# The Adolescent Personality Dip No One Warns You About

An episode of [Dr Justin Coulson's Happy Families](https://invisiblenetwork.ai/podcast/1082244480), 22 Apr 2026, 18 min.

Audio: https://mgln.ai/e/187/traffic.omny.fm/d/clips/fa326977-3de5-4283-9b8b-af3500c58607/b69b2795-5503-4de1-ac91-af460017906e/e8bd43a6-ca83-417b-83ab-b41f008db96e/audio.mp3?utm_source=Podcast&in_playlist=a05f1702-0c0e-4b0f-8014-af460017907c

Your child didn’t suddenly become difficult - something deeper is going on. New research reveals a surprising truth: during adolescence, personality traits actually take a temporary dive. Motivation drops. Emotions spike. Agreeableness disappears. And parents are left wondering… what just happened? In this episode, we unpack the “adolescent personality dip” - why your teen feels harder to live with, what’s really changing beneath the surface, and the simple shifts that can transform daily conflict into connection. If you’re raising a teen (or about to), this will change how you see them - and how you show up. KEY POINTS • Personality traits decline during adolescence - and it’s completely normal • Teens become less motivated, less agreeable, and more emotionally reactive • Girls experience a sharper rise in emotional intensity than boys • Social awareness and peer pressure amplify big reactions • This phase is temporary - but how you respond matters long-term QUOTE OF THE EPISODE “Your teenager isn’t broken - their personality is under construction.” RESOURCES MENTIONED • Longitudinal study on adolescent personality development (Norway) • The “Big Five” personality traits (OCEAN model) ACTION STEPS FOR PARENTS • Step into their world before reacting - perspective changes everything • Replace control with collaboration wherever possible • Acknowledge feelings before correcting behaviour • Explain your reasoning instead of giving blunt instructions • Prioritise patience - more than you think you need See omnystudio.com/listener for privacy information.

## Transcript

[0:05] Speaker 1: Hello, and welcome to the Happy Families podcast. Today on
[0:08] Speaker 1: the Doctor's Desk. Have you heard of the personality dip
[0:11] Speaker 1: in adolescence? Some brand new research has just been published
[0:15] Speaker 1: that caught my eye via Steve Stewart, Williams Substack and
[0:19] Speaker 1: Oh my goodness, do we have some things to talk
[0:21] Speaker 1: about here? The adolescent personality dip. Following teenagers for six
[0:26] Speaker 1: or seven years, when do they become absolutely psychotic? Is
[0:30] Speaker 1: that unfair? Did I say the wrong thing? Kylie? Have
[0:32] Speaker 1: I just gone too far? When they We're currently raising
[0:35] Speaker 1: our fifth sixteen year old, and I just feel like,
[0:37] Speaker 1: I'm so sick of the adolescent emotionality and personality dip
[0:42] Speaker 1: and we've still we've got a twelve year old that's
[0:44] Speaker 1: acting like she's fifteen or sixteen now as well.
[0:46] Speaker 2: Oh my goodness, when you're going through it, you actually
[0:50] Speaker 2: feel like you're the only person going through it.
[0:53] Speaker 1: I thought you were going to say something else right then,
[0:55] Speaker 1: and I was going to say, yes, you do actually
[0:57] Speaker 1: feel like but I'm not going to say what you
[0:59] Speaker 1: just feel like? Why is this still happening?
[1:01] Speaker 2: Yeah?
[1:01] Speaker 1: Anyway, but it was hilarious.
[1:03] Speaker 2: The other night I was catching up with some women
[1:05] Speaker 2: and we had a grandma she's in her late seventies,
[1:09] Speaker 2: and then a appear similar age to me, and we
[1:14] Speaker 2: were just talking and my friend mentioned that her fifteen
[1:18] Speaker 2: year old daughter was driving her insane, and she shared.
[1:22] Speaker 1: A few particulars that story before, and.
[1:24] Speaker 2: I looked at her and I went, oh, yeah, mine too.
[1:27] Speaker 2: And then our lovely friend in her grandma Grandma She's
[1:32] Speaker 2: looked at me and she said how old are they?
[1:35] Speaker 2: And we both looked at and we were at fifteen.
[1:36] Speaker 2: And she said, I was just about to say, there
[1:39] Speaker 2: is just nothing like a fifteen year old girl. And
[1:42] Speaker 2: my friend said, oh, look, I'm just hoping that in
[1:44] Speaker 2: the next few years she grows out of it.
[1:48] Speaker 1: There's a beautiful, beautiful grandma.
[1:50] Speaker 2: She looked us and she said, good luck.
[1:53] Speaker 1: We could have said the same thing because we've been
[1:55] Speaker 1: through it before. After the break, we will talk about
[1:58] Speaker 1: the adolescent personality DIP, what is going on, why it's happening,
[2:01] Speaker 1: or at least why we think it's happening, and most importantly,
[2:03] Speaker 1: what we can do about it. Stay with us. Hello,
[2:09] Speaker 1: and welcome to the Happy Family podcast, where you get
[2:11] Speaker 1: real parenting solutions every single day. This is Australia's most
[2:14] Speaker 1: downloaded parenting podcast. We are Justin and Kylie Cawson, the
[2:17] Speaker 1: parents of six daughters. Our youngest is now twelve. She's
[2:22] Speaker 1: now twelve. Do we call that a teenager? Oh? Yeah, okay,
[2:26] Speaker 1: so we are, yeah, the way she's acting. So we
[2:29] Speaker 1: are in the final the final five six years, the
[2:32] Speaker 1: final throes of what has been a so far twenty
[2:35] Speaker 1: seven year.
[2:36] Speaker 2: Parent journey, not journey marathon.
[2:39] Speaker 1: We're going to do like thirty three thirty four years
[2:41] Speaker 1: of active, full time parenting dependent children. Dear was that
[2:46] Speaker 1: I have to take credit for the last two. I
[2:48] Speaker 1: was the one to have you about those two. I
[2:51] Speaker 1: don't even know if I should continue with this pod. Hey,
[2:54] Speaker 1: there's this brand new research that I really want to
[2:56] Speaker 1: talk about it. Steve Stewart Williams runs a substack evolutionary
[3:00] Speaker 1: psychologist based out of I think it's Malaysia these days,
[3:03] Speaker 1: and he is just intelligent, thoughtful and even if you
[3:06] Speaker 1: don't like I, hear a lot of people say I
[3:08] Speaker 1: don't believe in evolution, so therefore I can't listen to
[3:11] Speaker 1: what an evolutionary psychologist has to say. This guy's ideas
[3:14] Speaker 1: are brilliant and there is a lot. There is a
[3:17] Speaker 1: lot going on here. So here's what we know. When
[3:21] Speaker 1: it comes to personality change. Much of the news is
[3:25] Speaker 1: good news. This is what I really want to focus on.
[3:27] Speaker 1: It does get better if you're struggling. As we move
[3:30] Speaker 1: through adulthood, we tend to become less neurotic. Neurotic means
[3:34] Speaker 1: emotionally unstable, so we become more emotionally stable. As we
[3:38] Speaker 1: move through adulthood, we become more conscientious, so we're better
[3:41] Speaker 1: able to persevere and do hard things, and we even
[3:44] Speaker 1: believe it or not. Become more agreeable, although if you
[3:47] Speaker 1: work in retail or hospitality you might not think so,
[3:49] Speaker 1: but well, actually, until at least you retire, there may
[3:52] Speaker 1: be some issues. Hello boomer. Anyway, let me move on.
[3:57] Speaker 1: When it comes to adolescent personality, this is where the
[4:01] Speaker 1: news isn't quite so good. The data shows that across
[4:04] Speaker 1: cultures there's a temporary dip in what you might call
[4:09] Speaker 1: desirable personality characteristics and traits. Teenagers basically become less conscientious,
[4:16] Speaker 1: less agreeable, and more neurotic. And I want to talk
[4:21] Speaker 1: about how that happens and why. So there's a recent
[4:24] Speaker 1: longitudinal study from Norway that I'm going to link to
[4:27] Speaker 1: in the show, notes by three researchers whose names I
[4:30] Speaker 1: can't pronounce because Nordic languages are just beyond my understanding.
[4:36] Speaker 1: So I do apologize. I'm not trying to be disrespectful
[4:38] Speaker 1: to steins Beck, Wickstrom and von Sust. How do I do?
[4:45] Speaker 2: Why are you asking me?
[4:46] Speaker 1: I don't speak your agent? They followed a representative sample
[4:52] Speaker 1: of one hundred and five, sorry, eight hundred and five
[4:54] Speaker 1: teenagers measuring their personalities at ten, twelve, fourteen, and sixteen.
[4:58] Speaker 2: So I'm super curious. How do you measure someone's personality?
[5:02] Speaker 1: Have you heard the Big Five? The Big five personality traits?
[5:05] Speaker 1: I'm sure we must have talked about this on the
[5:07] Speaker 1: podcast before refresh. My match shows how much you listen
[5:10] Speaker 1: to what I've got to say in these Doctors Desk episodes. Okay,
[5:12] Speaker 1: so personality can be divided up in a range different ways,
[5:15] Speaker 1: but the most widely accepted measure of personality is what's
[5:18] Speaker 1: known as the Big five, and you can remember it
[5:20] Speaker 1: with the acronym ocean O C E A M SO
[5:24] Speaker 1: O stands for openness to new experience. I love that
[5:26] Speaker 1: you're taking notes. You've never done this when I've spoken before.
[5:29] Speaker 1: Openness to new experience. That is your your willingness to
[5:33] Speaker 1: absorb what's going on in language, conversation, culture, art, your
[5:39] Speaker 1: openness to what's happening in your environment. Some people don't
[5:41] Speaker 1: want to know anything new. Other people are like, yes,
[5:43] Speaker 1: let me try the new food at the restaurant. Okay,
[5:45] Speaker 1: So openness to new experience. Children tend not to be
[5:49] Speaker 1: very open. They just like what they like. The C
[5:51] Speaker 1: stands for conscientiousness. This is your ability to get stuff done,
[5:55] Speaker 1: to persevere, to endure, have fortitude. The A stands for agreeableness.
[6:01] Speaker 1: Some people are really agreeable. They listen to what other
[6:03] Speaker 1: people say. They're willing to be empathic and compromise and
[6:07] Speaker 1: engage with ideas. And other people are less agreeable. They're
[6:11] Speaker 1: actually quite dogmatic and rigid.
[6:14] Speaker 2: Did you say the E?
[6:15] Speaker 1: I'm getting too oh? Did I miss oh? I can't spell?
[6:17] Speaker 1: I suddenly forgot how to spell? Thanks for see. This
[6:19] Speaker 1: is what happens when you take notes, you pick me up.
[6:21] Speaker 1: Should do this more often. The E stands for extraversion.
[6:24] Speaker 1: So this is about your energy levels and how much
[6:26] Speaker 1: you love being with people and doing exciting things. And
[6:30] Speaker 1: then the end up to the end. Now n is neuroticism,
[6:34] Speaker 1: and that this is the emotional instability, how emotionally dysregulated
[6:38] Speaker 1: you get, and how upset you are by different things.
[6:40] Speaker 1: So essentially, there are a whole bunch of questionnaires that
[6:43] Speaker 1: you can give people to measure those five attributes. And
[6:47] Speaker 1: these researchers have to look at these kits filling in
[6:50] Speaker 1: the questionnaires at ages ten, twelve, fourteen, and sixteen.
[6:53] Speaker 2: So the obvious question is what did they find.
[6:56] Speaker 1: Let me quiz you on this. Okay, we have not
[6:59] Speaker 1: gone through any notes. You don't know where this is
[7:00] Speaker 1: going to go. Will start with openness to experience? What
[7:04] Speaker 1: would you imagine happens with kids as they go from
[7:07] Speaker 1: ten to sixteen? When it comes to openness to experience?
[7:12] Speaker 2: You want me to like gender based? Is that?
[7:15] Speaker 1: Sure? Yeah? Yeah, girls versus boys or both?
[7:17] Speaker 2: So generally our experience has been that boys would be
[7:22] Speaker 2: more open to new experiences and girls less.
[7:25] Speaker 1: So okay, And would you say that they become more
[7:27] Speaker 1: or less open as they grow from ten to sixteen?
[7:31] Speaker 2: Less for the girls, right?
[7:34] Speaker 1: Yeah, yeah, And that's what the data showed. The data
[7:36] Speaker 1: show that overall, both boys and girls decline in openness
[7:39] Speaker 1: to experience as they go from ten to sixteen and girls.
[7:43] Speaker 1: Girls actually start off scoring higher, really, but by the
[7:48] Speaker 1: time they get to sixteen, the boys are more open
[7:51] Speaker 1: to new experiences, the girls are less. So let's do
[7:55] Speaker 1: conscientiousness next. What do you imagine happens with conscientiousness as
[7:59] Speaker 1: children from ten to sixteen?
[8:02] Speaker 2: Boys, there's a rapid decline, right.
[8:07] Speaker 1: I love the way you said that were a.
[8:08] Speaker 2: Big face, but I think that girls go through that too.
[8:14] Speaker 2: The other day on the podcast, we talk specifically about
[8:18] Speaker 2: education and how girls are a lot more conscientious in
[8:24] Speaker 2: their education path compared to boys. So I feel like
[8:30] Speaker 2: in some regards girls actually move up the ladder of
[8:34] Speaker 2: conscientiousness in some areas, but in lots of areas I
[8:39] Speaker 2: don't think. I think there's a big decline.
[8:41] Speaker 1: Okay, So here's what we found. Okay, So I remember,
[8:43] Speaker 1: with openness to experience goes down for both, with conscientiousness
[8:48] Speaker 1: goes down for both. Are starting at about the age
[8:51] Speaker 1: of twelve, and I think it's really important to highlight
[8:56] Speaker 1: here that well, the trajectory of change is similar for
[8:59] Speaker 1: both boys and girls. Boys score lower on conscientiousness than
[9:04] Speaker 1: girls at every age, yes, and they continue to do
[9:07] Speaker 1: that well into adulthood, and we don't have any data
[9:09] Speaker 1: yet that shows that boys become more conscientious than girls ever. Ever, ever.
[9:13] Speaker 1: In fact, when I was writing my boys book, that's
[9:15] Speaker 1: partly because boys are just much more prone to struggling
[9:18] Speaker 1: with impulse control than our girls, even at age thirty,
[9:21] Speaker 1: thirty five, forty. You talk to middle aged women and
[9:23] Speaker 1: I'll say, oh, I'm just waiting for my husband to
[9:24] Speaker 1: start to control his impulses a little better. They are
[9:27] Speaker 1: not very good at that. Okay, so we've got open
[9:30] Speaker 1: this new experience. We've got conscientiousness. Let's go to extraversion next.
[9:33] Speaker 1: But what would you think happens with kids, say, go
[9:35] Speaker 1: from ten to sixteen in terms of their extraversion. I'm
[9:38] Speaker 1: pretty impressed by the way you're two for two so far.
[9:40] Speaker 1: I wasn't expecting that.
[9:42] Speaker 2: Girls would definitely decline. I think that boys decline for
[9:47] Speaker 2: a short time, but I would suggest that they would
[9:51] Speaker 2: increase in their extraversions as they get older.
[9:55] Speaker 1: Okay, So having a look at the data here, what
[9:57] Speaker 1: it shows is that extraversion pretty much stays as it
[10:00] Speaker 1: was in childhood up until about the age of I'm
[10:03] Speaker 1: going to say about fourteen, and then it starts to
[10:05] Speaker 1: drop off. Kids just become less inclined to reach out
[10:08] Speaker 1: to new people. Making friends becomes harder. They start to
[10:12] Speaker 1: close up shop a little bit, close ranks and just
[10:14] Speaker 1: folks on their friends. Extraversion falls in both sexes from
[10:18] Speaker 1: about age fourteen, or we've got two to go. Let's
[10:21] Speaker 1: wrap this up agreeableness. What's your prediction for agreeableness?
[10:25] Speaker 2: That's a general decline, right, who.
[10:30] Speaker 1: Would be less agreeable? Girls or boys? Girls? Says the
[10:34] Speaker 1: mother of six girls. Yeah, so agreeableness drops from about
[10:38] Speaker 1: age twelve in both genders. Girls actually remain more agreeable
[10:42] Speaker 1: than boys right throughout the process.
[10:45] Speaker 2: Girls are what happened to our girls then, believe.
[10:47] Speaker 1: It or not, more agreeable. I don't know, I don't know. Basically,
[10:54] Speaker 1: we can look at two different things here. We can
[10:56] Speaker 1: look at compliance, and boys are just a bit more
[10:58] Speaker 1: non compliant. There's that impulsivity again. And the second thing
[11:01] Speaker 1: you look at with agreeableness is something called altruism. And
[11:04] Speaker 1: once again, girls tend to be a little bit more
[11:06] Speaker 1: altruistic than boys at an average level, and so they
[11:12] Speaker 1: are very disagreeable. But we need to talk about neuroticism
[11:15] Speaker 1: because the disagreeableness is not just about that personality trait
[11:19] Speaker 1: of arguing with their parents. A lot of it actually
[11:22] Speaker 1: comes into the question of neuroticism. So last one, what
[11:26] Speaker 1: would you anticipate the data showed on neuroticism for teenagers.
[11:30] Speaker 2: I think girls go through the roof.
[11:32] Speaker 1: Yeah, yeah, yeah. There's a massive difference in the magnitude
[11:35] Speaker 1: of the shift across time when you compare girls and boys.
[11:39] Speaker 1: So from ages twelve to sixteen, girls show a really
[11:41] Speaker 1: big increase in neuroticism and the boys just don't. And
[11:45] Speaker 1: what that means is that that neuroticism gap really widens
[11:48] Speaker 1: substantially by mid adolescents. As with a lot of personality
[11:52] Speaker 1: things where there are big gaps. Over time, as men
[11:55] Speaker 1: and women mature, the gap closes, but during adolescens, oh
[11:59] Speaker 1: my god, goodness, there's the neuroticism. And that explains what
[12:03] Speaker 1: you were talking about there, with the big emotions, the dysregulation,
[12:07] Speaker 1: the instability, the huge reactions.
[12:10] Speaker 2: Girls are way more inclined to seek the approval of
[12:13] Speaker 2: their peers.
[12:14] Speaker 1: Right, which ties in with agreeableness.
[12:17] Speaker 2: There's so much more, and it.
[12:18] Speaker 1: Also shows the decrease in openness to experience.
[12:22] Speaker 2: Well, and then neuroticism because because when they don't get it. Whoosh. Well,
[12:27] Speaker 2: not only that they're so keenly aware of social context
[12:32] Speaker 2: and they don't want to be seen out on the
[12:35] Speaker 2: limb ever, and that impacts emotions in a huge way.
[12:40] Speaker 1: Okay, so there's the summary. We need to take a break,
[12:43] Speaker 1: and when we come back, the shortest wrap up ever,
[12:45] Speaker 1: let's talk about what we're supposed to do knowing that
[12:48] Speaker 1: personality dips in adolescence, and also a bit about why
[12:53] Speaker 1: that's next on the Happy Families podcast, We're back. This
[13:03] Speaker 1: is the Happy Family's podcast, Kylie. Why it's happening. There's
[13:06] Speaker 1: a whole lot of conjecture, there's a whole lot of speculation.
[13:09] Speaker 1: I don't think that any of us really know. There's
[13:12] Speaker 1: no data to tell us why it happens, and so
[13:15] Speaker 1: I'm not going to speculate on it. Apart from that,
[13:17] Speaker 1: our podcast time is almost up. So what matters is
[13:20] Speaker 1: not why it's happening, but what we can do about it.
[13:22] Speaker 1: And it's worth spending a couple of minutes on this.
[13:24] Speaker 2: Well, let's just close up shop and hibernate for the
[13:26] Speaker 2: next few years.
[13:28] Speaker 1: Get through it, lock them away, send them to school.
[13:31] Speaker 2: I'm saying, lock me away, right, well.
[13:34] Speaker 1: You still got to live. Come on, it's hard work,
[13:38] Speaker 1: so I could live in the bath. So the first
[13:40] Speaker 1: thing that I want to highlight is the power of
[13:42] Speaker 1: perspective taking is enormous. Second thing that I want to
[13:44] Speaker 1: highlight is patience is profound. There's this thing that I've
[13:48] Speaker 1: been researching quite a lot lately. It's actually in an
[13:50] Speaker 1: education context, autonomy supportive instructional behaviors. This is what teachers
[13:55] Speaker 1: need to do to create classrooms where students autonomy is supported,
[13:58] Speaker 1: which means that the kids are going to be much
[13:59] Speaker 1: more devated to comply and be into the content. And
[14:03] Speaker 1: there are seven autonomy supportive instructional behaviors for teachers. If
[14:08] Speaker 1: you're a teacher, listen up, take some notes. But if
[14:10] Speaker 1: you're a parent, you'd just be amazed at how much
[14:13] Speaker 1: these autonomy supporive instructional behaviors apply in the living room,
[14:18] Speaker 1: maybe more than the classroom. Number one, take your child's perspective,
[14:22] Speaker 1: like stand in their shoes, see the world through their eyes,
[14:26] Speaker 1: understand their perspective. When you can do that, oh my goodness,
[14:29] Speaker 1: it changes the game. Perspective Taking active consideration of another
[14:33] Speaker 1: person's mental state. When you say, well this is really tough.
[14:36] Speaker 1: I can see how frustrating this is for you. All
[14:38] Speaker 1: of a sudden, you're not the enemy anymore. You're their ally,
[14:41] Speaker 1: and it makes a huge difference. Number two, Invite them
[14:45] Speaker 1: to pursue things that they're interested in. This means like
[14:50] Speaker 1: force creates resistance. We talk about all of this sort
[14:53] Speaker 1: of stuff all the time on the podcast. When kids
[14:56] Speaker 1: feel like they are allowed to pursue things that matter
[14:58] Speaker 1: to them, they feel like origins rather than pawns. They
[15:03] Speaker 1: feel like their behavior is self authored. They feel this
[15:09] Speaker 1: sense of volition and choicefulness. They experience ownership over what
[15:15] Speaker 1: they're doing, so they therefore get to endorse the activity,
[15:18] Speaker 1: and therefore they're much more likely to engage in things
[15:21] Speaker 1: that are healthy and say because they're choosing them. The
[15:24] Speaker 1: third thing support their basic psychological needs. They need friends,
[15:29] Speaker 1: they need to feel like they're good at stuff. The
[15:32] Speaker 1: fourth one, give an explanatory rationale. Instead of saying do this,
[15:37] Speaker 1: do that? That invites problems. Provide rationales. Help them to
[15:41] Speaker 1: understand the motivation behind your requests. It's a game changer.
[15:45] Speaker 1: The fifth one acknowledge negative feelings six to one. Make
[15:50] Speaker 1: invitations rather than stepping into command and control all the time.
[15:53] Speaker 1: And the seventh one display patients, Display patients display patients like, literally.
[15:59] Speaker 2: That made to say that three times.
[16:01] Speaker 1: No, no, but that's I've said it for emphasis, because
[16:04] Speaker 1: holy cow, how much patience do you need to raise
[16:07] Speaker 1: a teenager? They are my, well, they're not just mine.
[16:12] Speaker 1: That's what the research shows is going to make the
[16:14] Speaker 1: biggest impact when we try to navigate the adolescent personality DIP.
[16:19] Speaker 2: I love that the very first one is about us
[16:23] Speaker 2: learning to take our child's perspective.
[16:26] Speaker 1: We've forgotten what it's like to be a teenager.
[16:28] Speaker 2: It is so easy when they're throwing everything at us
[16:33] Speaker 2: to want to do some very unkind things or.
[16:36] Speaker 1: Say unkind things, or to be unproductive and ineffective in
[16:40] Speaker 1: your relationship, to hurt the relationship. Yeah.
[16:42] Speaker 2: And I remember having a conversation with somebody once and
[16:45] Speaker 2: just I was so frustrated with one of our children,
[16:49] Speaker 2: and they just reminded me, do you think that she's
[16:53] Speaker 2: not trying? And I'm like, no, she's not. But they
[16:56] Speaker 2: are like their world, the way they see the world,
[17:01] Speaker 2: the way they're experience the world. It's all so heightened
[17:04] Speaker 2: because there is so many changes going on inside them
[17:08] Speaker 2: and on the outside as well. So many things in
[17:11] Speaker 2: their life that they have zero control over, so many
[17:14] Speaker 2: things that they feel are unnecessary in their world, and
[17:17] Speaker 2: they just are trying to work it all out.
[17:20] Speaker 1: Think back to what it was like when you were
[17:21] Speaker 1: a teenager.
[17:22] Speaker 2: Yeah, and how you saw your parents and how you
[17:25] Speaker 2: felt about you know, X, Y and Z. I think
[17:27] Speaker 2: it's really important.
[17:29] Speaker 1: That was a fun doctor's desk. You actually you took notes,
[17:32] Speaker 1: you took notes, you got involved. I love it. The
[17:34] Speaker 1: Doctor's Desk will be back again next week on the
[17:36] Speaker 1: Happy Families podcast, which is produced by Justin Roland from
[17:39] Speaker 1: Bridge Medium, Imhamits provides additional research and have in support
[17:41] Speaker 1: and if you'd like more info about that particular study,
[17:44] Speaker 1: we'll link to it in the show notes. For more
[17:46] Speaker 1: on making your family happier, visit our social pages or
[17:50] Speaker 1: Happy families dot com dot a

Shows are listed from Apple Podcasts' charts and directory, and Podcast Index where it is used. Every show and episode belongs to its publisher and plays from the publisher's own feed; this site hosts none of them.