Q: How much screen time is too much for a child?

Dr. Greenhaw: In a new policy statement, “Digital Ecosystems, Children, and Adolescents”, the American Academy of Pediatrics has moved away from strict time limits because they often create conflict within families. That said, there are still some general guidelines.

For children younger than 18 months, screen use is discouraged except for things like video chatting with family. For toddlers and preschool-aged children, small amounts of high-quality content may be appropriate, but the recommendation is still to keep it fairly limited.

As children get older, screens become harder to avoid entirely, but probably not nearly to the extent most kids use them today. Research shows average screen use increased dramatically after COVID, and many children are spending far more time on screens than recommended.

Q: Why are babies and young children so captivated by screens?

Dr. Greenhaw: It's actually neuroscience.

A baby's job is to learn about the world, and their brains are designed to orient toward things that are new, exciting and stimulating. Screens provide a constant stream of novel stimuli, so they're almost perfectly designed to capture a baby's attention.

The challenge is that babies learn best from real-world experiences and interactions with other people, not from a two-dimensional screen.

Q: Is educational content really different from other types of screen time?

Dr. Greenhaw: Kind of.

Many parents assume educational content is automatically beneficial, but the research is more nuanced. Some studies show that educational content can be helpful in small amounts, but the benefits tend to plateau after about 30 minutes per day.

Beyond that point, children begin experiencing more of the same risks associated with screen use in general.

It's also important to examine how the app or platform is designed. If it's loaded with advertisements, endless scrolling, autoplay features or in-app purchases, it's probably focused more on keeping your child engaged than supporting learning.

Q: What should parents know about "engagement-based design"?

Dr. Greenhaw: Many platforms are intentionally designed to keep users engaged for as long as possible.

Social media platforms, videos that automatically play the next video and apps that constantly encourage purchases all use strategies that keep children coming back.

If an app's primary goal is holding a child's attention rather than supporting development, that's something parents should pay attention to.

Q: What are the biggest concerns associated with excessive screen use?

Dr. Greenhaw: One helpful question for parents is: “What are screens replacing?”

Sleep is probably the biggest concern. When screens interfere with sleep, that can affect learning, mood and overall health.

The effects can also look different depending on a child's age.

For younger children, excessive screen use has been linked to language difficulties and attention problems. For preteens, screens can begin replacing opportunities to learn emotional regulation and face-to-face social skills. For teenagers, excessive use is associated with increased risks for depression, disordered eating and suicidal thoughts.

Q: What about educational screen use for schoolwork?

Dr. Greenhaw: Most of the concerns involve entertainment-based media rather than school-related work.

If a child is genuinely using their device to complete assignments, that's generally not where we're seeing the biggest problems.

What I recommend is having homework happen in a common area of the home where parents can casually supervise how devices are being used.

Q: How can parents tell when screen use is becoming a problem?

Dr. Greenhaw: The framework actually looks a lot like addiction.

Warning signs include:

· Becoming preoccupied with devices

· Constantly thinking about when they'll get screen time again

· Significant meltdowns when screens are removed

· Irritability when they can't use a device

· Giving up other activities they previously enjoyed

· Declining school performance

· Pulling away from friends and family

When screens start getting in the way of everyday life, that's a signal that the relationship may be becoming unhealthy.

Q: Do parents' screen habits really affect their children?

Dr. Greenhaw: Absolutely.

Research consistently shows a direct relationship between parent screen use and child screen use. Some studies suggest that for every additional hour a parent spends on a smartphone, children spend about 20 more minutes on screens as well.

Part of that is modeling. Kids watch what we do.

There's also a relationship component. When parents become absorbed in devices, children naturally seek attention. That can create a cycle where parent stress increases, device use increases and children act out to reconnect.

Q: If screens feel like they've taken over family life, where should parents start?

Dr. Greenhaw: First, give yourself grace.

These platforms are designed to capture our attention. This isn't simply about willpower.

One of the easiest places to start is creating screen-free zones, especially bedrooms. Sleep is one of the biggest things screens interfere with.

I recommend creating a family charging station somewhere outside bedrooms and having everyone, including parents, charge devices there at night. Ideally, devices should be put away at least an hour before bedtime.

Q: What's the American Academy of Pediatrics' approach to reducing screen time?

Dr. Greenhaw: They talk about something called "crowding in."

Instead of focusing only on taking screens away, focus on adding activities that naturally replace screen time. Family dinners, sports, physical activity, board games, time with friends and family interactions all help crowd out unnecessary screen use while supporting healthy development.

Q: Why is the dinner table such an important place to put devices away?

Dr. Greenhaw: Conversation is how children learn to communicate.

Think of a conversation like a volleyball game. One person serves the ball, the other person sends it back, and the interaction continues. When a parent continually looks at a phone during that exchange, it's like letting the volleyball drop.

Screens interrupt opportunities for children to practice communication, social awareness and emotional connection.

Q: What's your advice for parents working from home?

Dr. Greenhaw: Keep work and family time as separate as possible.

Young children may not understand every detail of a parent's job, but they can understand simple, consistent messages like, "Mommy is working right now," and later, "Mommy is done working and available now."

Consistency helps children understand expectations and reduces confusion.

Q: Many parents feel guilty about screen time. What would you say to them?

Dr. Greenhaw: Most families are struggling with this.

The majority of households aren't perfectly meeting screen-time recommendations, and parents should know they're not alone.

The goal isn't perfection. The goal is being intentional about your screen use and being present when you're with your children.

Q: What's the one screen-time rule every family should have?

Dr. Greenhaw: No screens at the dinner table.

Q: True or false: Educational content gets a free pass on screen-time limits?

Dr. Greenhaw: False.

Q: What's the biggest myth about screen time?

Dr. Greenhaw: That the amount of time matters most.

What children are doing on screens and what those screens are replacing often matters more than the number of minutes they're using them.

Q: When should a child get their first phone?

Dr. Greenhaw: This is complicated, and every child is different.

Parents should start talking about digital media literacy early so children understand things like advertising, algorithms and how platforms are designed to keep users engaged.

If you're looking for a general guideline, most children 12 and younger probably don't need a smartphone. A basic phone that allows calls and texts may meet most families' needs without introducing all the risks that come with smartphones and social media.

Final Thoughts?

Dr. Greenhaw: Focus less on the amount of time and more on what the device is getting in the way of. Ask yourself:

· What is my child doing on the device?

· Is it causing problems at home, school or socially?

· What activities is it replacing?

We can all become anxious about screen-time numbers, but those broader questions often matter much more than the clock.

Here's an edited Q&A from the conversation.

Q: What's one of the biggest misconceptions parents have about sports injury prevention?

Bass: Many parents focus on game day. They focus on when the whistle blows or when the competition starts. What often gets overlooked is everything that happens before that. Preparation, practice habits, warmups, conditioning and recovery all play an important role in helping reduce injury risk and improve performance.

Q: What does a good injury prevention routine look like before practice or a game?

Bass: It starts with a proper warmup. We want to warm up before we stretch, not stretch before we warm up. The goal is to create blood flow, get muscles and joints ready to perform, and make warmups a consistent part of every practice routine.

Sports are all about routines, and creating healthy routines can help reduce injury frequency.

Q: Does playing one sport year-round increase injury risk?

Bass: Research suggests that sports specialization can contribute to higher injury rates and burnout. Younger athletes should be encouraged to participate in multiple sports.

As young athletes grow and mature, their interests usually become clearer. In many cases, specialization happens naturally over time rather than needing to happen at a very young age.

The goal should be helping kids enjoy sports while developing a variety of skills.

Q: What are some signs that an athlete may be pushing too hard?

Bass: Parents and coaches should pay attention to changes in performance, soreness, swelling, stiffness and limping.

Athletes are often pleasers. They don't want to disappoint coaches, teammates or parents, and sometimes they don't immediately report that something is hurting.

That's why communication is so important. The earlier we identify a problem, the more options we have to help the athlete recover and continue participating safely.

Q: Why is it important for athletes to be honest about injuries?

Bass: Many athletes worry that reporting an injury will immediately take them out of competition. What I want them to understand is that athletic trainers and sports medicine professionals are advocates for the athlete.

Our goal is not to keep them from participating. Our goal is to help them recover, perform at their best and stay healthy over the long term.

Building trust helps athletes feel more comfortable speaking up when something doesn't feel right.

Q: What should parents know about concussions?

Bass: Concussions are medically classified as traumatic brain injuries, and they deserve serious attention.

One of the most important things parents need to know is that no two concussions are exactly alike. A concussion may look very different from athlete to athlete. Some athletes may experience headaches. Others may become sensitive to light or sound. Some may struggle with sleep, concentration or mood changes.

If symptoms develop after a collision, fall or impact, it's important to have the athlete evaluated by a medical professional.

Q: Can athletes drink too much water?

Bass: Parents ask that question quite a bit.

While it is technically possible to overhydrate under certain circumstances, most young athletes are much more likely to be under-hydrated than over-hydrated.

Hydration should be consistent throughout the day. Athletes should not wait until they feel thirsty to start drinking fluids, especially during practices and competitions in hot weather.

Q: Is heat illness preventable?

Bass: Heat illness is one of the most preventable sports injuries we see.

Proper hydration, acclimatization to heat, regular breaks and recognizing warning signs early can make a tremendous difference.

Parents should pay attention to symptoms like headaches, cramping, fatigue, dizziness and unusual behavior changes during or after physical activity in the heat.

When athletes begin experiencing heat-related symptoms, it's important to cool them down, rehydrate and seek medical attention when necessary.

Q: What's one thing every athlete should do before practice?

Bass: Say thank you.

Thank the parents, caregivers, coaches, teammates and everyone else who helps make it possible for you to participate.

Playing sports is a privilege, and gratitude is something every athlete can carry with them onto the field, court or track.

The Bottom Line

Preventing sports injuries isn't about one single technique or piece of equipment. It starts with consistent habits: proper warmups, good nutrition, hydration, recovery and honest communication when something doesn't feel right.

By helping young athletes build healthy routines and recognize warning signs early, parents can play an important role in keeping kids healthy, safe and in the game.

Parents are navigating conflicting opinions, social media discussions and misinformation. In the latest episode of For Kids' Sake, Alice Phillips, M.D., pediatrician and medical director for Ambulatory Quality at Cook Children's, discusses how families can find trustworthy information, understand immunization recommendations and feel confident asking questions and learn about the Cook Children’s Comfort Menu, a program designed to reduce fear and discomfort during vaccines and medical procedures.

Here's an edited Q&A version of the conversation.

Q: How should parents navigate all the information they're seeing about immunizations?

Dr. Phillips: First, please take a deep breath and pause and think, “who are my trusted sources?” and identify those. If something you read online sounds questionable, trust your instincts and bring those questions to your pediatrician. Parents don't have to sort through everything alone. We’ve been with you through sleepless newborn nights, potty training and maybe even scares at the hospital.

We’re here to help guide you through all of this information overload that we’re experiencing right now.

Q: Has anything changed about childhood immunization access?

Dr. Phillips: No. Families still have access to the same vaccines and should continue routine well-child visits. If your child is preparing for daycare, preschool or kindergarten, it's important to stay on track with those appointments and immunizations.

Q: What about delaying or spreading out immunizations?

Dr. Phillips: Parents have always had that option, but research has not shown delayed schedules to be safer. Delaying immunizations can create additional visits, increased costs and more stress for both children and families. If we did every shot separately, that is getting close to 30 or more visits for that child. That equals more time off work for families, trying to manage busy schedules, and a

Possibility that your child becomes scared of going to the doctor because they associate every visit with a shot.

Q: What is the Comfort Menu, and how can it help children who may struggle with shots or medical procedures?

Dr. Phillips: The Comfort Menu is a program developed by Cook Children's that helps children experience as little physical and emotional discomfort as possible during procedures like immunizations. We know shots can be scary, and we want to make the experience easier for both children and parents.

The Comfort Menu includes distraction techniques, toys, comfort positioning, parent involvement and tools that can help reduce discomfort. Sometimes parents naturally do some of these things themselves, like playing a child's favorite video during a shot. We also have other resources available, including numbing sprays and specialized comfort tools.

The program isn't limited to immunizations. It can also be used for IV starts, procedures and other situations where a child may feel anxious or afraid. For children who need additional support, we may involve Child Life specialists and other team members to help create a more positive experience.

The goal is simple: helping children feel as comfortable, supported and safe as possible during medical care.

Q: How are vaccines tested before they're approved?

Dr. Phillips: Vaccines go through extensive testing, including animal studies and three phases of human trials that evaluate safety and effectiveness. After FDA review, Cook Children's takes one step further and also conducts its own internal review process before adopting new vaccines. It's not a rubber stamp, we analyze all the evidence and research and a vaccine goes through these multiple steps before it’s ever introduced.

Q: You've shared that immunization is personal for you. Why?

Dr. Phillips: I’m very passionate about the pneumococcal vaccine because I’ve had two patients pass away from pneumococcal disease. Once it happens, it happens fast and it’s a hard bug to stop and it’s very powerful.

When the pneumococcal vaccine was first introduced, my own daughter was nine months old and received the very first dose given in my clinic. That's how strongly I believed then, and continue to believe today, in the protection vaccines provide.

I was willing to give my baby the first dose because it is an amazing thing, that we have these to save our kids. We aren’t just doctors, nurses or staff. We are moms too and in the end, we all want our kids to grow up happy and healthy and we have to focus on that.

*Additional information about the pneumococcal vaccine:
It protects against bacteria that can cause ear infections, pneumonia and other serious illnesses. The vaccine helps your immune system recognize and fight these germs before they can make you sick.

Q: Is it okay for parents to have questions?

Dr. Phillips: Absolutely! 100%. You ask questions about diapers, why wouldn’t you ask questions about vaccines?

Immunization science is complicated. Parents should feel comfortable asking questions and discussing concerns with their pediatrician. Don’t be afraid to ask questions.

Q: Is delaying immunization safer?

Dr. Phillips: No. Some diseases pose their highest risk during the first 12 months of life. Delaying immunization may leave children unprotected during their most vulnerable period.

Q: What's one of the biggest immunization myths?

Dr. Phillips: That vaccines are more dangerous than the diseases they prevent. Many vaccine-preventable illnesses can cause serious complications, and some can become life-threatening very quickly.

Q: Where should parents go for trustworthy information?

Dr. Phillips: Start with your pediatrician and evidence-based resources. If you see something online and aren't sure about it, bring it to your doctor and discuss it together.

Q: What would you say to a nervous parent?

Dr. Phillips: Every time I hear or read something new, I think, “Man. Parents must not just be nervous, they must be scared too.”

You're doing good work. You want what's best for your child. Keep asking questions and when you’re hearing something strange, lean on trusted medical professionals who can help you navigate those decisions.

Q: What is one thing parents should never feel embarrassed to ask?

Dr. Phillips: Anything. There are no bad questions.

And also flipping that on its head, parents should not be afraid to hear questions from us. When a family comes to me and they are worried about vaccines and don’t know what to do, I try to ask lots of questions about their worries and fears.

That is how we solve these problems and get to a solution that we’re all happy with.

Final Thoughts

Dr. Phillips: These are difficult times for many families. We understand that. Pediatricians and parents share the same goal: helping children grow up healthy and protected. We want families to know we're here to help.

Q: How can parents tell the difference between a child who is occasionally distracted and one who may have ADHD?

Dr. Watkins: The biggest difference is consistency across multiple settings. Children with ADHD often struggle not just at home, but also at school, during extracurricular activities and in other environments.

Parents and teachers may notice difficulties staying seated, following directions, waiting their turn, staying organized or completing tasks. Teachers often report that these children require more redirection to stay focused and on task.

Q: What are some common signs of ADHD that caregivers and teachers may notice?

Dr. Watkins: ADHD symptoms generally fall into three categories: inattention, hyperactivity and impulsivity.

Signs may include:

• Frequent daydreaming
• Becoming distracted easily
• Needing repeated reminders to stay on task
• Excessive fidgeting
• Difficulty remaining seated
• Trouble standing in line or waiting their turn
• Blurting out answers
• Interrupting conversations or activities
• Difficulty organizing schoolwork or belongings

These behaviors occur more frequently and persistently than what would typically be expected for a child's age.

Q: At what age can ADHD be diagnosed?

Dr. Watkins: According to the American Academy of Pediatrics, ADHD can typically be diagnosed starting around age 4. Before that age, many behaviors associated with ADHD, such as impulsivity, high energy and short attention spans, are also normal parts of early childhood development.

Most children in the United States are diagnosed between ages 6 and 7, often after concerns are raised by teachers.

Q: If parents are concerned about ADHD, where should they start?

Dr. Watkins: Start by gathering information from the people who spend the most time with your child. Teachers are often the first to notice patterns because they work with many children and can compare developmental behaviors across age groups.

Parents know their children best, though, and their observations matter too. Coaches, dance instructors, childcare providers and other trusted adults can also provide valuable insight.

Once concerns are identified across multiple settings, families should talk with their pediatrician or primary care provider about an evaluation.

Q: What if a child is homeschooled?

Dr. Watkins: It can be more challenging because there are fewer opportunities for comparison. However, parents can still look for patterns.

Is your child taking significantly longer to complete assignments than siblings or peers? Are they becoming distracted more frequently during lessons? If they participate in homeschool co-ops, sports, church activities or other group settings, do they require more redirection than other children their age?

Looking at behavior across different environments remains important.

Q: What is a 504 Plan?

Dr. Watkins: A 504 Plan provides accommodations that help students access learning more successfully in the classroom.

Examples may include:

• Preferential seating near the teacher
• Modified assignments
• Frequent check-ins for understanding
• Small-group testing
• Additional support with organization
   

Creating a 504 Plan typically involves collaboration among parents, teachers, school staff and the child's healthcare provider.

Q: How is an Individualized Education Program (IEP) different from a 504 Plan?

Dr. Watkins: An IEP, or Individualized Education Program, falls under special education services and is intended for students who require more comprehensive support.

While a 504 Plan focuses on accommodations, an IEP provides specialized educational services and goals tailored to a student's needs. The process is more involved and often includes formal evaluations from educational specialists, school psychologists or speech-language pathologists.

Because of those evaluations and planning requirements, IEP implementation typically takes longer.

Q: What is the Child Find program, and how can it help families?

Dr. Watkins: Child Find is part of the Individuals with Disabilities Education Act and requires public schools and charter schools to identify and evaluate children who may need special education services.

The program serves children from birth through age 21. Younger children may qualify for early intervention services, while school-aged children can receive evaluations and support through the public school system.

Parents who have concerns can discuss them with their child's pediatrician or teacher to begin the process.

Q: Are children being overdiagnosed with ADHD?

Dr. Watkins: Parents are exposed to an overwhelming amount of information, and much of it can be contradictory.

Rather than focusing on debates about overdiagnosis, it's important to focus on the child in front of you. If a child is struggling academically, socially or emotionally, an evaluation can provide answers and guidance.

On the other hand, not every energetic, daydreaming or quirky child has a disorder. Every child has unique traits and develops differently.

Q: What's the biggest misconception about ADHD?

Dr. Watkins: One of the biggest misconceptions is that children with ADHD are behaving badly on purpose.

ADHD is a neurodevelopmental disorder. Many of the behaviors associated with it stem from impulsivity and difficulty regulating attention, not deliberate defiance. These children are not trying to be disruptive. Their brains simply process information differently.

Q: Is it better to wait and see or ask questions early?

Dr. Watkins: Both.

If you're concerned, ask questions early. Gathering information helps you understand what to watch for and what may be developmentally appropriate. Then you can continue observing your child with better context and guidance.

There's no harm in learning more.

Q: Should parents worry if their child learns differently than other children?

Dr. Watkins: No. Every child learns differently.

Differences in learning styles do not automatically signal a problem. The key question is whether the child is thriving and progressing or struggling significantly compared to expectations for their age and environment.

Q: What's one thing you wish every child could hear from the adults in their life?

Dr. Watkins: “You're doing a good job.”

It's easy for adults to focus on correcting behaviors, improving grades and helping children meet expectations. But being a kid is hard. Children need encouragement, reassurance and reminders that they're loved and valued for who they are, not just for what they accomplish.

Q: What's your message to parents who worry they're not doing enough?

Dr. Watkins: If you're concerned about your child, showing up, asking questions and looking for ways to support them, you're doing enough.

Parents often put tremendous pressure on themselves, but perfection isn't the goal. Being a caring, engaged and "good enough" parent matters far more than having all the answers.

Final Thoughts?

Dr. Watkins: In today's world, it's easy to assume every challenge means something is wrong with your child. But sometimes kids are simply kids. They may be energetic, distracted, imaginative or a little wiggly, and that's perfectly normal.

Pay attention to patterns, trust your instincts and seek guidance when concerns arise. Most importantly, remember that every child develops in their own way and deserves support, understanding and encouragement along the way.

In 2021, a surge in suicide attempts among children and teens was a call to action for Cook Children’s Health Care System.

In March of that year, a record 43 patients were admitted to Cook Children’s Medical Center – Fort Worth after attempting suicide. This staggering figure was nearly double the number of suicidal patients seen previously. Even worse, kids were dying.

In 2020, Cook Children’s recorded seven suicide deaths, marking the first time suicide was the leading cause of trauma deaths at the hospital, surpassing child abuse and car wrecks.

“We started the journey back in 2021, when we were seeing the devastating increases in kids and teens trying to take their own lives,” said Wini King, co-host, executive producer, and Chief of Communications and Employee Connections at Cook Children’s.

The Joy Campaign was launched as a suicide prevention communication initiative. Joy, an acronym, reminds us all to ‘Just Breathe,’ ‘Open Up,’ and ‘You Matter.’

After a year of articles, media interviews, and speaker requests from the public, the Joy Campaign grew into the Raising Joy podcast. Feb.11 marks the 100th episode.

Hosted by King and Kristen Pyrc, M.D., medical director of outpatient psychiatry at Cook Children’s. The podcast tackles tough topics like depression, anxiety, stress, bullying, and social media.

Dr. Pyrc recalls treating patients as young as 6 and 7 for suicide attempts.

Anecdotal stories like this one are backed up by data collected through Cook Children’s Emergency Department (ED). In 2022, more than 30,000 patients in the ED, aged 8 and up, were screened using the Ask Suicide Questions (ASQ) tool. The results were alarming. Six hundred and forty kids screened positive for suicide risk and a crisis contact information sheet was provided to more than 2,000 families.

Dr. Pyrc and King recall seeing the shocking data.

“It was right here in our very backyard, in front of our very eyes,” said King. “It was a lot.”

Hard conversations

Three years later, the Raising Joy podcast has listeners in 60 countries and more than 23,000 downloads.

King and Dr. Pyrc interview medical professionals and families who share their personal experiences. They both say those personal stories have been the most impactful.

“We have had a lot of people who lost babies, who are taking care of catastrophically ill babies, but still manage to smile, encourage and inspire,” King explained.

Dr. Pyrc adds some of her favorite episodes have been speaking to teens, and hearing their insights.

While the goal is to make a difference in the community, Dr. Pyrc shared that these conversations have also impacted her parenting.

One of her most memorable guests was Brad Hunstable, a Fort Worth father who lost his son Hayden to suicide just four days shy of his 13^th birthday. Hunstable was one of the first people to open up and share his story for the Joy Campaign. He later appeared as a guest on Raising Joy.

“That was very impactful for me, and it changed more how I parent than how I practice being a psychiatrist,” explained Dr. Pyrc.

She shared how this episode impacted her conversations with her kids, especially when they are sad or seem down. Dr. Pyrc emphasized the importance of open communication and nonjudgmental responses to children’s questions.

“I do not want a child ever to think that there is anything that they can do or say, that would justify them having to think, ‘I need to because my mom or dad are disappointed,’” King said.

While the conversation around mental health has increased since 2021, the need for resources continues to rise.

In 2023, Cook Children’s screened more than 32,000 patients in the ED with the ASQ tool. Of those, 713 screened positive for suicide risk and a crisis contact information sheet was provided for 2,221 kids struggling with sadness and worry. Twenty-four children were suicidal but were visiting the ED for a different medical complaint.

While 2024 data is still being compiled, Dr. Pyrc and King continue to focus on informing and educating the public about mental health. King hopes that parents can relate and find solace in their own experiences by hearing from others.

“Hearing the incredible life experiences of others helps you understand your circumstances are not impossible,” King said.

Raising Joy has inspired many parents and families across the world to be more open about their mental health needs and how to seek guidance. Listen to the amazing guests and stories on Apple Podcast or Spotify here.

Cook Children’s Health Care System announced today the release of its new mental health podcast, Raising Joy. The podcast is part of the JOY Campaign, which launched in April 2021 as a suicide prevention communication initiative, and aims to reach parents through honest conversations about the mental wellbeing of children and teens.

“The pandemic was extremely difficult for kids and families and we’re going to be dealing with the results of that for a long time,” said Kristen Pyrc, M.D., co-medical director of Psychiatry at Cook Children’s and co-host of Raising Joy. “My hope with this podcast is that we can empower parents with tools and strategies they can use to support their children, as well as themselves.”

In addition to Dr. Pyrc, Raising Joy is co-hosted by Wini King, Chief of Communications, Inclusion, Equity and Diversity at Cook Children’s. Each week, the two will interview guests about topics such as depression, anxiety, stress, adverse childhood experiences, bullying and social media (to name a few).

“This is bold. It’s not something you might expect from a children’s hospital but I can tell you it’s something special,” King said. “In the few episodes we’ve already recorded, my jaw has dropped from what our guests have shared. We’ve heard incredibly impactful stories of personal struggle and resilience. I hope listeners walk away from our podcast knowing they are not alone, and that there is hope and help.”

Episode two of Raising Joy features a particularly raw conversation with pediatrician Kathleen Powderly, M.D., of Cook Children’s Pediatrics Magnolia in Fort Worth. Dr. Powderly is credited with sounding the alarm that sparked the Joy Campaign. 

In early 2021, she sent an email to leaders across Cook Children’s making them aware of the dramatic increase in suicidal patients she was seeing in her practice, some as young as 7. It turned out what she was seeing was a trend throughout the health care system and the country.  

“Dr. Powderly’s passion for this topic comes through within minutes. She courageously opened up about her own experience with depression and burnout. This is a conversation every parent and physician should hear,” said Dr. Pyrc. “Even with the first couple episodes, Raising Joy is bringing the topics that we typically bury out into the light. It’s an out-of-the-box that I’m very proud to be a part of.”

Season one of the Raising Joy podcast will run through May with new episodes becoming available each Tuesday. It is currently available on all major streaming platforms including Apple, Spotify, Google Podcasts and YouTube.

Cheryl Petersen has had an amazing career in the nursing field. She came to Cook Children’s with the plan to help start the Pediatric Intensive Care service. She has held many nursing leadership positions at Cook Children’s and currently serves as the Chief Nursing Officer.

Ways to listen:

• Listen on Soundcloud
• Subscribe for series on iTunes
• Download/Listen to MP3
• Google Play

The world is changing quickly. The world of medicine is no different. Understanding how these changes affect you, your practice and your organization is critical to your success as a leader. At times, the amount of change can seem overwhelming. It feels at times that there is no order, only chaos.

• How do we survive in this environment?
• What is complexity?
• How do we see it in today’s world, both inside and outside of healthcare?
• How do we navigate the world of consumerism and value based health care?
• How do we as leaders prepare to work in this environment?

Listen to this episode of the Pediatric Leadership Podcast with our guest Mary Uhl-Bien is the BNSF Endowed Professor of Leadership at the Texas Christian University Neeley School of Business:

Ways to listen:

• Listen on Soundcloud
• Subscribe for series on iTunes
• Download/Listen to MP3

There is no single criteria that makes a person eligible to lead. Education, job title and seniority can all be a start to establishing a role as a leader. But sometimes, the best leaders aren’t the highest ranking of any of the three. Today we are going to talk about leading when you are starting your career and how an early-career physician can develop leadership skills when they are not the most senior physician on their team.

Today’s guest is Matthew Carroll, M.D. He is a pediatric hospitalist at Cook Children’s and serves on Quality Improvement/Practice Management. Prior to coming to Cook Children’s, he served as the chief resident at Cincinnati Children’s Medical Center.

Questions to work through on the topic:

• What do you think are some personality characteristics that allow you and other young physicians to find roles within leadership?
• How big of a factor is the institutional culture toward the ability to develop young leaders?
• How do you see medicine changing now and as we go into the future?

Ways to listen:

• Listen on Soundcloud
• Subscribe for series on iTunes
• Download/Listen to MP3

Navigating Transitions in Leadership

Frank McGehee, M.D., is a pediatrician in the Cook Children’s Magnolia clinic. He practices in an office that has roots in an 80-year tradition of providing excellent patient care to the children of Fort Worth. He has seen many changes in medicine, but still believes that the heart of pediatrics lies in his connection with families.

There are probably a bunch but what are a few of the big changes you have seen in pediatrics over your career?

How have you seen your role in leadership change over your career?

What do you see coming for you in leadership in the next few years?

Ways to listen:

Listen on Soundcloud

Subscribe for series on iTunes

Download/Listen to MP3

What does servant leadership mean to you?

How has your thinking changed since you transitioned into this leadership role?

How do the principles of servant leadership serve you well as a leader in pediatric medicine?

How does an organization stick to their roots and culture when things are changing?

Quote:

“Sometimes we have a crucial conversation about something that needs to be changed in order to make you better at what you do, about the way you think about things. “- Dr. Britt Nelson

“Always with a heart of: I want something better for you and for the patient you are taking care of.” – Dr. Britt Nelson

“Picture the child in front of you who needs what you are talking about. Will you go to war for that?” – Dr. Britt Nelson

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Stop screaming in the car!

That's enough!

Just stop!

I'm the “out-of-home” worker in our family, while my wife is able to do her job mainly from the house. Therefore, I usually have:

1. brief periods of time alone with the 3 kids.
2. time at home when the duties are shared between my wife and me.

Because of Mother's Day Weekend, I got to spend more time alone with the 3 littles this weekend (all under 5).

As the weekend wore on, there were more moments of frustration.  I'd like to think they were just particularly crazy this weekend but I'm sure that would just be lying to myself and trying to justify my frustration.

Finally, on the way to get some tortillas for dinner Sunday night, after repeated attempts to get my kids in the car, listening to them scream at each other and seeing my 3 year old more or less punch my 5 year old in the face....

"Stop screaming in the car!

That's enough!

Just stop!"

I didn't REALLY yell at them. They weren't physically threatened. But, there were three pair of scared eyes looking back at me in the rear-view mirror.

Fortunately, a week before, I'd listened to Michael Hyatt's Podcast: 4 Difficult Sentences for Leaders.

In it, he outlines a four-sentence method for apologizing:

Sentence #1: I am sorry.

Sentence #2: I know that hurt.

Sentence #3: I was wrong.

Sentence #4: Will you please forgive me?

He also reminds us to avoid using terms like if and but...

So, I had the 5 minute drive home to think about it. The kids were quiet by now. They had either forgotten about it, they were too terrified to speak or Thomas the Tank Engine^™ just got much more interesting.

But when we got home, here's how it went:

"Guys, I'm sorry I yelled at you. I know that was scary. I should not have done that. Will you please forgive me?"

Some tips:

1. Apologize specifically for what you did, recognize how they felt, apologize again and ask forgiveness.
2. Don't use ifs or buts.  It was very tempting to say, "I'm sorry I yelled at you guys, but you should have come quicker and you shouldn't have been screaming and you shouldn't..."  But, then I'm not truly acknowledging the fact that I shouldn't have raised my voice.

There has been talk in the media and blogging world lately about how forcing your kids to apologize doesn’t actually teach them to apologize. I’ve seen this to be true in my family, they barely get the “I’m sorry” out before they are running off to do something else and very likely to come back and do the same thing two minutes later.

However, there are many reasons to apologize to your kids. First, modeling that one should apologize when they are wrong is a better method of teaching your children the power of apology. Another benefit is what it does for you. After apologizing, I was back in the right frame of mind to go back inside and parent more positively and with more patience rather than continuing to be angry and letting my kids suffer the ongoing consequences. It sure didn’t hurt that I heard this in return:  

5 yo: Of course, we forgive you.

3 yo: Yeah, we wuv you dad.

Almost 2 yo: Go, go; pway, pway; hungy!!

Well, 2 out of 3 isn't so bad.