Mental Health Information

08/24/2026

SAVE THE DATE - CALGARY ALBERTA
Sober Runway fashion show to support individuals on recovery. The annual event is Sep 26 Sat MT 1-4pm.

06/22/2026

It's not too late.. come to the FREE workshop tomorrow at 4pm MST.
DM me or sign up through Eventbrite.
Let's get creative!

FREE! 4:00PM-5:30PM MST
Sign up through Eventbrite
REGISTER here: https://shorturl.at/lqOq7
OR
DM me for the link.

Items to bring to this hands-on workshop: paper, pencils, paint or food colouring, tin foil, small very randon items (coins, rice, paper clip), other colour-making (pencil crayons, markers), tinfoil

06/19/2026

FREE! 4:00PM-5:30PM MST
Sign up through Eventbrite
REGISTER here: https://shorturl.at/lqOq7
OR
DM me for the link.

Items to bring to this hands-on workshop: paper, pencils, paint or food colouring, tin foil, small very randon items (coins, rice, paper clip), other colour-making (pencil crayons, markers), tinfoil

06/06/2026

I was wondering if anyone else has ever had this thought: "If only I could have a personal assistant… or a cleaner… (and maybe a small army!), then I could finally create the vision of order I have in my head."

This idea, that at some point almost every adult with ADHD has had this thought, can often be closely followed by: "And maybe a professional organizer." Or "Someone to sort me and my space." And even, "Someone who follows me around putting things back where they belong." And sometimes, someone who says, 'Hey… remember the thing you were about to forget?'"

Honestly, it's not a ridiculous thought. What many people are expressing in those moments is not laziness. It is not a lack of motivation. It is often an executive functioning challenge. Executive functions are the brain's management system. They help us initiate tasks, prioritize information, sustain attention, organize materials, regulate emotions, estimate time, switch between activities, and remember what we intended to do in the first place.

When those systems aren't working, everyone can relate to the gap between knowing what to do and actually doing. It might be as a result of neurodivergence, trauma, depression, stress, grief, aging, medication, etc. but the common factor is an overwhelm that results in self-recrimination, maladaptive self-care, low self-esteem, and dysregulation. In classsrooms it is seen as acting out, passiveness, agression, elopement, and disengagement.

So the idea that there is an external solution isn't far-fetched afterall. Looking at the external supports and strategies that can help are key. Tech can play a big role through calendars, reminders, scheduled emails, timers, alarms and scheduling or task apps. In the home or classroom, visual reminders, breaking steps into manageable parts, coaching, simplified routines, simplified expectations, identifying transitions, environmental modifications. Changing the narrative about yourself is also empowering and can free the mental load some people carry.

No one strategy necessarily eliminates executive functioning challenges, but each one can significantly reduce the cognitive load required to manage everyday life. The good news is that executive functioning is not an all-or-nothing skill set. In fact, understanding where you need support is often the first step toward creating a life that works with your brain rather than constantly fighting against it. The goal is to build systems that help you succeed as yourself.

05/14/2026

Resources to promote mental health. .org

Designed to support educators, the edHub is a vetted collection of resources that bring Jack.org’s mental health promotion programming into the classroom.

05/14/2026

Effective parenting relies heavily on the neurobiology of connection, where your internal state directly influences a child's emotional development.

Children’s brains prioritize non-verbal cues, such as facial expressions and vocal tone, to assess safety through a process called neuroception. Central to this interaction are mirror neurons, which allow children to instinctively reflect and internalize the emotions modeled by adults.

By practicing emotional self-regulation, parents can utilize co-regulation strategies to soothe a distressed child and foster empathy. Ultimately, maintaining a calm and consistent presence acts as a powerful tool for healthy brain signaling and behavioral growth.

05/09/2026

For your weekend smile...

05/07/2026

If you haven't checked out the Kids Help Phone website there are a ton of resources for parents and youth. Get help through texting, live chat, and a "Resources Around Me" tool and more... https://kidshelpphone.ca/

Plus there is a new app for Indigenous kids available for download on the Apple App Store. directly through the Kids Help Phone website. https://apps.apple.com/ca/app/indigenous-supports-from-khp/id6760955357

As a past text line crisis volunteer it can be timely and effective. Even adults can get immediate confidential help.

For Canada's crisis help line, call 9-8-8.

05/05/2026

I often get asked by parents if raising your voice is always a bad thing.

I tell them that tone and body language are tools. Kids need to know when something is dangerous, when something is not okay, and when they are safe and supported.

And they don’t learn that from flat, neutral words alone.They learn it from your tone of voice and non verbal cues. That’s how the brain wires meaning.

It’s not about never raising your voice.
It’s about using your voice intentionally.
🟢 Calm + warm tone → “You’re safe. I’ve got you.”
🟡 Firm + clear tone → “This matters. Pay attention.”
🔴 Sharp/urgent tone (used sparingly) → “STOP. This is dangerous.”

Kids will react to loud voices and sharp tones. Some will feel distressed and scared while some will get angry and rebellious. Connect with them. Use it as a teachable moment to develop resilience and situational understanding.

04/02/2026

I love it when I learn something new! Working with autistic youth and adults we know that understanding sensory issues can be really helpful.

This connects to Proprioception - which is your body’s ability to sense where it is in space, how it is moving, and how much force it is using.

But one area that didn't connect for me was something for years I thought was weird. Sometimes for injuries I wouldn't realize the injury until a couple days after. I described it as a high pain threshold.

I often had to trace my activities over a couple of days to figure out how the injury occurred.
What I was describing is another aspect to proprioception.

This is often impacted in neurodivergent individuals, especially those with ADHD and autism, and it can show up in ways people don’t always connect to sensory processing.

It may look like:

✔️ Not noticing injuries right away.
✔️ Bumping into door frames, corners, desks, or not seeing items that you trip over.
✔️ Using too much or too little force (writing too hard, slamming doors, dropping things)
✔️ Feeling clumsy or “awkward” in space.
✔️ A need to "hamster" in small enclosed spaces.
✔️ Rocking or repetitive movement to feel grounded.
✔️ Feeling uneasy with movement, touch, or body position.

This brings an understanding that flips the script of past voices that complained you were too clumsy and told you to be more careful. When paired with processing speeds and multi faceted thinking that impacts and distracts, it is a perfect storm that explains clumsiness in a person centered way.

If this sounds familiar and you’d like support understanding your sensory profile, DM me or type CONSULT in the comments.