April 21, 2025 • 13 mins
Why do our kids lose it over the smallest things—and how can we help them hold it together? In this insightful episode, Justin and Kylie Coulson unpack what emotional regulation really means and share a simple 3-step framework to help kids (and parents!) handle big feelings more effectively. Whether it's tantrums, sibling fights, or homework meltdowns, these tools will help your family build emotional resilience—without losing your cool.
KEY POINTS:
-
Emotional regulation is about expressing or suppressing emotions appropriately to achieve long-term goals.
-
Most children develop consistent regulation skills by age 9, but they still need support along the way.
-
Regulation isn’t about suppressing feelings—it’s about processing them constructively.
-
Parents must model regulation themselves, not just expect it from their kids.
-
Three powerful parenting tools:
-
Support, don’t solve – Be present and connected without taking over.
-
Offer hints – Gently guide children through overwhelm with small, manageable steps.
-
Read the room – Check for physical or emotional needs that might be driving big reactions.
-
QUOTE OF THE EPISODE:
“Support, don’t solve—it builds competence, autonomy, and connection all at once.”
RESOURCES MENTIONED:
ACTION STEPS FOR PARENTS:
-
Pause before reacting—check your own emotional state before helping your child regulate theirs.
-
Name the emotion and offer empathy—validate your child’s feelings without fixing them.
-
Break big tasks into chunks—help your child manage overwhelm one step at a time.
-
Mark as Played
Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Speaker 1 (00:06):
More and more parents are telling me that their children
are emotionally disregulated. What does it mean? How do we
help our children develop self regulation? Hold together, keep it cool?
That is our conversations today on the Happy Families podcast
Real Parenting Solutions Every day on Australia's most download parenting podcast,
(00:26):
we are Justin and Kylie Coulson. One of the big
conversations that I've been having recently with one of our children,
I won't say which one because I don't want to
embarrass anybody, has involved two words emotional regulation. Unfortunately, I
often remind her of it Kylie at the very time
that she's disregulated, and she doesn't respond kindly. Has anyone
ever told you to regulate better when you've been a
(00:47):
bit upset?
Speaker 2 (00:48):
I was just thinking about the fact that as parents,
we're really worried about our kids' inability to be self regulated.
But I'm wondering how many of us are actually very
good at doing the same thing.
Speaker 1 (01:01):
Yeah, we've all got that blind spot, haven't we. Would
you just regulate yourself?
Speaker 2 (01:06):
Seriously?
Speaker 1 (01:06):
If I've told you once, I've told you one thousand times,
and off we go.
Speaker 2 (01:10):
I know this is probably a silly question. But we
talk about it all the time, this idea of self regulation.
What exactly are you talking about.
Speaker 1 (01:18):
I don't think it's a silly question at all. If
you were to try to define it, and you hadn't
sat down and looked at a definition, it would be
pretty tricky. I mean people would say it's holding it together,
I guess would be the really easy way to define it.
My definition of emotion regulation is the ability to either
express your emotions or suppress your emotions in an appropriate
(01:38):
way for the context, so that you can achieve goals
that really do matter to you. And this is a
really big deal. Like some people say, you shouldn't have
to regulate your emotions, you should be allowed to be
your authentic self. I think that's a terrible idea. We
have to be well socialized, we have to be regulated.
There are times where it's absolutely necessary. If you don't regulate,
you usually upset people and it doesn't play out well
(02:01):
at all.
Speaker 2 (02:01):
Well. The challenge is especially when it comes to relationships.
I think about our frustration and our anger and our
hurt is like this big bucket of black tar inside me.
And if I decide to be my authentic self in
any given moment, I'm literally just spewing that black tar
(02:24):
all over the recipient, whoever it happens to be. How
do I ever think that that is going to benefit
our relationships?
Speaker 1 (02:31):
A moment of truth, I mean, let's turn the podcast
into some therapy for a moment. Literally last night I
was exhausted. I've damaged my knee, so I'm not able
to move and get around the way I want to.
We had dinner like two hours late. The kids were
up late. You've been so flat out with a responsibility
that you've taken on that we kind of haven't seen
you for days. It's almost like it's become a full
(02:52):
time job, but it's all volunteer work and you're not
being paid for it or anything. And I miss you.
We're not connecting. And finally at a at nine fifteen pm,
I told you how I was really feeling because instead
of talking to me, you'd laid down the bed and
looked at your phone, and I was just like ah,
and I did not regulate that is my goal. My
(03:13):
actual goal was I miss you and I want to
connect with you. I want to be close to you.
I really want to just spend time in your presence
and soak you up and love everything about the fact
that we're married and we love one another. And I
expressed it really, really ineffectively. I didn't express it appropriately
(03:35):
for the context, and it did not help us to
get towards that goal that I had of connecting with you.
It drove disconnection. Our children are just as clumsy, and
they've got more excuses about it than I do, because
I'm going to be ahd in psychology and I'm not
supposed to make those mistakes.
Speaker 2 (03:51):
But here's here's the interesting thing. We're so focused on
helping our kids to be self regulated, and I wonder
how many of us actually spend the time working on
ourselves to be regulated.
Speaker 1 (04:06):
Yeah, and we need it for social reasons. We need like,
let's say our kids. Let's go back to the kids
for a sec. Our kids are playing a game and
they know they get the snake. They're playing snakes and ladders,
or they're playing checkers or chess, or they're on a
screen playing a game with their friends, and things start
to work out poorly. Now, their goal is partly to
(04:28):
win the game, but more than that, to have fun,
to have fun with their friends. But what happens is
they get a bit emotional because things aren't going so
well on the game. Because they're emotional and the game's
not working out, what do they do. They they fail
to regulate and they have a dummy spit, throw the
toys out of the cot and instead of keeping the
rules and waiting and losing well, which are all I guess,
(04:53):
emotional suppression tactics because the long term goal is good relationships,
they blow up and all go well, the bottom falls out.
It just goes pear shaped. Some people will say, we
shouldn't be teaching our kids to mask their emotions and
to suppress their emotions, like these are really loaded terms,
And I'm laboring this point because if our children can't
suppress their emotions, they will not function, they won't have
(05:15):
good relationships, they won't function well in class. So academically
they'll struggle because if they're not able to work something out,
they'll blow up, they'll lose the plot, they'll cry, they'll
storm out of the classroom. Rather than regulating their emotions
and saying to the teacher, I'm really struggling with this.
It's hard. I'm feeling overwhelmed by it. Could you explain
it to me one more time. Not that many seven
(05:36):
year olds would say it like that, but you get
my point. They will be more persistent with tasks. They
will do better in life if they learn to regulate
their emotions, just like the kids in the marshmallow experiment
that Walter Mitchelle did way back in the nineteen sixties.
You can have one marshmallow now, or when I leave
the room, you can have two. That one hasn't been
(06:01):
eaten until I come back. And the kids who regulated well,
they got the goodies, and that self control, that self
regulation was an asset to them throughout their lives. They
did better at school, better in relationships, better with employment,
better with finances, better with everything.
Speaker 2 (06:17):
I think it's really important to recognize and understand though
part of that self regulation. In my mind, it's not
about withholding emotion. It's actually been able to process emotion.
You don't need to verbalize everything that you're experiencing.
Speaker 1 (06:34):
It's exhausting to be around someone who does in.
Speaker 2 (06:36):
Every moment to be able to process through it. And
I love when our ten year old will have an
outburst and she literally takes herself off to a room
and within two or three minutes. She comes out and
she's like, I'm really sorry. I didn't mean to do that.
I was just feeling really frustrated.
Speaker 1 (06:55):
It's interesting that you set our ten year old because
emotion regulation begins to develop somewhere around the age of three.
So when parents are getting mad at they're under threes,
that's on us. We've got to stop getting mad. They
don't have the ability to regulate, and it builds from
the age of three. Most kids can regulate most of
the time by about the age of nine. Most kids
(07:18):
most of the time by about the age of nine.
So you're saying a ten year old, she's just reached
that point where she should be able to regulate most
of the time. But if she doesn't, she's got the
cognitive bandwidth to calm herself down later and then come
back recognizing that she needs to do better in future. Okay,
so after the break, Three ways that we can help
(07:38):
our kids to regulate their emotions better. Okay, Kylie. Three
ways that we can help our children to regulate their
emotions better. That is, to suppress them when they should,
express them when it's appropriate, and move towards constructive long
term achievement.
Speaker 2 (08:00):
I love all of these, but we'll start with number one.
Speaker 1 (08:04):
It's a good place to start.
Speaker 2 (08:06):
Support don't solve. Yeah, this is really important for our
kid's sense of autonomy.
Speaker 1 (08:13):
Yeah, it's also important for their sense of competence and
for building the relationship. So for anyone who's been listening
to the pod for a while, you'll know that I'm
a big, big proponent of a theory known as self
determination theory that says that our kids got three basic
psychological needs. They need to feel like they've got a voice,
that they can choose what's going on. They need to
feel like they're capable and competent, and they need to
(08:34):
feel like they're close and connected. When we support don't solve,
we tick every box. Because when we're supporting, we're saying, wow,
this looks really tough, or you're having a hard time,
or I can see how troubled you are, or you
walk into the room and you say I can see
two really angry kids who look like they want to
fight with each other, and I'm here to help. And
as soon as you do that, it comes every like
the relationship feels good. But then as you support, you say, so,
(08:57):
how do we figure this out? Or what's the best
way for you empower the kids, so you give them voice, choice,
autonom evolition, and you also say, I believe that you've
got a brain in your head and you can figure
this out, so you're giving them a sense of confidence
as well. It's a simple three word solution to emotion
regulation that makes all the difference. Support don't solve number two.
Speaker 2 (09:20):
When we've done the supporting and we're not wanting to
solve and they're struggling, let's offer some hints.
Speaker 1 (09:27):
Yeah, you've I think you've got the most beautiful story.
It didn't involve one of our children, although I'm sure
we could come up with plenty that do. With one
of our eldest daughter's.
Speaker 2 (09:34):
Friends, we had gone over a play date one afternoon
and our daughter's friend was in her room sobbing, and
her mum stated that she wasn't allowed to come out
of her room until she'd cleaned it. She'd been she'd
been given the opportunity to clean it all day.
Speaker 1 (09:52):
No playdate for you until you've done. In our family,
I've started saying you don't get the good stuff to
you done the hard stuff. The kids hate it. They
hate it, but that's the principle ride if you want
to have the play day, you've got to do this
stuff that's necessary first.
Speaker 2 (10:05):
So how daughter was itching to hang out with her friend,
and I thought I might just go down and have
a look and see whether or not I can sweet
talk this little girl into getting a room done. When
I walked into her room, I knew exactly why she
was having an absolute meltdown. You couldn't see the floor.
It was a dire, bolical mess for a six year old,
(10:30):
complete overwhelm. I don't know about you, but I'm sure
that you've experienced jobs where you kind of walk into
the room and you go I don't even know where
to start. And that's me as an adult. So imagine
a six year old child looking at this space going
where do I start.
Speaker 1 (10:49):
And an unsympathetic parentm I look at the child and say, well,
you made the mess, and you figured out how to
put it all on the floor, so you can figure
out how to put it away.
Speaker 2 (10:56):
I sat in the room with Sarah and I just
said to her, era, can you find ten blocks? And
she looked at me and she said, uh huh.
Speaker 1 (11:07):
Yeah, so it's called chunking. Let's just do little chunks
here and little.
Speaker 2 (11:10):
So she picked up ten blocks. I didn't do any
of the work. She did it all. But I was
able to sit with her, and because I wasn't emotionally
attached or involved, I was able to calmly just encourage her,
and we had the job done probably in about five
to ten minutes, and she was calm, and she was
so excited once she'd done, because she obviously could hang
out with our door.
Speaker 1 (11:30):
I done.
Speaker 2 (11:31):
But so often we just think that our kids have
the capacity to do way more than they're capable of,
and other times we underestimate their abilities. But in this case,
this actually needed mum's involvement.
Speaker 1 (11:44):
So some people, when I've shared that story have said, oh, well,
that's because you were an outsider. You weren't mum. But
it works as well when you are the parent, when
you step and say I can see how hard this
is for you, and I know you're really having a
hard time keeping it together. What about if I help
You don't actually do the work, you just off of
those hints, You provide a little bit of gentle guidance,
and that's where the results come. The third one is
(12:05):
really simple. One read the room, so if your child
is disregulated, have they eaten? What time of day is it?
Do they need sleep? Is there any additional stress in
their lives? I mean, if we go back to my
therapeutic moment a minute ago, I was tired, I was stressed,
I was missing you, We'd eaten super super late, and
nothing was quite right, and I was disregulated. But if
(12:27):
we follow these three things, support, don't solve, offer hints,
and read the room, we're going to find that our
children will be more regulated. And when they're not.
Speaker 2 (12:37):
They've got a gentle place to call.
Speaker 1 (12:40):
So perfectly said, that's to take home message. Be there
for them, especially in those moments they need your connection
when they quote unquote deserve it the least. Of course,
they deserve it all the time because you love them
and they're your kids. The Happy Families Podcasts is produced
by Justin ruland from Bridge Media. More information and more
resources to make your family happy can be found at
(13:00):
happy families dot com dot you m hm
More and more parents are telling me that their children
are emotionally disregulated. What does it mean? How do we
help our children develop self regulation? Hold together, keep it cool?
That is our conversations today on the Happy Families podcast
Real Parenting Solutions Every day on Australia's most download parenting podcast,
(00:26):
we are Justin and Kylie Coulson. One of the big
conversations that I've been having recently with one of our children,
I won't say which one because I don't want to
embarrass anybody, has involved two words emotional regulation. Unfortunately, I
often remind her of it Kylie at the very time
that she's disregulated, and she doesn't respond kindly. Has anyone
ever told you to regulate better when you've been a
(00:47):
bit upset?
Speaker 2 (00:48):
I was just thinking about the fact that as parents,
we're really worried about our kids' inability to be self regulated.
But I'm wondering how many of us are actually very
good at doing the same thing.
Speaker 1 (01:01):
Yeah, we've all got that blind spot, haven't we. Would
you just regulate yourself?
Speaker 2 (01:06):
Seriously?
Speaker 1 (01:06):
If I've told you once, I've told you one thousand times,
and off we go.
Speaker 2 (01:10):
I know this is probably a silly question. But we
talk about it all the time, this idea of self regulation.
What exactly are you talking about.
Speaker 1 (01:18):
I don't think it's a silly question at all. If
you were to try to define it, and you hadn't
sat down and looked at a definition, it would be
pretty tricky. I mean people would say it's holding it together,
I guess would be the really easy way to define it.
My definition of emotion regulation is the ability to either
express your emotions or suppress your emotions in an appropriate
(01:38):
way for the context, so that you can achieve goals
that really do matter to you. And this is a
really big deal. Like some people say, you shouldn't have
to regulate your emotions, you should be allowed to be
your authentic self. I think that's a terrible idea. We
have to be well socialized, we have to be regulated.
There are times where it's absolutely necessary. If you don't regulate,
you usually upset people and it doesn't play out well
(02:01):
at all.
Speaker 2 (02:01):
Well. The challenge is especially when it comes to relationships.
I think about our frustration and our anger and our
hurt is like this big bucket of black tar inside me.
And if I decide to be my authentic self in
any given moment, I'm literally just spewing that black tar
(02:24):
all over the recipient, whoever it happens to be. How
do I ever think that that is going to benefit
our relationships?
Speaker 1 (02:31):
A moment of truth, I mean, let's turn the podcast
into some therapy for a moment. Literally last night I
was exhausted. I've damaged my knee, so I'm not able
to move and get around the way I want to.
We had dinner like two hours late. The kids were
up late. You've been so flat out with a responsibility
that you've taken on that we kind of haven't seen
you for days. It's almost like it's become a full
(02:52):
time job, but it's all volunteer work and you're not
being paid for it or anything. And I miss you.
We're not connecting. And finally at a at nine fifteen pm,
I told you how I was really feeling because instead
of talking to me, you'd laid down the bed and
looked at your phone, and I was just like ah,
and I did not regulate that is my goal. My
(03:13):
actual goal was I miss you and I want to
connect with you. I want to be close to you.
I really want to just spend time in your presence
and soak you up and love everything about the fact
that we're married and we love one another. And I
expressed it really, really ineffectively. I didn't express it appropriately
(03:35):
for the context, and it did not help us to
get towards that goal that I had of connecting with you.
It drove disconnection. Our children are just as clumsy, and
they've got more excuses about it than I do, because
I'm going to be ahd in psychology and I'm not
supposed to make those mistakes.
Speaker 2 (03:51):
But here's here's the interesting thing. We're so focused on
helping our kids to be self regulated, and I wonder
how many of us actually spend the time working on
ourselves to be regulated.
Speaker 1 (04:06):
Yeah, and we need it for social reasons. We need like,
let's say our kids. Let's go back to the kids
for a sec. Our kids are playing a game and
they know they get the snake. They're playing snakes and ladders,
or they're playing checkers or chess, or they're on a
screen playing a game with their friends, and things start
to work out poorly. Now, their goal is partly to
(04:28):
win the game, but more than that, to have fun,
to have fun with their friends. But what happens is
they get a bit emotional because things aren't going so
well on the game. Because they're emotional and the game's
not working out, what do they do. They they fail
to regulate and they have a dummy spit, throw the
toys out of the cot and instead of keeping the
rules and waiting and losing well, which are all I guess,
(04:53):
emotional suppression tactics because the long term goal is good relationships,
they blow up and all go well, the bottom falls out.
It just goes pear shaped. Some people will say, we
shouldn't be teaching our kids to mask their emotions and
to suppress their emotions, like these are really loaded terms,
And I'm laboring this point because if our children can't
suppress their emotions, they will not function, they won't have
(05:15):
good relationships, they won't function well in class. So academically
they'll struggle because if they're not able to work something out,
they'll blow up, they'll lose the plot, they'll cry, they'll
storm out of the classroom. Rather than regulating their emotions
and saying to the teacher, I'm really struggling with this.
It's hard. I'm feeling overwhelmed by it. Could you explain
it to me one more time. Not that many seven
(05:36):
year olds would say it like that, but you get
my point. They will be more persistent with tasks. They
will do better in life if they learn to regulate
their emotions, just like the kids in the marshmallow experiment
that Walter Mitchelle did way back in the nineteen sixties.
You can have one marshmallow now, or when I leave
the room, you can have two. That one hasn't been
(06:01):
eaten until I come back. And the kids who regulated well,
they got the goodies, and that self control, that self
regulation was an asset to them throughout their lives. They
did better at school, better in relationships, better with employment,
better with finances, better with everything.
Speaker 2 (06:17):
I think it's really important to recognize and understand though
part of that self regulation. In my mind, it's not
about withholding emotion. It's actually been able to process emotion.
You don't need to verbalize everything that you're experiencing.
Speaker 1 (06:34):
It's exhausting to be around someone who does in.
Speaker 2 (06:36):
Every moment to be able to process through it. And
I love when our ten year old will have an
outburst and she literally takes herself off to a room
and within two or three minutes. She comes out and
she's like, I'm really sorry. I didn't mean to do that.
I was just feeling really frustrated.
Speaker 1 (06:55):
It's interesting that you set our ten year old because
emotion regulation begins to develop somewhere around the age of three.
So when parents are getting mad at they're under threes,
that's on us. We've got to stop getting mad. They
don't have the ability to regulate, and it builds from
the age of three. Most kids can regulate most of
the time by about the age of nine. Most kids
(07:18):
most of the time by about the age of nine.
So you're saying a ten year old, she's just reached
that point where she should be able to regulate most
of the time. But if she doesn't, she's got the
cognitive bandwidth to calm herself down later and then come
back recognizing that she needs to do better in future. Okay,
so after the break, Three ways that we can help
(07:38):
our kids to regulate their emotions better. Okay, Kylie. Three
ways that we can help our children to regulate their
emotions better. That is, to suppress them when they should,
express them when it's appropriate, and move towards constructive long
term achievement.
Speaker 2 (08:00):
I love all of these, but we'll start with number one.
Speaker 1 (08:04):
It's a good place to start.
Speaker 2 (08:06):
Support don't solve. Yeah, this is really important for our
kid's sense of autonomy.
Speaker 1 (08:13):
Yeah, it's also important for their sense of competence and
for building the relationship. So for anyone who's been listening
to the pod for a while, you'll know that I'm
a big, big proponent of a theory known as self
determination theory that says that our kids got three basic
psychological needs. They need to feel like they've got a voice,
that they can choose what's going on. They need to
feel like they're capable and competent, and they need to
(08:34):
feel like they're close and connected. When we support don't solve,
we tick every box. Because when we're supporting, we're saying, wow,
this looks really tough, or you're having a hard time,
or I can see how troubled you are, or you
walk into the room and you say I can see
two really angry kids who look like they want to
fight with each other, and I'm here to help. And
as soon as you do that, it comes every like
the relationship feels good. But then as you support, you say, so,
(08:57):
how do we figure this out? Or what's the best
way for you empower the kids, so you give them voice, choice,
autonom evolition, and you also say, I believe that you've
got a brain in your head and you can figure
this out, so you're giving them a sense of confidence
as well. It's a simple three word solution to emotion
regulation that makes all the difference. Support don't solve number two.
Speaker 2 (09:20):
When we've done the supporting and we're not wanting to
solve and they're struggling, let's offer some hints.
Speaker 1 (09:27):
Yeah, you've I think you've got the most beautiful story.
It didn't involve one of our children, although I'm sure
we could come up with plenty that do. With one
of our eldest daughter's.
Speaker 2 (09:34):
Friends, we had gone over a play date one afternoon
and our daughter's friend was in her room sobbing, and
her mum stated that she wasn't allowed to come out
of her room until she'd cleaned it. She'd been she'd
been given the opportunity to clean it all day.
Speaker 1 (09:52):
No playdate for you until you've done. In our family,
I've started saying you don't get the good stuff to
you done the hard stuff. The kids hate it. They
hate it, but that's the principle ride if you want
to have the play day, you've got to do this
stuff that's necessary first.
Speaker 2 (10:05):
So how daughter was itching to hang out with her friend,
and I thought I might just go down and have
a look and see whether or not I can sweet
talk this little girl into getting a room done. When
I walked into her room, I knew exactly why she
was having an absolute meltdown. You couldn't see the floor.
It was a dire, bolical mess for a six year old,
(10:30):
complete overwhelm. I don't know about you, but I'm sure
that you've experienced jobs where you kind of walk into
the room and you go I don't even know where
to start. And that's me as an adult. So imagine
a six year old child looking at this space going
where do I start.
Speaker 1 (10:49):
And an unsympathetic parentm I look at the child and say, well,
you made the mess, and you figured out how to
put it all on the floor, so you can figure
out how to put it away.
Speaker 2 (10:56):
I sat in the room with Sarah and I just
said to her, era, can you find ten blocks? And
she looked at me and she said, uh huh.
Speaker 1 (11:07):
Yeah, so it's called chunking. Let's just do little chunks
here and little.
Speaker 2 (11:10):
So she picked up ten blocks. I didn't do any
of the work. She did it all. But I was
able to sit with her, and because I wasn't emotionally
attached or involved, I was able to calmly just encourage her,
and we had the job done probably in about five
to ten minutes, and she was calm, and she was
so excited once she'd done, because she obviously could hang
out with our door.
Speaker 1 (11:30):
I done.
Speaker 2 (11:31):
But so often we just think that our kids have
the capacity to do way more than they're capable of,
and other times we underestimate their abilities. But in this case,
this actually needed mum's involvement.
Speaker 1 (11:44):
So some people, when I've shared that story have said, oh, well,
that's because you were an outsider. You weren't mum. But
it works as well when you are the parent, when
you step and say I can see how hard this
is for you, and I know you're really having a
hard time keeping it together. What about if I help
You don't actually do the work, you just off of
those hints, You provide a little bit of gentle guidance,
and that's where the results come. The third one is
(12:05):
really simple. One read the room, so if your child
is disregulated, have they eaten? What time of day is it?
Do they need sleep? Is there any additional stress in
their lives? I mean, if we go back to my
therapeutic moment a minute ago, I was tired, I was stressed,
I was missing you, We'd eaten super super late, and
nothing was quite right, and I was disregulated. But if
(12:27):
we follow these three things, support, don't solve, offer hints,
and read the room, we're going to find that our
children will be more regulated. And when they're not.
Speaker 2 (12:37):
They've got a gentle place to call.
Speaker 1 (12:40):
So perfectly said, that's to take home message. Be there
for them, especially in those moments they need your connection
when they quote unquote deserve it the least. Of course,
they deserve it all the time because you love them
and they're your kids. The Happy Families Podcasts is produced
by Justin ruland from Bridge Media. More information and more
resources to make your family happy can be found at
(13:00):
happy families dot com dot you m hm
Popular Podcasts
40s and Free Agents: NFL Draft Season
Daniel Jeremiah of Move the Sticks and Gregg Rosenthal of NFL Daily join forces to break down every team's needs this offseason.
Dateline NBC
Current and classic episodes, featuring compelling true-crime mysteries, powerful documentaries and in-depth investigations. Follow now to get the latest episodes of Dateline NBC completely free, or subscribe to Dateline Premium for ad-free listening and exclusive bonus content: DatelinePremium.com
Las Culturistas with Matt Rogers and Bowen Yang
Ding dong! Join your culture consultants, Matt Rogers and Bowen Yang, on an unforgettable journey into the beating heart of CULTURE. Alongside sizzling special guests, they GET INTO the hottest pop-culture moments of the day and the formative cultural experiences that turned them into Culturistas. Produced by the Big Money Players Network and iHeartRadio.