Dr Madhubala Yadav

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Dr Madhubala Yadav Dr Madhubala is a trained and RCI recognized Rehabilitation Psychologist and Certified Career Counsellor.

She is an Associate Director Psyuni Institute of Psychology & Allied Sciences
She is also associated with Divyangjan Shashaktikaran Vibhag, LucknowUP

When Parents Become So Focused on the Future That They Miss the Child in Front of ThemParents naturally want the best fu...
30/09/2026

When Parents Become So Focused on the Future That They Miss the Child in Front of Them

Parents naturally want the best future for their children. They think about academics, career, independence, social skills, and whether their child will “become successful.”

But sometimes, in trying so hard to prepare a child for tomorrow, we unintentionally stop noticing what the child needs today.

A child who is constantly being corrected, compared, pushed to perform, or reminded about future consequences may begin to feel that their worth depends on what they achieve rather than who they are.

The present years of childhood are not merely preparation for adulthood—they are childhood itself. Instead of always asking, “What will my child become?”, pause and ask, “How is my child doing right now? What are they enjoying? What are they struggling with? Do they feel heard, accepted, and connected to me?”

Support does not mean lowering expectations; it means balancing expectations with connection.

Give children opportunities to learn, make mistakes, play, explore, rest, express emotions, and simply be themselves. The goal is not only to raise a successful adult, but to nurture a child who feels secure, capable, and emotionally connected along the way.

When a Child “Holds It Together” at School but Falls Apart at HomeA child who manages their behaviour at school but has ...
29/09/2026

When a Child “Holds It Together” at School but Falls Apart at Home

A child who manages their behaviour at school but has meltdowns, irritability, crying, or emotional outbursts at home is not necessarily being “naughty” or deliberately misbehaving. For some neurodivergent children, school requires sustained effort following instructions, managing sensory input, navigating social interactions, controlling impulses, communicating needs, and adapting to constant expectations.

By the time they return home, their emotional and cognitive resources may be depleted. This can look like a sudden loss of regulation, often called “after-school restraint collapse.”

Importantly, this does not mean every difficult behaviour after school is caused by neurodivergence; hunger, fatigue, anxiety, academic demands, sensory overload, family stress, or unmet needs can also contribute.

Instead of immediately asking, “Why does my child behave perfectly at school but misbehave at home?”, try asking, “What might my child be carrying all day that they can finally release when they feel safe?”

Management begins with reducing unnecessary demands after school, allowing decompression time, offering food and hydration, creating a predictable low-stimulation routine, validating emotions, and teaching regulation skills rather than responding only with punishment.

Sometimes home is where the child finally feels safe enough to stop holding everything together.

I Know My Child Better Than Any Professional And That Matters.Parents often know their child in ways no professional can...
28/09/2026

I Know My Child Better Than Any Professional And That Matters.

Parents often know their child in ways no professional can immediately replicate. They notice the small changes in behaviour, the situations that trigger distress, what helps their child calm down, what makes them feel safe, and the strengths that may not appear during a short clinical session.

But knowing your child deeply and having professional expertise are not competing roles they complement each other. A parent brings lived experience and context, while a psychologist, therapist, special educator, or other professional brings structured observation, assessment, developmental knowledge, and evidence-based strategies.

The goal is not for a professional to “know your child better” than you; it is to understand the child together and use both perspectives to support their development.

The most effective intervention often begins when parents and professionals stop competing for who knows the child best and start working as a team.

Your observations matter. Your concerns deserve to be heard. And professional guidance can help turn those observations into meaningful support.

We spend a lot of time teaching children their ABCs, numbers, colours and shapes but emotional skills are equally import...
27/09/2026

We spend a lot of time teaching children their ABCs, numbers, colours and shapes but emotional skills are equally important for everyday life. Children also need to learn how to identify feelings, express emotions, manage frustration, cope with disappointment, communicate their needs, solve problems and build healthy relationships.

These skills do not develop automatically. They are learned through everyday interactions, modelling, practice and supportive guidance.

Instead of only asking, “What did you learn today?” try asking, “How did you feel today?” “What was difficult?” “What helped you feel better?”

Teaching emotional skills early helps children build emotional awareness, self-regulation, resilience and social confidence, skills they will carry far beyond the classroom.

What emotional skill are you currently trying to teach your child?

27/09/2026

Myth buster: Will My Child Outgrow Mild Autism?

One of the biggest questions parents ask after an autism diagnosis:
“Will my child be okay as they grow?”

Mild autism can look different in every child. Early intervention, developmental support, speech therapy, occupational therapy, and individualized care can help children build important skills and reach their potential.

Watch till the end to understand what parents should know about autism in children and child development . ❤️


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Sometimes what looks like “difficult behaviour” is actually a child struggling to cope with an environment that does not...
25/09/2026

Sometimes what looks like “difficult behaviour” is actually a child struggling to cope with an environment that does not match their developmental, sensory, emotional, or communication needs. A child may become restless when the surroundings are overwhelming, withdraw when expectations are too high, resist when transitions are unpredictable, or have frequent meltdowns when they lack the skills to express what they need.

This does not mean every challenging behaviour is caused by the environment but it reminds us to look beyond the behaviour itself.

Before asking, “Why is this child being so difficult?”, try asking, “What might this child be finding difficult right now?”

Sometimes a small change in expectations, communication, routine, sensory input, or adult response can make a significant difference. Behaviour is communication; understanding the need behind it is the first step toward meaningful support.

The happiest children are not necessarily the ones with the highest marks, the most toys, or the easiest lives. One impo...
23/09/2026

The happiest children are not necessarily the ones with the highest marks, the most toys, or the easiest lives. One important factor is whether they feel safe, connected, understood, and accepted for who they are. Children thrive when they have opportunities to play, express emotions, make mistakes, develop friendships, experience appropriate boundaries, and know that they can turn to trusted adults without fear of constant criticism or comparison.

Happiness does not mean a child is cheerful all the time healthy children experience frustration, sadness, anger, and disappointment too. What matters is having the emotional security and skills to move through those feelings.

Instead of asking only, “Is my child performing well?”, we can also ask, “Does my child feel loved, heard, capable, and connected?” These everyday experiences play an important role in healthy emotional development.

Needing special education support does not automatically mean a child needs a separate classroom. The appropriate educat...
22/09/2026

Needing special education support does not automatically mean a child needs a separate classroom. The appropriate educational setting should be based on the child’s individual learning needs, strengths, level of support required, communication, adaptive skills, and ability to participate meaningfully in the classroom.

For many children, support can be provided within an inclusive classroom through accommodations, differentiated instruction, visual supports, assistive strategies, individualized goals, and collaboration between teachers, special educators, therapists, and parents.

Inclusion is not simply about placing a child in a mainstream classroom it is about ensuring that the child has the right support to participate, learn, communicate, and belong.

A separate or specialized setting may be appropriate for some children when their needs cannot be adequately met in a regular classroom, but it should not be assumed solely because a child receives special education.

The question should not be, “Where should we put this child?”
It should be, “What support does this child need to learn and participate?”

19/09/2026

What therapies are commonly used for children with autism?

There is no single therapy that works the same way for every child. Therapy should be based on the child’s individual strengths, needs, challenges and goals.
Here are 3 commonly used therapies:
🔹 Occupational Therapy (OT) – supports sensory processing, daily living skills and functional activities.
🔹 Speech & Language Therapy – supports communication, language and functional communication.
🔹 Behavioral Therapy / ABA – focuses on understanding behavior and teaching useful skills and appropriate alternatives.
❤️ The goal of therapy is not to “erase” autism, but to support communication, independence, participation and everyday functioning.
If you're a parent navigating autism therapy, save this Reel for later and share it with another parent who may find it useful.



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Occupational therapy can support a child’s participation in everyday activities, and the need for therapy is not limited...
18/09/2026

Occupational therapy can support a child’s participation in everyday activities, and the need for therapy is not limited to children with a formal diagnosis.

A child may benefit from an occupational therapy assessment when difficulties with fine-motor skills, coordination, sensory processing, attention, motor planning, handwriting, self-care, play, or regulation are affecting daily life or school participation.

Early support can help identify the skills that are making everyday tasks challenging and provide practical strategies to build them.

At the same time, therapy should be individualized and goal-oriented not every child needs OT simply because they have a particular behaviour or developmental difference. The important question is not only, “Does my child have a diagnosis?” but also, “What is making it difficult for my child to participate, learn, play, or become independent?” Early functional support can make a meaningful difference.

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8 Amarawati Colony Sarvodaynagar Indiranagar
Lucknow

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Monday 9am - 5pm
Tuesday 9am - 5pm
Thursday 10am - 5pm
Friday 10am - 5pm
Saturday 10am - 5pm
Sunday 9am - 5pm

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