What Be Everything You Are! really means

What Be Everything You Are! really means

This episode is about the belief that sits underneath everything at BEYA. Children living with ADHD are more likely to carry lower self-esteem into adulthood without the right support early. Mon shares what the research says about strengths-based approaches, and what be everything you are really means. Science references: Harpin, V., Mazzone, L., Raynaud, J.P., Kahle, J., & Hodgkins, P. (2016). Long-term outcomes of ADHD: A systematic review of self-esteem and social function. Journal of Attention Disorders, 20(4), 295–305. Dobin, A., et al. (2023). Neurodiversity in practice: A conceptual model of autistic strengths and potential mechanisms of change to support positive mental health and wellbeing. Advances in Neurodevelopmental Disorders. DOI: 10.1007/s41252-023-00348-z

Why 'if-then' plans work for children living with ADHD

One simple sentence structure brought children living with ADHD to the same impulse control level as their peers in a research setting. In this episode, Mon shares how she uses if-then plans daily at home and in her classroom, why the immediate reward built into the structure matters so much for the ADHD brain, and how to start using this tool today. Be Everything You Are! Organiser [https://www.beeverythingyouare.com.au/products/2026-undated-school-15-week-organiser]Science reference:Gawrilow, C., & Gollwitzer, P.M. (2008). Implementation intentions facilitate response inhibition in children with ADHD. Cognitive Therapy and Research, 32, 261–280. DOI: 10.1007/s10608-007-9150-1

The habit of boundaries

Consistency isn't about being strict. It's about being predictable. In this episode, Mon unpacks the science behind why clear, consistent boundaries help children living with ADHD feel safer, behave better, and learn more. Be Everything You Are! Organiser [https://www.beeverythingyouare.com.au/products/2026-undated-school-15-week-organiser] * Patterson, G. R. (1982). Coercive Family Process. Castalia Publishing. * Patterson, G. R., Reid, J. B., & Dishion, T. J. (1992). Antisocial Boys. Castalia Publishing. * Luman, M., Oosterlaan, J., & Sergeant, J. A. (2005). The impact of reinforcement contingencies on AD/HD: A review and theoretical appraisal. Clinical Psychology Review, 25(2), 183–213. * Doffer, D. P. A., et al. (2023). Sustained improvements by behavioural parent training for children with ADHD. JCPP Advances, 3, e12196. * Clear, J. (2018). Atomic Habits. Penguin Random House.

The podcast is changing

After 54 episodes in two months, Mon is making a change. Three episodes a week with the same science and the same honesty.

Heavy work and why it calms the ADHD brain

Carrying, pushing, pulling, lifting. Heavy work might be the simplest and most underused movement strategy for children living with ADHD. In this episode, Mon explains the body's sensory awareness system in plain language, shares what she has seen firsthand through a school heavy work program, and gives practical everyday examples any family can build into their daily routine. Backed by a 2026 randomised controlled trial from the American Journal of Occupational Therapy. Be Everything You Are! Organiser [https://www.beeverythingyouare.com.au/products/2026-undated-school-15-week-organiser] Science reference: Kaya Özçelik, A., & Kayıhan, H. (2026). Comprehensive effects of occupational therapy using Ayres Sensory Integration in children with ADHD: A randomised controlled trial. American Journal of Occupational Therapy, 80(1). DOI: 10.5014/ajot.2026.050529