Schools are under enormous pressure to produce outcomes—test scores, graduation rates, and college readiness indicators. But what happens when those outcomes become the primary lens through which we see young people?In this conversation, Alexander Kopelman, founder of the Children's Art Guild and author of For Real: Helping Children Remain Their Authentic Selves in a Limiting World, explores the messages children receive about who they're supposed to be, why authenticity matters in learning, and how educators can create spaces where students are valued not just for what they achieve, but for who they are becoming.

In this episode, Priten speaks with Brad Bushman, professor of communication at The Ohio State University and a leading researcher on human aggression, about what children learn from violent media and why the same questions now extend to AI and robots. Bushman has spent decades studying how violent television, video games, music, and even scripture shape behavior. The conversation works through the mechanics of how children absorb behavioral scripts from role models, what parents can realistically control, how to weigh the evidence, and what happens as chatbots and companion robots become part of children's lives.Key Takeaways:Children learn behavioral scripts from rewarded role models, including media characters. Bushman explains that kids retrieve "scripts" for how to act in a given situation, and violent characters in media are almost always rewarded and rarely punished. Whether content is active (video games) or passive (TV) matters less than the content itself.The most effective parental mediation is the one parents do least. Restricting content and time helps, but watching alongside a child and actively discussing what they see is the most effective approach. Passive co-viewing is the worst option, because silence signals that the violent content is acceptable.Content matters more than the medium, but more senses amplify the effect. Reading violent text, hearing violent lyrics, and watching violent music videos all increase aggression, with effects growing as more senses are involved. In one study, scripture passages describing sanctioned killing increased aggression, especially among believers and especially when God was said to approve.Media violence is a modest risk factor, but the one we can actually change. Aggression is almost never caused by a single factor. Unlike low IQ, poverty, addiction, or being male, exposure to violent media is controllable, which Bushman frames like a media diet. In lab studies, just 20 minutes with a violent game produces measurable differences.Aggression toward robots and AI is a new and open question. Bushman cites HitchBot, a hitchhiking robot destroyed in the US after surviving trips abroad, and notes people are more aggressive toward robots framed as objects than as companions. Whether companion bots that never push back distort young people's expectations of real relationships is, in his words, something theory predicts but the data has not yet tested.

EP 30 - Stop Spamming Applications: How to Actually Stand Out in Your Job SearchAI has made it easy to write a polished resume and send hundreds of applications. That is also why the old volume strategy is breaking. In this episode, Aaron Makelky and Dan Yu talk about prompt injections in job postings, Aaron's test against four AI models, and why mass-applying can leave you buried in a pile of identical candidates.They also talk about what works better: referrals, networking, and permissionless projects that show a hiring team what you can do before they hire you. Dan shares his "zero for 200" Wall Street story, where 200 mailed resumes got no response and one softball game led to an internship.Timestamps:00:00:43 - Everyone is using AI to apply00:03:28 - Prompt injections in job postings00:04:30 - Testing prompt injections on four AIs00:06:33 - Should companies use AI traps?00:07:55 - Colleges teaching students to spam00:09:01 - Why the volume game is dead00:10:11 - Standing out with permissionless projects00:13:30 - Why custom work beats AI output00:18:24 - The power of referrals00:20:02 - Zero for 200: a networking story00:23:53 - Connection beats volumeCo-hosts:Aaron Makelky - https://www.linkedin.com/in/aaron-makelky-m-a-ed-038b852a3/Dan Yu - https://www.linkedin.com/in/danoyu/Links:FutureProof You - https://futureproof-you.comFutureProof You on LinkedIn - https://www.linkedin.com/company/futureproof-you

If you’re an SLP who’s wondering how you can effectively address complex skills relating to both language and executive functioning in the school systems… The primary challenge is that BOTH language and executive functioning are incredibly complicated. Even just focusing on one or the other can be overwhelming. Layer on the challenges with the way related service providers are expected to provide interventions in the schools, and it seems impossible. Unfortunately, that challenge has resulted in debates on whether executive functioning is more important than language and vice versa, which isn’t useful. You don’t have to decide which is more important. They both are. We need to find a way to address them both. I help clinicians do that with a concept I call “cycling”. What I do is teach clinicians a set of core treatment techniques that fit within a set of foundational areas that support language and executive functioning.That’s why in this episode, I share how to target both language and executive functioning in direct intervention with enough depth that you get results. In this episode, I reveal:✅ When it’s appropriate to think of language intervention in terms of working up a hierarchy of skills, and when it doesn’t.✅ Why using treatment cycles is more effective than trying to pin down a “scope and sequence” for language and cognitive intervention.✅ How to use intervention cycles to build a language therapy system, and eventually move on to layering in more robust executive functioning support. ✅ Why layering other service delivery models outside of direct intervention is essential for generalization, and how to make sure support is happening outside your sessions. Additional resources mentioned in this episode:Free Training: Three Shifts to Turning Your Clinical Expertise Into a Scalable Language Therapy System Link here: https://drkarenspeech.com/languageWhy language therapy works better in cycles than in a linear sequence Link here: https://drkarenspeech.com/why-language-therapy-works-better-in-cycles-than-in-a-linear-sequence/You think you need a language therapy hierarchy. That’s why your system never feels stable. Link here: https://drkarenspeech.com/you-think-you-need-a-language-therapy-hierarchy-thats-why-your-system-never-feels-stable/How to target both language and executive functioning in therapy with enough depth to get resultsLink here: https://drkarenspeech.com/how-to-target-both-language-and-executive-functioning-in-therapy-with-enough-depth-to-get-results/In this episode, I mentioned Language Therapy Advance Foundations, my program that gives speech pathologists a scalable framework for building language skills needed to thrive in school, social situations, and daily life. You can learn more about the program here: https://drkarenspeech.com/languagetherapyI also mentioned School of Clinical Leadership, my program that helps related service providers design scalable executive functioning interventions to ensure students get the scaffolding they need across the school day. You can learn more about the program here: https://drkarendudekbrannan.com/clinicalleadership

In this solo episode, Gene Tavernetti breaks down why most "we do" approaches to guided practice don't work. Using decimal addition as a teaching example, he shows how to isolate and pre-teach the key concept before practice even starts. He exposes three common but ineffective guided practice patterns and offers a step-by-step alternative that gets better student repetitions and real formative data. Strategies are drawn from his book Teach Fast.Links:Gene's Books:Teach FastMaximizing the Impact of Coaching CyclesDigital CaptivesX: (1) Gene Tavernetti (@gtavernetti) / XLinkedIn:(7) Gene Tavernetti | LinkedInwww.tesscg.comThis podcast sponsored by:The Bell Ringer, a weekly newsletter providing news, tools, and resources on the science of learning, written by education reporter Holly Korbey. Subscribe here.Cognosente Books - knowledge for discerning educators