You’re going to hear about the double marginalization of being Black and neurodivergent, and how to find neurodiversity-informing care for your child.
When raising a child who is living with the intersectionality of being both Black and neurodivergent—having a diagnosis of dyslexia, autism or ADHD, for instance—it can be hard to discern whether the barriers to physical and social access are due to race or to neurodivergence. In this episode, Dr. Nanika Coor talks with psychiatrist Dr. Loucresie Rupert to give parents tips for dealing with the institutional racism and disability bias they may run into when seeking affirming care for their children.
Find Dr. Rupert on the web:
https://insightfulconsultant.org/
https://www.instagram.com/under_1umbrella/
Project Parenthood is hosted by Dr. Nanika Coor.
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Hey parents! You're listening to the Project Parenthood podcast. I'm your host, Dr. Nanika Coor, clinical psychologist and respectful parenting therapist. Each week, I’ll introduce you to the same respectful parenting practices that I use to help parents repair and deepen connections with their children. You’ll get tips for cultivating more parental self-compassion, more cooperation from your kids, and more joy, peace, and resilience in your relationship with them.
In today’s episode, I’m talking with Dr. Loucresie Rupert, a child, adolescent, and adult psychiatrist who specializes in neurodiversity, such as ADHD, Autism, and learning differences. You’re going to hear about the double marginalization of being Black and neurodivergent, and how to find neurodiversity-informing care for your child. Stick around till the end to learn about important things to advocate for on your child’s individual education plan (IEP).
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Loucresie Rupert MD, is a child, adolescent, and adult psychiatrist who specializes in neurodiversity (ADHD, Autism, learning differences, etc.), children with trauma, children in foster care or who have been adopted, and adults with developmental disabilities. She completed medical school and her adult psychiatry residency at the University of South Alabama. She completed her child and adolescent psychiatry fellowship at the University of Alabama at Birmingham.
She currently aids in the fight towards racial, sexual orientation, gender identity, religious, areligious, disability, and neurodiverse equality through her work as co-founder of Physician Women SOAR (Support, Organize, Advocate, Reclaim), an organization of physician women that raises money, awareness and educates for the aforementioned intersectional causes.
Dr. Rupert also serves her community through her participation in B.L.A.C.K. (Black Leaders Acquiring Collective Knowledge). She aims to help empower those with mental health diagnoses and neurodiversity through her company Insightful Consultant LLC via speaking engagements, education, and training on a plethora of mental health and diversity-related topics.
Dr. Rupert is also an adoptive parent of 2 wonderful children, and she enjoys traveling, exploring new places, and spending quality time with her family.
Here’s my chat with Dr. Rupert:
The following is a rough transcript of the conversation. For final quotes, please refer to the audio.
Dr. Nanika Coor:
Hi everyone. I'm here now with child, adolescent and adult psychiatrist Dr. Loucresie Rupert. Dr. Rupert, I'm so glad to have you here at Project Parenthood to talk with us about supporting and advocating for neurodiverse Black children and the impact of systemic issues in society on whether or not some neuro divergent Black kids are seen and supported at all in educational and clinical settings. So, thanks so much for being here to talk with us.
Dr. Loucresie Rupert:
Thank you. I'm very happy for the invite, and very excited about this topic. Neurodiversity in general is my passion, but of course, I tend to focus on Black neurodiversity because I'm Black.
NC:
LR:
Yeah. So I actually went into medical school. I wanted to be a doctor since I was like five years old. I wanted to be a pediatrician and I always wanted to be a pediatrician that helped kids, particularly abused kids, and really child psychiatry fits that, right? But growing up kind of a poor kid in Mississippi from a super religious family, we didn't really talk about psychiatry in general. So I don't know that I even knew what psychiatry was growing up. So I get to medical school, did all of my rotations,and I loved anything that had to do with kids. So still thinking very strongly, I'm gonna be a pediatrician. My very last rotation of third year, which is the year we have to choose what specialty we want to do,
was psychiatry, and just by chance I was assigned to child psychiatry for that month. So I go to my rotation. I had heard from lots of people who have done it, it's gonna be super sad. You're gonna cry all the time. You're not gonna like it. So I'm like, that's fine, I’ll just use it to study for my boards. Get there, loved it. The attending that I was working with was like, “You're not gonna be a pediatrician. You're gonna be a child psychiatrist.” At this point, I already had started choosing residency programs I wanted to go to. I hadn't filled out the applications yet. It wasn't time for that. But I had started choosing, I had written my personal statement and I'm like, “Oh no, I won't be changing. Like, that's, no.”
So then of course, by the end of the rotation, I of course come up to him and I'm like, “By the way, can I get a letter of recommendation? I'm changing to child psychiatry.” I kind of figured I was ADHD in medical school. But at that time I was not officially diagnosed yet. So even before I kind of started this neurodiverse journey, child psychiatry really spoke to me. I loved just being able to really change, you know, you could change the trajectory of someone's complete life in their childhood. So that really just reached out to me. I loved it. So like I said, in medical school, I kind of figured out that I was ADHD, went to get tested for it at some point and went to a psychologist who was an older white male who did my testing.
He told me that I did not have ADHD, but didn't really give any guidance in general. So I requested my medical records. Once I got my medical medical records, I saw that he had put that I had narcissistic traits because I thought I can do great things like be in medical school. Let's note that I was actually in medical school,
I was doing it. But I will say that medical school did really make me question my intelligence because it was so hard for me as somebody with ADHD. I survived through all of my schooling using flashcards,but you can't use flashcards in medical school. It's just too much information to sit out and write that. It did make me question, like my self-esteem did drop, but it wasn't because I wasn't smart enough to be in med school. It's because I had untreated ADHD.
All physicians have to take a test that when you passed it allows you to say you're a general physician and then once you finish your specialized training, you take another test to say you're a pediatrician, psychiatrist in internal medicine, whatever. So I flunk that test. It was over two days. It was I think eight or nine hours the first day and like five hours the second day. Just way too much time for me to sit and focus and concentrate. So that's when I decided to go get tested again.
Same time, in residency, I also decided to be a foster parent, and both of my kiddos that I ended up adopting through the foster care system are also neurodiverse. So at the same time as I was kind of discovering my neurodiversity, I was going through testing with them and their neurodiversity. It just brought everything full circle. I'm neurodiverse, my kids are neurodiverse, my life is kind of centered around neurodiversity. I do really well with these patients. I guess I never said, “Hey, I'm gonna specialize in neurodiversity.” I just do really well and people just start sending these patients to me.
NC:
Mm-hmm.
LR:
Mm-hmm.
So they kind of coined the term neurodiversity as a way to describe the way your brain works differently than the quote unquote typical person, but not from a deficit model. So that's how neurodiversity came about. And then neurodiversity- affirming, you know, just like LGBTQ-affirming and all of that is people. So whether it's professionals, parents or whatever that allow you to thrive as someone neurodiverse, instead of trying to make you a neurotypical person, which neurotypical is basically someone that doesn't have ADHD or autism, these learning differences, things like that. Ableism was, to my knowledge, first coined by the disability community. Ableism is not being affirming or not creating space for disabled people, which a lot of diagnoses in the neurodiversity community can also be a disability.
But,disability extends past that too. So physical disabilities, all of that good stuff. And so with ableism you are overlooking things like the accommodations or you're not seeing things through a disability-affirming lens. For instance, I was talking about, and this is a personal story that has not put me in a good light. I currently have mobility issues. So I have a neurodiverse kind of disability and I'm currently having some physical disability stuff. And I was talking with a friend about how my mom normally comes with me on family trips. So me and my kids, my mom were at Disney World and I was getting so upset with her cause she had to stop and take breaks. And I'm like, “We gotta do this, we gotta do this, we gotta do this.” That was me being ableist. And now as somebody that has physical mobility issues, it shouldn't take that, but unfortunately for me it did. Now when I have to stop and take a break I'm like, “Oh my God, this is what I was doing to my mom, right?”
NC:
Yeah. And I'm thinking about looking through the lens, right? That so many people who are able-bodied, for instance,if we're taking your example, an able-bodied person does not always consider the way a person who may have a physical disability would be able to access the same space, right? Like, are the people who own this business considering that not every person who wants to take part in this service is an able-bodied person? And I think that that's really something. Sometimes we're just not imagining what life is like,right? From the point of view of someone whose life is different, right?
Can you talk about, in light of that neurodiversity lens and ableism lens, can you talk about the stigma in the intersection of Black lived experience and neurodivergence?
LR:
Yeah. I think in some ways, being ADHD and autistic, I'm autistic also, in the Black community, for me, was kind of a blessing. And I’ll talk about that first and then I’ll talk about the stigma. Southern Black communities,
And I don't know that that would've been true in non southern Black communities. I don't know that would've been outside of my community that I grew up in. But with that said, the flip side is that Black people have been through a lot and we are considered strong. And for a long time we kind of took that title on as a badge of honor. And I think now people see that as it's really used to make us suffer more things than we should. And so we're like, “Nah, nah, we need help.”
NC:
“You're so resilient so I can pile more things on you.”
LR:
Nice.But because of that, we didn't seek out diagnosis. We didn't go to therapy. We didn't talk about psychiatric issues. We pray to God, God is supposed to fix it. You know, our ancestors,our recent ancestors. Cuz we have ancestors before slavery, but our recent ancestors were slaves. If they could make it through that, why can't you make it through a bad day at work? Somebody always has it worse, which is true, somebody does always have it worse, but that doesn't invalidate what you're going through. And so the flip side of that is when you have difficulties as a disabled or neurodiverse person, you were supposed to somehow just get over it and just make it through. Just make it happen. Cuz that's what we do. So I think that was kind of the duality for me in the Black community, specifically the Black southern community.
NC:
Mm-hmm.
LR:
Right? You're not trying, or you don't have faith. If you are a Christian, which the majority of Black people in the United States until recently were Christians, especially in the South. So if you're a Christian, then, you know, it's the faith issue, right? You should be praying harder or maybe God’s just testing you. You're just going through this test, you're gonna get rewarded in the end. So many ways to frame that in a religious perspective that is not helpful.
NC:
Right. But cuz none of those things are addressing your day-to-day challenges. And I'm thinking too,you talked about a deficit model, and I think about bias and racial bias. There's that idea that Black people somehow are operating at a deficit to begin with. So the fact that you are having these challenges, of course you're just not smart enough or you're just not working hard enough because that's what we think about Black people anyway. So I'm not gonna even diagnose you with a difficulty. You're just Black and that's why you've got problems.
LR:
Right.
NC:
Right. Right. And I think that that's where, you know, an able-bodied,neurotypical Black person is already having challenges getting the care that they need, I think that that's what I see a lot in my practice is that a lot of people who are people of color dealing with neurodiversity also have sometimes issues finding good care and finding non-biased care.
When we talk about making the world a more neurodiversity friendly place, there's often mention of unmasking or not requiring neurodivergent folks to mask so much. So can you talk about, first of all, what masking is, and then also how masking and unmasking and code switching are a different thing for a Black neurodivergent person than it might be for a non-Black neurodivergent person?
LR:
Mm-hmm.
I have seen people use neurodiversity as an excuse.
So that's a sign of masking. How that can be even compounded and different in the Black community. We always already code switch,and code switching is generally talking about language. I mean, there's other types of code switching, but I think the one that gets the most discussion or discourse is switching between African-American vernacular English and quote unquote proper English or standard English. And so a lot of professional Black people maybe use more African-American vernacular English at home and with their friends and in their communities and more standard English In their jobs.I'm also not very good at masking or code switching. I never have been. Definitely as a physician, there are words that I use when talking to other physicians to convey things that the general population don't know because they haven't gone to medical school. Like, I was just talking to somebody yesterday about ‘y'all’. I come from the south and I say ‘y’all’. I never took that out of my vocabulary.
LR:
I think for me, part of my neurodiversity is I honestly just don't do well with not being who I am. Who I am is who I am. So even though there's definitely some code switching, that I probably didn't mask a lot, but I know that I'm in the minority when it comes to that with neurodiverse people.Especially a lot of kids that I treat. So they mask all day long. They keep everything in all day long, because now they've kind of gotten to the age where they don't want their peers to see them have a meltdown, but then mom gets all the meltdown behavior
NC:
Yeah. And thinking about the masking, I have a lot of parent clients whose children really do try to appear neurotypical all day long. They try not to do all of the self soothing things they might do at home. And so they don't do any of those self soothing things all day long. And sometimes, you haven't mentioned it, but I know that sometimes stimming, you know, moving your body in a certain way can be soothing. And that's something that many autistic people or people who stim may not do, or try to suppress when they are right in neurotypical spaces because it may be seen as just something improper to do, right? And there are some people who have decided, “I will not mask anymore. I will do these soothing behaviors.” But a lot of those people are white people. And when you're a Black person, you already have this sort of attention on you, unwanted attention potentially. And so even though you wanna be your authentic self, you may still suppress that stimming because it could be dangerous for you if somebody is afraid of you because you're doing that, whereas a white child or a white adult may be able to quote unquote get away with that in a different way.
LR:
Right? I agree. So when I’m guiding my patients, we talk about that. We talked through the benefit and risk, like, I wanna support you to be as authentic as you can, but I also wanna keep you safe. So if it is not safe for you to do certain things, then we have to figure out how to accommodate you best as we can in those spaces, and then allow you that regenerative time in spaces where you can, stim. So one example that I have is, I had a kid, well actually at the time, I didn't even realize it was a stim, this is when I was still in fellowship, but looking back, she was in dance. And so she did a lot of things like, I don't know what you call it, but like the ballet jumps across the room.
NC:
LR:
Yeah,pirouettes. Yeah. That's what they were. And she did that a lot, just like when she was thinking or just for whatever reason. And she was a Black child and I think she was able to do that a little bit more because she went to an art school and she was known to be a dancer. So for her it was safe to do that. But the opposite thing would be jumping around, let's say if you are a Black kid, male or female in like an unsafe school where people are already on edge, right? Where maybe there's fights every day or things like that. Suddenly getting up out of your seat and jumping around might not be safe.
So then we have to discuss what are things that you can do that are safe, or can you take breaks? Like, can we work into your IEP where you can go to a separate room and kind of get some of those stims out, or some of those sensory issues out. So we have to figure out a way to do things as best as we can.
NC:
You were talking about this a little bit about your own kids, but, given that non-Black people might not be thinking about the Black neurodivergent experience,what are ways to make sure your child can access anti-racist, neurodiversity-affirming care? What are questions that parents can ask educators or clinicians to get the information to find out if they're a neurodiversity-affirming person?
LR:
You know, one of the signs,and this is going to be controversial, but one of the signs I immediately look for is the language they use and also the symbols they use. Autism Speaks,it's considered a hate group by the neurodiverse community, by the majority. So just like with every group everybody in the group do not agree or do not have the same thoughts, but the majority of the neurodiverse community considers Autism Speaks to be a hate group. They’re focused more on curing autism, which autistic people don't believe there needs to be a cure. The puzzle piece sign is not really accepted by the majority of the neurodiverse community. We generally have an infinity sign with multiple colors or gold. Like in England it's a gold infinity sign. So if I'm talking to somebody and they start talking about Autism Speaks, or they have like puzzle piece stuff everywhere, I know that even if they're trying their hardest, they haven't really tapped into listening to actual neurodiverse people. They're learning from neurotypical people who are talking about neurodiverse people. Another thing is ABA. ABA, is not accepted in the autistic community or the Neurodiverse community. It's just not.
NC:
Can you talk a little bit more about ABA? Because some parents may be listening, and I know in my practice, a lot of parents are referred to ABA therapy for their child, and they come to me and I'm like, “Oh, I don't know about ABA.” and they're wondering, “Well, but everyone's telling me to get ABA therapy from my child. And why is that a bad thing?”
LR:
So ABA is still, as of right now, considered the gold standard treatment for autistic kids by the medical community. However, as is usual, with lots of minorities a lot of these things are decided without the people who are being affected input. So ABA was actually created by the same guy who created conversion therapy for gay people. So it's basically conversion therapy to make you neurotypical. His words were that when you have an autistic person, you have the shell of a person, but not a real person until you do this ABA and basically make them neurotypical.
So a lot of people will say, “Well, but ABA today isn't like the ABA back then.”First of all, some of it is, I've seen it when I was interviewing for fellowship, which was only, what, eight years ago,and I'm not gonna say any names, but there were a couple places I interviewed that did traditional ABA, and this was even before I actually kind of got into the neurodiverse community, listened to neurodiverse people, I just didn't feel comfortable with it. And this is before I even really knew anything about it. But the other issue is even kind of softer, ABA is still compliance led. So it's still, you do this with no questions asked and you get this treat. We want our kids to be able to regulate, so we wanna give them tools to regulate and not be aggressive, not be violent, not tear up things,
but not to the point that they're just compliant with any and every adult, which is what ABA generally teaches, because one, adults abuse kids, all kids, but also disabled or neurodiverse kids are more likely to be abused. And so we don't want them just being compliant with no questions. I do think that occasionally there are some programs that are not true ABA that are labeled ABA for insurance purposes. Because most insurances only pay for ABA. If a parent brings this program to me and wants me to look at it, I'll look to see if it's really ABA or not. But, ABA in all of its forms is really compliance based and compliance without questioning based. And that's one of the reasons it's harmful. The other reason it's harmful is just that that's what autistic people have said, that it was traumatic for them.
And some people have actual PTSD from it. So generally what I recommend, if I have a parent that's dead set on doing ABA, I recommend a lot of occupational therapy and speech therapy. I think people kind of forget that occupational therapy is not just for fine motor movement, they also teach emotional regulation skills. They tag team with speech therapy and teach social skills. And when I say social skills, I'm not saying how to act more neurotypical, but you want your kid to be able to advocate for themselves and you want them to be able to engage if they want to engage in friendships and other types of relationships. So how to teach those social skills.
Occupational therapy does a lot of sensory work. So how to regulate your sensory needs, your input and output, how to do that in ways that are safe in different environments. So things that you can access at home versus school. So they can teach a lot of skills. Another recommendation is if you have a young kid,floor time therapy is good for younger kids. So I think toddlers, maybe three and below, I'm not sure of the exact age range, but you can look into floor time as an alternative if you have a younger kid. For older kids,collaborative practice maybe, but it's by Dr. Ross Green. He does that collaborative approach-
NC:
Collaborative and proactive solutions, it's called now.
LR:
Yes. So that, I think originally, he recommended that for explosive kids for whatever reason. So it's really good for all children, to be honest.
But good for autistic kids too. So that collaborative approach is one thing that I try to really implore on my families. Even in little ways. I always talk to my patients alone unless they're like two or three, but starting about four or five years old, I start talking to them alone for a little bit of time just so they can start understanding that I am their physician, I'm not their parents' physician. They could talk to me about what's going on. I started even asking, “What are the medicines making you feel like? These are the options we have? Which option do you think is best?” Kind of start getting them to take that collaborative approach and ownership early on so they don't feel like things are being done to them. They are a partner in their treatment
NC:
And so some of the things that I'm hearing you say in terms of if I'm a parent looking for neurodiversity-affirming care, I'm looking for someone who maybe knows why ABA is not always indicated and the harms that ABA can cause. And perhaps they also know that idea of choice. Like, what does the autistic child want for themselves, rather than, I'm a parent and I want my child to be able to do X, Y, and Z, so give them the ABA therapy so they look like a neurotypical child.And I'm thinking more along the lines of what does your neurodiverse child want in their life? What do they wanna be able to do? And then we give them the skills that they're saying that they want rather than pressuring them to have skills that maybe they're not interested in having.
LR:
So one particular one that comes up a lot is social skills. So again, the goal for me for social skills is for kids to be able to advocate for themselves, to be able to engage when they wanna engage. Some neurodiverse people are extremely anxious,want to engage, but can’t, and I feel like those people, we need to help them be able to engage. And then there's some neurodiverse people who are perfectly fine being loners. If you're fine being a loner that's not affecting your self-esteem and it's not harming you in any way, why would I force you to go out and play sports or go do this, I don't know, group or whatever the case is? That could be a fine line too because then depression sometimes looks like being a loner, and it's a whole lot of stuff to figure out. And I'm a psychiatrist, so I get that. But working with your team to figure all of that out and just not putting your standards on your kid is important.
NC:
As you are looking for clinicians and help for your own children, what are you looking for when you are seeking out a new clinician?
LR:
Because my kids are adopted, one of the things I look for is people who don't wanna label every behavior in adopted kids as a reactive attachment disorder. That's a whole different podcast, but that's one of the things I look for for my kids. But as far as being neurodiverse, I look for people who either are neurodiverse or even if they're not neurodiverse, listen to neurodiverse people. My kid’s psychiatrist doesn't have the exact same thoughts I have, but he has a lot of the same approaches to things that I have to how we help my children. The other thing that I look for, so many times in school, you can't really choose who the speech pathologist is in school,right? Or you can't choose who the special education teacher is in school. I just kind of make sure I put boundaries. I have put in every IEP, “You are not allowed to force eye contact with my children.”
NC:
What you're saying is something important is that parents can use that individual education plan to put some boundaries there, what teachers can't do.
LR:
Right. Exactly.
NC:
The things that absolutely do not work with my child. I think it's important for parents to know they can advocate for very specific things on an IEP.
LR:
Yeah. So definitely I do that. One of my kids is very anxious, but also I think at times it doesn't bother him if he's alone. So one of their goals on their IEP is self-advocacy. So social skills from a standpoint of self-advocacy, I want him to be able to tell people when he needs help. I want them to be able to tell people when someone is messing with them or bullying them. I want them to be able to advocate for themselves. I don't know that that's their goal, but in this case this is parent overstepping
NC:
Right. Right. And that's very important. I think when I'm talking about collaborating about those things, I'm thinking of an older kid, but I do also think about young kids as you're saying, knowing your own kid well enough to know that maybe they're fine only having one or two friends and not having 25 friends. Maybe that's okay for them and maybe that makes them happy. But I think really thinking about who your child is and what your child wants to accomplish may be very different from,maybe you have two children who are autistic and they want very different things in their lives. You don't necessarily give them the same exact care.
LR:
Yeah. I'm not saying let your kid run things. My kids absolutely do not run my house
Which one would you like to do?” And they're like, “I don't know, like, just tell me.” And I'm like, “Nope, that's not what this is about. cuz you're more likely to participate if I'm prescribing you medication and you have a say so on which medication it is.” So it might be something like, if you have depression, okay, these are the medications that treat depression. I'm obviously not gonna prescribe something off the wall that doesn't treat depression, but these are the medications that treat depression. Let's go through them. Which one do you wanna start? If you have a say in that, you're more likely to take it because you have a say in what you're taking.
NC:
Absolutely. I say this with parents all the time, even when it comes to making plans in your everyday life, if you collaborate with your child, they're gonna be much more cooperative than if you just tell them that they have no choice and they have to do it - right? You know - exactly what you say no matter what. And so as we're coming to the end of our conversation today, I'm wondering, what's a myth about Black neurodiversity that you'd like to clear up?
LR:
A myth? Well, I think, just that it doesn't exist. I am in some groups for Black women with ADHD and a lot of those women are also autistic. And I remember one of them posting that a non-Black autistic person told her that Black autistic people don't exist. I honestly don't even really understand that, but I do think that's also prevalent. Like ,if you go to a psychiatrist, I don't think they would say out loud, Black autistic people don't exist because that doesn't really make sense. But what happens is they don't really think about it. They don't really think they exist. So it's not something they look for, or Black ADHD kids, you know, it's not something that they look for. So I think that one of the myths is that we don't exist. We're out there. The other one, this is just my pet peeve, I'm gonna be honest, but that autistic kids like bland foods. And so that is very European-centric, right. Or white American-centric. Because if you go to Ghana and find an autistic Black kid, they're safe foods are still not gonna be bland, cuz there are no bland foods in Ghana.
NC:
LR:
You know, like one of my, quote unquote safe foods growing up was spaghetti. But, I guess you could make spaghetti bland, it wasn't bland, but I guess you could make it bland. So I think that idea that, you know, autistic kids are gonna just eat chicken nuggets and fries or whatever the case is, it's just not culturally competent. Those standards that we consider for autistic kids are generally not culturally competent. Because I mean, the same can be said for white kids too that are from France. If you go to France and find a white autistic kid, they're not gonna be eating chicken nuggets and fries. They're gonna be eating their version of French safe food. So just being culturally competent.
NC:
Yeah, that makes a lot of sense. Thank you so much Dr. Rupert for being here. Can you tell our audience how they can find you?
LR:
Yes. So,you can go to my website, which is www.insightfulconsultant.org and that'll be in the show notes. and from there you can sign up for my mailing list. I'm getting ready to launch a podcast in the next couple months.
But also from my website,if you wanna schedule a consultation about personal coaching, you can find me there. If you're a business or a school system, or religious organization, or a hospital system, and you want DEI training, you can schedule there. If you go to that website, you'll be able to find me everywhere from that website.
NC:
It's been a pleasure having you here at Project Parenthood. Thanks so much for your time and sharing your expertise with us.
LR:
Thank you. I enjoyed it.
—
I hope that’s helpful!
You can learn more about Dr. Rupert’s work at https://insightfulconsultant.org/ and follow her on Instagram @under_1umbrella.
You can learn more about my work with parents at www.brooklynparenttherapy.com and follow me on Instagram at BKPARENTS.
If you have more questions about culturally-affirming and neurodiversity-affirming care for your child, or any other parenting questions or stories, leave me a message at (646) 926-3243 and be sure to let me know if it's okay to use your voice on the show. Or, send an email to parenthood@quickanddirtytips.com. And don’t forget to subscribe to Project Parenthood on Apple Podcasts, Spotify, or wherever you listen to podcasts.
Catch you next week!