Wendy Mogel, PhD
Clinical psychologist, international public speaker and author of Voice Lessons for Parents: What to Say, How to Say It and When to Listen
Dr. Wendy Mogel is an internationally acclaimed psychologist, public speaker and New York Times best-selling author. Dr. Mogel’s disarming candor, quick wit, and signature use of cutting-edge psychological research guides parents through the rough waters of child-rearing, adding a measure of joy and humor to their voyage. Drawing on insights from her thirty-five year career in clinical psychology, hilarious anecdotes (and sound advice) from school and camp counselors, and eye-opening conversations with middle and high school students, Dr. Mogel unravels the paradox of good-intentioned, devoted parenting gone astray. She explains how over-protection, over-scheduling, over-indulgence and perfectionism undermine children’s intrinsic motivation, resilience, and pride in their achievements. Parents are freed to adopt a kinder, firmer, and ultimately more effective approach to the trenches of daily family life.
Mogel’s third book, Voice Lessons for Parents: What to Say, How to Say It and When to Listen, is about cultivating the art of conversation—from infancy to adulthood—in an age of hurry, worry and digital distraction. In Voice Lessons, Mogel elaborates on a novel clinical approach she began taking with parents who were struggling with their kids, demonstrating how a shift in tone, tempo, and body language led to a surprising outcome: the children responded by cooperating with greater alacrity, and communicating with more warmth, respect, and sincerity. As the parents found their voices, so did the children. Mogel also addresses an obstacle that flummoxes even the most seasoned and confident parent: the distraction of digital devices, how they impact our connection with our families, and what we can do about it.
Dr. Mogel is known for her enlightening, frank and deft approach to “parenting” parents by supporting and guiding them in raising their children and coaching them into becoming mature stakeholders in our schools.