Speaker 2: when we are operating from our flight or flight or 237 00:14:42,280 --> 00:14:43,440 Speaker 2: like from our amygdala. 238 00:14:43,640 --> 00:14:46,800 Speaker 1: Basically, you know, one thing that's interesting because what you're 239 00:14:46,800 --> 00:14:49,720 Speaker 1: describing is a lot of like those feelings of anxiety 240 00:14:49,800 --> 00:14:52,600 Speaker 1: or anxiousness. But some people are thinking, well, my kid 241 00:14:52,680 --> 00:14:56,120 Speaker 1: was diagnosed with ADHD, not anxiety. But the reality is 242 00:14:56,200 --> 00:14:59,560 Speaker 1: is we have seen the rise in incidents and diagnosis 243 00:14:59,600 --> 00:15:02,720 Speaker 1: of a ADHD, a lot of kids are actually being 244 00:15:02,760 --> 00:15:07,160 Speaker 1: misdiagnosed in my opinion of ADHD, because ADHD shares a 245 00:15:07,200 --> 00:15:12,440 Speaker 1: lot of symptoms with anxiety, trauma, sleep disorders, and even giftedness. 246 00:15:12,560 --> 00:15:15,720 Speaker 1: I mean, there are some children with true ADHD, and 247 00:15:15,800 --> 00:15:18,280 Speaker 1: that is you can see it. It runs in families. They 248 00:15:18,280 --> 00:15:22,800 Speaker 1: are specific genes that are linked to ADHD, some environmental 249 00:15:22,840 --> 00:15:28,640 Speaker 1: factors like prenatal or early brain development like a premature birth, 250 00:15:28,720 --> 00:15:32,360 Speaker 1: low birth weight, brain injuries, all of this. But what 251 00:15:32,400 --> 00:15:34,960 Speaker 1: you're describing is something that a lot of kids are 252 00:15:35,000 --> 00:15:39,840 Speaker 1: experiencing right now. Are these feelings of panic and worry, 253 00:15:40,000 --> 00:15:41,880 Speaker 1: and like I feel like our kids are just so 254 00:15:42,080 --> 00:15:43,040 Speaker 1: worried right now. 255 00:15:43,560 --> 00:15:46,720 Speaker 2: Yeah, And I would say the two points there. One 256 00:15:46,840 --> 00:15:49,800 Speaker 2: is that there's a lot of overlap between the way 257 00:15:50,000 --> 00:15:55,720 Speaker 2: things like ADHD and depression and anxiety present themselves. So 258 00:15:56,160 --> 00:15:58,440 Speaker 2: like spot on, they can look exactly like the same thing, 259 00:15:58,480 --> 00:16:00,640 Speaker 2: but they may have a different root cause. And then 260 00:16:00,640 --> 00:16:02,480 Speaker 2: I would say the second piece of it is that 261 00:16:02,600 --> 00:16:07,320 Speaker 2: anxiety wears many masks. So like my early understanding of 262 00:16:07,360 --> 00:16:12,400 Speaker 2: anxiety was sort of this like nebishy, complainy, like cannot 263 00:16:12,400 --> 00:16:15,400 Speaker 2: handle the world human being, and that it doesn't look 264 00:16:15,440 --> 00:16:17,480 Speaker 2: like that in everyone you know, it can look like 265 00:16:18,000 --> 00:16:21,360 Speaker 2: a superachiever. It could look like somebody who shows up 266 00:16:21,360 --> 00:16:24,560 Speaker 2: to everything early. It could look like somebody who avoids 267 00:16:24,600 --> 00:16:27,720 Speaker 2: anything that makes themselves uncomfortable, and their world gets smaller 268 00:16:27,720 --> 00:16:32,120 Speaker 2: and smaller. So even in our kids, worry and fear 269 00:16:32,160 --> 00:16:35,520 Speaker 2: and anxiety can look very different in all of them. 270 00:16:37,040 --> 00:16:39,880 Speaker 1: So you have kind of created an inch that you 271 00:16:40,040 --> 00:16:42,920 Speaker 1: have done a lot of research. You're not opposed to 272 00:16:43,400 --> 00:16:47,200 Speaker 1: medication in some children and some people, but you really 273 00:16:47,200 --> 00:16:50,720 Speaker 1: focus on some tools to calm the brain. 274 00:16:51,720 --> 00:16:56,760 Speaker 2: Right, So I would start by saying, like, knowing that 275 00:16:57,040 --> 00:17:01,160 Speaker 2: the fight or flight is activated, like what can we 276 00:17:01,200 --> 00:17:04,760 Speaker 2: do to calm it? And then I can kind of 277 00:17:04,760 --> 00:17:07,560 Speaker 2: give you like a top ten hit list of what 278 00:17:07,600 --> 00:17:11,200 Speaker 2: we can do in our homes without medication, without seeking 279 00:17:11,240 --> 00:17:14,119 Speaker 2: clinical assistance, to help get up and out of these 280 00:17:14,200 --> 00:17:18,600 Speaker 2: kind of situations. And when the brain feels safe again, 281 00:17:19,320 --> 00:17:24,119 Speaker 2: this is instead of the sympathetic it's the parasympathetic nervous system, 282 00:17:24,240 --> 00:17:27,239 Speaker 2: and it's called rest and digest, not eating digesting, but 283 00:17:27,280 --> 00:17:30,320 Speaker 2: like being able to digest what's coming in around us. 284 00:17:31,680 --> 00:17:35,720 Speaker 2: Our heart rate slows back down, our breathing slows back down, 285 00:17:36,040 --> 00:17:39,760 Speaker 2: and it turns on thinking and connection again so we 286 00:17:39,880 --> 00:17:43,399 Speaker 2: want to get our kids from this fight or flight 287 00:17:43,520 --> 00:17:47,080 Speaker 2: back into rest and digest. And later on you'll hear 288 00:17:47,119 --> 00:17:49,320 Speaker 2: me talk a little bit about the vagus nerve, which 289 00:17:49,440 --> 00:17:52,159 Speaker 2: is like a key player in helping that to happen. 290 00:17:52,560 --> 00:17:57,040 Speaker 2: It's the longest cranial nerve in the body. It runs 291 00:17:57,200 --> 00:18:00,119 Speaker 2: from the brain stem down through the heart, the lungs, 292 00:18:00,160 --> 00:18:04,639 Speaker 2: and your gut, and stimulating this nerve is basically telling 293 00:18:04,640 --> 00:18:08,119 Speaker 2: your body I'm safe now, I'm safe again. So we 294 00:18:08,280 --> 00:18:11,400 Speaker 2: talk more about that when we talk about breathing stuff. 295 00:18:11,560 --> 00:18:16,000 Speaker 2: But I'll go into maybe like the top ten tools 296 00:18:16,080 --> 00:18:18,280 Speaker 2: and like a little bullet point on each about what's 297 00:18:18,320 --> 00:18:22,160 Speaker 2: the science behind it sounds great, And what I would 298 00:18:22,200 --> 00:18:25,800 Speaker 2: say to families before I get started is just you know, 299 00:18:26,359 --> 00:18:28,720 Speaker 2: when it comes to helping kids with anxiety at home, 300 00:18:29,280 --> 00:18:33,600 Speaker 2: you're probably doing more than you realize already. When you 301 00:18:33,640 --> 00:18:36,080 Speaker 2: do things like go for a walk, share a laugh, 302 00:18:36,440 --> 00:18:40,520 Speaker 2: a tight hug, pause, and breathe, you're literally shaping your 303 00:18:40,560 --> 00:18:44,120 Speaker 2: kid's brain for calm and for connection. And a lot 304 00:18:44,119 --> 00:18:49,280 Speaker 2: of this stuff is really really simple, tiny actions that 305 00:18:49,320 --> 00:18:51,640 Speaker 2: can help them to set the way that they deal 306 00:18:51,640 --> 00:18:54,840 Speaker 2: with anxiety going forward. So the first one is just 307 00:18:54,920 --> 00:18:58,600 Speaker 2: time and nature or green space. I don't know, Like 308 00:18:58,600 --> 00:19:00,840 Speaker 2: if you've ever taken a walk in the woods yourself 309 00:19:00,960 --> 00:19:04,480 Speaker 2: or with your kids and there's something like you get 310 00:19:04,480 --> 00:19:06,800 Speaker 2: in there and it smells the casater forest and you 311 00:19:06,880 --> 00:19:09,239 Speaker 2: just take a deep breath and everything just sort of 312 00:19:09,240 --> 00:19:13,800 Speaker 2: calms down. And the science behind that is that trees 313 00:19:14,280 --> 00:19:19,879 Speaker 2: actually release something called it's fido byton the sides. I 314 00:19:19,920 --> 00:19:22,560 Speaker 2: don't know if I'm getting saying it right. I just 315 00:19:22,600 --> 00:19:24,680 Speaker 2: know what it does inside of me. But it's actually 316 00:19:24,720 --> 00:19:29,960 Speaker 2: a natural chemical that trees release that lowers our cortisol. 317 00:19:30,200 --> 00:19:32,639 Speaker 2: So as strange as it sounds, what the trees are 318 00:19:32,680 --> 00:19:37,960 Speaker 2: breathing out actually calms down our own personal stress hormone. 319 00:19:38,160 --> 00:19:40,840 Speaker 2: So I mean, I think we innately know something smells great, 320 00:19:40,880 --> 00:19:43,960 Speaker 2: but it's smelling great and it's calming us down. And 321 00:19:44,000 --> 00:19:46,080 Speaker 2: then the second part is that just being out in 322 00:19:46,200 --> 00:19:52,040 Speaker 2: nature boosts our of the brain waves, which are relaxed attention. 323 00:19:52,720 --> 00:19:55,480 Speaker 2: So if you ever observe a kid sitting in the forest, 324 00:19:55,640 --> 00:19:59,639 Speaker 2: like on a tree stump, staring at something really intently, 325 00:20:00,440 --> 00:20:03,560 Speaker 2: that is pure presence and calm, and that is great 326 00:20:03,800 --> 00:20:07,240 Speaker 2: for them. The second one is time by the water. 327 00:20:08,720 --> 00:20:11,080 Speaker 2: So if you ever, you know, take your kids to 328 00:20:11,840 --> 00:20:13,920 Speaker 2: walk by a stream, or by an ocean, or by 329 00:20:13,920 --> 00:20:17,639 Speaker 2: a lake, even a pool, looking out a window at water, 330 00:20:19,480 --> 00:20:22,360 Speaker 2: and you realize, at some point along the way all 331 00:20:22,400 --> 00:20:24,439 Speaker 2: of that your brain has quieted down. Their brain has 332 00:20:24,520 --> 00:20:28,119 Speaker 2: quieted down. The rhythm and sound of the water activates 333 00:20:28,200 --> 00:20:29,640 Speaker 2: our default mode network. 334 00:20:29,800 --> 00:20:32,520 Speaker 1: So the plus that way we hear ocean sounds like 335 00:20:32,600 --> 00:20:34,399 Speaker 1: a part of the white noise machine that helps us 336 00:20:34,400 --> 00:20:34,960 Speaker 1: sleep too. 337 00:20:35,080 --> 00:20:41,600 Speaker 2: Yes, yes, yes, exactly. It activates daydreaming, reflecting, It can 338 00:20:41,640 --> 00:20:45,000 Speaker 2: calm nervous thoughts. It can certainly calm a screaming baby. 339 00:20:45,960 --> 00:20:48,520 Speaker 2: I remember plenty of times turning it and standing in 340 00:20:48,560 --> 00:20:52,720 Speaker 2: the bathroom with the shower running. Movement in general, so 341 00:20:52,800 --> 00:20:55,800 Speaker 2: not just being outside, but any movement at all is incredible. 342 00:20:56,760 --> 00:21:00,880 Speaker 2: That increases dopamine, It increases serotonin. These are the brain 343 00:21:00,960 --> 00:21:04,240 Speaker 2: chemicals that regulate our mood and our focus. And then 344 00:21:04,320 --> 00:21:08,760 Speaker 2: cross lateral, so crawling, dancing, anything, catching a ball with 345 00:21:08,800 --> 00:21:15,920 Speaker 2: different hands just helps us with emotional control. Okay, so 346 00:21:16,040 --> 00:21:19,680 Speaker 2: another one, number four. Growing up, I had my mom, 347 00:21:19,760 --> 00:21:21,880 Speaker 2: and then I had my best friend's moms like Mom 348 00:21:21,880 --> 00:21:24,119 Speaker 2: two and Mom three, and I can remember one of 349 00:21:24,160 --> 00:21:27,320 Speaker 2: them saying just splash cold water on your face, and 350 00:21:27,359 --> 00:21:31,320 Speaker 2: there's actually some science to it. So splashing cool water 351 00:21:31,480 --> 00:21:34,480 Speaker 2: on your face or your wrist activates what's called our 352 00:21:34,600 --> 00:21:38,320 Speaker 2: dive reflex and it actually slows down our heart and 353 00:21:38,320 --> 00:21:41,600 Speaker 2: calmps our body. So again going back to that vagus nerve, 354 00:21:41,760 --> 00:21:44,480 Speaker 2: like if our inner alarm system is going off, we 355 00:21:44,560 --> 00:21:48,160 Speaker 2: can't think straight. And so something is simple. As you're 356 00:21:48,200 --> 00:21:52,920 Speaker 2: at home, there's some panic going on, like just splashing 357 00:21:53,000 --> 00:21:55,040 Speaker 2: cold water on your face or on your wrists. And 358 00:21:55,080 --> 00:21:59,320 Speaker 2: this is particularly effective for young children. Anything sensory with 359 00:21:59,400 --> 00:22:03,719 Speaker 2: young children in so, even like sucking on a sour 360 00:22:03,800 --> 00:22:09,360 Speaker 2: candy or a soothing scent. So there's actually some clinical 361 00:22:09,440 --> 00:22:12,520 Speaker 2: trials on the calming effect of lavender oil. 362 00:22:13,960 --> 00:22:15,960 Speaker 1: I've seen those. We have them in the hospital. We 363 00:22:16,000 --> 00:22:19,320 Speaker 1: did one ourselves at my hospital and we put little 364 00:22:19,640 --> 00:22:22,960 Speaker 1: scented patches with lavender and it showed that before biopsies, 365 00:22:23,000 --> 00:22:25,879 Speaker 1: those that had the lavender had better experiences. Yeah, and 366 00:22:25,920 --> 00:22:28,600 Speaker 1: you know me, I love my natural herbs, specifically lavender. 367 00:22:28,640 --> 00:22:30,400 Speaker 1: It's one of them. It's a great calm. 368 00:22:31,920 --> 00:22:34,239 Speaker 2: Being on an airplane with two very young children and 369 00:22:34,280 --> 00:22:37,600 Speaker 2: someone in front of me same thing, and I think 370 00:22:37,680 --> 00:22:40,320 Speaker 2: she must have used a little like peppermint and lavender 371 00:22:40,359 --> 00:22:42,639 Speaker 2: oil for her child who was screaming, and it was 372 00:22:42,680 --> 00:22:46,760 Speaker 2: just like a sensory experience first of all, changing the situation, 373 00:22:47,800 --> 00:22:51,119 Speaker 2: but it also engages some receptors in our brain that 374 00:22:51,200 --> 00:22:55,840 Speaker 2: promote relaxation. Another one that I think parents are already 375 00:22:55,840 --> 00:22:58,120 Speaker 2: doing that's a great one is just connection with others. 376 00:22:58,400 --> 00:23:03,119 Speaker 2: So anxiety can be contagious. So if we have it, 377 00:23:03,200 --> 00:23:05,360 Speaker 2: our kids can pick up on it, My dog can 378 00:23:05,400 --> 00:23:08,239 Speaker 2: pick up on it, any you know, anybody can get it. 379 00:23:08,320 --> 00:23:14,399 Speaker 2: So keeping ourselves calm, I contact, warm tone, touch, like 380 00:23:15,440 --> 00:23:19,239 Speaker 2: a firm embrace can help. It's called coregulation. So if 381 00:23:19,280 --> 00:23:23,400 Speaker 2: we're calming ourselves down, our kids are calming down with us, 382 00:23:23,480 --> 00:23:28,840 Speaker 2: and just that relationship and emotional safety. I have like 383 00:23:28,960 --> 00:23:31,760 Speaker 2: two more. One is a little bit bigger than what 384 00:23:31,800 --> 00:23:34,160 Speaker 2: we can do at home, but it's acts of service. 385 00:23:35,320 --> 00:23:39,320 Speaker 2: So there's a lot of studies around helping others raises 386 00:23:39,359 --> 00:23:44,679 Speaker 2: our oxytocin, so it strengthens our sense of belonging to 387 00:23:44,800 --> 00:23:47,480 Speaker 2: go out. And it also for kids these days, I 388 00:23:47,560 --> 00:23:49,639 Speaker 2: know there's a lot of talk about how much screen 389 00:23:49,680 --> 00:23:54,240 Speaker 2: time they're having, and it's sort of isolating and lonely 390 00:23:54,440 --> 00:23:57,800 Speaker 2: and going out and doing acts of service combats loneliness 391 00:23:57,840 --> 00:24:00,720 Speaker 2: and low self esteem, which can also contribute to anxiety. 392 00:24:02,880 --> 00:24:06,080 Speaker 2: Journaling is another one. Just have your kids free right 393 00:24:06,880 --> 00:24:09,960 Speaker 2: for five minutes one page. Does not matter what comes 394 00:24:10,000 --> 00:24:13,800 Speaker 2: out on the page. It just improves self awareness and 395 00:24:13,840 --> 00:24:16,320 Speaker 2: particularly if you can get them to name what they're feeling, 396 00:24:17,200 --> 00:24:20,040 Speaker 2: so that just reduces the intensity of what they're feeling. 397 00:24:20,080 --> 00:24:25,200 Speaker 2: It's called affect labeling. And the last one is mindfulness techniques. 398 00:24:25,280 --> 00:24:28,919 Speaker 2: So these I'll give you two that are really effective. 399 00:24:29,520 --> 00:24:32,000 Speaker 2: One is called five four three two one, and it 400 00:24:32,040 --> 00:24:35,679 Speaker 2: goes back to the senses again. So if a child 401 00:24:35,760 --> 00:24:39,080 Speaker 2: is having panic attack, having trouble separating, anything like that, 402 00:24:39,200 --> 00:24:43,160 Speaker 2: you need to calm down their body first. Use five 403 00:24:43,200 --> 00:24:45,480 Speaker 2: four three two one in all the senses. So tell 404 00:24:45,520 --> 00:24:49,040 Speaker 2: me five things you see, tell me four things you hear, 405 00:24:49,920 --> 00:24:54,560 Speaker 2: tell me three things you feel, two things you smell, 406 00:24:54,640 --> 00:24:57,560 Speaker 2: and one thing you can touch, And it just takes 407 00:24:57,600 --> 00:25:01,399 Speaker 2: them out of that state of perseverating, of continuing to 408 00:25:01,440 --> 00:25:03,320 Speaker 2: have this thought over and over again and shifts them 409 00:25:03,320 --> 00:25:06,119 Speaker 2: to a different part of their brain. And the second 410 00:25:06,160 --> 00:25:09,080 Speaker 2: one is mindful listening, which you can do anywhere. Mindful 411 00:25:09,119 --> 00:25:11,119 Speaker 2: looking is like, look around this room and tell me 412 00:25:11,160 --> 00:25:15,600 Speaker 2: something you've never seen before. Mindful listening is like stopping 413 00:25:16,680 --> 00:25:21,000 Speaker 2: for maybe sixty seconds and listening what's right in front 414 00:25:21,000 --> 00:25:23,280 Speaker 2: of you, what's in the room next to you, what's outside, 415 00:25:23,320 --> 00:25:25,280 Speaker 2: to the point where they're hearing a bird outside or 416 00:25:25,320 --> 00:25:28,360 Speaker 2: a transtation, and again is just interrupting where they are 417 00:25:28,359 --> 00:25:32,879 Speaker 2: thinking from and bringing them back into like logic and reasoning. 418 00:25:35,000 --> 00:25:36,920 Speaker 2: And then I would say, you know, the one thing 419 00:25:37,000 --> 00:25:42,120 Speaker 2: that I didn't say is to avoid things that make 420 00:25:42,160 --> 00:25:45,479 Speaker 2: your children feel uncomfortable, which just does. 421 00:25:46,280 --> 00:25:49,520 Speaker 1: So isn't it okay sometimes for your kids to feel uncomfortable? 422 00:25:49,600 --> 00:25:53,040 Speaker 1: Like you know, my mindset is, I mean, you don't 423 00:25:53,040 --> 00:25:55,280 Speaker 1: always want to put them in uncomfortable situations that can 424 00:25:55,320 --> 00:25:58,879 Speaker 1: breed like insecurity and as we're talking about anxiety and stuff. 425 00:25:58,920 --> 00:26:02,040 Speaker 1: But is it okay for them to be uncomfortable sometimes? 426 00:26:02,119 --> 00:26:04,560 Speaker 1: Because the exact opposite of that is which are in 427 00:26:04,600 --> 00:26:06,760 Speaker 1: those helicopter parents and our kids are not able to 428 00:26:06,760 --> 00:26:07,800 Speaker 1: go out into the world. 429 00:26:08,000 --> 00:26:12,080 Speaker 2: Yes, exactly. So if they avoid it, it's not growth 430 00:26:12,119 --> 00:26:15,760 Speaker 2: for them. It does not allow for real practice of 431 00:26:15,800 --> 00:26:19,280 Speaker 2: the tools that they're collecting. These are the moments that 432 00:26:19,320 --> 00:26:21,240 Speaker 2: allow them to grow. These are the moments that allow 433 00:26:21,280 --> 00:26:24,280 Speaker 2: them to strengthen. And I would say, you know, of 434 00:26:24,320 --> 00:26:26,720 Speaker 2: all the things that I listed, like, some work for 435 00:26:26,800 --> 00:26:29,280 Speaker 2: some kids, some don't. So it's a chance to practice, 436 00:26:29,280 --> 00:26:33,879 Speaker 2: like what works in what situations and what's effective. Avoidance 437 00:26:34,119 --> 00:26:40,600 Speaker 2: is basically telling us that we are avoiding it is 438 00:26:40,640 --> 00:26:43,359 Speaker 2: making us feel good. But you get you get better 439 00:26:43,359 --> 00:26:46,879 Speaker 2: at what you practice, right, So if you avoid it, 440 00:26:46,920 --> 00:26:49,600 Speaker 2: you're practicing I can't do what I'm afraid of. And 441 00:26:49,640 --> 00:26:52,400 Speaker 2: I think when that happens, their worlds tend to get 442 00:26:52,400 --> 00:26:55,560 Speaker 2: smaller and smaller and smaller. So if there's anxiety around 443 00:26:56,240 --> 00:26:58,560 Speaker 2: going to a birthday party, they don't go, and then 444 00:26:58,600 --> 00:27:00,399 Speaker 2: it's going to a play date with more you know, 445 00:27:00,440 --> 00:27:05,720 Speaker 2: it continues to get smaller. So some level of stress 446 00:27:06,280 --> 00:27:10,040 Speaker 2: is healthy and it allows us to get outside of 447 00:27:10,040 --> 00:27:13,560 Speaker 2: our comfort zone and to grow, and then to practice 448 00:27:13,680 --> 00:27:17,360 Speaker 2: what happens when there is anxiety. And there's some lessons 449 00:27:17,359 --> 00:27:21,000 Speaker 2: in this I think that kids learn. One of them 450 00:27:21,080 --> 00:27:25,040 Speaker 2: is just that it's finite, right, Like these waves of 451 00:27:25,119 --> 00:27:28,639 Speaker 2: panic or fear don't last forever. It's a feeling that 452 00:27:28,680 --> 00:27:32,880 Speaker 2: comes and then seven minutes later it's gone. And during it, 453 00:27:34,000 --> 00:27:37,600 Speaker 2: having an understanding of what works for them gives them 454 00:27:37,640 --> 00:27:39,879 Speaker 2: a little bit of sense of control. It doesn't stop 455 00:27:40,080 --> 00:27:42,920 Speaker 2: the anxiety, but it gives them control over what's going on. 456 00:27:44,000 --> 00:27:46,960 Speaker 2: And the more control, I think, the less occurrence that 457 00:27:47,040 --> 00:27:48,440 Speaker 2: you see. 458 00:27:49,640 --> 00:27:52,440 Speaker 1: And you said something earlier about the science. You mentioned 459 00:27:52,440 --> 00:27:55,199 Speaker 1: the vagus nerve, which you know piques my attention, So 460 00:27:55,720 --> 00:27:57,520 Speaker 1: tell me a little bit about you know, they're actually 461 00:27:57,600 --> 00:27:59,679 Speaker 1: when people say to you, just breathe, it can be 462 00:27:59,720 --> 00:28:02,720 Speaker 1: of not yeah, but they actually might be giving you 463 00:28:02,760 --> 00:28:05,560 Speaker 1: some really valid advice if you use it wisely. 464 00:28:05,640 --> 00:28:10,919 Speaker 2: Right exactly, So, breathing is one of the fastest ways 465 00:28:10,960 --> 00:28:15,120 Speaker 2: to calm down the body, but not all breathing is 466 00:28:15,280 --> 00:28:19,640 Speaker 2: created equally. So like when we're talking about calming kids 467 00:28:19,720 --> 00:28:23,800 Speaker 2: or using our breath, it's called intentional breathing. And basically 468 00:28:24,359 --> 00:28:27,000 Speaker 2: there's a couple you know, like we always say breathe 469 00:28:27,000 --> 00:28:31,640 Speaker 2: into your belly. The science word for that is diaphramatic breathing, 470 00:28:32,320 --> 00:28:35,199 Speaker 2: and it stimulates the vagus nerve that we talked about. 471 00:28:35,640 --> 00:28:38,160 Speaker 2: So if you take a deep breath and instead of 472 00:28:38,240 --> 00:28:40,960 Speaker 2: like your chest expanding, it's almost like your belly is 473 00:28:41,000 --> 00:28:45,040 Speaker 2: expanding when you breathe, and your belly comes in and out, 474 00:28:46,080 --> 00:28:51,120 Speaker 2: and that just doing a few deep belly breaths can 475 00:28:51,200 --> 00:28:54,680 Speaker 2: slow your heart rate and can calm your nervous system. 476 00:28:54,880 --> 00:28:57,760 Speaker 2: So it's not solving the problems outside of what's going 477 00:28:57,760 --> 00:29:00,840 Speaker 2: on with you, but it is turning off your alarm 478 00:29:00,880 --> 00:29:04,080 Speaker 2: inside and allowing you to think clearly about what's going on. 479 00:29:05,560 --> 00:29:09,440 Speaker 2: The second one is just long exhales, so almost like 480 00:29:09,520 --> 00:29:14,280 Speaker 2: think about like if you like took a huge sigh, 481 00:29:14,440 --> 00:29:17,240 Speaker 2: it's a signal to your brain from the inside out 482 00:29:17,360 --> 00:29:21,520 Speaker 2: that the danger has passed. So if you try inhaling 483 00:29:21,920 --> 00:29:26,320 Speaker 2: for four and then exhaling for six, that's an easy one, 484 00:29:26,360 --> 00:29:28,760 Speaker 2: and you can count it for the kids, or they 485 00:29:28,760 --> 00:29:32,560 Speaker 2: can count themselves. Breathing in through the nose and then 486 00:29:32,600 --> 00:29:35,520 Speaker 2: out through the mouth just slows their breath down, So 487 00:29:35,560 --> 00:29:37,600 Speaker 2: it's like if you've ever seen someone that's really panicking, 488 00:29:37,640 --> 00:29:39,440 Speaker 2: a lot of times they feel like they can't breathe, 489 00:29:40,120 --> 00:29:42,920 Speaker 2: or their breathing is very shallow and very quick, and 490 00:29:42,960 --> 00:29:45,080 Speaker 2: it's the idea of just slowing that down to turn 491 00:29:45,120 --> 00:29:48,480 Speaker 2: off their internal alarm. And then the last one is 492 00:29:48,560 --> 00:29:52,880 Speaker 2: humming or singing. So you'll notice sometimes anxious kids, you'll 493 00:29:52,880 --> 00:29:56,120 Speaker 2: see them just humming a lot and it's actually stimulating 494 00:29:56,120 --> 00:29:59,920 Speaker 2: their vagus nerve by vibrating their vocal cord. And there's 495 00:30:00,200 --> 00:30:04,600 Speaker 2: devices out in the world. They're called biofeedback devices, and 496 00:30:04,640 --> 00:30:07,040 Speaker 2: they actually like you can kind of click it on 497 00:30:07,080 --> 00:30:10,000 Speaker 2: your finger or click it on a child's finger and 498 00:30:10,160 --> 00:30:12,520 Speaker 2: have them take these deep breaths and you can actually 499 00:30:12,600 --> 00:30:15,320 Speaker 2: watch their pulse drop and drop and drop, so they 500 00:30:15,400 --> 00:30:18,520 Speaker 2: can see it and understand that they're in control of 501 00:30:18,840 --> 00:30:19,600 Speaker 2: what's going on. 502 00:30:21,920 --> 00:30:24,360 Speaker 1: So, Nikki, you know, we talked about all of these, 503 00:30:24,560 --> 00:30:26,840 Speaker 1: you know, ways that we can maybe try and help 504 00:30:26,840 --> 00:30:29,520 Speaker 1: our children and ourselves. I think these translate to adults 505 00:30:29,520 --> 00:30:32,200 Speaker 1: as well. But there are some families out there. There's 506 00:30:32,240 --> 00:30:35,800 Speaker 1: some parents who they've done everything, they've tried everything, maybe 507 00:30:35,920 --> 00:30:39,560 Speaker 1: everything that you've said plus some but things still are 508 00:30:39,560 --> 00:30:44,080 Speaker 1: not okay. Like when when should a family seek help 509 00:30:44,120 --> 00:30:44,600 Speaker 1: from their. 510 00:30:45,400 --> 00:30:48,040 Speaker 2: Yeah, I mean these at home strategies are powerful, but 511 00:30:48,120 --> 00:30:52,240 Speaker 2: sometimes they need more support. And I would say persistent 512 00:30:52,320 --> 00:30:55,920 Speaker 2: fear and anxiety can affect kids learning, it can affect 513 00:30:55,960 --> 00:30:59,440 Speaker 2: their development. So signs to watch out for are when 514 00:30:59,480 --> 00:31:07,960 Speaker 2: it's really affecting daily functioning, if there are sudden behavior changes, grades, sleep, eating, 515 00:31:08,280 --> 00:31:14,959 Speaker 2: social withdrawal, any signs of hopelessness or self harm, or 516 00:31:15,160 --> 00:31:20,680 Speaker 2: if the stuff that worked before isn't working anymore. You know, 517 00:31:20,840 --> 00:31:25,280 Speaker 2: therapists use techniques like cognitive behavioral therapy that really helped 518 00:31:25,360 --> 00:31:32,000 Speaker 2: to change negative thought patterns and unhealthy behaviors. And seeking 519 00:31:32,040 --> 00:31:34,080 Speaker 2: help is not a sign of failure at all. It's 520 00:31:34,080 --> 00:31:37,800 Speaker 2: a strength. It's care. There's certainly a lot that we 521 00:31:37,840 --> 00:31:40,000 Speaker 2: can do at home. I would say, you know, we 522 00:31:40,080 --> 00:31:42,960 Speaker 2: talked about a lot of it, and like I mentioned, 523 00:31:43,160 --> 00:31:46,840 Speaker 2: you know, like not everything works for everybody. I have 524 00:31:46,920 --> 00:31:49,280 Speaker 2: two children, and you know, like a walk in the 525 00:31:49,280 --> 00:31:52,640 Speaker 2: woods for us, one is sitting on a fallen log 526 00:31:52,760 --> 00:31:56,560 Speaker 2: staring into the water, and one is climbing a tree 527 00:31:56,600 --> 00:31:59,680 Speaker 2: and climbing a cliff and jumping, and both of those 528 00:31:59,680 --> 00:32:02,920 Speaker 2: are is to regulate, And it's fine. It's just a 529 00:32:02,920 --> 00:32:05,160 Speaker 2: matter of sort of identifying what works for us and 530 00:32:05,160 --> 00:32:07,160 Speaker 2: what works for our kids and then helping them to 531 00:32:07,280 --> 00:32:11,280 Speaker 2: draw from that when they need it. And also, I 532 00:32:11,280 --> 00:32:18,400 Speaker 2: would say, kind of keeping a healthy level of stress 533 00:32:18,440 --> 00:32:22,040 Speaker 2: and anxiety in the every day because life throws us 534 00:32:22,080 --> 00:32:26,880 Speaker 2: curveballs and it's not always so pleasant. So when that happens, 535 00:32:27,960 --> 00:32:30,960 Speaker 2: if you are healthy and you are taking care of yourself, 536 00:32:31,200 --> 00:32:35,480 Speaker 2: it's easier to deal with when stress really does arrive. 537 00:32:35,720 --> 00:32:38,800 Speaker 2: And that includes, which I know you've talked about on 538 00:32:38,800 --> 00:32:42,240 Speaker 2: your podcast before, what we feed ourselves, what we're eating, 539 00:32:42,840 --> 00:32:46,600 Speaker 2: the sleep that we're getting, what we digest from social 540 00:32:46,600 --> 00:32:51,480 Speaker 2: media and from news. It all adds up. 541 00:32:52,440 --> 00:32:54,400 Speaker 1: Yeah, And so I think when people listen to this, 542 00:32:54,480 --> 00:32:56,640 Speaker 1: you know, if your child's on these medications, it doesn't 543 00:32:56,680 --> 00:32:59,160 Speaker 1: mean that you've failed at something or that they're a 544 00:32:59,280 --> 00:33:02,920 Speaker 1: bad physician for prescribing them. But the reality is, and 545 00:33:02,960 --> 00:33:05,680 Speaker 1: this was highlighted in that MAHA report that just came out, 546 00:33:05,920 --> 00:33:10,680 Speaker 1: is that while there are some benefits to adolescents specifically 547 00:33:10,960 --> 00:33:15,920 Speaker 1: using stimulants for severe ADHD and also for depression anxiety 548 00:33:15,960 --> 00:33:18,880 Speaker 1: at times, truly if you look at the data, there's 549 00:33:19,000 --> 00:33:22,240 Speaker 1: a lot of gray areas where the evidence is actually 550 00:33:22,320 --> 00:33:26,960 Speaker 1: very weak or even controversial, specifically mild depression. Most of 551 00:33:27,000 --> 00:33:30,120 Speaker 1: the research finds that for children with just mild depressive 552 00:33:30,160 --> 00:33:34,560 Speaker 1: symptoms or even mild anxiety as symptoms, these SSRIs or 553 00:33:34,560 --> 00:33:36,800 Speaker 1: the other medications we're giving them have a little to 554 00:33:36,880 --> 00:33:39,960 Speaker 1: no benefit over placebo. Yet there are a ton of 555 00:33:40,040 --> 00:33:43,200 Speaker 1: kids on these medications. I mean, depression has a big 556 00:33:43,280 --> 00:33:46,560 Speaker 1: scale we also don't have a lot of long term 557 00:33:46,560 --> 00:33:49,440 Speaker 1: effects data on these kids. You know, most of the 558 00:33:49,480 --> 00:33:51,880 Speaker 1: studies are eight to twelve weeks, so there's a lot 559 00:33:51,920 --> 00:33:54,840 Speaker 1: of limited research on this. And also, you know, one 560 00:33:54,840 --> 00:33:57,480 Speaker 1: of my biggest things is you have broad use of 561 00:33:57,520 --> 00:34:02,240 Speaker 1: these medications without therapy. So physicians are prescribing these medications, 562 00:34:02,240 --> 00:34:06,480 Speaker 1: but they're not doing it with concurrent psychotherapy or behavioral 563 00:34:06,560 --> 00:34:10,439 Speaker 1: changes or as you're mentioning dietary issues, because we are 564 00:34:10,440 --> 00:34:14,120 Speaker 1: what we eat. As I've said at nauseum, if you 565 00:34:14,120 --> 00:34:16,879 Speaker 1: aren't having your child eating the healthiest they possibly can, 566 00:34:16,960 --> 00:34:19,279 Speaker 1: how can you possibly expect their brain to be as 567 00:34:19,320 --> 00:34:21,600 Speaker 1: healthy as possible if their body is not as possible. 568 00:34:22,719 --> 00:34:25,319 Speaker 1: I know I've already mentioned the black box warnings on 569 00:34:25,360 --> 00:34:28,719 Speaker 1: these medications that could increase suicide risk in kids, and 570 00:34:28,760 --> 00:34:31,839 Speaker 1: so not saying you don't go to these medications, I'm 571 00:34:31,960 --> 00:34:34,800 Speaker 1: just saying you have to try some things before, especially 572 00:34:34,840 --> 00:34:37,560 Speaker 1: because there are probably some kids that don't need to 573 00:34:37,560 --> 00:34:41,520 Speaker 1: be on it. And unfortunately, because they're so overused, the 574 00:34:41,640 --> 00:34:46,399 Speaker 1: children who truly truly would benefit from these medications are 575 00:34:46,440 --> 00:34:49,840 Speaker 1: having a hard time getting access to them because the 576 00:34:49,920 --> 00:34:52,400 Speaker 1: supply is not there. Because the demand is so great, 577 00:34:53,040 --> 00:34:55,080 Speaker 1: and so those are some of my concerns. I'm so 578 00:34:55,200 --> 00:34:58,080 Speaker 1: grateful Nikki that you came on today and gave us 579 00:34:58,280 --> 00:35:02,080 Speaker 1: these foundational tools we can use as parents to help 580 00:35:02,120 --> 00:35:06,040 Speaker 1: out our kids before jumping to seeing the doctor and 581 00:35:06,080 --> 00:35:08,600 Speaker 1: going straight to the medications. And you know, maybe we 582 00:35:08,640 --> 00:35:11,960 Speaker 1: do need medications in the individual case, but as long 583 00:35:12,000 --> 00:35:14,319 Speaker 1: as you're doing it with the lifestyle changes as well, 584 00:35:14,320 --> 00:35:15,560 Speaker 1: that's the best we can really hope. 585 00:35:16,200 --> 00:35:19,719 Speaker 2: Absolutely, And like I started with, I think just you know, 586 00:35:20,400 --> 00:35:24,200 Speaker 2: having parents and families know that they are probably already 587 00:35:24,200 --> 00:35:28,759 Speaker 2: doing more than they realize, and just you know, understanding 588 00:35:28,800 --> 00:35:30,399 Speaker 2: what it is that they're doing when they do things 589 00:35:30,440 --> 00:35:32,960 Speaker 2: like go for a walk or give their kid a 590 00:35:33,040 --> 00:35:36,280 Speaker 2: hug or take deep breath, and that there is science 591 00:35:36,320 --> 00:35:41,040 Speaker 2: behind it, that it can be incredibly effective, and that 592 00:35:41,360 --> 00:35:44,200 Speaker 2: all of this is helping their kids along the way 593 00:35:44,320 --> 00:35:48,160 Speaker 2: to develop healthy coping strategies as life gets more and 594 00:35:48,160 --> 00:35:49,880 Speaker 2: more stressful. And thank you. 595 00:35:49,920 --> 00:35:52,799 Speaker 1: So that's right, bring me on, Thank you. Well, we're 596 00:35:52,840 --> 00:35:55,799 Speaker 1: going to focus on not medicating away symptoms. We have 597 00:35:55,840 --> 00:35:58,520 Speaker 1: to address the root causes, do everything we can naturally 598 00:35:58,600 --> 00:36:01,120 Speaker 1: to try and address it, and then and only then 599 00:36:01,440 --> 00:36:04,960 Speaker 1: consider medications. Thanks again for coming on Wellness Unmasked, Nikki, 600 00:36:05,239 --> 00:36:08,879 Speaker 1: thank you more coming up on Wellness Unmasked with doctor 601 00:36:08,960 --> 00:36:15,440 Speaker 1: Nicol Sapphire. Well, that was an extremely informative conversation with 602 00:36:15,520 --> 00:36:17,960 Speaker 1: Niki Robbins. I am so grateful that she was able 603 00:36:18,000 --> 00:36:19,840 Speaker 1: to come on and give us some of her wisdom. 604 00:36:19,880 --> 00:36:23,200 Speaker 1: When it comes to this, all of us, mothers, fathers, 605 00:36:23,520 --> 00:36:26,000 Speaker 1: family members, just humans. All we want to do is 606 00:36:26,040 --> 00:36:29,800 Speaker 1: what's best for our children, and sometimes medication is the answer. 607 00:36:30,520 --> 00:36:32,040 Speaker 1: But wouldn't it be great if we could take a 608 00:36:32,080 --> 00:36:35,680 Speaker 1: step back, take the time and use science, back to 609 00:36:35,719 --> 00:36:40,120 Speaker 1: methods to try and decrease our levels of anxiety and 610 00:36:40,200 --> 00:36:44,759 Speaker 1: depression and panic that we all kind of feel sometimes. 611 00:36:44,760 --> 00:36:47,160 Speaker 1: I mean, we're living in a very fast world from 612 00:36:47,280 --> 00:36:51,279 Speaker 1: social media and the digital connectivity and the instant gratification 613 00:36:51,400 --> 00:36:54,279 Speaker 1: and the shortened attention spans and all of that. To 614 00:36:54,400 --> 00:36:57,120 Speaker 1: just take a moment and pause, take a walk in nature, 615 00:36:57,600 --> 00:37:00,920 Speaker 1: and it sounds kind of silly sometimes taking deep breaths 616 00:37:01,000 --> 00:37:04,920 Speaker 1: as we talked about, it's not just about taking a breath, 617 00:37:05,120 --> 00:37:09,240 Speaker 1: but what's the science behind that. Actually you're actually treating 618 00:37:09,280 --> 00:37:13,120 Speaker 1: yourself and not with stimulant medication or any other medication. 619 00:37:13,160 --> 00:37:15,799 Speaker 1: That comes with a black box warning something that is 620 00:37:15,800 --> 00:37:17,960 Speaker 1: actually beneficial to you and you didn't even need a 621 00:37:18,000 --> 00:37:21,560 Speaker 1: prescription for it. Thanks for listening to Wellness on Masks 622 00:37:21,560 --> 00:37:25,640 Speaker 1: on America's number one podcast network, iHeart. Follow Wellness Unmasked 623 00:37:25,719 --> 00:37:28,400 Speaker 1: with doctor Napole Sapphire and start listening on the pre 624 00:37:28,560 --> 00:37:32,440 Speaker 1: iHeartRadio app, Apple Podcasts, or wherever you get your podcasts, 625 00:37:32,520 --> 00:37:33,600 Speaker 1: and we'll catch you next time.