Couverture de Psyched2Parent: Turning Brain Science into Tiny Wins for Parents

Psyched2Parent: Turning Brain Science into Tiny Wins for Parents

Psyched2Parent: Turning Brain Science into Tiny Wins for Parents

De : Dr. Amy Patenaude Ed.D. NCSP
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 Psyched2Parent turns brain science into Tiny Wins for parents raising big-feeling, strong-willed, big-hearted kids, especially the ones who hold it together at school and unravel at home. I'm Dr. Amy Patenaude, a school psychologist and parent coach. We live in the real-life intersection of nervous system regulation, executive function, learning, and school supports. If you're stuck in the loop of meltdown, guilt, over-accommodating, try again tomorrow, you're in the right place. If you're wondering, "Is this ADHD? Anxiety? Autism? A learning difference? Or temperament?" you're in the right place. And if school emails make your stomach drop and you're not sure what to ask for in an IEP, 504, or meeting, you're in the right place. You'll get: Parent-friendly brain and nervous system explanations (what's under the behavior) Tiny Wins (three max) you can actually try this week Scripts you can steal for transitions, boundaries, homework, bedtime, and big moments School Translator Minute, clear next steps for emails, meetings, and support plans We talk about: after-school meltdowns and restraint collapse, morning chaos and slow launching, "no" moments and boundary blowups, anxiety and worry loops, perfectionism and shutdowns, screen-time conflict, and executive function skills like flexibility, planning, impulse control, and emotion regulation. Plus the school side of the mountain: evaluations, accommodations, executive function supports, IEPs, 504 plans, and advocacy without burnout. The goal is not a perfectly smooth day. The goal is recovery and repair, fewer power struggles, more connection, and a clearer path forward. Educational content only. This podcast does not provide therapy, diagnosis, or medical advice. If you're concerned about safety or your child's wellbeing, please contact a licensed professional in your area.2025 Hygiène et vie saine Parentalité Psychologie Psychologie et psychiatrie Relations
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    Épisodes
    • When Reading Isn't Clicking: The K–2 Evaluation, Dyslexia Questions, and What to Ask Before Retention Comes Up

      When Reading Isn't Clicking: The K–2 Evaluation, Dyslexia Questions, and What to Ask Before Retention Comes Up
      Jan 26 2026
      When Reading Isn't Clicking: The K–2 Evaluation, Dyslexia Questions, and What to Ask Before Retention Comes Up

      That "Reading Support / Next Steps" email can make your stomach drop—fast. In this episode, Dr. Amy Patenaude walks you through what a K–2 reading evaluation actually looks at (in normal human language), what "dyslexia questions" are most useful in early elementary, and what to ask for before retention becomes the whole plan. You'll leave with clear questions, calm scripts, and a Monday-morning-ready way to keep the plan specific (not vague "more time").

      In this episode you'll learn
      • How to break "reading" into the real K–2 skill stack (decoding, fluency, comprehension) so you can ask: "Below level in what, specifically?"
      • What a good evaluation is actually for: not just scores, but a plan that changes what happens on Monday morning
      • The dyslexia questions that matter in K–2 (patterns in phonological awareness, letter–sound connections, decoding, and progress monitoring)
      • How to run "retention" through a STOP-sign filter: time is not an intervention—so what changes besides time?
      • How to translate school-meeting phrases into parent power ("We'll do interventions" → which one, what dosage, what skill target?)
      • Short, calm scripts you can use without writing a 12-page email in the parking lot
      Tiny Wins to try this week
      • Dot log for 7 days: one sentence a day—what was hard, what helped.
      • Bring two work samples to the meeting: one "easy" and one "hard."
      • Put three questions on a sticky note (not a novel).
      • Reset before requests after school: snack, water, 10 minutes… then reading.
      • One sentence for your child: "This isn't pass/fail. This is to learn what helps your brain."

      Pick one. One is enough.

      Free resources
      • Boredom Buster Guide — quick ideas for those "I'm boooored" moments (without you becoming a cruise director). https://psyched2parent.myflodesk.com/boredomebusterguide
      • Big Feeling Decoder — make sense of meltdowns and big reactions (and figure out what they're really telling you). https://psyched2parent.myflodesk.com/bigfeelingsdecoder
      • 50 AI Prompts for Tired Parents — get help drafting school emails, scripts, and next-step questions when your brain is done for the day. https://psyched2parent.myflodesk.com/aiprompts4parents
      Disclaimer

      "This podcast is for informational and educational purposes only and is not medical, psychological, or legal advice. Listening to this podcast does not create a provider-client relationship. If you're concerned about your child's mental health, safety, or development, please consult a qualified professional in your area."
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      23 min
    • When Middle School Kids Say Scary Things: "Life Is Pointless," "Intrusive Thoughts," "I Want to Die" — A Calm, Clear Plan for Parents

      When Middle School Kids Say Scary Things: "Life Is Pointless," "Intrusive Thoughts," "I Want to Die" — A Calm, Clear Plan for Parents
      Jan 23 2026
      When Middle School Kids Say Scary Things: "Life Is Pointless," "Intrusive Thoughts," "I Want to Die" — A Calm, Clear Plan for Parents Today's episode is for parents of middle schoolers (roughly ages 11–14)—when your kid says big, scary things like "Life is pointless," "I have intrusive thoughts about death," or "I want to die," and your nervous system immediately lights up. We're building a calm plan that takes your kid seriously without catapulting you into spiraling or minimizing. Quick note: this episode is educational. If you're worried about immediate safety, treat it like immediate safety—stay with your child and get professional help right now. What you'll leave with A gut-check framework for the moment it happens: Is my child safe right now? and Can I hold calm?A real safety check—with direct language you can actually say out loudA home + school plan for what to do next (because with middle schoolers, we widen the circle) The core reframe We're not sprinting to worst-case. And we're not talking ourselves into minimizing. We do the grown-up job: stay steady, ask directly, make a plan, widen support. The Two-Question Gut Check When your kid drops a scary sentence, do this internal check: 1) Is my child safe right now? (Are they alone? escalating? saying things that feel urgent or specific?)2) Am I able to hold calm right now? (If you're flooded, bring in another adult, take one minute to regulate, or move the conversation to a place where you can be steady.) Parent scripts you can say Script 1: First 20 seconds (any scary statement) [low voice, slow] "Okay. I'm here. Thank you for telling me. I'm going to stay calm, and I'm taking you seriously." Script 2: The direct safety check (calm, no drama) "I need to ask you a direct question. Are you thinking about hurting yourself—yes or no?" If they say yes / "I don't know" / get very quiet: "Okay. Thank you for telling me. I'm staying with you. We're getting help today." Script 3: For "life is pointless / boring / repetitive" "I'm not going to argue with you or give you a motivational speech. I want to understand. Is this more like: 'everything feels pointless,' or is this: 'I'm thinking about ending my life'?" Then—either way: "Either way, you're not holding this alone. We're going to take the next right step together." Script 4: For "intrusive thoughts" language "Okay—thanks for naming that. When you say 'intrusive thoughts,' I need to sort one thing: Are these scary thoughts that pop in, or are you thinking about hurting yourself?" Then: "You're not in trouble for telling me. My job is safety and support. We're going one step at a time." If your gut check says "this might be unsafe" Stay with them. Don't leave them alone.Reduce access to anything that could be used for harm (quietly, not theatrically).Widen the circle same day: contact your child's clinician (if you have one), call your pediatrician, use local crisis resources, or go to an emergency setting if needed.Loop in school for support and monitoring the next day. School Psych in Your Back Pocket In schools, when a student is suspected to be at risk, best practice is: don't leave them alone, don't let them leave unescorted (even to the restroom), notify parents/guardians, and release only to an adult who can ensure safety. Also: we don't do pinky promises—we do plans (collaborative safety planning, not "no-suicide contracts"). When these statements often show up After school (the "held it together all day" collapse), bedtime (quiet + worry highlight reel), homework time (failure fear → catastrophic stories), and phone/social media (exposure happens even with good boundaries). This is where "balance, not blackout" and honest conversations matter. Big-feeling kid reframe "What's the point of living?" can sometimes translate to: "My brain is stuck on a scary question," "I'm overwhelmed," "I'm shaken by something I learned," "I'm afraid of failing," "I'm lonely," or "I can't turn my thoughts off." We hold compassion and we do a real safety check. A note about NSSI (self-injury) from the episode The episode also names that nonsuicidal self-injury (NSSI) can function as temporary emotion relief—and that NSSI and suicidal behaviors can co-occur, which is why we take it seriously and widen support. And: we don't punish the disclosure; we respond with steadiness and safety. Building the "glimmers" muscle Not "Just be grateful!" More like: "Your brain is stuck on the dark channel right now. We're going to practice finding one other channel too." Try questions like: "What was 2% okay today?" "What did you not hate?" "Where did your body feel a tiny bit calmer?" Tiny Wins for this week Write your 2-line plan in your notes app: "Breathe. Check safety. Ask directly. Widen support."Practice one script out loud when you're calm—so it's accessible when you're not.Do a low-drama media reset for one week: one daily check-in about what they saw/heard + discourage ...
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      24 min
    • How to Get Kids Off Screens: Dopamine, Tablets, and the Battle for Balance

      How to Get Kids Off Screens: Dopamine, Tablets, and the Battle for Balance
      Jan 22 2026
      Episode 17: Screens, Dopamine, and the Battle for Balance (Elementary Edition) Episode summary

      If "screens off" turns your child into a tiny lawyer with raccoon-level regulation, you're not alone. In this episode, Dr. Amy explains why tablets feel stickier than TV, what dopamine is actually doing in the brain, and how to build a predictable off-ramp so transitions don't blow up your whole day.

      In this episode you'll learn
      • Why stopping screens is a stack of skills, not just "listening"
      • Why tablets can be harder than TV (interactive, fast feedback, lots of control)
      • What to expect when you tighten a boundary (yes, it can get louder at first)
      • How to build an off-ramp that reduces battles without giving up your whole life
      Parenting scripts you can try
      • Off-ramp script
        "When the timer goes off, it's time to save, plug in, and move on. You can be mad and we're still doing it."
      • Choice within a boundary
        "It's time to be done. Do you want to turn it off now, or do you want me to help you?"
      • Preview plus empathy
        "In five minutes, we're turning it off. I know stopping is hard. I'll help you."
      • Neutral follow-through line
        "I'm not arguing about it. We can talk when your body is calmer. Right now it's plug in time."
      Tiny Wins to try this week
      • Pick one tricky tech window (after school or weekend mornings). Consistency in one window beats chaos in five
      • Use the same off-ramp steps every time: timer, finish, save, plug in, next step (snack, movement, dinner)
      • Create a device home base in a common area (charging spot outside bedrooms if you can)
      • Try one Phone Down micro-window for you (10 minutes a day: dinner, car line, bedtime)
      • Follow through cleanly once: no lecture, no debate, calm and done

      Pick one. One is enough.

      Free resources
      • Big Feelings Decoder: a quick way to decode big behavior and respond with more clarity. Grab it here: https://psyched2parent.myflodesk.com/bigfeelingsdecoder
      Disclaimer

      This podcast is for informational and educational purposes only and is not medical, psychological, or legal advice. Listening to this podcast does not create a provider-client relationship. If you're concerned about your child's mental health, safety, or development, please consult a qualified professional in your area.
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      21 min
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