Hands on Pediatric Medicine w/ Dr. Celina Moore | Ep 86

Navigating the maze of modern pediatric health can leave even the most dedicated parents feeling overwhelmed and uncertain. In this illuminating conversation, Dr. Celina Moore shares why she left traditional pediatric medicine to create a concierge practice focused on giving families the time and attention they deserve.

Dr. Moore's remarkable journey—from French literature major with dreams of working in Francophone Africa to studying medicine across four countries—provides her with a uniquely global perspective on children's health. She fearlessly tackles today's most controversial pediatric topics, offering clarity where confusion often reigns.

When discussing vaccines, Dr. Moore cuts through misinformation with evidence and compassion: "Vaccines save lives," she explains, while acknowledging parental concerns and tracing how vaccine hesitancy evolved from Andrew Wakefield's discredited study. She provides fascinating context on how modern vaccines contain significantly fewer antigens while protecting against more diseases than older formulations did.

Her approach to nutrition is refreshingly straightforward—teaching children to ask "can I trace where this food comes from?" as a simple guideline for healthy eating. Dr. Moore discusses the crucial gut-brain connection, preventative health strategies, and the deeply concerning impact of excessive screen time on developing minds. "Screens cause harm both by what they are and what they take away," she warns, explaining how digital devices interfere with everything from sleep to social development.

Throughout the conversation, Dr. Moore balances scientific knowledge with practical wisdom, acknowledging the challenges modern parents face while providing evidence-based guidance for helping children thrive in today's complex world. For anyone raising children or interested in pediatric health, this episode offers invaluable insights from a physician dedicated to creating more healthy kids.

Connect with Dr. Moore's practice, Moore Healthy Kids, at 561-834-5528 or on Instagram @MooreHealthyKids for personalized pediatric care.

Episode Transcript

Speaker 1 (00:00):
If you're a driven, active person who wants to reach
and pursue a higher qualitylife with some ambition, then
guess what this podcast is foryou.
This is the Driven AthletePodcast.
What's up?
Y'all?
It's your man, dr Kyle.
Welcome back to the DrivenAthlete Podcast.
We got a cool guest with us.
Very busy individual.
I appreciate your time.

(00:20):
This is Dr Selena Moore.
She's a pediatrician locally inWest Palm.
Thanks your time.
This is Dr Selena Moore.
She's a pediatrician locally inWest Palm.

Speaker 2 (00:25):
Thanks for coming in, absolutely.
Thanks for inviting me.

Speaker 1 (00:27):
So tell us more about where you're at your practice
and what you do.

Speaker 2 (00:38):
So the short story is I have a concierge pediatric
practice here in West Palm and Iservice the entire county for
concierge pediatric needs.
But that came from almost likea disgruntledness, maybe, or I
had to really step away fromtraditional pediatric medicine.

Speaker 1 (00:55):
The dissatisfaction.

Speaker 2 (00:56):
Yes, that's the word I was looking for.
Because you have a baby and youmake an appointment and you have
to, like, dial the pediatricnumber and go down the phone
tree and wait on hold and get anappointment and then sit in the
big waiting room and then go tothe little waiting room and
it's coughing everywhere and andthen you get a whole seven

(01:20):
point five minutes with apediatrician.
If you don't have a list, thenyou lose your chance and it's
very dissatisfying both from theparent point of view, but it's
also really frustrating from thepractitioner point of view,
because there's so much morethat we can, you know, give to

(01:41):
these families to help theirkids thrive and we are
constrained by the limitationsof what the insurance company
tells us we can do with the timethat we have, right.
So I stepped away from that thebeginning of 2025 and I started
my own practice, where, you know, I am released from those
limitations and I can do housecalls and I can spend as much

(02:04):
time as I want with my patients.
The patients have a lot moreaccess to me.
They can call and text me if,like you know, something pops in
your brain and say hey, wait aminute.
I just read this article.
Is this true?
Is this not true?
Or my kid just did this?
Should I worry?
And having the more of like ahigh touch, hands-on approach
really decreases all thebarriers to care, so it's very

(02:25):
fulfilling both as apediatrician and also on the
parent side.

Speaker 1 (02:30):
Yeah, yeah, totally.
That makes total sense.
We have.
We got three kids.
Yeah, my daughter will be fivein a month, or like a little
less than a month.
My son is three and then myyoungest son is six months.
So we're grinding right now.
Yeah, yeah but yeah, so like Iforget so something.
His son is six months, so we'regrinding right now.
But yeah, so like I forgetsomething happened recently.
We called in and like it justtakes a little time, you know,

(02:54):
like it's just a bummer.
And the waiting room, yeah, ofcourse you know there's like the
sick side and then there's likethe healthier side, so it's
like if you're but like whattoddler you know is going to
follow directions.
There's a lot of blending overthere.

Speaker 2 (03:02):
Right.
Well, like when I was a kid,you would walk into the
restaurant.
They say smoking or non-smokingand you're just like it's the
same air.

Speaker 1 (03:12):
Yeah, I can smell it over here guys.
Yeah, exactly.
And also, too, I would agree aswell, like the dissatisfaction
just not feeling as fulfilled asyou can and frustrated from a
practitioner standpoint of liketrying to help people.
Would have plenty of people inprevious life when I was doing
my thing in the clinic, justlike you said you were doing,
where people would be like, canyou do more like the manual
therapy.
And then I want you to teach mesome stuff.

(03:33):
I'm like I wish I could, Ican't, I don't have the time.
I'm managing five other fires.
You know what I mean?
It was just a bummer, you know.
And then I mean you knowpediatric and I mean you know
pediatricians like yourself,docs, like usually they get into
the field because they'rephilanthropic, they want to help
people, they're warm and fuzzy,they want to like, get a
relationship and help people,and then you're strangled which

(03:54):
sucks, yeah, and the burnoutrate right now in medicine is
atrocious.

Speaker 2 (03:58):
It's atrocious and it's really sad.
It's really sad and and Ireally you know feel for my
physician colleagues who arekind of stuck in this right now
because this is not the idealmodel for everybody, but it's
working well for me and for mypatient population.

Speaker 1 (04:16):
So I'm really happy.
Yeah, where are you fromoriginally?

Speaker 2 (04:19):
So I grew up in Baltimore.

Speaker 1 (04:20):
Okay.

Speaker 2 (04:21):
Yeah, I'm a Baltimore on.

Speaker 1 (04:22):
Okay, that's awesome.
I've never heard that before.

Speaker 2 (04:26):
I may or may not have made that up.

Speaker 1 (04:27):
That's funny.

Speaker 2 (04:28):
And I moved to South Florida.
Well, actually I did myresidency at what's now known as
Nicholas Children's, but it wasMiami Children's, okay, so I
was there from 2001 to 2004 andthen moved back up to the
Northeast for a year and thenbounced right back down in 2005,
just in time for a bunch ofhurricanes.

Speaker 1 (04:46):
Yeah, yeah, I remember that specifically.
Yeah, it was.

Speaker 2 (04:49):
Katrina, it was Wilma .
Yeah, I was like what is thisplace?

Speaker 1 (04:53):
Yeah.

Speaker 2 (04:53):
And yeah, and I've been here ever since.
So I practiced pediatrics inthe Boca Raton area for about 20
years before I shimmied up alittle bit farther north.

Speaker 1 (05:01):
And did you start doing that thing?
Yeah, where'd you go to medschool?

Speaker 2 (05:04):
So that is, that's a story.
Yes, so I was.
I was a French literature majorin college because-.

Speaker 1 (05:14):
French lit wow French lit.

Speaker 2 (05:17):
I decided when I was quite young that I wanted to be
a pediatrician in FrancophoneAfrica.
I'm talking about likekindergarten.
I'm like I want to be apediatrician in Francophone
Africa or a waitress.
Those were my two, those weremy two career paths in
kindergarten and I followed thatthrough.
I mean, I did wait tables andthat was also frustrating, but I

(05:43):
I ended up saying to myselfwell, I want to join the San San
Francio Doctors Without Bordersand I want to go to this part
of the world.
And in order for me to do thisand I must learn French.
And so I did my medical, mypre-med in French literature and
pre-med, and then spoiler alertthat's really hard to get into
medical school with a French litmajor.

(06:05):
So I ended up moving to Spain,where my family's from, and I
started medical school in Spainand then from there there was
medical school in the rest ofthe world is different than the
United States.
You go straight from high schoolto medical school and then
there it's a six-year programwhere you do your prerequisite

(06:26):
that we would do in pre-med andthen you would do straight
medical school.
Then you do what's called aninternship, where you are doing
a lot more clinical work andthen you do a social service
year where you give back to thecommunity in what you've learned
in medicine and you have anexit exam at that time and,
depending on how you do it, thatexit exam is kind of placing

(06:47):
you in what residency programthat you want.
And I've only wanted to go intopediatrics, like GI doesn't do
it for me, feet don't do it forme, you know, eyes don't do it
for me.
I want to do the whole kid.
So the way it was going inSpain I'm not going to get into
all of it at that moment but ledme to pause and think maybe I

(07:08):
need to go somewhere else.
So I ended up moving to Mexicoand I did a few years of medical
school there and my last year,like my diploma, says New York
Medical College, but I did thebulk of it overseas Cool.
And then I did my residency inMiami.

Speaker 1 (07:26):
Yeah, yeah, yeah, country number four, yeah, yeah,
exactly, yeah, yeah, wow.

Speaker 2 (07:31):
So yeah, and that's what I did and I think it made
me into a very well-rounded,both culturally and academically
person and I can really,especially when dealing with
different cultures around theworld, gives me that perspective
that, okay, just because thisis the way things are taught in

(07:54):
the United States, it doesn'tnecessarily mean that that's how
you have to practice medicinecompletely True.

Speaker 1 (07:59):
Yeah, yeah, it's something that I love.
Exposure like a lot of coolexperiences and stuff.
Saw a lot of things.

Speaker 2 (08:04):
Yeah.

Speaker 1 (08:06):
So you've always pediatrics, was always your
thing.

Speaker 2 (08:07):
Always, always how come.
I don't really know.
I mean, the classic thing waslike I love my pediatrician.
I'm like I don't really haveany warm and fuzzy feelings
about my pediatrician.
I thought he was kind of dryand I didn't really.
He never smiled at me and Ithought I was funny because I
would say why are you named DrCat?
So you don't look like a catright.
And he did not like that.

(08:29):
So moving on, but I lovechildren, I love their role in
the family.
I love thinking, I lovefiguring things out, I love
puzzles, I love trying to cometo a conclusion right.
So I really like that idea ofmedicine, of this is what is

(08:50):
presented to you in this way,and everything that I learned up
until now is going to help meget to the answer of this
question.
Whether it's a diagnosis or ifit's, you know, helping somebody
with something, and.
I'm also a very.
I was voted most helpful of myeighth grade class, so I like to
help.

Speaker 1 (09:07):
Okay, that makes sense.
Yeah yeah, yeah, that's awesome.
Um, so with recently yourpractice, um you see a wide
range of kids from infancythrough 18 years old through
university.

Speaker 2 (09:24):
I take them through college, oh wow.

Speaker 1 (09:25):
Okay, awesome.

Speaker 2 (09:26):
Yeah, they're big kids.
Then, yeah, big kids.

Speaker 1 (09:29):
Yeah, that's a journey, that's awesome.

Speaker 2 (09:30):
It is.

Speaker 1 (09:31):
When the patients, like the people that reach out
to you and say, hey, what dothey usually ask you when they
want to work with you, like,what do they usually ask?

Speaker 2 (09:48):
I get a lot of like where did you go to medical
school ends up becoming a biganswer.

Speaker 1 (09:52):
Well, let me explain.

Speaker 2 (09:53):
Yeah, yeah, so that usually starts the rapport right
.
They ask me a question wherethey think it's going to be a
one-word answer and I just vomitall this information onto them.

Speaker 1 (10:05):
Yeah, which I mean?
I'm sure they would appreciatethe enthusiasm and, like the
knowledge you know, like thisthe information you know, thanks
for going the extra mile andexplaining things.
Yeah, what do they usually ask?
Like, what's your philosophieson?

Speaker 2 (10:17):
On antibiotics?
What's your philosophy onparenting?
What's your philosophy onimmunizations?
What's your philosophy onillnesses?
You know, I think, as morepeople in the wellness industry
start getting more of aattraction on social media and
you know the just health atlarge, it's very, very important

(10:40):
to, as a physician, to be ableto fill in the role of truth
seeker and making sure thatthere's how to discern
information that's coming at you, you know, towards you, and
it's a very exciting place to bein because there's so much out
there that I did learnedinformation in medical school,
like how to see if this data istrue or not right, if there's

(11:09):
any spin to it, and thenapplying it to what's coming out
right now.
Right Whether it's having to dowith food safety or food health
or nutrition or gut microbiomeor developmental issues or
immunizations like all of that.
Yeah, or developmental issuesor immunizations, like all of
that.
So I think I'm poised to beable to show light on what is

(11:31):
true.

Speaker 1 (11:32):
Yeah, for sure.
What do you feel like?
You learned a lot that youweren't exposed in medical
school.

Speaker 2 (11:38):
Definitely nutrition, absolutely nutrition.
We got, I think, six weeksmaybe, and most of it was on
feeding or refeeding differentpathologies.
So if you are in cardiacfailure, this is what you should
eat and if you're in renalfailure, this is what you should

(11:59):
eat.
But there wasn't really thatmuch on micronutrients and
health from just an every personpoint of view.

Speaker 1 (12:07):
Yeah, I mean I totally.
I mean I would always suggestto patients like the most
influential thing for someone'slongevity and trajectory is just
like what they consumeconsistently.
And I mean it took a little bitin undergrad.
You know nutrition, butdefinitely I mean I'm a hobbyist
when it comes to nutrition,like like an educated hobbyist.
On that, I think it's fun andcool.
Not a nutritionist though,right, but anyway I totally

(12:31):
agree Like it's superinfluential with somebody's
health and wellness longevitytrajectory.
What do you find yourselfrecommending to patients now
with nutrition?

Speaker 2 (12:40):
Well-.

Speaker 1 (12:40):
Have you said like micronutrients, Like what do you
?

Speaker 2 (12:42):
mean.
Well, what I mean bymicronutrients are more like
your vitamins and the mineralsthat are found in foods, and how
to make sure you have a goodbalance.
And looking at what theAmerican diet is and looking at
what the American dietaryrecommendations are.
Both fall short of what wereally should be consuming, and
this should start in infancy.

(13:03):
This should start beforeinfancy.
This should start beforeconception and you know, making
sure that you know this issomething that we're able to
control.
We can't control genetics, wecan't control the diseases that
are passed down generation bygeneration, but we can control
what we put into our bodies andwe can control the exercise that
we do and our lifestyle and howto avoid things that are going

(13:27):
to hurt us.
And if you're able to do that ininfancy and toddlerhood and
early childhood, then we cantake what we've learned and
continue throughout childhoodand adolescence, because in
adolescence that's wheneveryone's going to go.
I don't want to do this anymore, but hopefully it will be
ingrained enough you know thegood habits that you can then

(13:48):
carry that into adulthood.

Speaker 1 (13:49):
And what do you find yourself recommending to
toddlers as an example?
Like, the parents of toddlersare like hey, incorporate this.

Speaker 2 (13:57):
So there you know I the easy way to do it is I.
I tell parents, especiallyparents of children a little bit
older than toddlers, and Ialways speak to the children.
I speak much more easily tochildren than I do to grownups,
but I tell the children do youknow where this comes from?
If this comes from, you cantrace it back really easily.

(14:20):
Then you can eat it.
But if it comes out of acrinkly package or if it comes
out of you know, a piece of foil, then it's probably not good
for you.
So if you can look at thathamburger, for example, and you
can say, oh, I know that b thatcame from a cow, right, and I
know that lettuce came from theground and I know that slice of

(14:40):
tomato came from a tomato plant,and then I'm like, okay, I can
eat that because I know exactlywhere that comes from.
But when I open up a Pop-TartI'm like I don't know where that
comes from.
There are so many steps to makethat Pop-Tart and then you can
even break it down even morehealthily, like I don't know
where the cow came from, but Iknow where the eggs came from
because it came from myneighbor's yard.

(15:01):
So I know came from, because itcame from my neighbor's yard so
I know I can eat that right andand then just teach them like
little little things at a time.
You can't give a dissertationon nutrition to the parents of a
person who's just making suretheir kid's not gonna yeah stick
a fork in a in an outlet, oryeah, exactly, exactly.

Speaker 1 (15:18):
Or yeah, man, it's rough like five is a handful
it's, it's, it's, don't yeahnice, nice, that's awesome.
Um, it's a hit or miss.
You know, like every day, likesome days they're like sure I'll
eat and then some days they'relike I don't want that.
Yeah, I want milk.
Right now I'm like bro, youalready had like five glasses of
milk like we need to have somesustenance, you know, okay, okay

(15:41):
, you can have a treat if youhave this I bought the parenting
part is the bargaining?
Yeah then, there's a wholebunch of philosophy on that that
we're not gonna like a wholeother podcast, yeah exactly.
No, it's like, well, youshouldn't do that, you, and I'm
like, oh my gosh yeah, we alsoneed to go to bed and, like you
know, sometimes publics runs outof milk yeah, yeah, there you
go they just run out of milk.

Speaker 2 (16:01):
That's a good way to put it.
Yeah, hey, we ran out.
I'm so sorry, done left.

Speaker 1 (16:05):
We have done that for sure.
Yeah, that's so funny andthere's a meltdown, but then
they get over it.
Yeah, you know.
Yeah, totally fine, all right,so mentioned.
There's a lot of hot topicsright now, right, yeah, what
have you found, immunizationsbeing one of them, right?

Speaker 2 (16:20):
Vaccines.

Speaker 1 (16:22):
What are your thoughts on those Like of the
recent things coming to light?
I know COVID was a hugeexposure moment for a lot of
people because the COVID vaccine, the disease in general, the
media's role in all this stuff.

Speaker 2 (16:35):
But anyway, what are your thoughts?
Three words vaccines save lives.
They absolutely do, and we havenot seen a lot of these
diseases and so we're not afraidof them anymore.
And what's going to happen andwhat has been happening, is when
you're not stopping the vaccineI mean stopping the illness,

(16:56):
stopping the bug that's causingthe disease then there's going
to be, you know, kind of like aglobal amnesia of like, oh, this
is not so bad.
And then there's going to be aresurgence, and that's happening
.

Speaker 1 (17:11):
And anything in particular, oh measles.

Speaker 2 (17:14):
Whooping cough is back.
We just had a colleague of minejust had a four-day-old that
tested positive for whoopingcough and whooping cough can
kill that age right.
So there's a reason why we wantto protect our children.
Having said that, I completelyunderstand and empathize with
parents today who are looking ata vaccine schedule and saying

(17:37):
what the hell Like?
What is this madness right?
And I love history and I lovemedical history and I love
vaccine history and I love beingable to explain why we do the
things we do and why we knowthese things are safe.
Lot of noise out there that isnot giving complete accuracy in
what they're presenting in termsof harm from immunizations, and

(18:13):
I do have families who say youknow what I am like really,
really nervous about this andI'm like, okay, you know I'm not
going to stick needles in yourkid behind your back.
This is a conversation and thisis, you know it's not just a
one-time conversation.
This is a conversation over achildhood and I am more than
willing to address your fearsand I'm more than willing to

(18:33):
show you the data and why we dothe things that we do, and I
also respect you for making thechoice that you believe is the
right choice for your childbecause, we both have the same
end goal, and the same end goalis protecting the child.

Speaker 1 (18:48):
Yeah.

Speaker 2 (18:48):
Right and so I completely understand it.
But I come from a land ofscience and I come from a land
of wanting to help and protectand having seen children die of
whooping cough, having seenchildren die of varicella of
chickenpox, seen children die ofwhooping cough, having seen
children die of varicella ofchickenpox I mean even in the

(19:11):
early 2000s, kids who wereimmunosuppressed because they
were undergoing bone marrowtransplants or chemotherapy or
whatever.
We try to protect those whocannot protect themselves.
And that's the idea ofimmunizing a population, because
there's going to be a certainthreshold where we lose our herd
immunity.

Speaker 1 (19:26):
Yeah, yeah, herd immunity.
Yeah, yeah.

Speaker 2 (19:28):
And we all know all these terms now because of COVID
.

Speaker 1 (19:30):
Yeah, exactly yeah, I was reading somewhere recently.
There's, I mean, over 80, insome states 90 vaccines on the
schedule.
For what number is that, youknow?

Speaker 2 (19:43):
what it's the same over all it's federal, it's,
yeah, it's worldwide.
I mean, these are the vaccinesare available to everybody in
the world, and these are theones I.
I haven't counted it if I, if Iwere to count each antigen over
the of the course of achildhood, probably in the 60s,
but don't hold me to thatbecause I haven't gone through
that yet, but what I do know,and I am so I had my first

(20:10):
immunization in 1973.
So it's 51 years ago Now.
I just told everybody my age.
All right, anyway, all you outthere, it's experience yes,
there we go?
Yes, it is.
So I had my first immunizationsat the age of two months in 1973
, and I had a diphtheria,tetanus, whooping, cough, dtp

(20:34):
and I had an oral polio vaccine,which was the drops in the
mouth, and I had that at two,four, six months and then, when
I was one, I had my MMR, becausethe MMR came out in 1963.
So I was 11 years old when I gotmy MMR and then I got all my
boosters before kindergarten.
That first tetanus shot that Igot in December of 1973, had

(20:58):
more antigen in it, more vaccine, more particles, more protein
than all vaccines over a child'sentire childhood, from birth to
18 years of age, put together.
So the amount of vaccine persyringe, per shot, has
drastically come down and thenumber of diseases that we could

(21:22):
prevent has drastically gone up.
But when you're looking at theschedule and you're looking at
how many Band-Aids are on thetray and how many needles there
are, it seems overwhelming andscary.
But the science just getsbetter and we stand on the
shoulders of giants and we seethat I can decrease the dose of
this vaccine and make it saferand better and more efficient

(21:44):
than what I got 51 years ago.

Speaker 1 (21:47):
Yeah, yeah, interesting, and what else.
So what?
I'll to clarify what I wasasking.
Like people wouldn't understandwhat I was saying, but like
cause I didn't say it, but theimmunization requirements for
school.
Oh yes, that was like there's,I don't know.
It's a plethora of vaccines andstuff and the big question
right now is like the relationof autism to all the vaccines.

(22:09):
What have you seen with that?

Speaker 2 (22:12):
Well, those are two questions, right?
So the first one is you're, youhave a certain amount of of
immunizations you need in orderto enter school, and that's you
know.
When you go to the pediatrician,you get a form, and those are
not all the vaccines that arerecommended by the American
Academy of Pediatrics or theACIP now defunct RIP, or even

(22:33):
just to stay healthy, but thoseare the ones that are probably
the most communicable from childto child, right?
So that I don't think variestoo much state to state.
Like, for example, we recommendbabies get a hepatitis A
vaccine when they're a year oldand that's not on the form, and
the flu shot's not on the form,and COVID obviously is not on
the form, or the Gardasil, butmost of the other ones are, and

(23:04):
we do that in order to protectkids that wouldn't be able to
get the immunizations themselves.
So you might have afive-year-old who's completely
up to date on their vaccines andthen they develop some horrible
disease that wipes out theirimmune system, and now the
person sitting next to them cangive them one of those diseases,
right?
Right, the person sitting nextto them can give them one of
those diseases right, right.
And the schools are not allowedto disclose.
If everybody has all theirimmunizations because of privacy

(23:26):
, yeah, but everyone needs tohave the form.
And there are people who canget what's called a religious
exemption, which I think shouldbe renamed like a philosophical
exemption.
But you can go to theDepartment of Health and say I'm
not going to immunize mychildren and I want this
exemption, and they're going tosay here you go and with that
paper you can go to school andyou can still get in.
So it allows a little bit offreedom of parenting for parents

(23:48):
who say I really don't want todo this, but it comes at the
expense of me, of perhapsharming somebody else.
So there's that harmingsomebody else.
So there's that To the autismquestion.
So this all started in.
Well, there's always beenvaccine hesitancy, even since

(24:12):
the smallpox, right.
But the big jump happened in1998 when Andrew Wakefield, who
is a gastroenterologist,published a study in the Lancet,
which is one of the periodicalsof medicine, stating that he
thinks he knows what causesautism.
He thinks it might be themeasles, mumps, rubella vaccine,
the MMR vaccine.
And this is why and basicallywhat he did was called a
retrospective study, where hetook children already diagnosed

(24:34):
and looked backwards and didcolonoscopies on them and said
that there's this leaky gut ideaand that these toxins from this
vaccine traveled through thegut into the brain and then
caused the autistic symptoms inthese children.
And it was the huge sensation,right.

(24:54):
So we're like, oh my gosh, wegot it, we now know what was
causing autism.
Great.
But as we learn in fourth gradebiology class, there's a
scientific method where you knowyou have to have this
hypothesis and then you haveyour the way that the methods,
like how you're going to be, youknow, doing this experiment,
the data that's collected andthen the last part of it after

(25:17):
the conclusion, is thereproducibility of it.
Can somebody else do this?
If they read my paper, do theexact same thing that I did and
get the same results.
And that's where it fellthrough, that it was not able to
be reproducible and then afterthat he lots of other stuff
happened.
There's, you know they mostpeople retracted their names of
the authors, retracted theirnames, and then they realized,

(25:39):
well, andrew Wakefield ended uplosing his license because he
was trying to for ethicalreasons.
He was trying to produceanother vaccine to compete with
the MMR and that was unethical.
He's trying to scrut the MMRthrough the paper and then make
his own vaccine, so he lost hismedical license over that.

(26:00):
but the damage is already donebecause we're still talking
about it.
27 years later, we're stilltalking about it.
I am not saying that allvaccines for all people, at all
instances are safe.
I can't even say that about ourdrinking water.
I cannot say that about Tylenolor Benadryl or anything that?
we regularly put into our bodies.

(26:20):
Nor am I saying that we shouldall make up our own vaccine
schedules because of just vibes,right.
But I do pay attention to riskfactors.
If there's been a familyhistory of a vaccine injury, if
there's any history with afamily member with immune issues

(26:44):
either hyperimmunity ordisimmunity, like immune
dysregulation I pay attention tothat and we have a discussion
about it.
But I am still encouragingchildren not to die from
preventable deaths.

Speaker 1 (27:00):
Right, yeah, yeah, we have a friend recently
that—it's so hard.
We get so much information,don't know what to believe.

Speaker 2 (27:09):
Right.

Speaker 1 (27:10):
But we have a friend recently that was sharing that
their child, I think, was at thetime like five and was getting
another schedule of vaccines andwas doing well, progressing,
talking, all that stuff, Got avaccine Week later, wasn't
talking, having speech, issues,whatever, Thinking like anyway
they were trying to.
They were saying like I don'tknow Right, but this vaccine

(27:33):
thing just happened A couple ofdays later, boom.

Speaker 2 (27:36):
Right.

Speaker 1 (27:36):
But nothing else.
It seems like was intervened tohave caused this delay, but
anyway, it's just.
I hear stories like that.

Speaker 2 (27:46):
And they?
I mean I'm not going to givemedical advice over a podcast
but, this is something thathappens and it's not necessarily
I mean yes, it's due to be verycareful with how I say this.

Speaker 1 (27:59):
Yeah.

Speaker 2 (28:00):
It's.
There are other things that cantrigger this, right?
So there are underlying geneticabnormalities that need a
trigger, and the trigger cancome in the form of a virus.
It can come in form of anexposure to like a toxin, like a
pesticide or something likethat or a trigger like an
immunization, and so when thosethings happen, you look at what

(28:21):
the trigger was and then you say, oh my gosh, we need to get rid
of this trigger.
But the real problem is thisunderlying genetic abnormality
that got triggered.

Speaker 1 (28:32):
Yeah, and that was expressed.

Speaker 2 (28:34):
The best way I can explain that is.
Type 1 diabetes is like thisright, you're born with this
genetic predisposition and thenthere is a circulating virus
that triggers it.
And then we see this inpediatrics, that the first time
diagnosis of type 1 diabetescomes in waves, like we see it

(28:58):
in the hospital, like you seefive kids come in in one week
with first onset because thecircling strain of viruses that
are going through is hitting thepeople who are predisposed to
this and then causing thatautoimmunity.
Yeah, so that's what'shappening.
I want to go back to thatquestion that you said
originally about autism andimmunizations.

(29:20):
And there was, you know, withthat landmark paper that started
everybody talking about.
That was in 98.
In 2000 and then I want to say2012, but I'm not 100% sure.
There were two huge studiesthat were published.
There were two huge studiesthat were published.
One of them was a Danish studyand one was a Finnish study,
where they took huge populationsof 600,000 and 1.2 million and

(29:44):
the other of children and theyfollowed them prospectively.
The children were born and thenthey followed them for seven
years in one study I can'tremember the other one and then
they divided them into the oneswho were fully immunized and the
ones who weren't, and they sawthe exact same rates of autism
in both Exact same.
So that was in 2001,.
That first study came out.

(30:05):
All the pediatricians who, since98, were like what are we going
to do?
What do you think?
Whatever we're like, okay, nowwe know it's not vaccines.
Now do vaccines or anything intheir environment play a role in
it?
Absolutely, we know that autismis genetic and we know that
there is this multifactorial, aswe call it.
There are other things thatcome into play, but because all

(30:27):
kinds of autism are differentlike you see one autistic child,
you just tell me I see oneautistic child you can't define
autism by that one child, right?
So it expresses in differentways and is being caused by
different things.
And when science catches up andsays, aha, this is what it is,
then we will, all you know, asnew parents, breathe a little

(30:48):
easier.
But until then, we just have toreally make sure that we are
not causing more harm bywithholding immunizations that
are life-saving to children justout of fear of autism.

Speaker 1 (31:00):
Right, I mean I would totally.
I mean I'm a person of scienceas well.
By no means the same educationas you are in that realm.
You know what I mean.
Different, yeah, but I rememberin school and undergrad I was a
biology major I was debatingmed school for a minute.

Speaker 2 (31:14):
That's what I should have done, yeah exactly, I was a
French literature major decidedto swing away and go into
medicine.

Speaker 1 (31:22):
May we?
Yeah, like what is it?
But I remember one class inparticular.
Like they were like you know,every time you get a vaccine I
get sick.
I think vaccines are making mesick and I was like that's like
impossible.
They're dead viruses, that'snot causing you to be sick, and
maybe it's a placebo thing, youknow.
Anyway, people are like, oh mygosh, this is, like you know, 15

(31:44):
years ago.
But anyway, I've always agreed,like I mean, vaccines are made
to save lives, they're vaccinesto help express immunity and
antigens and stuff.
So we become better equipped tohandle viruses when they come
about right, Right to genes andstuff.
So we become better equipped tohandle viruses when they come
about right, right.
And so antibiotics right from abacterial standpoint, just to

(32:05):
fight off the bacteria and begood.
There's a lot of skepticism oflike, what else is included in
these syringes when they'reinjecting, whether it's been
ammonia or aluminum and mercuryfound in them.
What have you heard?
What are your thoughts on that,or like?
What have you heard on that?

Speaker 2 (32:20):
Well, back about feeling sick after getting an
immunization.
It depends on the health ofyour immune system, right?
So the immunization is primingyour immune system to recognize
this bug so that when the actualbug comes into view, then
you've got your defenses alreadydone so some people are a
little bit more sensitive tothat and they feel like a little
bit more run down after gettingan immunization because their

(32:42):
immune system's working rightKind of how you feel sometimes a
little crummy, like the dayafter a really strenuous workout
and you're like, oh, Ishouldn't have done that.
And you're like, no, I reallyshould have.
I just have to, like recoverfrom this Right.
Exactly so.
You know, immunizations arelike that.

Speaker 1 (32:58):
That makes sense.

Speaker 2 (33:00):
Yeah, and some people have everyone's different right
, so I'm the type of person thatI can get a bunch of
immunizations and I just keeppowering through it.

Speaker 1 (33:08):
Yeah.

Speaker 2 (33:09):
But I can tell you that second or third COVID shot
I got, I was like, oh, this iswhat people talk about.

Speaker 1 (33:14):
Interesting.

Speaker 2 (33:15):
Because I felt it with that one.

Speaker 1 (33:17):
Yeah, yeah.

Speaker 2 (33:18):
And now I forgot your question.

Speaker 1 (33:20):
It was the other things, oh, the adjuvants and
the things that are added to thevaccines?

Speaker 2 (33:24):
Yes, so when I was in medical school, it was when the
hepatitis B vaccine was pulledoff the shelves because of a
worry about the preservative init called thimerosal, which is
mercury.
Right, so there's two types ofmercury there's ethylmercury and

(33:47):
methylmercury.
One of them is the one that wasin the thermometers like the
old thermometers that when I wasa kid and the thermometer would
break.
We're like oh look, we can playwith this right.

Speaker 1 (33:59):
I wonder what it tastes like 70s right?
Oh boy yeah.

Speaker 2 (34:04):
And that type of mercury can cross through the
blood-brain barrier and thattype of mercury can cause
problems in the brain and weknow that not only from
individual people who havemercury toxicity from drinking
mercury or playing with it,because it can be absorbed
through fine motor development,speech development, cognitive

(34:24):
development.
So these fetuses and babies andyoung children ended up having

(34:55):
toxicity from the mercury thatthey were ingesting.
This is the same reason why wetell pregnant women not to eat a
lot of big fish.

Speaker 1 (35:03):
Right.

Speaker 2 (35:03):
Because there's mercury in our water supply and
the big fish eat the little fish, that eat the plants that have
the mercury right.
So it's a cumulative effect.

Speaker 1 (35:12):
Yeah, is that the same mercury that crosses the
blood-brain barrier?
Yes, that's the one, okay,right, that's that one mercury
Crosses the blood-brain barrier.
Yes, that's the one, okay.

Speaker 2 (35:16):
Right, that's that one mercury.
The other mercury is the onethat's found in thimerosal right
, and that mercury is a biggermolecule and it does not cross a
blood-brain barrier and it'sprocessed really efficiently by
the liver and we pee it out.
So at that time science wasn't100% sure if thimerosal was the

(35:37):
bad mercury or the not badmercury, and so they took the
hepatitis B off the shelf andwere like we're going to study
this.
Then, when they deemed it like,oh, it's the not bad mercury.
And then they took thethimerosal out of the vaccines.
Anyway, what it was used for itwas a stabilizer so that when
the vials of 10 doses were out,that the seventh or eighth dose

(36:01):
would be as effective as thefirst dose, right?
So it was there to stabilizeand preserve it.
They took the thimerosal out andsince 90 something, 99, 2000,
there has been no thimerosal invaccines except for multi-dose
vials, and so the multi-dosevials, which usually is one of

(36:23):
the forms of flu vaccine, allthe other ones have been
thimerosal free.
So when speaking with peoplewho may be leaning a little bit
more towards conspiracy theory,there's like, well, if it wasn't
bad, why did they take it out?
Again, there are many reasonswhy they removed it, one of them
being it really decreases humanerror to have immunizations

(36:45):
come in pre-filled syringes.
You get the dose exactly thesame every time the name of the
vaccine's written on the syringe.
There's just less room for error.
And because they're single dose, you know single use vaccines,
you don't need the thimerosal.
But when you're looking at itfrom a more suspicious point of
view, I can understand whypeople will say well, if it
wasn't that bad, why did theyremove it?

(37:06):
And now we don't have it in ourvaccine.
So no, that we don't havethimerosal in practically any of
the vaccines, except for themulti-dose ones which most
pediatricians don't carry, justbecause it's so much easier just
to give a single dose vaccine?

Speaker 1 (37:21):
Oh, yeah, for sure.
Yeah, yeah, I also read andthis was just top of mind
because I had my baby boy sixmonths ago, right, so we're like
talking about vaccines andstuff and then we're getting
flooded with all kinds ofinformation yeah, but anyway, I
also was reading about SIDS andthe highest likelihood of SIDS
happening, I think, is withinseven to 14 days after an
immunization event.

Speaker 2 (37:41):
Okay, I have not read that.

Speaker 1 (37:43):
The reason why I was reading.
I just was like what about SIDS, you know, and I was
investigating that.
Then again, I don't remember orrecall like the in-depth
sources that I was reading thisfrom of the legitimacy, the
in-depth sources that I wasreading this from of the
legitimacy but I remember acouple sources that I was

(38:03):
reading through similarly cameup where it was like SIDS.
If a SIDS happens, it's like80% likelihood that it had
happened within 7 or 14 days,higher likely 7 days after a
vaccine immunization period andthen after that it decreases 60%
, 50%, 40% After 14 days.
It's like cuts off, likedrastically, like not having
SIDS.

Speaker 2 (38:20):
I'm wondering if that same data I mean it's going to
be harder to find than you knowfinding immunization dates but
if that same pattern happensafter being exposed to an
illness.
So if they so, if they haveanything that revs up the immune
system.
I'm not aware of that.
We do know what causes SIDS.

(38:41):
Unfortunately, we don't knowwho is predisposed to that,
because there's no way to findout.

Speaker 1 (38:50):
What is the cause?

Speaker 2 (38:52):
It's an inability for the brain to increase
respiratory drive when takingbigger gulps of air in, because
there's a relative decrease ofoxygen at the top of a mountain

(39:21):
versus at a lower level right.
So if there is a decrease, orsay like we're breathing into a
pillow or into a paper bag, webreathe harder and harder as the
oxygenation goes down.
It's a drive, like aphysiological drive that we have
, and these babies lack thatdrive and we don't know why.

(39:42):
We don't know how.
We know something genetic, butwe don't know anything else
about it.
And so the back to sleepcampaign, which is basically
putting the baby on their backso that they have all of this
air around them that they candraw from, has decreased the
risk of SIDS.
And we've seen other thingsthat also predispose somebody to

(40:02):
SIDS.
So belly breathing, bellysleeping we know, will
predispose.
If the air is too stagnant, ifit's really really hot and
stagnant in the room, then itcan also be a risk factor
Smoking around the baby, becauseit also decreases the oxygen
around and then the other one isco-sleeping and it's not

(40:25):
co-sleeping because you rollover the baby.
That's death by suffocation.
It's because you have twoadults with big lungs who are
exhaling carbon dioxide in thebreathing space of a baby who's
got tiny little lungs and tryingto draw the oxygen in.
And so when you are looking atall these different risk factors

(40:46):
.
I like to tell my parents allthese things because I believe
that knowledge is power, and Iwould really love to decrease
postpartum anxiety and all thesethings that come up when all of
a sudden you have this livebaby with no instruction manual
coming home with you from thehospital and explaining.

(41:06):
This is why the back to sleepcampaign works and this is why I
say don't co-sleep with yourbaby.
And if you're still worriedabout SIDS, then run a ceiling
fan or make sure that there'snothing in the breathing area of
a baby, and then you should beokay, because then they grow out
of that, their lungs becomebigger, they have more residual
volume and the brains are moredeveloped, and then you lose

(41:28):
that risk of SIDS.
The problem is that we can'ttell which babies are
predisposed to this and then wecan't ease everyone else's
anxiety.

Speaker 1 (41:36):
Right, of course.
Yeah, interesting.
I had a professor back in theday that they had a baby years
prior that had passed away fromSIDS.
Horrible, horrible.
Yeah, I wasn't there, I wasn'tpresent when it was happening.
I had met them years after that, but they still.
They would talk about it.
They would hold like a memorialevery year for his birthday.

Speaker 2 (41:56):
It was very you know I'm like man I couldn't imagine
I could not imagine, Terrible,my son.

Speaker 1 (42:01):
When he was born.
He I'm blanking on like thediagnosis, but he was a
hemoglobin incompatibility withthe mom and he was in the ICU,
the NICU, for five days.

Speaker 2 (42:12):
With the lights.

Speaker 1 (42:12):
With the blue lights.
Yeah, yeah, what am I?
Hyperbilirubinemia.

Speaker 2 (42:16):
Yes, yeah, yeah, you said that very well.

Speaker 1 (42:17):
Hyperbilirubinemia.
I was researching all about it,you know.
So he was born six hours.
We're in the normal hospitalroom.
Six hours later the nurses comein.
It's early.
It was like 6 a was like.
We're like okay, you know, andthat was tough had to draw blood

(42:39):
like through his heel and likeit wasn't coming out well and
I'm like, oh man, I've seen thislittle baby like in a blue
light.
I know Can't hold him.
We were holding him a littlebit like to nurse.

Speaker 2 (42:48):
Yeah.

Speaker 1 (42:50):
And then his regulating so like we need to
like not pick them up and likejust crush these blue lights.
So it was hard.
You know it's very hard, butbless my wife, you know heart.
She was there all, all day andall night and I went home with
the other kids managing them athome and we go visit every day
and this was over thanksgivingbut fortunately everything was
fine.
You know they're like it wastough um, but everything worked

(43:10):
out um after that.
Do you have any like withinfants that you see after birth
their home?
Um hyperbilirubinemia is that acommon?
After like a couple of daysit's like you know, you're
confident it's not going tohappen.

Speaker 2 (43:25):
Correct, okay.

Speaker 1 (43:26):
And then after that any complications with babies
afterwards.

Speaker 2 (43:30):
Nope, that's what I've heard too.
Yeah, so it's in the time thatyou're dealing with it.
You want to make sure that thatbilirubin is low enough that
doesn't cross into the brain.
Yeah, and that's really whypeople get very excited about it
, yeah, and then after thebilirubin levels start coming
down and then it's never anissue ever again for the regular
ABO incompatibility or thatkind of stuff.

(43:53):
There are some syndromes thatlead to hyperbilirubinemia that
can be diagnosed and can beconfused in the very beginning,
but that's why we have so manyvisits in the very beginning of
life.
We're always like eyes on thechild, just to make sure that
it's not one of these weirdthings out there.

Speaker 1 (44:10):
Yeah, yeah, for sure.

Speaker 2 (44:11):
But it's sad because you miss out on the maternal
bonding with the baby and thestress of being in the NICU.

Speaker 1 (44:20):
Oh for sure, but there's nothing else to worry
about.
That's good, and so youmentioned preventative health
with kiddos.
What do you recommend with thatbesides?

Speaker 2 (44:32):
eating well.
Wow, there's so much.
Is that eating well?
Yeah, can you trace?

Speaker 1 (44:34):
back where this thing is from, where's the Pop-Tart
tree, right, exactly, I don'tknow.
If there is one, then maybelet's pass.
You know, let's limit this alittle bit.
Yeah, so, preventative health.
What are your recommendations?

Speaker 2 (44:48):
well, it depends on the ages and the stages.
Okay, so in um, the tenets areprobably all the very similar
pillars that adults are used to,right.
So nutrition is being one ofthem that we have touched on.
Sleep is huge.
Sleep is probably one of themost important things out there.
You have so much stuffhappening during sleep that you

(45:08):
know getting knowing what anormal sleep looks like at
different ages, and then makingsure that you're hitting those
not only just the length of timethat you're sleeping, but the
the the right sleep patterns.
So babies spend a lot of timein REM sleep.
That's why they're so they're.
They're like these littlegoblins at night that you're
like what is this noise comingfrom the bassinet next to my bed

(45:28):
?
They're snorting and they'removing and they're grunting and
they're.
But all that's like normalsleep.
So knowing what what sleeplooks like at different ages and
different stages, and trying tomaximize the amount of sleep
Movement Movement's very big andyou know I'm a big proponent of
play.
I think us grownups should beplaying more too.
I mean, play is so important,not just for the physical body

(45:50):
but for the brain and socialdevelopment and everything.
So you know.
And then prevention of accidents, disease.
You know harm prevention.
You know you don't want to beencouraging different high-risk
behaviors and they lookdifferent at different ages,
right?
So usually when there's a spurtof psychomotor development,

(46:14):
there is a peak in accidents.
So you see that in toddlerhood,where they're all of a sudden
they're learning how to run andclimb and do all this stuff,
then we have accidental deaths.
When we have adolescents whohave this big spurt in, like
their psychosocial development,they have these accidents that
adults wouldn't be having interms of like motor vehicle

(46:36):
accidents or boating accidents,drowning, you know things from.
You know getting access tosomething all of a sudden and
then not having the tools to doit safely.

Speaker 1 (46:45):
Yeah, of course.
Yeah, with the nutrition thing.
You know you're familiar withthe Huberman Lab, right?
That cool podcast, andrewHuberman?
You should check it out, it'sreally interesting.
You're familiar with theHuberman Lab, right?
That cool podcast, andrewHuberman?
You should check it out, it'sreally interesting.
But anyway, there was a coupleof podcasts.
I'd listened to him and he wastalking about alcohol, like
there's no benefit to alcohol.
I would argue that oh you would, oh yeah, Tell me.

Speaker 2 (47:06):
Oh no, I just enjoy my wine.

Speaker 1 (47:08):
Oh, yeah, I enjoy it, it's good, um, and yeah, for
sure I feel really good when I'mdrinking.
That helps.
But anyway, I guess what I wassaying was is like like, oh,
it's good for your blood, like alittle bit of red wine, like
whatever it's like, that's beendisproven, it's just, it's all
toxic.
I haven't kicked it myself yet.
Like, I enjoy a couple ofdrinks on the weekend, you know,
of course, um, when the kidsget to bed and it's like, okay,

(47:31):
finally, good, rest with candy,and like treats and stuff with
the kiddos, are you like, hey,moderation is totally fine.
Or you like to try to avoid anycandy and sugar?

Speaker 2 (47:42):
So now we're talking a little bit more, not so much
of what the body requires, youknow, but what socially and
developmentally, a child wouldgravitate towards.
So any type of extremism,absolutely don't do this, don't
do this, don't do this and achild who is developing their

(48:05):
brain and being curious andadventurous, they're going to
probably end up overdoing it.
And this can apply to anything,whether it's candy or anything.
They say absolutely not to achild and be very strict on that
, but in moderation, I mean.

(48:27):
You should not.
These things are called treatsand you don't have treats every
day right.
A treat is a special occasionthing.
So for birthday parties andmaybe Christmas or Halloween or
something like that, then youcan have a treat.
But if you have a treat everyday then you kind of take away
that being a treat.

Speaker 1 (48:46):
It's normalized almost.

Speaker 2 (48:48):
Right and say this is one of the food groups.
Today I heard somebody say Umyou know, today I I heard
somebody say um, there shouldnot be the term junk food.
Either it's food or it's junk.
But junk food should not be itsown thing.
So when you start looking at itthrough that lens and going,
this is junk.
And so every once in a whileyou go to the thrift store and

(49:10):
you buy a piece of junk right.
Every once in a while you have,you know, some Smarties.
Those are my favorite junk, oh,smarties.

Speaker 1 (49:16):
Yeah, every once in a while you have some Smarties.

Speaker 2 (49:17):
Those are my favorite junk.
Oh, smarties, yeah, those aregood.
Yeah, those are good.
Then, without demonizing it,but also not being super, you

(49:38):
know, allow you to experimentwith meth.

Speaker 1 (49:42):
No, absolutely not.
Or like lighter fluid and likejust light stuff on fire.
No, not going to do that.

Speaker 2 (49:47):
But you know, if I demonize something that is at
your cafeteria table, you'regoing to be really curious about
it.

Speaker 1 (49:55):
Why, and?

Speaker 2 (49:56):
why does everybody else get to do this and not me?

Speaker 1 (49:58):
Yeah.

Speaker 2 (49:59):
The other kids are not playing with lighter fluid
or meth at the cafeteria table,but they might have a Pop-Tart.

Speaker 1 (50:04):
Yeah right.

Speaker 2 (50:04):
So you know, just saying we don't eat that here.
You can have a bite if you want.
It's not good for you, it'sjunk.

Speaker 1 (50:12):
Yeah, but it's junk.
Yeah, but you know, and thenyou parent that way, yeah, yeah,
do you give suggestions onalcohol with?

Speaker 2 (50:20):
teenagers and stuff.
What do you mean by suggestions?

Speaker 1 (50:22):
as in like I guess the same thought of like don't
want to demonize alcohol becauseit turns out like oh, why is it
so?
you know yeah I want to try thatright.
Um, I've heard differentschools of thought.
You know, I mean I don't see usdoing this, but I know of
parents and people that I hadprevious experiences with, like
their parents were like, yeah,just you know you can have a

(50:44):
couple drinks, you know you'regraduating high school or you're
a junior now and everyone'sdriving.
At least we know that I'mtaking your keys, so no one's
driving, but at least I knoweverything's controlled.

Speaker 2 (50:56):
Right, right Right.

Speaker 1 (50:57):
Versus like no, don't drink until you're 21.
There's a reason Frontal lobedevelopment and brain
development, whatever.
What are your thoughts on that?

Speaker 2 (51:03):
Well, I like to nerd out on the science of it and
explaining to kids.
You know, the drinking is onething.
I think one of the biggerthreats comes at a little bit of
an earlier age, and it's withthe vaping that we're seeing a
lot in the middle schools andit's horrible.
It's horrible and being able toexplain you know whether the

(51:24):
child has thought about it ornot.
I just go into it when you know, when they're 10, 11 years old,
and I just talk to them aboutthis is what it does to your
brain, this is what it does toyour body.
This is why we say no and Ijust keep reiterating it.
I think a lot of these thingslike the vaccine talk and the
drugs and alcohol talk and thesex talk, is something that you
start at a relatively early age,at age appropriate language,

(51:49):
and then you just build on it asit goes on and then give the
kids the tools to say this iswhy we don't do this at this age
.

Speaker 1 (51:55):
All right, yeah, I gotcha.
So you're like staunch likedon't drink any like.

Speaker 2 (52:00):
No, I can't say that because I grew up in a Spanish
household and we had wine atdinner from a very early age,
but it was not glasses, it was asip here, a sip there.
And when I came to the age inhigh school where people were
having parties and I'm like, whyis everybody drinking?
Like the world is going to endlike 30 seconds from now, you

(52:21):
know like you haven't drankbefore.

Speaker 1 (52:22):
Like relax, what's?

Speaker 2 (52:23):
up with that, and then I would go spend my summers
in Spain and it was a socialthing.
You know, you just go out andyou have a drink Maybe, maybe
not and then you know it wasn'tto the point of, with the end
result, getting drunk.

Speaker 1 (52:38):
Yeah, right, yeah for sure.
I've heard a couple ofEuropeans say that, like, why do
Americans just like crush anddrink so much?

Speaker 2 (52:47):
What's with the Red Solo cups?
Yeah, come with that.

Speaker 1 (52:51):
That's funny I've also with the sleep thing.
I've heard that from multiplesources.
Where it's like the benefitsand like the necessity to get
quality sleep, where it's likeall right, I want to really get
in a health kick and like reallychange my life and trajectory.
First things, first, what doyou do?
And it's like focus on yoursleep.
Yeah, that's what I've heardfrom a lot of people.

(53:12):
Sleep is so important.
It's interesting oh, microbiome.

Speaker 2 (53:16):
Oh, I love that, love the microbiome.
Yes, we have a whole worldinside of us and you know
there's all these differentbacteria, right, and
everything's like in thishomeostasis, in this balance and
by eating different foods,right?

(53:37):
So if we eat a differentvariety of foods, we are
introducing different advantagesby either the bacteria or the
yeast or whatever that we'reconsuming, and we have to be
able to sustain that.
And when it goes off, kilter,right.
So you have a stomach bug andyou kind of wash everything out,

(53:58):
or you're taking antibioticsand you kill off a whole bunch
of things.
Or if you have just a reallyultra processed, um, narrow diet
, you're going to throweverything off on the inside of
the gut and, um, you know, thegut is where most of our
neurotransmitters are made.

Speaker 1 (54:15):
Huh.

Speaker 2 (54:16):
And so, if you want your serotonin hit, eat well,
right, make sure you'resustaining your microbiome so
you can produce the rightbalance of neurotransmitters.

Speaker 1 (54:30):
Interesting.

Speaker 2 (54:31):
So there's a very strong gut-brain connection and
a lot of people don't listen tothe gut.
So you know making sure thatthere's, you know it becomes a
loop.
So people who have chronicconstipation or chronic diarrhea
, you, you're not, you're notable to stop that cycle because

(54:54):
you know you're not restoringthat bacteria.
That's either causing it or notallowing it to heal.

Speaker 1 (55:01):
Yeah, interesting.
Are there different foodsassociated with different
neurotransmitters?

Speaker 2 (55:04):
Yes, and I don't know them off the top of my head,
but yes, there are.

Speaker 1 (55:07):
If you want like dopamine, eat this yes.

Speaker 2 (55:09):
Yeah, so not necessarily the foods, but the
bacteria that thrive off of thatfood.
I see Okay, interesting.

Speaker 1 (55:18):
We'll be in a conversation another time then.

Speaker 2 (55:20):
Yeah, I've got to read up on it.
That's awesome.

Speaker 1 (55:21):
That's really cool, all right.
The risk factor avoidance youmentioned screen time.
Oh, I hate screen time.
Yeah, so screen time and vaping, you would say, on your top two
lists of like don't do that.

Speaker 2 (55:34):
Yeah, I think so yeah .
I'm sure I can find other lists, but-.

Speaker 1 (55:39):
Screen time.
Describe screen time.

Speaker 2 (55:42):
Screen time is.
I think screens cause a lot ofharm inherently because of what
they are right, and then theyalso cause a lot of harm from
what they take away.
So things that they can takeaway they can take away from
interpersonal development, right, they take away from play.

(56:03):
They take away from knowingconflict resolution and how to
speak with other people, and wehave this whole generation of
kids who really don't know howto engage in small talk, because
if we're all sitting in waitingat the bus stop together,

(56:26):
everybody is going to be intheir own little world and
they're not going to talk Right.
So we're losing all of that as asociety and totally agree.
And it's really, really sad.

Speaker 1 (56:38):
Yeah.

Speaker 2 (56:39):
And, and then what it ?
What then?
What it does, you know?
So those are things that ittakes away.
And then what?
I'm sure I'm missing some, butthings that it causes.
It causes sleep disruption.
It causes it's been linked tothe mental health crisis that
we're dealing with right nowwith children and adolescents.
We have the social mediacomponent, that, speaking of

(57:01):
dopamine, you know that thesealgorithms are written by these
psychologists that know how tokeep us addicted and how to
scroll and how to do all thesethings.
And we're like you can't juststop by looking at your phone
for 30 seconds.
You have to keep going, andkeep going, and keep going.

(57:22):
And then time is lost andyou're not talking to anybody.
And now you're feeling badabout yourself because everybody
on the screen have happier,healthier lives than you are,
and you suck, and so you can godown this rabbit hole.
And then there's thediscernment of information Like
how do we know what we're seeingis real?
And so now we're in the statethat we're in right now, both

(57:44):
socially and geopolitically andeverything, and I blame screens
for all of that?

Speaker 1 (57:50):
Yeah, 100%.
Yeah.
I think it's crazy that likethere's hired professionals Like
you know how we can reallymanipulate people.
Yeah, I think it's crazy thatlike you know there's hired
professionals like you know howwe can really manipulate people
Like do these things and thesealgorithms and that's how you
get people addicted.

Speaker 2 (58:02):
And increase like the intensity of light here and say
this word here and it's itreminds me a lot of you know,
the food chemists that try tomake chips like you have to eat
the whole bag and not just one.

Speaker 1 (58:16):
Yeah.

Speaker 2 (58:17):
It's like that same type of you know I went to.

Speaker 1 (58:20):
Braving addiction.

Speaker 2 (58:21):
I got a master's in psychology for this, yeah.

Speaker 1 (58:25):
That's cool.

Speaker 2 (58:27):
But yeah, I really I'm very sad about the screens.
The American Academy ofPediatrics recommends zero hours
of screen time a day forchildren under the age of two,
and then, during the time ofCOVID, they kind of backtracked
a little bit and said well, ifyou're FaceTiming, you know,
then that is the socialconnection that we need right

(58:47):
now, you know in the height ofCOVID, and then they never took
that back out.
So now we are allowing FaceTime, as you know, as permissiveness
of screen time in babies.
But there are studies and thereis data out there with linking
the amount of screen time withproblems with the developing

(59:07):
brain, and one of the ones thatI recently read about was the
increase of eye pathology inchildren because of screen times
, and it's linked to how manyhours per day.
So if you're an infant and youspend more than one hour in
front of a screen a day, thenyou have like 21% more chance of

(59:27):
needing glasses because youreyesight is going to have
problems with myopia orastigmatism or something like
that.
So it depends on the age,because your brain know, your
brain is there right.
The eyes are part of your brainand it depends on the age, it
depends on the intensity andthere's no reason why an infant
or toddler needs to be on ascreen.

Speaker 1 (59:48):
Absolutely none.
Television same thing.

Speaker 2 (59:51):
Television's a screen .

Speaker 1 (59:53):
Yeah, interesting.
I remember watching a lot oftelevision when I was a kid yeah
it's just you know, but thenagain we also didn't have phones
.
So the same way we did now, youknow where I totally agree,
like um then the socialdevelopment and um the ability,
like just the socialintelligence conversations, um

(01:00:15):
emotional intelligence.
It's just man, it's a bummer.

Speaker 2 (01:00:19):
And even as a family unit.
You know you go to a restaurantand you see, you know two
adults on a screen.
You see the kid with the iPad,the other kid with the iPad, and
nobody's talking to each other.
And you know your kids are onlygoing to be this age one time.

Speaker 1 (01:00:32):
Yeah, for sure.

Speaker 2 (01:00:33):
And you're going to miss out.
And so what if they have ameltdown?
Everyone One time, one time,yeah, for sure.
And you're going to miss out.
And so what if they have ameltdown?
Everyone has a meltdown.
I had a meltdown yesterday.
We can all have meltdowns, yeah, but being able to work through
that and it just makes thewhole unit so much stronger.

Speaker 1 (01:00:45):
Yeah, totally, I totally agree with that.

Speaker 2 (01:00:47):
I really did not have a meltdown yesterday, I was
just part of the fun.

Speaker 1 (01:00:51):
Yeah, yeah, I'm having a mud don right now.
No, I uh, yeah, I totallythere's.
I mean, man it's, yeah, it's abummer.
I just think, like the kicks,considering some of the young,
young kids right now, that in 20years or 30 years from now
they're going to be the maindrivers of the economy and stuff

(01:01:12):
.
Where what's that going to looklike?
Probably a lot moremanipulatable, not great
socially intelligence.
They just never had that.
You know what I mean.
A conflict resolution, like yousaid, emotional intelligence,
navigating challenging waters.

Speaker 2 (01:01:24):
Right.

Speaker 1 (01:01:24):
I don't know, it's tough.

Speaker 2 (01:01:25):
I know and you know part of me.
I'm like am I now like mygrandparents, like back in my
day?
Right Exactly Is that what I'mtrying to say is like, back in
my day, right, exactly, am I?
Is that what I'm trying to say?
I'm like no, I mean it's asadness, it's a yearning for,
like simpler things.
It's the.
You know it's a tool, thescreens are a tool and it should

(01:01:45):
be used as a tool, like, justlike you would use a drill as a
drill, but you're not going touse a drill as a hammer and
you're not going to apply thattool to everything right.
So knowing the useful part of ityou know and applying it that,
and then using play as play.
I'm not going to play here bymyself.

(01:02:08):
You know, I'm going to gooutside and play or I'm going to
play a board game or I'm goingto make up a story and tell
people or whatever, and usingyour creative mind to be able to
make life sweeter than lookingat a screen.

Speaker 1 (01:02:26):
Yeah for sure, Totally agree with all that.
Awesome.
Well, I appreciate it.
Let's land the plane there.
We'll open for otherconversations next time.
We have plenty we could talkabout, but no thanks for coming
in, Cause I know you're busy andstuff.
What's the best way people canreach out to you?

Speaker 2 (01:02:43):
So you can find me my speaking of.
So, speaking of screens, youcan find me on a screen my
website.
My practice name is morehealthy kids.
My last name is Dr.
Website.
My practice name is MoreHealthy Kids.
My last name is Dr Moore, soit's M-O-O-R-E.
My phone number is 561-834-5528.
My office is right here onOlive, right down the street
here, and my Instagram handle isat More Healthy Kids.

Speaker 1 (01:03:07):
Cool.
Yeah, I love the name.
More Healthy Kids yeah, it'sfun.
Perfect, I love it.
I love it.
That's my goal.
Well, thanks again for comingin.
We'll have to get round two inthere and talk more about some
other stuff like systemicdisease down the road.
Your nonprofit in.

Speaker 2 (01:03:21):
Ghana.
Yeah, what's all that?
Yeah, I'd love to talk aboutthat too.
Yeah, for sure.

Speaker 1 (01:03:23):
So thanks again for coming in and if y'all have any
questions, we're always open toanswering questions, comments,
concerns, conflicting opinions,whatever If you, if it's like
shoulder pain, back pain, neckpain, we'd love to help.
You can at least talk on thephone and get some opinions and
some insights, and the best wayto reach us is probably our
phone number too 561-899-8725.
So don't hesitate to reach outto any questions and reach out

(01:03:44):
to Dr Moore for any pediatricquestions.

Speaker 2 (01:03:46):
Absolutely.
I'm here to help.

Speaker 1 (01:03:49):
We'll catch you all next time.