Growing Strong Roots:  an Occupational Therapist’s Perspective on Parenting, Self-Regulation, and Resilience cover art

Growing Strong Roots:  an Occupational Therapist’s Perspective on Parenting, Self-Regulation, and Resilience

Growing Strong Roots:  an Occupational Therapist’s Perspective on Parenting, Self-Regulation, and Resilience

By: Lee-Anne Bloom MS OTR/L; Oak Bloom OT
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As a mom, owner and Occupational Therapist at Oak Bloom OT working with families for many years, I've seen firsthand how overwhelming it can be to raise sturdy children. My goal is to share science-based strategies, real-life stories and resources that can help you nourish those roots so that you and the children in your life can grow stronger, sturdier, and more resilient.

Copyright 2025 All rights reserved. Hygiene & Healthy Living Parenting & Families Personal Development Personal Success Psychology Psychology & Mental Health Relationships
Episodes
  • Permissive Parenting

    Permissive Parenting
    May 19 2026

    Permissive parenting often comes from a place of love, but what happens when warmth comes without enough structure or follow-through? In this episode of Growing Strong Roots, occupational therapist Lee-Anne Bloom and parenting partner Tom Guiney unpack the research behind parenting styles and explore why permissive parenting can unintentionally fuel anxiety, dysregulation, and dependence, especially for neurodivergent kids. Through real-life examples and occupational therapy strategies, they discuss the difference between control and structure, why consistency matters, and how parents can hold boundaries without losing compassion. You’ll hear practical tools for managing meltdowns, scaffolding independence, and avoiding reinforcement of unwanted behaviors. This conversation is a grounded look at how loving limits and predictable routines help children build resilience, self-regulation, and confidence over time.

    Linked research studies:

    • Baumrind, D. (1966). *Effects of Authoritative Parental Control on Child Behavior* Child Development, 37(4), 887–907.
    • Baumrind, D. (1967). *Child Care Practices Anteceding Three Patterns of Preschool Behavior* Genetic Psychology Monographs, 75, 43–88.
    • Darling, N., & Steinberg, L. (1993). *Parenting Style as Context: An Integrative Model* Psychological Bulletin, 113(3), 487–496.
    • Steinberg, L. (2001). *We Know Some Things: Parent–Adolescent Relationships in Retrospect and Prospect* Journal of Research on Adolescence, 11(1), 1–19.
    • Kuppens, S., & Ceulemans, E. (2018). *Parenting Styles: A Closer Look at a Well-Known Concept* Journal of Child and Family Studies, 28, 168–181.
    • Garcia, F., Serra, E., Garcia, O., Martinez, I., & Cruise, E. (2019). *A Third Emerging Stage for the Current Digital Society? Optimal Parenting Styles in Spain, the United States, Germany, and Brazil* International Journal of Environmental Research and Public Health.
    • Kim, S., Wang, Y., Orozco-Lapray, D., Shen, Y., & Murtuza, M. (2013). *Does “Tiger Parenting” Exist? Parenting Profiles of Chinese Americans and Adolescent Developmental Outcomes*
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    36 mins
  • Expert Perspectives on Autism Prevalence and Twice Exceptional Ability

    Expert Perspectives on Autism Prevalence and Twice Exceptional Ability
    Apr 3 2026
    Dr. Lisa Hancock on Autism Spectrum Disorder, Twice Exceptionality, and Advocacy in Schools Dr. Lisa Hancock, a licensed clinical psychologist specializing in neuropsychological assessment and therapy, with expertise in ADHD, autism spectrum disorder (ASD), dyslexia, anxiety, mood disorders, independent educational evaluations, and IEP/academic accommodations, especially for twice-exceptional and gifted individuals. Hancock explains her path from securities trading to psychology through advocacy for her four children’s varied needs, mentorship from Dr. Linda Silverman, and joining Summit Center with Dr. Dan Peters. She describes DSM-5’s 2013 shift combining autism and Asperger’s into ASD, and how traditional (male-based) criteria can miss females who may camouflage and have less “unusual” special interests. The discussion covers genetics, COVID-era changes affecting masking, workplace/school inclusivity and accommodations, barriers to school recognition of “functional impact” beyond grades, and how ASD often co-occurs with learning differences, processing issues, anxiety, and depression, supporting earlier identification and resources. 00:00 Meet Dr. Lisa Hancock 02:05 Career Pivot Story 04:14 Summit Center Connection 06:14 Why Autism Seems Rising 07:51 DSM Five Changes 10:28 Girls Women Presentation of ASD 12:58 Genetics And Family Patterns 14:06 Masking 18:13 Inclusive Accommodations 21:33 Advocating In Schools 27:46 Early Diagnosis And Comorbidities 32:01 Neurodiversity Future View 35:15 Closing And Next Steps
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    36 mins
  • Guided Exploration of Embodied Sensations: A Meditation Experience

    Guided Exploration of Embodied Sensations: A Meditation Experience
    Mar 25 2026
    6 mins
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