#developmental stages of human growth

[pininghermit]

Alucard as a Dad

Request: I really liked the pregnancy fiction, can you do one for Alucard as a dad?

Summary: He knows her, knows her even more intimately than himself. A sigh of relief escapes him, and a genuine smile graces his face, erasing any lingering hesitance from his tumultuous past.

AN: I tried ;) (Dividers by @chachachannah- thanks!)

Please read this before continuing-Part 1 (It makes sense I swear)

With quivering hands and a resolute expression, Adrian cradles your daughter for the first time. A quick glance in your direction unsures he's handling everything correctly.

Yet, the moment her delicate weight settles in his arms, an understanding dawns upon him. He knows her, knows her even more intimately than himself. A sigh of relief escapes him, and a genuine smile graces his face, erasing any lingering hesitance from his tumultuous past.

The unadulterated happiness that courses through him sweeps away all uncertainties. "Narya," he addresses her by name, and your daughter meets his gaze, her tiny lips curving into a response that mirrors his smile.

She carries his resemblance remarkably, with scattered tufts of golden hair and shimmering, golden eyes. Yet, her toothless grin belongs entirely to you. The slight dimple on her chin is a charming legacy from her mother.

The first time you bring Narya to Castle Dracula, the three of you embark on a memorable project. You collectively paint your footprints on a massive sheet of paper, an endeavor that involves both you and Adrian fluttering around a squirming Narya to capture her tiny foot imprints.

In no time, he compensates for every missed moment during your pregnancy. Tired arms from holding the baby? Alucard steps in. Need a restroom break? No problem, Alucard is already at Narya's side. Late-night bouts of pacifying your daughter's cries? Adrian is there, soothing her before you even stir from your sleep.

From tending to a slight fever to ensuring a delayed burp, Adrian, despite being her father, becomes the quintessential mother hen to your daughter.

You willingly grant Adrian the time to bond with his daughter, to acquaint himself with her unique essence. You, on the other hand, have known her existence from the very moment it dawned upon you.

Your baby, a blend of both dhampir and human, bears a predominantly human appearance, with the exception of her luminous eyes and slightly lower body temperature. Her growth mirrors the developmental stages you've observed in countless other children around you.

Yet, within the secret corners of your thoughts, you harbor a desire for her to inherit more from her father. You yearn for her to possess the gift of immortality, akin to Adrian. This longing stems from your wish to leave behind someone for Adrian when your own time inevitably wanes – a constant presence to anchor him in the world.

One late afternoon, as you gently pry open the door to your bedroom, a heartwarming scene greets you: your daughter slumbers serenely atop your husband's chest. Her tiny hands grasp his shirt, finding security in his embrace. Adrian's arms cradle her with tenderness, and what takes you aback is the genuine, tranquil smile adorning his face in his slumber. This smile, free from the habitual furrow of his brow or the weight of his recurring nightmares, fills your heart with a renewed sense of hope.

In that moment, you find yourself fervently praying for her immortality more fervently than ever before. It's not just a wish for her own well-being, but a yearning to ensure that Adrian's happiness.

Castle Dracula becomes livelier with your daughter's presence. Her giggles and Adrian's baby voice ring loud from whatever room father and daughter decide to grace.

And if you walk in on your daughter cuddling into a large wolf or clapping around a party of bats you join the party. Winking at the wolf as you jump into the cuddle pile.

There are days when Alucard holds your daughter and for hours talks to the pictures of her grandparents. Both Lisa and Dracula get to meet her.

Matilda, Ronnie, Bowie, and Pink are all dolls made by Alucard for your daughter. Each given a special feature and leaves your daughter a giggling mess. Be it Bowie's squeaking noise or Pink's flapping hands.

On nights when your daughter sleeps peacefully and the world lulls into silence. Adrian turns to you and lays bare his vulnerability. All the sorrow and gratitude is expressed in quiet whispers. Tears and reassurances hold you both together.

He does not easily forgive himself for his abandonment of you during your pregnancy and it shows up during lively family dinner, story times, or nap times. But you do not allow him to spiral. Holding him close you lean in and tickle your dhampir until his booming laughter fills the room.

Both uncle Trevor and Aunt Sypha undergo the regular mandatory Narya bragging session by Alucard either in person or through letters. It doesn't surprise you that your daughter take a liking to the Belmont sooner than anyone else. "She is just compensating for his lack of intellect," your husband ads trying not to scowl at Trevor. "Haven't you heard opposites attract? My daughter just finds you stupidity funny." Neither Trevor nor Narya turn back from their conspiring whispers to reply to your annoyed husband. He does get a sympathy shoulder pat from you.

Three years later, with Narya's fist wrapped around your finger you enter the healer's hut again. Only to find the news of Narya's sibling on the way.

And this time your pregnancy is spent in Castle Dracula, next to Alucard, who takes in every detail. He spends weeks waiting for the bump to show, and nights after that talking to it.

The child inside you definitely recognizes his voice, because any indication of Adrian's presence leads to a very active march in your belly.

Alucard does not shy away from indulging in your pregnancy cravings. Pickles with jam? That's his jam now. He will join you to chug pickle juice straight from the jar.

He is however, very much concerned about the morning sickness bouts. Entirety of Dracula's library is turned over to find a cure but the child inside of you is as stubborn as his father.

Both you and Alucard burst laughing the sight of Narya mimicking your pregnancy waddle.

When the labor starts you find yourself next to Alucard again. Your hand clutched in his and your breath coming heavy. You push for an hour before your sons enter the world. Surprising everyone.

You give birth to twins bearing your and Adrian's features. Narya becomes an elder sister.

#castlevania #alucard x reader #alucard #adrian tepes #adrian tepes x reader #Alucard's daughter #fluff #family feels

[doberbutts]

no judgment at all, i don’t know much about dogs/dog training, but why do you use a prong collar? i always thought they seemed a bit mean, like they would hurt the dog. i know a lot of people are against them. what benefits do you get from using one with your dog? genuinely just curious!!

Once again, I am really not interested in a tool debate.

Anything used improperly can hurt an animal. And we as humans have a tendency to associate metal with harshness, when in reality many fibrous materials can be equally or even harsher than metal.

Out of the various training tools in my collar bin, the prong is the one Fenris needed the least introduction to in order to get him to tolerate wearing it (almost none) and also the most effective at the lowest level of correction (meaning usually he does not need more than self-correction, aka hitting the end of the leash naturally and feeling the collar activate, and when he does need more it is with a very small amount of effort from me).

Compare this to "nicer" or "gentler" tools like head halters (we love cervical spine fractures and slipped discs) or front clip harnesses (pinching the shoulders together and tightening over the ribcage, potentially permanently altering the way the dog walks as it damages joints and muscle growth during a puppy's key developmental stages) and perhaps it's just that we see cloth as soft and metal as hard and don't really consider how these tools work.

He was great at loose leash walking until he became a teenage butthead. I think he will return to being great at loose leash walking when he is not being a teenage butthead. Unfortunately, my back hurts when he yanks forward on the leash to go piss on a tree or chase a squirrel, and since he's squarely in that developmental period, he gets a reminder for why we don't injure dad's back any more than it already has been.

[giantologist]

What are giants like in their teen years?

Hello!

'Teen years' for giants are usually around the fifty year mark, depending on their developmental stage, and it's more like several teen decades. It is, like human adolescence, a time of figuring out identity. A lot of giant 'teenagers' (for want of a better term) separate from their family groups at this time, not so much as an act of defiance but simply as an innate urge that stems from resource consumption. Many go off to find their place in the world, and many still find it. Be that a human setting to join, or a quiet place to build a home.

It can be difficult to discern a giant teenager from others of their species considering the vast disparity between their heights, but a lack of facial hair - or a lack of secondary sex characteristics - is an immediate indicator. They are also lankier than their adult counterparts, as caloric consumption is funnelled into growth rather than musculature or fat storage.

As for behaviour, do not worry about giant teens being more violent than adults. They are not, as if they were it would be quite difficult for them to settle in their new lives. They may need more guidance, however, so do not hesitate to befriend them!

Professor J Finch

#queries

[gallifreyinstituteforlearning]

(a) baby = azono /azˈə͡ʊnə͡ʊ/

Agent, singular. Non-gendered.

Definition A small creature found in many universal cultures that seeks attention and doesn't pay rent.

Example ↪ Romanised: 'Eyo, qi'eo'azono?' 'Fo.' 'Shadau. Eola'hepris'qi?' 'Emo ... fo.' ↪ English: 'Aww, is that your baby?' 'No.' 'Okay. Should you be holding it?' 'Err ... no.' ↪ Audio:

↪ Sollifreyan (font v1):

Advanced

Etymological and Morphological Breakdown:

A- (Prefix): In Gallifreyan, the prefix 'a-' is often used as a neutral or generic marker. It does not imply any specific attribute or quality but rather serves to denote the subject in a broad, general sense. In the word 'azono', this prefix functions to introduce the subject matter – in this case, a baby – without attaching any particular characteristics or attributes to it.

-zo (Segment): The segment '-zo' in Gallifreyan explicitly signifies an unspecified or non-specific gender. Its inclusion in 'azono' is crucial for indicating that the term refers to a baby whose gender is either unknown, irrelevant, or not designated. This aspect of the word aligns with the Gallifreyan approach to gender neutrality, especially in contexts where gender is not a pertinent detail.

-no (Segment): Derived from the Gallifreyan verb meaning 'to communicate', the segment '-no' highlights the beginnings of communication that a baby exhibits. This part of the word reflects the developmental stage of a baby, emphasising the early stages of interaction and expression, which are fundamental aspects of a baby's growth and development.

Usage and Additional Notes:

Gender-Neutral Term: 'Azono' is specifically used for babies without a specified gender. This term is part of a linguistic structure in Gallifreyan that accommodates and respects gender neutrality, especially in early life stages where gender may not be a focal point.

Related Terms: For babies with specified genders, Gallifreyan uses the terms 'apono' for male babies and 'amono' for female babies. This linguistic variation demonstrates the language's capacity to differentiate based on gender when necessary or relevant, while also providing a neutral option with 'azono'.

Cultural Implications: The existence of a gender-neutral term like 'azono' reflects broader cultural attitudes in Gallifreyan society towards gender and identity.

Modifiers: ↪ Plural: azono-ua (babies) ↪ Gender: apono (male baby) | amono (female baby) ↪ Negative: azono-o (not a baby)

(GIL Gallifreyan Conlang Guide (coming soon))

Gallifreyan Word for Wednesday by GIL 》 need a translation? / see more Gallifreyan words If you like what GIL does, please consider buying a coffee to sustain our tired human writer with enough caffeine to continue this madness and help make future projects.

#doctor who #dr who #time lords #gallifreyan #gallifreyan language #conlang #GIL #gallifrey institute for learning #GIL words #TOTW: Children #whoniverse

[bwhitex]

What if we could distill the essence of our collective human journey into a single, elegant equation—could it reveal the secrets to navigating the complex seas of our existence?

Well, I was contemplate life, this afternoon working out, and I tried to summarize with an equation, a metaphorical expression of the ebb and flow of our existence. My proposed equation captures this sentiment:

[Life] = Infinite Possibilities (Continuous Growth + Emotional Dynamics) / Adaptability x Unpredictable Patterns

This equation literally reads, Infinite possibilities maximized by continuous growth and emotional dynamics distributed across adaptability maximized by unpredictable patterns, equals life. This representation, while not exhaustive, attempts to distill the essence of life's journey. It recognizes the vast opportunities that beckon, the importance of lifelong personal development, the deep impact of our emotions, and the necessity of adapting to the unforeseen twists of fate. As we venture through this discussion, we gain a framework to understand and savor the complexities and wonders of life. The essence of life is a harmonious blend of limitless potential, enduring personal development, the pivotal role of emotions, and the indispensable ability to adapt to its unpredictable nature.

Infinite Possibilities

Life is replete with infinite possibilities, each moment a crossroad with countless paths to choose from. Philosophers and scientists alike acknowledge the unfathomable scope of human potential, where every decision can lead to diverse and unforeseen outcomes (Csikszentmihalyi, 1997). This aspect of life propels us to seek out novel experiences and forge our unique paths. The notion of boundless opportunities is what drives innovation and personal fulfillment, encouraging us to envision and pursue a myriad of futures.

Continuous Growth

Growth is a fundamental characteristic of life, encapsulating physical, intellectual, and emotional development. Renowned developmental psychologists, such as Piaget and Erikson, have long established the stages of cognitive and emotional growth that span the human lifespan (Piaget, 1954; Erikson, 1963). This growth is not just a biological imperative but also a personal quest for knowledge, skills, and wisdom. It is a continuous journey, with each experience contributing to our evolving sense of self and purpose.

Emotional Dynamics

Our emotional life is a crucial element of our existence, influencing how we perceive the world and interact with others. Psychologists and neuroscientists have demonstrated the significant role that emotions play in shaping our decisions, behaviors, and relationships (Damasio, 1994). The rich tapestry of human emotions adds depth to our daily experiences, making them poignant and memorable. It is through this emotional dynamism that we connect with others and navigate the complexities of social life.

Conclusion

The metaphorical equation _[Life] = Infinite Possibilities (Continuous Growth + Emotional Dynamics) / Adaptability x Unpredictable Patterns_ offers a lens through which we can view the intricate nature of our existence. It reminds us to cherish the vast opportunities before us, to continuously seek growth, to understand the power of our emotions, and to remain flexible in the face of life's unpredictability. While no formula can capture the full spectrum of the human experience, this one highlights the key elements that make our journey through life profound and meaningful.

References

Csikszentmihalyi, M. (1997). Finding Flow: The Psychology of Engagement with Everyday Life. Basic Books.

Piaget, J. (1954). The Construction of Reality in the Child. New York: Basic Books.

Erikson, E. H. (1963). Childhood and Society (2nd ed.). New York: W. W. Norton & Company.

Damasio, A. R. (1994). Descartes' Error: Emotion, Reason, and the Human Brain. New York: Putnam.

[leebird-simmer]

Psychopathology, Ch 2 pt. 2

Describe the key features of psychodynamic models of abnormal behavior and evaluate their major contributions.

Psychoanalytic theory: the theoretical model of personality developed by Sigmund Freud, based on the belief that psychological problems are rooted in unconscious motives and conflicts from childhood; also called psychoanalysis.

Conscious: to Freud, the part of the mind that corresponds to our present awareness.

Preconscious: to Freud, the part of the mind whose contents lie outside present awareness but can be brought into awareness by focusing on them.

Unconscious: to Freud, the part of the mind that lies outside the range of ordinary awareness and that contains instinctual urges.

Id: the unconscious psychic structure, present at birth, that contains primitive instincts and that is regulated by the pleasure principle.

Pleasure principle: the governing principle of the id, involving demands for immediate gratification of needs.

Ego: the psychic structure that corresponds to the concept of the self, governed by the reality principle and characterized by the ability to tolerate frustration.

Reality principle: the governing principle of the ego, which involves considerations of social acceptability and practicality.

Superego: the psychic structure that incorporates the values of our parents and important others and functions as a moral conscience.

Defense mechanisms: the reality-distorting strategies used by the ego to shield the shelf from awareness of anxiety-provoking impulses.

Fixation: in Freudian theory, a constellation of personality traits associated with a particular stage of psychosexual development, resulting from either too much or too little gratification at that stage.

Other Psychodynamic Theorists

Carl Jung (1875-1961) - Swiss psychiatrist, developed analytical psychology. Believed an understanding of human behavior must incorporate self-awareness and self-direction as well as impulses of the id and mechanisms of defense. Believed that we have a personal unconscious, but also that we inherit a collective unconscious. The collective unconscious contains archetypes: primitive images or concepts that reside in the collective unconscious.

Alfred Adler (1870-1937) - broke away from Freud because he believed people are basically driven by an inferiority complex, not by the sexual instinct. These feelings of inferiority lead to a powerful drive for superiority, which motivates us to achieve prominence and social dominance. In the healthy personality, those struggles for dominance are tempered by a desire to help other people. Adler spoke of a creative self, a self-aware aspect of personality that strives to overcome obstacles and develop potential. Because our potentials are uniquely individual, Adler's theories have been called individual psychology.

Karen Horney (1885-1952) - stressed the importance of child-parent relationships in the development of emotional problems. Horney believed that when parents are harsh or uncaring, children develop a deep-seated form of anxiety called basic anxiety, a feeling of "being isolated and helpless in a potentially hostile world." Children may also develop a form of hostility called basic hostility. With Horney and other psychodynamic theorists who followed Freud, the emphasis shifted from a focus on sexual & aggressive drives toward a closer examination of social influences on development.

Today, most psychoanalysts see people as motivated on two tiers: by the growth-oriented conscious pursuits of the ego, and by the more primitive conflict-ridden drives of the id. Heinz Hartmann (1894-1970) was one of the originators of ego psychology, which posits that the ego has energy and motives of its own.

Erik Erikson (1902-1994) - focused on psychosocial development, in contrast to Freud's emphasis on psychosexual development. Erikson attributed more importance to social relationships and formation of personal identity than to unconscious processes. Erikson's developmental theory, beginning in early adolescence, posits that our personalities continue to be shaped throughout adulthood as we deal with the psychosocial challenges or crises we face during each phase of life.

Margaret Mahler (1897-1985) - developed object-relations theory, focused on how children come to develop symbolic representations of important others in their lives, especially their parents. According to this theory, we incorporate parts of parental figures in our lives into our own personalities, and when we fear losing those people through rejection or death, we might incorporate elements of other people who disapprove of us or have perspectives that conflict with our own. The aim of Mahler's therapeutic approach was to help clients separate their own ideas and feelings from those of the incorporated objects so they could develop as individuals.

Psychosis: a severe form of disturbed behavior characterized by impaired ability to interpret reality and difficulty meeting the demands of daily life.

Evaluating Psychodynamic Models

culturally influential

generally agreed that people can have hidden motives even they may not be aware of

Freud placed too much emphasis on sexual & aggressive impulses and under-emphasized social relationships.

Freud's hypothetical mental processes are not scientific concepts because they cannot be directly observed or tested.

There IS a growing body of scientific evidence that supports the existence of unconscious processes that lie outside ordinary awareness.

Describe the key features of learning-based models of abnormal behavior and evaluated their major contributions.

Behaviorism: the school of psychology that defines psychology as the study of observable behavior and that focuses on the role of learning in explaining behavior.

Conditioned response (CR): in classical conditioning, a learned response to a previously neutral stimulus.

Unconditioned stimulus (US): a stimulus that elicits an unlearned response.

Unconditioned response (UR): an unlearned response.

Conditioned stimulus (CS): a previously neutral stimulus that evokes a conditioned response after repeated pairings with an unconditioned stimulus that had previously evoked that response.

Classical conditioning: a form of learning in which a response to one stimulus can be made to occur in response to another stimulus by pairing or associating the two stimuli.

Operant conditioning: a form of learning in which behavior is acquired and strengthened when it is reinforced.

Reinforcement: a stimulus or event that increases the frequency of the response that it follows.

Positive reinforcers: reinforcers that increase the frequency of the preceding behavior when introduced.

Negative reinforcers: reinforcers that increase the frequency of the preceding behavior when removed.

Punishment: application of aversive or painful stimuli that reduces the frequency of the behavior it follows.

Social-cognitive theory: a learning-based theory that emphasizes observational learning and incorporates roles for cognitive variables in determining behavior.

Modeling: (1) learning by observing and imitating the behavior of others; (2) in behavior therapy, a treatment technique for helping an individual acquire a target behavior by observing a therapist or another individual demonstrate the target behavior and then imitating it.

Expectancies: beliefs about expected outcomes.

Evaluating Learning Models

spawned behavior therapy (AKA behavior modification) that involves systematically applying learning principles to help people change their undesirable behavior

behavioral therapies tend to be effective for depression, anxiety disorders & phobias, sexual dysfunction, and more

reinforcement-based programs are useful to parents and teachers

critics point out that human experience cannot be reduced to observable responses

social-cognitive theorists are particularly dissatisfied with the view that rewards and punishments control our behavior; thoughts and dreams and goals and aspirations are not accounted for

critics of social-cognitive theory might say that it places too little emphasis on genetic contributions to behavior and doesn't provide a full enough account of subjective experience

Describe the key features of humanistic models of abnormal behavior and evaluate their major contributions.

Self-actualization: in humanistic psychology, the tendency to strive to become all that one is capable of being; the motive that drives one to reach one’s full potential and express one’s unique capabilities.

Unconditional positive regard: valuing other people as having basic worth regardless of their behavior at a particular time.

Conditional positive regard: valuing other people on the basis of whether their behavior meets one’s approval.

According to humanists, we cannot fulfill all the wishes of others and remain true to ourselves. However, this does not mean that self-actualization invariably leads to conflict. Rogers believed that people hurt one another or become antisocial in their behavior only when they are frustrated in their efforts to reach their unique potentials. When parents and others treat children with love and tolerance, children also grow up to be loving and tolerant, even if some of their values and preferences are different from their parents' choices.

The goals of client-centered therapy or person-centered therapy are self-discovery, self-acceptance, getting in touch with one's true feelings, accepting them as one's own, and acting in ways that genuinely reflect those feelings.

Evaluating Humanistic Models

brought concepts of free choice, inherent goodness, personal responsibility, and authenticity into modern psychology

because conscious experience is private & subjective, it's difficult to quantify and study objectively

Maslow & Rogers' concept of self-actualization is not directly measurable or observable; it's inferred from its superimposed effects

Describe the key features of cognitive models of abnormal behavior and evaluate their major contributions.

Cognitive theorists study the thoughts, beliefs, expectations and attitudes we use to understand the world around us. They focus on how inaccurate or biased processing of information about the world can create abnormal behavior. Cognitive theorists believe that distorted interpretations or judgments about the events in our lives (not the events themselves) determine the likelihood of developing emotional problems.

Albert Ellis developed rational-emotive behavior therapy (REBT) to help people dispute their irrational beliefs and substitute more rational ones.

Aaron Beck developed cognitive therapy, and stressed four basic types of cognitive distortions that contribute to emotional distress:

Selective abstraction - People may focus exclusively on the parts of their experiences that reveal their flaws and ignore evidence of their competencies.

Overgeneralization

Magnification

Absolutist thinking

Evaluating Cognitive Models

The overlap between learning-based and cognitive approaches is best represented by the emergence of cognitive-behavioral therapy, a form of therapy that focuses on modifying both self-defeating beliefs and overt behaviors.

CBT is not particularly helpful for more "severe" mental illnesses, such as schizophrenia.

It's unclear whether distorted thinking patterns are caused by depression or are effects of depression.

The Sociocultural Perspective

The sociocultural perspective proposes that a fuller accounting of abnormal behavior requires that we consider social and cultural factors, including factors related to ethnicity, gender, and social class. Sociocultural theorists seek causes of abnormal behavior in the failures of society rather than in the person. Some of the most radical sociocultural theorists even deny the existence of psychological disorders or mental illness.

Evaluate ethnic group differences in rates of psychological disorders.

Knowing that a disorder disproportionately affects one group or another can help planners direct prevention and treatment programs to the groups that stand to benefit most.

In general, as incomes increase, the risk of serious psychological disorders decreases, a trend that points to the effects of financial stress on mental well-being (Weissman et al., 2015). People with household incomes near or below the poverty line stand a higher risk of developing serious psychological disorders, including mood disorders and substance use disorders, than those with higher incomes (Sareen et al., 2011; Weissman et al., 2015).

Exposure to racism, discrimination, and oppression is also a significant source of stress to ethnic minorities, and that can take a toll on mental health (Chavez-Duenas et al., 2019; Hartmann et al., 2019). [Note: does anyone know how I can add the ~ over an "n"? I'm not on mobile.]

We also need to account for differences among ethnic subgroups. For example, depression is more prominent among Hispanic immigrants to the United States from Central America than from Mexico, even when considering differences in educational backgrounds (Salgado de Snyder, Cervantes & Padilla, 1990).

Black and Hispanic Americans actually have lower rates of current (past year) psychological disorders or mental illness than white (European) Americans. Asian Americans also generally show lower prevalence rates than the overall US population (Kim & Lopez, 2014; Ryder et al., 2013; Sue et al., 2012). However, when it comes to the chronicity of psychological disorders, Hispanic and Black Americans typically develop more persistent or chronic mental disorders than white/European Americans (Breslau et al., 2005).

Additional analysis showed that differences in persistence of disorders were not a function of socioeconomic level (Breslau et al., 2005). However, white adults are about twice as likely - compared to Black or Hispanic Americans - to use mental health services, with factors relating to cost and lack of access to insurance coverage most often reported as reasons for lower use among racial or ethnic minorities (SAMSHA, 2015). It is conceivable that better access to mental health care may help shorten the duration of psychological disorders.

American Indians - and Native Hawaiians, and Alaska Natives - experience high rates of mental disorders, such as depression and substance use disorders (Gone et al., 2019; Nelson & Wilson, 2017; Skewes & Blume, 2019). They also happen to be among the most impoverished ethnic groups in the United States & Canada. High levels of stress and poverty among Natives living on tribal reservations are certainly among the factors contributing to a greater prevalence of depression (Kaufman et al., 2013).

Rates of substance use disorders among American Indians & Alaska Natives are more than double those of the general population (Skewes & Blume, 2019). The death rate due to suicide among 10-14 year olds is about four times higher for Natives than other ethnic groups. Native boys and young men have the highest suicide rates in the nation (USDHHS, 1999).

Native Hawaiians tend to die at a younger age than other residents of Hawaii, largely because they face an increased risk of serious diseases, including hypertension, cancer, and heart disease (Johnson et al., 2004). They also show higher rates of risk factors associated with these diseases, such as smoking, alcohol abuse, and obesity. Compared to other Hawaiians, Native Hawaiians also experience higher rates of mental health problems, including higher suicide rates among men, higher rates of alcoholism and drug abuse, and higher rates of antisocial behavior.

The mental health problems and economic struggles of Native peoples are, at least partially, a reflection of the alienation from their lands and erasure of their lifeways that resulted from European colonization (Gone et al., 2019; Rabasca, 2000).

Evaluate the sociocultural perspective in our understanding of abnormal behavior.

Social causation model: holds that people from lower socioeconomic status groups are at a greater risk of severe behavior problems because living in poverty subjects them to a greater level of social stress than that faced by more well-to-do people (Costello et al., 2003; Wadsworth & Achenbach, 2005).

Downward drift hypothesis: suggests that problem behaviors lead people to drift downward in social status, thereby explaining the link between low socioeconomic status and severe behavior problems.

The Biopsychosocial Perspective

examines contributions of multiple factors spanning biological, psychological, and sociocultural domains, as well as their interactions, in the development of psychological disorders

biological influences more prominent for schizophrenia, bipolar disorder, and autism (for example)

for anxiety and depression, there is a more intricate relationship between biological, psychological, and environmental factors

Describe the diathesis-stress model of abnormal behavior.

diathesis-stress model: holds that certain psychological disorders arise from a combination or interaction of...

a diathesis: vulnerability or predisposition to developing the disorder, usually genetic in nature

stressful life experiences

Whether a disorder actually develops depends on the nature of the diathesis and the type + severity of stressors the person experiences in life. The life stressors that may contribute to the development of disorders include birth complications, trauma or serious illness in childhood, childhood sexual or physical abuse, prolonged unemployment, loss of loved ones, or significant medical problems (Jablensky et al., 2005).

The stronger the diathesis, the less stress is generally needed to trigger the disorder. In some cases, the diathesis may be so strong that the disorder develops even under the best life circumstances.

A diathesis or predisposition is usually genetic in nature, but it could also take other forms. Ex. the tendency to blame oneself for negative life events that are not totally within one's control may put a person at greater risk of developing depression as a response to those events.

Evaluate the biopsychosocial perspective on abnormal behavior.

With few exceptions, psychological disorders or other patterns of abnormal behavior are complex phenomena arising from multiple causes.

Different people may develop the same disorder for different reasons.

#psychology #abnormal psychology #psychopathology #my notes #study blog

[bpod-bpod]

Start and Fin

Zebrafish are a trusty model organism for developmental biologists looking to draw parallels with humans. They share many of our genes but they’re also transparent, making their delicate early stages easier to examine. Pictured under a high-powered microscope, this developing tail fin hosts early nerve cells (neurons, green) shaping part of the fish’s peripheral nervous system. Cells and chemicals in the surrounding extracellular matrix (ECM, purple) are likely to help – research shows a role for the ECM in guiding neurons into place and encouraging growth. Here, some parts of the ECM have been genetically modified to show researchers where their fluorescent forms settle. Studying the interaction with peripheral nerves may shed new light on the morphogenesis, or pattern forming that takes place in early development, in fish and humans alike.

Written by John Ankers

Image by Dr. Daniel Wehner & Julia Kolb – 17th Place in Nikon Small World 2022 Photomicrography Competition

Regeneration Group, Max Planck Institute for the Science of Light Department of Biological Optomechanics Erlangen, Bayern, Germany

Image copyright held by Dr. Daniel Wehner & Julia Kolb

You can also follow BPoD on Instagram, Twitter and Facebook

#science #biomedicine #zebrafish #nikon small world #extracellular matrix #developmental biology #nervous system #morphogenesis #embryonic development #immunofluorescence #neuroscience #image competition

[mariacallous]

In April, researchers in China reported that they had initiated pregnancies in monkeys through a procedure seemingly much like in vitro fertilization (IVF), in which embryos created in a dish were implanted in the uteruses of cynomolgus monkeys. There seemed nothing remarkable about that—except that this was not genuine IVF, because the embryos had not been produced by fertilization. They had been constructed from scratch from monkey embryonic stem cells, with no egg or sperm involved. They were not real embryos at all, but what many researchers call embryo models (or sometimes “synthetic embryos”).

The multi-institutional team of researchers, led by Zhen Lu at the State Key Laboratory of Neuroscience in Shanghai, grew the embryo models in vitro to a roughly nine-day stage of development, making them equivalent to what is called a blastocyst in normal embryos. Then they transferred the models into eight female monkeys. In three of the monkeys, the models successfully implanted in the uterus and continued to develop. None of the pregnancies lasted more than a few days, however, before spontaneously terminating.

Meanwhile, other research groups showed last year just how far these embryo models made from stem cells can develop toward whole organisms. Teams led by Magdalena Zernicka-Goetz at the University of Cambridge and by Jacob Hanna at the Weizmann Institute of Science in Rehovot, Israel, both made them from mouse stem cells and grew them in rotating glass bottles filled with nutrients, which acted like a kind of crude artificial uterus. After about eight days, it was possible to make out the central axis that would, in a normal embryo, become a spinal column, along with the bulbous blob of the nascent head and even a primitive beating heart. You’d need to be an expert to distinguish these living entities from real mouse embryos at a comparable developmental stage.

No one is entirely sure what embryo models are—biologically, ethically, or legally—or what they could ultimately become. They could be immensely useful for research, revealing aspects of our developmental processes previously beyond the reach of experiments. They might someday even be used to provide tissues and miniature organs for surgical transplantation. But they also raise profound ethical and philosophical questions. 

Until recently, embryo models bore only a sketchy resemblance to real embryos, and then only at the very earliest stages of growth. But the latest experiments by Zernicka-Goetz, Hanna, and others, including the implantation experiments in Shanghai, now force us to wonder how well and how far these entities can reenact the growth of natural embryos. Even if it is currently a distant hypothetical prospect, some researchers see no reason why embryo models might not eventually have the potential to develop all the way into a baby.

There is no clear scientific or medical reason to allow them to do that, and plenty of ethical and legal reasons not to. But even their use as experimental tools raises urgent questions about regulating them. How far should embryo models be allowed to develop before we call a halt to the work? There are currently no clear regulations constraining their creation, nor any consensus on what new regulations should look like. Promising as embryo models are, they raise concerns that the research is running ahead of our ability to decide on its ethical limits.

“Embryo models hold the promise, or threat, of not just creating a realistic model of the development of some parts of important human organs, but of leading to realistic models for all human organs and tissues,” said Hank Greely, a law professor and chair of the steering committee for the Center for Biomedical Ethics at Stanford University—“and potentially, of creating new babies.”

But beyond ethical concerns, embryo models raise questions about the very definition of personhood and what counts as human. They challenge how we think about what we are.

Rethinking the 14-Day Rule

Textbooks confidently describe how a fertilized human egg gradually progresses from a uniform ball of cells to a shrimp-shaped implanted embryo to a recognizably human fetus. But we know disturbingly little about that process because some details of it can’t be studied in the womb without compromising the safety of the embryo. And in many countries, it is legal for human embryos to be grown and studied in vitro for only up to 14 days, after which they must be terminated.

That two-week point is when one of the most crucial stages of development occurs, called gastrulation. As the developmental biologist Lewis Wolpert put it, “It is not birth, marriage, or death, but gastrulation which is truly the most important time in your life.” That is when the rather featureless blob of embryonic cells starts to fold and rearrange itself to acquire the first hints of body structure. The cells begin to specialize into the tissues that will form the nerves, internal organs, gut, and more. A central furrow called the primitive streak develops as the precursor to the spinal column, defining the nascent body’s central axis of bilateral symmetry.

In 1990, following reports from the US Department of Health, Education and Welfare and the UK Warnock Committee years earlier, many countries decided that the formation of the primitive streak at 14 days should mark the limit for how long human embryos could be sustained in vitro. This 14-day rule was subsequently implemented in the guidelines of the International Society for Stem Cell Research, which are widely followed by scientists worldwide. For decades, it was a comfortable restriction, since human embryos generally stopped growing in vitro after only five to six days, around the stage when they would normally implant in the uterine lining.

In 2016, however, Zernicka-Goetz’s team at Cambridge and the developmental biologist Ali Brivanlou at Rockefeller University and his colleagues showed that they could grow IVF mouse embryos all the way up to the gastrulation stage, using a soft polymer gel matrix as a kind of uterine surrogate.

Hanna and his coworkers showed in 2021 that they could grow natural mouse embryos in vitro far beyond gastrulation. Using their rotating bioreactor, in which the embryos were sustained in a nutrient solution and an atmosphere with precisely controlled oxygen and carbon dioxide levels, the team grew mouse embryos for 12 days, half of the full gestation period for mice. Hanna thinks the technology could also work with human embryos and could perhaps grow them for many weeks—if the aims of the science justified the project responsibly and the law did not forbid it.

Recognizing the new potential for finding out useful information about how human embryos develop post-gastrulation, the International Society for Stem Cell Research revised its guidelines in 2021. It now recommends that the 14-day limit on human embryo research be relaxed on a case-by-case basis if a good scientific case can be made for extending it. No country has yet modified its laws to take advantage of that latitude.

Embryo models might offer a way to go down that path with even fewer legal and ethical restrictions. They are not legally considered to be embryos because they do not have the potential to grow into viable organisms. So even under present guidelines and regulations in many countries, if embryo models can be grown through gastrulation and beyond, it could become legal for the first time to experimentally study human development and perhaps lead to a better understanding of defects that cause miscarriages or deformities.

But if embryo models can indeed grow that far, at what point do they stop being models and become equivalent to the real thing? The better and further along the models get, the blurrier the biological and ethical boundaries become.

That dilemma was hypothetical when embryo models could only recapitulate the very earliest stages of development. It isn’t anymore.

Turning Stem Cells Into Embryos

Embryo models are generally made from embryonic stem cells, “pluripotent” cells derived from early embryos that can develop into every tissue type in the body. By the time an embryo has reached the blastocyst stage—around day 5 or 6 in human development—it consists of several cell types. Its hollow shell is made of cells that will form the placenta (called trophoblast stem cells, or TSCs) and the yolk sac (the extra-embryonic endoderm, or XEN cells). The pluripotent cells that will become the fetus are confined to a blob on the inside of the blastocyst wall, and it is from them that embryonic stem cells can be cultured.

Experiments in the 1990s and early 2000s showed that embryonic stem cells extracted from one blastocyst and transferred into another can still become an embryo capable of developing all the way to full-term birth as a healthy animal. But the support provided by TSCs and XEN cells is essential—embryonic stem cells alone can’t get past the first few days of development unless they are in a blastocyst.

More recent research, however, shows that embryo-like structures can be made from scratch from the respective cell types. In 2018, Zernicka-Goetz and her colleagues showed that assemblies of embryonic stem cells, TSCs, and XEN cells from mice could self-organize into a hollow form shaped like a peanut shell and comparable in appearance to a regular embryo undergoing gastrulation. As gastrulation proceeded, some of the embryonic stem cells showed signs of getting more specialized and mobile as a prelude to the development of internal organs.

But those early embryo models were flawed, Zernicka-Goetz said, because the added XEN cells were at too late a developmental stage to wholly fulfill their role. To solve that problem, in 2021 her group found a way to convert embryonic stem cells into early-stage XEN cells. “When we placed [embryonic stem cells], TSCs, and these induced-XEN cells together, they could now undergo gastrulation properly and initiate development of organs,” she said.

Last summer in Nature, Zernicka-Goetz and her collaborators described how they had used a rotating bottle incubator to extend the growth of their mouse embryo models by another crucial 24 hours, to day 8.5. Then the models formed “all regions of the brain, beating hearts, and so on,” she said. Their trunk showed segments arising for development into different parts of the body. They had a neural tube, a gut, and the progenitors of egg and sperm cells.

In a second paper published around the same time in Cell Stem Cell, her group induced embryonic stem cells to become TSCs, as well as XEN cells. Those embryo models, cultivated in the rotating incubator, developed to the same advanced stage.

Meanwhile, Hanna’s team in Israel was growing mouse embryo models in a similar way, as they described in a paper in Cell that was published shortly before the paper from Zernicka-Goetz’s group. Hanna’s models too were made solely from embryonic stem cells, some of which had been genetically coaxed to become TSCs and XEN cells. “The entire synthetic organ-filled embryo, including extra-embryonic membranes, can all be generated by starting only with naive pluripotent stem cells,” Hanna said.

Hanna’s embryo models, like those made by Zernicka-Goetz, passed through all the expected early developmental stages. After 8.5 days, they had a crude body shape, with head, limb buds, a heart, and other organs. Their bodies were attached to a pseudo-placenta made of TSCs by a column of cells like an umbilical cord.

“These embryo models recapitulate natural embryogenesis very well,” Zernicka-Goetz said. The main differences may be consequences of the placenta forming improperly, since it cannot contact a uterus. Imperfect signals from the flawed placenta may impair the healthy growth of some embryonic tissue structures.

Without a better substitute for a placenta, “it remains to be seen how much further these structures will develop,” she said. That’s why she thinks the next big challenge will be to take embryo models through a stage of development that normally requires a placenta as an interface for the circulating blood systems of the mother and fetus. No one has yet found a way to do that in vitro, but she says her group is working on it.

Hanna acknowledged that he was surprised by how well the embryo models continued to grow beyond gastrulation. But he added that after working on this for 12 years, “you are excited and surprised at every milestone, but in one or two days you get used to it and take it for granted, and you focus on the next goal.”

Jun Wu, a stem cell biologist at the University of Texas Southwestern Medical Center in Dallas, was also surprised that embryo models made from embryonic stem cells alone can get so far. “The fact that they can form embryo-like structures with clear early organogenesis suggests we can obtain seemingly functional tissues ex utero, purely based on stem cells,” he said.

In a further wrinkle, it turns out that embryo models do not have to be grown from literal embryonic stem cells—that is, stem cells harvested from actual embryos. They can also be grown from mature cells taken from you or me and regressed to a stem cell-like state. The possibility of such a “rejuvenation” of mature cell types was the revolutionary discovery of the Japanese biologist Shinya Yamanaka, which won him a share of the 2012 Nobel Prize in Physiology or Medicine. Such reprogrammed cells are called induced pluripotent stem cells, and they are made by injecting mature cells (such as skin cells) with a few of the key genes active in embryonic stem cells.

So far, induced pluripotent stem cells seem able to do pretty much anything that real embryonic stem cells can do, including growing into embryo-like structures in vitro. And that success seems to sever the last essential connection between embryo models and real embryos: You don’t need an embryo to make them, which puts them largely outside existing regulations.

Growing Organs in the Lab

Even if embryo models have unprecedented similarity to real embryos, they still have many shortcomings. Nicolas Rivron, a stem cell biologist and embryologist at the Institute of Molecular Biotechnology in Vienna, acknowledges that “embryo models are rudimentary, imperfect, inefficient, and lack the capacity of giving rise to a living organism.”

The failure rate for growing embryo models is very high: Fewer than 1 percent of the initial cell clusters make it very far. Subtle abnormalities, mostly involving disproportionate organ sizes, often snuff them out, Hanna said. Wu believes more work is needed to understand both the similarities to normal embryos and the differences that may explain why mouse embryo models haven’t been able to grow beyond 8.5 days.

Still, Hanna is confident that they will be able to extend that limit by improving the culture device. “We can currently grow [IVF] mouse embryos ex utero until day 13.5—the equivalent for human embryos will be around day 50 to 60,” he said. “Our system opens the door.”

He added, “When it comes to studying early human development, I believe this is the only possible way.”

Marta Shahbazi, a cell biologist at Cambridge who works on embryogenesis, agrees. “For humans, an equivalent system [to mouse embryo models] would be really useful, because we don’t have an in vivo alternative to study gastrulation and early organogenesis,” she said.

Already, both Zernicka-Goetz and Hanna are making rapid progress with human embryo models. On June 15, their two groups simultaneously posted preprints describing the growth of such structures derived entirely from human pluripotent stem cells that they claimed to develop in vitro all the way to a stage equivalent to that of a normal embryo 13 to 14 days after fertilization. The researchers say that their human embryo models show some of the key developmental features of natural ones at this same stage, although those claims have yet to be peer-reviewed. At this rate of advance, it will surely soon be possible in principle to grow these entities beyond the widely observed 14-day legal limit—forcing the question of whether we should.

In theory, human embryo models grown to an advanced stage of development could become sources of organs for transplants and research. “Although the synthetic embryoids we make are distinguishable from natural embryos,” Hanna said, “they still have all [nascent] organs, and in the right position.”

Embryonic and induced pluripotent stem cells in vitro can currently be guided to grow into rudimentary miniature organs (or “organoids”) of pancreatic, kidney, and even brain tissue. But organoids typically fail to reproduce the structure of real organs accurately, probably because they lack essential signals and multicellular components that would arise naturally in real embryos. “We anticipate that these defects might be corrected by generating structures that recapitulate natural processes occurring in development,” Zernicka-Goetz said.

Hanna thinks that embryo models could also be used to identify drug targets and screen for novel therapeutics, particularly for reproductive problems, such as infertility, pregnancy loss, endometriosis, and preeclampsia. “This is providing an ethical and technical alternative to the use of embryos, oocytes, or abortion-derived materials and is consistent with the latest ISSCR guidelines,” he said. He has already founded a company to test potential clinical applications of human embryo models.

But Alfonso Martinez Arias, a developmental biologist at Cambridge and Pompeu Fabra University in Barcelona who studies the role of embryonic stem cells in mammalian development, stresses that such applications remain unproven. He thinks it is hard to see how much could be understood about questions of real embryo growth from the development of such a distorted version.

Besides, he said, none of this has yet been shown in humans. “I do not think we should advance a field through wishful thinking, but with facts,” he said.

The Ethical Frontier

As long as embryo models remain just models, their use in research and medicine may not arouse much controversy. “A basic ethics principle called subsidiarity stipulates that a scientific or biomedical goal should be achieved using the least morally problematic way,” Rivron said. For research on global health concerns, such as family planning, he said, studies of embryo models seem like a less ethically challenging alternative than work on IVF embryos.

“We should remember that synthetic embryos are not real embryos,” Hanna said. So far, they lack the crucial potential to grow into a true fetus, let alone a baby: If they are implanted in mice, they don’t develop further.

But the capacity for further development is central to the ethical status of the embryo models, and there’s no guarantee that their current inability to yield fetuses and live births will persist.

Rivron agrees that the work on embryo models that he and others are doing could lead to a new reproductive technology. “We can foresee that the most complete embryo models will at some point tip over to become embryos, giving rise to individuals,” he said. “I believe these individuals should be fully entitled as beings, independent of the way they formed.”

For that reason, he is working with ethicists to shape an ethical framework for these studies. “Attempting to use human embryos formed from stem cells for assisted reproduction might become possible one day,” he said, “but it would require an exhaustive prior discussion and evaluation on whether it is safe, socially and ethically justifiable, and desirable.”

But the ethical issues don’t kick in only if the technology is used for human reproduction. Greely believes that “if an embryo model is ‘similar enough’ to a ‘normal’ human embryo, it should be treated as a human embryo for statutory and regulatory purposes, including, but not limited to, the 14-day rule or any revision of it.”

What counts as similar enough? That criterion would be met, he said, “if the embryo model has a significant probability of being able to produce a living human baby.”

The trouble is, it could be very hard to know for sure whether that’s the case, short of implanting a human embryo model in a uterus. The only way to determine the ethical status of such an entity might then be unethical.

Work like that of the Chinese team with monkey embryo models, however, might foreclose that uncertainty. If these embryo-like entities can induce pregnancies and someday yield offspring in monkeys, we might reasonably infer that equivalent human embryo models could too. In a commentary on that work, Insoo Hyun, the director of research ethics at Harvard Medical School’s Center for Bioethics, wrote: “It is at this point that human embryo models could be deemed to be so accurate that they would amount to being the real thing functionally.”

Such a result, even if only in monkeys, might lead regulators to decide that human embryo models deserve to be treated like embryos, with all the attendant restrictions. Some researchers feel that we urgently need a new definition of an embryo to offer clarity and keep pace with the scientific advances. If there is good reason to suppose an embryo model has the potential to generate viable offspring, we will need to either accept the regulatory implications or find ways to nullify that potential.

These are the dilemmas of a technique that could blur our old ideas about what qualifies as human, and about how people are created. Bartha Maria Knoppers, a professor and research chair at McGill University in Canada and an authority on research ethics, wrote a commentary for Science with Greely in which they described developments like embryo models as “nibbling at the legal definition of what a human is.” The more we discover about how we are made and how we could be, the less clear it is that science can bring clarity to that question.

[psychiatristanxietyhospital]

Exploring the Intricacies of Psychology: Unraveling the Human Mind

What is Psychology (Introduction):- Psychology, the scientific study of the human mind and behavior, offers a captivating exploration into the depths of our thoughts, emotions, and actions. With its roots dating back

to ancient civilizations, psychology has evolved into a multifaceted discipline that encompasses various subfields and approaches. This article aims to shed light on the fundamental

concepts, theories, and applications within psychology, highlighting its significance in understanding ourselves and others.

The Foundational Principles of Psychology At its core, psychology seeks to uncover the intricacies of the human mind and behavior. It delves into various foundational principles that form the bedrock of this discipline. One

such principle is the nature versus nurture debate, which explores the influence of genetics versus environmental factors in shaping who we are. Additionally, the concept of

consciousness and the exploration of its different states, including sleep and dreams, provide insights into the functioning of our minds.

Understanding Human Development Developmental psychology focuses on the changes that occur throughout a person's lifespan, from infancy to old age. It investigates the cognitive, social, and emotional processes

that shape human growth. Key theories such as Jean Piaget's cognitive development theory and Erik Erikson's psychosocial stages provide frameworks for understanding how

individuals evolve and face various challenges at different life stages.

The Workings of the Mind: Cognitive Psychology Cognitive psychology examines mental processes such as perception, memory, attention, language, and problem-solving. This branch of psychology explores how individuals

acquire, process, and store information, unraveling the mysteries of human cognition. The study of cognitive biases and heuristics reveals the fascinating ways our thinking can

sometimes deviate from rationality.

The Intricacies of Emotions and Motivation Emotions and motivation play significant roles in shaping human behavior. Psychologists investigate the complex interplay between emotions, motivation, and behavior to

understand how individuals respond to different stimuli and situations. The theories of emotion, including James-Lange and Cannon-Bard, offer diverse perspectives on the

physiological and psychological aspects of emotional experiences.

Applying Psychology in Real-World Contexts Psychology extends beyond theory and research; it finds practical applications in various fields. Clinical psychology focuses on diagnosing and treating mental health disorders,

while counseling psychology helps individuals cope with life challenges and improve their well-being. Additionally, industrial-organizational psychology contributes to enhancing

workplace productivity and employee satisfaction.

The Future of Psychology As our understanding of the human mind continues to evolve, so too does the field of psychology. Advancements in technology, such as neuroimaging and artificial intelligence,

provide new avenues for research and exploration. Additionally, emerging subfields like positive psychology and cultural psychology expand our understanding of well-being and

the impact of culture on human behavior.

Conclusion Psychology encompasses a vast and fascinating realm that unlocks the secrets of the human mind. It explores our cognition, emotions, motivations, and behaviors, shedding light

on what it means to be human. Through the lens of psychology, we gain insights into ourselves and others, fostering empathy, personal growth, and improved relationships. As the

field continues to evolve, psychology will undoubtedly shape our understanding of the mind and help address the challenges we face in our increasingly complex world.

Visit https://www.possitivevibes.com/expert-psychiatric-care/ to know more about Psychiatrist Centre near me in Delhi "Possitive Vibes"

[aphilosopherchair]

Purreaucracy

Course Title: Navigation of Bureaucracy with Felines: Strategies for Effective Governance through Collaboration between Human Leaders & Their Whiskered Companions

Overview: The purpose of this course is to introduce students to innovative governance models centered on collaborations between human leadership and felines. This unique approach highlights the advantages of integrating feline attributes and behaviors into decision-making processes to enhance organizational effectiveness and navigate complex bureaucratic systems. Students will gain practical strategies for effective collaboration and problem-solving while fostering harmonious relationships between human leaders and their furry companions.

Week One: Overview: Introduction to Feline-Human Relationships in Decision Making

Understanding Feline Social Structures, Hierarchy, and Communication

Investigate the impact of felines’ social dynamics on group cohesion and hierarchy maintenance

Identify methods to establish positive communication channels between cats and humans

Cultivating Resilience & Adaptability via Kittenhood Trials

Analyze kittens' experiences navigating challenges crucial for success in adulthood

Appraise the parallels between these developmental stages and organizational growth

Establishing Trustworthy Relationships for Efficient Governance

Discover the importance of trust and reciprocity among groups led by both humans and felines

Develop techniques for nurturing long-lasting partnerships founded upon mutual respect and benefit sharing

Week Two: Feline Fundamentals

Topic: Understanding Our Cohabitants: An Overview of Feline Physiology and Psychology Core Reading: “CATWISE: Why Cats Do What They Do,” by Nicky Hallucinochell – Chapter 4: "Body Language," pp. 78–93

Additional Readings / Watchlist:

Article: "Cat Body Language" - Decoding Signals from Meows to Postures [Helpful tips on interpreting cat body language] Video Tutorial Series: "Understanding Your Cat’s Emotions and Body Language" - by Dr. Sarah Ellisuedo [A series featuring expert advice on recognizing cats' emotional states and corresponding physical signals]

Activity Task:

Discussion Prompt: Evaluate the importance of recognizing feline psychological needs and behaviors when collaborating across species boundaries.

Week Three: Comparative Perspective: Human vs. Feline Societies

Topic: Building Shared Goals through Recognition of Parallel Motivations in Humans and Felines Core Reading: “The Way of the Cat: Lessons from Animal Welfare Science,” by Dennis C. Fictioner – Chapter 9: "Communication," pp. 117–134

Additional Readings / Watchlist:

Article: "How Cats and Humans Communicate?" - Insights into Nonverbal Exchange Techniques [Comparisons between human and feline communication styles] Interactive Chart: "Behavior Types Explained" - by PawCulture [Identify feline behaviors and compare them to human equivalents]

Activity Task: Create a table illustrating the parallels and contrasts between feline social structures and human organizational dynamics.

Case Study Discussion Question: Compare and contrast the effectiveness of individualistic and collaborative problem-solving strategies in both humans and felines under stressful conditions.

Week Four: Team Dynamics and Conflict Resolution Topic: Effective Management Practices for Cross-Species Interactions Core Reading: "Working With Cats: Guidelines and Best Practices," by Rachel Nonexistein – Chapter 4: "Handling Confrontation and Disagreement," pp. 107–144 Activity Tasks:

In-Class Activities: 1. Reflective writing exercise: Analyze conflicts from past group projects involving interspecies collaboration; 2. Role play exercises: Mock scenarios demonstrating effective techniques for resolving cross-species disagreements

Textbook Exercises and Quizzes: 1. Review questions evaluating understanding of chapter material; 2. Group quiz focusing on case studies analyzing team conflict resolution in multi-species settings

Week Five: Designing Accessible Spaces for Multifunctionality Topic: Ergonomics and Universal Design for Interspecies Living and Working Environments Core Reading: "Design for Life: The Art and Science Behind Creating Products People Love," by Hwan-sang A. Sova and Sōzō Ierardi-Kawauso – Chapter 7: "Creating Usable Solutions That Transcend Personal Preferences," pp. 115–139 Activity Tasks:

Class Exercise and Presentations: 1. Small groups develop accessibility prototypes addressing diverse needs and abilities within shared environments; 2. Peer presentations showcasing innovative design solutions incorporating universal principles

Research project exploring ergonomic modifications for improving multispecies living spaces (such as furniture adaptations promoting ease of movement, comfort, and safety). This may include interviews with professionals in fields such as veterinary science, zoology, and architectural design specializing in animal habitats or assistive technologies.

Week Six: Summative Project: Navigating Organizational Dynamics Utilizing Multifunctional Animal Competencies

Final capstone project requiring groups to draft a comprehensive proposal outlining their vision for applying multilayered skill sets from both human and feline team members to resolve current professional problems or optimize operations

Peer review and instructor evaluation grading the feasibility, efficiency, scalability, and innovativeness of submitted plans showcasing skills acquired during this course.

Extra Reading Assignments (optional):

Book: “Why Cats Pretend Not To See Each Other” by Rachel Nonexistein, PhD - Introduction, Chapter 1, and Chapter 7 (“Rules and Games”). Excerpts are available online. [Dr. Nonexistein discusses key elements of cat behavior relevant to interspecies collaboration.] Article: "Felines on Film" - Analyzing How Hollywood and International Cinema Portray Feline Behavior, Dynamics, and Persona [Analyze media representations of felines to gain insight into societal perspectives on cat personalities] Online Course/Tutorial: Ethogram Method

Assessment Activities:

Reflective Journal Entries: Throughout the course, students will maintain weekly reflective journal entries, exploring their thoughts, observations, and experiences related to the fusion of feline wisdom and human leadership practices. These entries will provide opportunities for introspection and self-assessment, enabling students to track their progress in comprehending and applying insights from feline co-leadership principles.

Group Project Presentations: See above. In small teams, participants will design creative presentations showcasing their understanding of feline behavioral patterns and how they contribute to effective governance within different contexts (e.g., government organizations, businesses, NGOs, local communities). These projects will facilitate peer interaction, active engagement, and knowledge exchange around real-life scenarios involving interspecies collaboration.

Examinations: There will be one midterm exam and one final exam which dates will be announced later. Examination formats will consist of multiple choice, short answer, and essay question sections, addressing topics such as:

Principles of Cat Cooperation & Communication

Comparison of Feline Social Structures & Hierarchies versus Human Organizations

Theoretical Frameworks Integrating Cat Wisdom with Leadership Practices

Challenges & Benefits Associated with Feline-Inclusive Management Systems

Case Studies Analysis: Application of Feline-Human Interaction Models in Real Life Settings

Formulation of Original Ideas for Augmented Coordination between Humans & Felines Across Divergent Contexts.

↑Link to a demo of model student behavior.

Classroom Decorum: No consumption of mustard, garlic or citrus-scented foods. No self-assuming tummy rubs on feline guest speakers. Catcallers face immediate expulsion, lifelong bans from campus grounds, as well as liability to repay all non-employment-based financial aid received to date.

Course Team:

Instructor: Dr. Henrietta J. Whiskerson, Larry-Stubbs Hall 417, Department of Political Science, Levchyk School of Public Affairs, Altama University

Office hours: Wednesday - Friday, 4 pm - 6 pm

Administrative assistant: Laion A. I., who drafted earlier versions of this handout.

Logo generated through Stable Diffusion.

#Cat butlers need to give diffabled higher-ups chances to afford food + shelter + the financial latitude to escape from aggressors. #cats #animals #cute animals #ai chatbot #governance #college life #under the microscope #zhang ruoyun #cdrama #cpop

[advacademy]

Enhance Your Child’s Mental & Physical Well-Being with Yoga!

The word "yoga" has many meanings. It can be a path of self-discovery or austerities. The word “developmental" simply refers to the fact that certain postures in yoga are associated with certain stages of human development. As such, it applies to any age and all fitness levels. No matter how advanced you think you are as a person, there's bound to be something that fits your needs from a physical standpoint. The Best Schools in Indore have arrange yoga sessions for students 2 days in every week. If you're looking to start learning more about your own body or want an easy way to clear your mind after a hard day's work, this article is for you!

What is Developmental Yoga?

When we think of yoga, we usually associate it with a series of poses that aim to reduce stress and improve relaxation. However, many different forms of yoga can be used by everyone. When it comes to physical development, many people want to put their knowledge and experience of yoga to the test. The key here is to find a pose that you like and think you might enjoy. After all, yoga is a diagnostic sport, after!

The Benefits of Yoga

Physical development happens during the windows of the day while we are awake, working, and asleep. Therefore, the key to achieving optimal health and fitness is to find ways to reduce the amount of stress your body is exposed to while you're asleep and working. It can be difficult to find poses that you like, so you might end up doing dozens of different poses in your sleep. These poses are typically slow and steady, aimed at calming your body and keeping your mind clear. It's important to keep your poses simple, so you don't get stuck in a rut of doing "the same thing" each day.

Why Start with Yoga?

While many people start their yoga practice as a way to calm themselves, or as a way to focus, there are other benefits to beginning yoga as a way to develop your mind, body, and spirit. You can use your yoga practice as a way to open your mind to new ideas, challenge yourself, and challenge yourself to new levels of fitness. As you progress through stages of development, you'll come to realize that you have more control over your body than you might have previously realized. This control can lead to increased fitness, increased productivity, and increased health outcomes.

Step-by-Step Process for beginning Physical Developmental Yoga

1) Identify Your Need: Complex poses are essential for each stage of growth, but simple poses are also essential for proper development. For this article, let's define a need for yoga 

2) Set a goal: It is possible to sit in one position for hours on end without achieving a certain level of development. 

3) Practice: While it is often suggested that you begin your practice by pinpointing where you need to concentrate, it is also important to keep practicing so that you become more flexible and mobile. 

4) Avoid Excessive Leverage: The ideal form of exercise is not too strenuous, but rather a pose that allows your body to relax and allows you to focus on your breathing. 

5) Avoid Exercising Excessive Use Empathy: The idea is to form a mental image of yourself in each pose. This is because having a mental image of yourself in a pose helps you stay connected to your body and gives you a sense of mobility and balance. 

6) Concentrate on your Breathing: Try to think of your breathing as you would your heartbeat as a music track. compose it: Try to compose your poses as though you are writing them down.

#Best Schools in Indore #List of CBSE schools in India #top 10 schools in Indore #Best CBSE school in India

[kashacreates]

MerMay Day 3

Today’s is short and less art heavy because work was long. 

Athers are snake-like beings that start off small (approximately the size of a big house cat) with no limbs.  A clutch can be several hundred individuals and they are stored in brood pools.  Brood pools are found near certain Gavailian villages and are tended to by initiates and other low-ranking members of their worship.  Most Athers do not survive this stage.

As they get older, they grow longer and sprout one pair of legs.  At this age, they are capable of speech.  Due to the unique relationship with Gavailians, Athers do not speak their own language- they learn Gavailian first, then Common.  They are solidly a child at this age, but tend to be a bit smarter and more clever than a human at the same stage.  Gavailians assign the Ather a handful of attendants at this age.  The attendants monitor the growth of the Ather and ensures they reliably eat their new diet, which consists of Delphteans and Gavailians. 

Attendants will cull an Ather that doesn’t meet growth and developmental goals. The attendants simply get reassigned to a new Ather.

When Athers sprout their first arms, they are between 9ft long to 25ft long. This is their teen years.  It is common for a teen Ather to take some trial trips away from the village to other places in Delphtea.  It’s usually at this age that they learn not to pick fights with Vactyrs. However, the attendants never leave their side. 

Once an Ather grows their second pair of arms, they are considered adults.  They’re between 20ft-50ft long.  Athers face a choice at this stage: leave the planet or remain with the Gavailians.  While the attendants will follow them off-planet, they can’t force the Ather back. Due to their great size, aggressive entourage, and utter lack of social skills, they struggle to properly join society and tend to end up as essentially mob bosses out in the Black Markets. There is a healthy population of Adult Athers and have made it as far out as the Aylan system.

If they remain on-planet, they are fed enough Flow (over years) until they reach enough to spur the next stage of life: Elder.  An Elder Ather is miles long and is entirely ocean-bound.  They require a constant influx of Flow to remain alive and thus actively hunt Delphteans. Elder Athers are essentially treated as gods by most that meet them due to their gargantuan size. There are a small handful of Elders alive. 

[john-langley-bristol-blogger]

KLGBTQ, and Why Education So Fails Children Nowadays.

Mostly because, I suggest, the Scottish Government is completely losing the plot!

What the hell's KLGBTQ, you may well ask. In fact, it doesn't exist, other than the fact I've just made it up to cement a point that's very relevant. I'll come back to this a little later.

For now, though, I'll start by saying what a huge fan I am of Rudolph Steiner education. For those who don't know who Steiner was, well, he was an Austrian philosopher, social reformer, architect, and esotericist born in 1861.

His studies as well as his interests were diverse, to say the least: artistic media, such as dance, drama and architecture led him to create the Goetheanum in Switzerland that's home to the world centre for the Anthroposophical society where, to this day teachers, farmers, doctors, therapists, and other professionals meet for conferences. Why this particular group of individuals in particular? Read on.

Steiner sought to find a synthesis between science and spirituality ("spiritual science")and worked on biodynamic agriculture and anthroposophical medicine that later in his life led to the founding of the School of Spiritual Science. The School, which was led by Steiner taught holistic education, with the intent of developing pupils intellectual, artistic, and practical skills, with a focus on imagination and creativity, performing arts (speech, drama and music) the literary arts and humanities, mathematics, astronomy, science, and visual arts, social sciences, youth and agriculture, as well as meditative exercises.

After the First World War, Steiner founded a number of schools, the first of which was known as the Waldorf School, which later evolved into a worldwide school network. In addition to this, he also founded a system of organic agriculture, now known as biodynamic agriculture, which was one of the first forms of organic farming and is still much used to date in terms of sowing, weeding, and harvesting to utilise the influences on plant growth by the moon, because in the presence of light plants direct their growth toward the light. Whereas, at night plants growth is unaffected by the daytime tendency to reach for the light and energy resources focused on photosynthesis, and grow taller by avoiding heat stress and water loss.

So, how does this all come together in terms of the modern education system in Britain?

According to The Steiner philosophy, the human being is a threefold being of spirit, soul and body whose capabilities unfold in three developmental stages on the path to adulthood: early childhood, middle childhood, and adolescence. During this, the child will benefit from physical, emotional, spiritual and cognitive development at their own pace and time. Children are encouraged to make choices and find their own ways of learning in free and creative play in which they develop social skills and empathy, of which the first seven years of this pathway are crucial.

During these early years while the children’s brains are still developing the focus is on creative play, and within this they will learn the coordination of the limb system and development of the senses and nervous system, while also being taught about what is heard, felt and experienced, as the major impetus for the development of being able to follow a decision or action to completion, in order to solve problems, use imagination and develop creative play that is later required to achieve literacy, numeracy, creative thinking and self-actualisation in adulthood.

From seven to fourteen years of age, children are able to create mental pictures and interpret the word through feeling, and at around the age of fourteen and the onset of puberty, they are taught to develop a capacity for abstract thinking. Until seven their education totally revolves around how to learn in creative ways that both prepare young minds to slowly open up to higher levels of learning to what will become the more formal, statutory curriculum, as well as allowing the natural development and awareness of feelings, realising they are distinct from others and, as such, they begin to consider the feelings of others.

Steiner also stated that sex education should not be discussed in schools. He believed that these topics "take their course below the surface of conscious life" and are not topics for the classroom. He further stated, "The worst possible way of dealing with sexual impulses, however, is to talk a lot about these things, especially with the children themselves, and to put all kinds of theoretical ideas in their heads."

Furthermore, Steiner posits, what educators should do is awaken in the child at a young age a feeling for beauty. He states, "When you lead children to feel the beauty and the glory of sunrise and sunset, to be sensitive to the beauty of flowers and to the majesty of thunder and lightning, when, in short, you develop them in the aesthetic sense, you are doing far more for them than if you were to give them the sex education which it has now become customary to give children at the earliest age and which is often carried to absurd lengths."

Steiner's methodology for slowly introducing the subject of sex education more naturally and creatively is to look at aspects of the natural world, in which children are guided towards continually heightening their building blocks of learning, and how the complex ways in which gender functions within the animal kingdom. Many worms, for instance, are hermaphroditic, while there are genders of frogs it is determined not by genes, but by the temperature at which the egg develops. Other examples explore the plant world. What these developing young minds are not thrown into is human sexuality as if they were far older in age.

It's important to recognise that when a child is of a very young age with so much to learn about the world around them as it is, so, the very idea of prompting them to compartmentalise themselves by a label is clearly absurd as it is confusing when being taught how to carry the baggage labels of adults with their own sex and gender ideology. It's perfectly fine to raise awareness in children nowadays, and I don't believe for one moment that anyone would put forward a counterargument to this. What concerns me is that children are being almost force-fed information to the point they become kidults before being allowed to slowly make their way up the travelator of growth into adults. Everything about education in the wider scope nowadays appears to be a production line, and, if you've ever seen the Pink Floyd music video for 'Another Brick in the Wall' you'll know exactly where I'm coming from.

So why, oh why, therefore, does the Scottish government feel the need to introduce some quite frankly, barking mad idea whereby Scottish primary schools have recently appointed 'LGBT champions' to engage with students as young as 4 years old about their sexuality, including whether they identify as gay, lesbian, or transgender? They are FOUR YEARS OLD!

Just allow them to be children, and to laugh and play, and DO NOT allow this insane idea of indoctrination to continue. While Steiner wasn't in any way dismissive of issues relating to gender, sexuality, or other matters to do with sex education overall, he did at least promote allowing children to be children as a tenet of his teachings.

From the author of ‘The Sexual Philanthropist’ published on Amazon/Kindle -https://amzn.to/3TzI5AQ

#john langley bristol writer #john langley tumblr #john langley blog #john langley author #bristol #scotland #trans #lgbtq community #children #parenting #education #rudolf steiner

[religion-is-a-mental-illness]

By: Jonathan Haidt

Published: Mar 24, 2024

Those born after 1995, argues Jonathan Haidt in his new book, were the first people in history to go through puberty with a portal to an alternative universe in their pockets – and the toll this has taken on their wellbeing has been devastating

Suppose that when your first child turned nine, a visionary billionaire whom you’d never met chose her to join the first permanent human settlement on Mars. Unbeknown to you, she had signed herself up for the mission because she loves outer space, and, besides, all of her friends have signed up. She begs you to let her go.

You hear her desire, so before saying no, you agree at least to learn more. You learn that the reason they’re recruiting children is because they will better adapt to the unusual conditions of Mars than adults. If children go through puberty and its associated growth spurt on Mars, their bodies will be permanently tailored to it, unlike settlers who come over as adults.

You find other reasons for fear. First, there’s the radiation, against which Mars does not have a protective shield. And then there’s the low‐gravity environment, which would put children at high risk of developing deformities in their skeletons, hearts, eyes, and brains. Did the planners take this vulnerability of children into account? As far as you can tell, no.

So, would you let her go? Of course not. You realise this is a completely insane idea – sending children to Mars, perhaps never to return to Earth. The project leaders do not seem to know anything about child development and do not seem to care about children’s safety. Worse still: the company did not require proof of parental permission.

No company could ever take our children away and endanger them without our consent, or they would face massive liabilities. Right?

At the turn of the millennium, technology companies created a set of world-changing products that transformed life not just for adults all over the world but for children, too. Young people had been watching television since the 1950s but the new tech was far more portable, personalised and engaging than anything that came before. Yet the companies that developed them had done little or no research on the mental health effects. When faced with growing evidence that their products were harming young people, they mostly engaged in denial, obfuscation, and public relations campaigns. Companies that strive to maximise “engagement” by using psychological tricks to keep young people clicking were the worst offenders. They hooked children during vulnerable developmental stages, while their brains were rapidly rewiring in response to incoming stimulation. This included social media companies, which inflicted their greatest damage on girls, and video game companies and pornography sites, which sank their hooks deepest into boys. By designing a slew of addictive content that entered through kids’ eyes and ears, and by displacing physical play and in-person socialising, these companies have rewired childhood and changed human development on an almost unimaginable scale.

What legal limits have we imposed on these tech companies so far? Virtually none, apart from the requirement for children under 13 to get parental consent before they can sign a contract with a company. But the law in most countries didn’t require age verification; so long as a child checked a box to assert that she was old enough (or put in the right fake birthday), she could go almost anywhere on the internet – and sign into any social media app – without her parents’ knowledge or consent. (The law is being tightened in the UK, due to the 2023 Online Safety Act, and is under review in the US.)

Thus, the generation born after 1995 – gen Z – became the first generation in history to go through puberty with a portal in their pockets that called them away from the people nearby and into an alternative universe that was exciting, addictive and unstable. Succeeding socially in that universe required them to devote a large part of their consciousness to managing what became their online brand, posting carefully curated photographs and videos of their lives. This was now necessary to gain acceptance from peers, the oxygen of adolescence, and to avoid online shaming, the nightmare of adolescence. Gen Z teenagers got sucked into spending many hours of each day scrolling through the shiny happy posts of friends, acquaintances and distant influencers. They watched increasing quantities of user-generated videos and streamed entertainment, fed to them by algorithms that were designed to keep them online as long as possible. They spent far less time playing with, talking to, touching, or even making eye contact with their friends and families, thereby reducing their participation in social behaviour that is essential for successful human development.

The members of gen Z are, therefore, the test subjects for a radical new way of growing up, far from the real‐world interactions of small communities in which humans evolved. Call it the Great Rewiring of Childhood. It’s as if they became the first generation to grow up on Mars. And it has turned them into the Anxious Generation.

There was little sign of an impending mental illness crisis among adolescents in the 2000s. Then, quite suddenly, in the early 2010s, things changed. In just five years between 2010 and 2015, across the UK, the US, Canada, Australia and beyond, the number of young people with anxiety, depression and even suicidal tendencies started to rise sharply. Among US teenagers, those who reported experiencing a long period of feeling “sad, empty, or depressed” or a long period in which they “lost interest and became bored with most of the things they usually enjoy” – classic symptoms of depression – surged by roughly 150%. In other words, mental illness became roughly two and a half times more prevalent. The increases were similar for both sexes and happened across all races and social classes. And among a variety of mental health diagnoses, anxiety rates rose the most.

More recent data for 2020 was collected partly before and partly after the Covid shutdowns, and by then one out of every four American teen girls had experienced a major depressive episode in the previous year. Things got worse in 2021, but the majority of the rise was in place before the pandemic.

I addressed some of these issues in The Coddling of the American Mind, a book [about modern identity politics and hypersensitivity on university campuses] I wrote in 2017 with free speech campaigner Greg Lukianoff. The day after we published, an essay appeared in the New York Times with the headline: “The Big Myth About Teenage Anxiety.” In it, a psychiatrist raised several important objections to what he saw as a rising moral panic around teenagers and smartphones. He pointed out that most of the studies showing a rise in mental illness were based on “self‐reports”, which does not necessarily mean that there is a change in underlying rates of mental illness. Perhaps young people just became more willing to self‐diagnose or talk honestly about their symptoms? Or perhaps they started to mistake mild symptoms of anxiety for a mental disorder?

Was the psychiatrist right to be sceptical? He was certainly right that we need to look at multiple indicators to know if mental illness really is increasing. A good way to do that is to look at changes in figures not self‐reported by teens. For example, the number of adolescents brought in for emergency psychiatric care, or admitted to hospitals each year because they deliberately harmed themselves, either in a suicide attempt, or in what is called non‐suicidal self-injury, such as cutting oneself without the intent to die.

The rate of self‐harm for young adolescent girls nearly tripled from 2010 to 2020. The rate for older girls (ages 15–19) doubled, while the rate for women over 24 actually went down during that time. So whatever happened in the early 2010s, it hit preteen and young teen girls harder than any other group. Similarly, the suicide rate for young adolescents increased by 167% from 2010 to 2021.

The rapid increases in rates of self‐harm and suicide, in conjunction with the self‐report studies showing increases in anxiety and depression, offers a strong rebuttal to those who were sceptical about the existence of a mental health crisis. I am not saying that none of the increase in anxiety and depression is due to a greater willingness to report these conditions (which is a good thing) or that some adolescents began pathologising normal anxiety and discomfort (which is not a good thing). But the pairing of self‐reported suffering with behavioural changes tells us that something big changed in the lives of adolescents in the early 2010s.Quick Guide

The arrival of the smartphone in 2007 changed life for everyone. Of course, teenagers had mobile phones since the late 1990s, but they were basic flip phones with no internet access, mostly useful for communicating directly with friends and family, one‐on‐one. Some adolescents had internet access via a home computer or laptop but it wasn’t till they got smartphones that they could be online all the time, even when away from home. According to a survey conducted by the US non-profit group Common Sense Media, by 2016, 79% of teens owned a smartphone, as did 28% of children between the ages of eight and 12.

As teenagers got smartphones, they began spending more time in the virtual world. A Common Sense report, in 2015, found that teens with a social media account reported spending about two hours a day on social media and around seven hours a day of leisure time online. Another 2015 report, by the Washington thinktank Pew Research, reveals that one out of every four teens said that they were online “almost constantly”. By 2022, that number had nearly doubled, to 46%. These “almost constantly” numbers are startling, and may be the key to explaining the sudden collapse of adolescent mental health. These extraordinarily high rates suggest that even when members of gen Z are not on their devices and appear to be doing something in the real world, such as sitting in class, eating a meal, or talking to you, a substantial portion of their attention is monitoring or worrying (being anxious) about events in the social metaverse. As the MIT professor Sherry Turkle wrote in 2015 about life with smartphones: “We are forever elsewhere.”

Faced with so many virtual activities, social media platforms and video streaming channels, many adolescents (and adults) lost the ability to be fully present with the people around them, which changed social life for everyone, even for the small minority that did not use these platforms. Social patterns, role models, emotions, physical activity, and even sleep patterns were fundamentally recast, for adolescents, over the course of just five years.

When I present these findings in public, someone often objects by saying something like: “Of course young people are depressed – just look at the state of the world in the 21st century. It began with the 9/11 attacks, the wars in Afghanistan and Iraq, and the global financial crisis. They’re growing up with global warming, school shootings in the US and elsewhere, political polarisation, inequality, and ever-rising student loan debt. Not to mention wars in Ukraine and the Middle East.”

But while I agree that the 21st century is off to a bad start, the timing does not support the argument that gen Z is anxious and depressed because of rising national or global threats. Even if we were to accept the premise that the events from 9/11 through to the global financial crisis had substantial effects on adolescent mental health, they would have most heavily affected the millennial generation (born between 1981 and 1995), who found their world shattered and their prospects for upward mobility reduced. But this did not happen; their rates of mental illness did not worsen during their teenage years. Also, had the financial crisis and other economic concerns been major contributors, adolescent mental health would have plummeted in 2009, the darkest year of the financial crisis, and it would have improved throughout the 2010s as the unemployment rate fell, the stock market rose, and the global economy heated up.

There is just no way to pin the surge of adolescent anxiety and depression on any economic event or trend that I can find.

When Covid arrived in 2020, the disease and the lockdowns made sociogenic illness more likely among people of any age. Covid was a global threat and a stressor. The lockdowns led teens to spend even more time on social media, especially TikTok, which was relatively new. But the steep rise in anxiety and depression among adolescents was in place well before the pandemic.

People don’t get depressed when they face threats collectively; they get depressed when they feel isolated, lonely, or useless.

Parents I talk to about smartphones, social media and video games tell stories of “constant conflict”. They try to lay down rules and enforce limits, but there are so many arguments about why a rule needs to be relaxed, and so many ways around the rules, that family life all over the world has come to be dominated by disagreements about technology. Maintaining family rituals such as mealtimes can feel like resisting an ever-rising tide.

A mother I spoke with in Boston told me about the efforts she and her husband had made to keep their 14- year-old daughter, Emily, away from Instagram. They could see the damaging effect it was having on her. To curb her access, they tried various ways to monitor and limit the app on her phone. However, life became a permanent struggle in which Emily eventually found ways around the restrictions. In one episode, she got into her mother’s phone, disabled the monitoring software, and threatened to kill herself if her parents reinstalled it. Her mother told me:

“It feels like the only way to remove social media and the smartphone from her life is to move to a deserted island. She attended summer camp for six weeks each summer where no phones were permitted – no electronics at all. When we picked her up from camp she was her normal self. But as soon as she started using her phone again it was back to the same agitation and glumness.”

Platforms such as Instagram – where users post content about themselves, then wait for the judgments and comments of others, and the social comparison that goes with it – have larger and more harmful effects on girls and young women than on boys and young men. The more time a girl spends on social media, the more likely she is to be depressed or anxious. Girls who say that they spend five or more hours each weekday on social media are three times as likely to be depressed as those who report no social media time. The difference is far less marked with boys. Girls spend more time on social media, and the platforms they are on – particularly Instagram and Snapchat – are the worst for mental health. A 2017 study in the UK asked teenage girls to rate the effects of the most popular social media platforms on different parts of their wellbeing, including anxiety, loneliness, body image, and sleep. Teenagers rated Instagram as the worst of the big five apps, followed by Snapchat. YouTube was the only platform that received a positive overall score.

The 2021 song Jealousy, Jealousy by Olivia Rodrigo sums up what it’s like for many girls to scroll through social media today. The song begins: “I kinda wanna throw my phone across the room/ ’Cause all I see are girls too good to be true.” Rodrigo then says that “co-comparison” with the perfect bodies and paper-white teeth of girls she doesn’t know is slowly killing her.

Psychologists have long studied social comparison and its pervasive effects. The American social psychologist Mark Leary says it’s as if we all have a “sociometer” in our brains – a gauge that runs from nought to 100, telling us where we stand in the local prestige rankings. When the needle drops, it triggers an alarm – anxiety – that motivates us to change our behaviour and get the needle back up. So what happened when most girls in a school got Instagram and Snapchat accounts and started posting carefully edited highlight reels of their lives and using filters and editing apps to improve their virtual beauty and online brand? Many girls’ sociometers plunged, because most were now below what appeared to them to be the average. All around the developed world, an anxiety alarm went off in girls’ minds, at approximately the same time.

A 13-year-old girl on Reddit explained how seeing other girls on social media made her feel, using similar words to Olivia Rodrigo:

i cant stop comparing myself. it came to a point where i wanna kill myself cause u dont want to look like this and no matter what i try im still ugly/feel ugly. i constantly cry about this. it probably started when i was 10, im now 13. back when i was 10 i found a girl on tiktok and basically became obsessed with her. she was literally perfect and i remember being unimaginably envious of her. throughout my pre-teen years, i became “obsessed” with other pretty girls.

Instagram’s owner, Facebook (now Meta), itself commissioned a study on how Instagram was affecting teens in the US and the UK. The findings were never released, but whistleblower Frances Haugen smuggled out screenshots of internal documents and shared them with reporters at the Wall Street Journal. The researchers found that Instagram is particularly bad for girls: “Teens blame Instagram for increases in the rate of anxiety and depression… This reaction was unprompted and consistent across all groups.”

If we confine ourselves to examining data about depression, anxiety, and self-harm, we’d conclude that the Great Rewiring has been harder on girls than on boys. But there’s plenty of evidence that boys are suffering too.

A key factor was boys taking up online multiplayer video games in the late 2000s and smartphones in the early 2010s, both of which pulled them decisively away from face-to-face or shoulder-to-shoulder interaction. At that point, I think we see signs of a “mass psychological breakdown”. Or, at least, a mass psychological change. Once boys had multiple internet-connected devices, many of them got lost in cyberspace, which made them more fragile, fearful, and risk averse on Earth. Beginning the early 2010s, boys across the western world began showing concerning declines in their mental health. By 2015, a staggering number of them said that they had no close friends, that they were lonely, and that there was no meaning or direction to their lives.

The overwhelming feeling I get from the families of both boys and girls is that they are trapped and powerless in the face of the biggest mental health crisis in history for their children. What should they – what should we – do?

When I say that we need to delay the age at which children get smartphones and social media accounts, the most common response is: “I agree with you, but it’s too late.” It has become so ordinary for 11-year-olds to walk around staring at their phones, swiping through bottomless feeds, that many people cannot imagine that we could change it if we wanted to. “That ship has sailed,” they tell me.

Yet we are not helpless. It often feels that way because smartphones, social media, market forces, and social influence combine to pull us into a trap that social scientists call a collective action problem. Children starting secondary school are trapped in a collective action problem when they arrive for their first day and see that some of their classmates have smartphones and are connecting on Instagram and Snapchat, even during class time. That puts pressure on them to get a smartphone and social media as well.

It’s painful for parents to hear their children say: “Everyone else has a smartphone. If you don’t get me one, I’ll be excluded from everything.” Many parents therefore give in and buy their child a smartphone at age 11, or younger. As more parents relent, pressure grows on the remaining kids and parents, until the community reaches a stable but unfortunate equilibrium: Everyone really does have a smartphone.

How do we escape from these traps? Collective action problems require collective responses: parents can support one another by sticking together. There are four main types of collective response, and each can help us to bring about major change:

1. No smartphones before year 10 Parents should delay children’s entry into round-the-clock internet access by giving only basic phones with limited apps and no internet browser before the age of 14.

2. No social media before 16Let children get through the most vulnerable period of brain development before connecting them to an avalanche of social comparison and algorithmically chosen influencers.

3. Phone-free schoolsSchools must insist that students store their phones, smartwatches, and any other devices in phone lockers during the school day, as per the new non-statutory guidance issued by the UK government. That is the only way to free up their attention for one another and for their teachers.

4. Far more unsupervised play and childhood independenceThat’s the way children naturally develop social skills, overcome anxiety, and become self-governing young adults.

These four reforms are not hard to implement – if many of us do them at the same time. They cost almost nothing. They will work even if we never get help from our legislators or from the tech giants, which continue to resist pressure to protect young users’ safety and wellbeing. If most of the parents and schools in a community were to enact all four, I believe they would see substantial improvements in adolescent mental health within two years. Given that AI and spatial computing (such as Apple’s new Vision Pro goggles) are about to make the virtual world far more immersive and addictive, I think we’d better start today.

This is an edited extract from The Anxious Generation by Jonathan Haidt.

#Jonathan Haidt #The Anxious Generation #Generation Z #Gen Z #mental health #social media #smartphone #smart phones #social media influencers #self esteem #mental health issues #depression #anxiety #self harm #social comparison #psychology #human psychology #religion is a mental illness

[makingmilestonessa]

How Children's Psychology Shapes Learning and Development

As a parent, you wonder how your kid's mind works. What's going on in that little head of theirs? Understanding children's psychology gives insight into how they learn, play, and grow.

In this article, we'll explore key concepts in developmental Adelaide Childrens Psychology Service to shed light on the mental, emotional, and behavioural patterns of childhood.

You'll learn how things like executive function, theory of mind, and cognitive biases emerge and evolve through the early years.

We'll cover social, emotional, and moral development too. Whether you're a parent, teacher, or care provider, you'll gain practical tips for nurturing growth and supporting kids at each stage.

Stick around as we dive into the captivating world of children's psychology together!

Understanding Child Psychology and Development

Children's psychology and natural progression through stages of development have a significant impact on their learning and growth. As children age and mature, their brains, language abilities, social skills, and more evolve in predictable patterns.

Ages 0-2: Learning Through Senses and Movement

Infants and toddlers learn primarily through their senses and physical interactions with the world. At this stage, children develop object permanence, language skills, and mobility. Offering sensory experiences, repetition, and opportunities to explore are key to supporting development. Keep lessons short and fun.

Ages 3-5: Learning Through Play

Preschool-aged children learn best through play. Their imaginations are active, and they enjoy role-playing, building, and creating. Support learning at this stage through play-based activities, stories, songs, and art projects. Set basic rules and routines to help them develop self-control and social skills.

Ages 6-11: Developing Foundational Skills

Elementary-aged kids are developing reading, math, and critical thinking skills that will shape their future success. Provide opportunities for them to practice these emerging skills through interactive lessons and real-world applications.

Set clear rules and reasonable limits while also giving them increased independence and responsibility over their learning and actions. With support and encouragement, kids this age can achieve great things!

Key Theories in Children's Psychology

Cognitive Development Theory

According to study and research, childrens psychology Adelaide help progress through four stages of mental development. As kids interact with the world around them, they continually add new knowledge and skills. At each stage, they can do more complex tasks and think in more sophisticated ways.

Social Learning Theory

As proposed by Albert Bandura, social learning theory emphasises how children learn by observing and imitating others' behaviours. Kids often mimic the actions of parents, teachers, and peers. What they observe and absorb from social interactions and the media shapes their attitudes, values and behaviours.

Attachment Theory

Developed by John Bowlby, attachment theory explains how the early relationships between children and their caregivers have a tremendous impact on development. When caregivers are responsive to a child's needs, it establishes a secure attachment style. This influences how children form relationships and interact with others as they grow.

Moral Development Theory

According to Lawrence Kohlberg, children progress through stages of moral development as their thinking matures. Initially, they base moral judgements on rewards and punishment.

However, as they develop, their reasoning focuses more on social conventions and expectations than on more abstract principles like justice, equality and human rights. Understanding moral development helps identify ways to cultivate positive values in kids.

With insights from these pivotal theories, we can better understand how children learn, build relationships, and develop morally. Applying them in parenting, education, and society helps ensure that kids reach their full potential.

How Children Learn and Process Information

Children have a unique way of learning and understanding the world around them. Their brains are constantly developing, absorbing information like sponges.

Observation

Children often learn through observing the world around them. They watch the interactions, behaviours, and skills of parents, siblings, teachers, and other children. Imitation follows as they try to mimic what they’ve observed. Providing good role models and examples is key.

Exploration

Children also learn through hands-on exploration of their environment. They touch, manipulate, build, create, and experiment to gain firsthand experience of how things work. Give children opportunities for free play and open-ended activities where they can explore materials, cause and effect, and their own creativity.

Repetition

Practice makes perfect in a child’s mind. Repeating songs, stories, games, and activities helps to reinforce learning. While it may seem tedious to adults, repetition stimulates the developing brain. Engage in interactive reading, singing, playing make-believe, and more with your child.

Concrete Examples

Children understand concepts best when they can relate to concrete examples, especially from their daily lives. Use familiar objects, events, and activities to illustrate ideas. Their thinking is very literal, so abstract concepts need to be grounded in real-world examples.

Providing opportunities to learn through observing, exploring, repeating, and relating to the concrete world around them allows children to thrive. Nurturing curiosity and creativity in these formative years shapes a lifelong love of learning.

Fostering Healthy Social-Emotional Development

As children grow, their social and emotional skills develop rapidly. Helping them build strong social-emotional intelligence early on establishes a foundation for lifelong well-being. Paying close attention to their emotional needs and modelling positive behaviours yourself are two of the most important things you can do.

Spend quality time engaging with your child each day. Make eye contact, smile, and listen to them attentively when they want to share something.

Validate their feelings by reflecting back on what they say. For example, say, “It sounds like you felt sad when your friend couldn’t come over to play.” This helps them gain awareness and acceptance of their emotions.

Discuss emotions together using books or during everyday experiences. Explain how others may be feeling and ask your child how they think that person feels.

This helps build empathy. Respond with patience and understanding when your child expresses negative emotions. Remain calm and reassuring to help them regulate their feelings.

Model the kind of behaviour you want to see. Practice self-care set a positive example with your own emotional reactions, and maintain a warm, nurturing environment.

 Children often mimic parents' emotional regulation and coping strategies, so make sure to express your feelings in a healthy, constructive way.

With your support and guidance, children can thrive socially and emotionally. Helping them develop these skills early on will benefit them for life.

Focus on listening with empathy, discussing emotions openly and honestly, and leading by example each and every day.

Applying Child Psychology to Optimise Learning

Develop Curiosity

Children are naturally curious, so tap into their desire to explore. Let them discover new concepts through hands-on activities and experiments. Ask open-ended questions to get them thinking. Curiosity is key to motivation and learning.

Set Clear Expectations

Children thrive when they know what's expected of them. Explain lessons and assignments clearly. Set specific, achievable goals to work towards. Provide examples and models of excellence so they understand the standard. Check for understanding and reiterate key points. With clear guidance, their confidence and success will grow.

Offer Rewards and Positive Reinforcement

Providing rewards and praise when children meet or exceed expectations gives them motivation to achieve. Verbal encouragement, special privileges, and small treats can go a long way. Be genuine and specific with your positive reinforcement. Help them make connections between their efforts and outcomes, so they develop an internal drive to succeed.

Make Learning Fun

Using games and interactive activities can help make learning engaging for children. Look for ways to turn lessons into play. Include puzzles, stories, music, art, and drama. Hands-on projects bring concepts to life. Laughter and play stimulate memory and creativity. The more enjoyment children find in learning, the more they will thrive.

Keeping these principles of child psychology in mind will help you connect with students and optimise their learning experiences. Tap into their natural curiosity and desire for play.

Set clear expectations and offer motivation through rewards and praise. Make learning an exciting journey of discovery, and you'll shape children into lifelong learners.

Conclusion

So, there you have it. How children think and feel affects how they learn and grow. Understanding Childrens psychology Adelaide development provides insight into helping kids thrive. Keep an open mind about each child's unique needs.

Guide them to feel safe and valued. Adapt teaching for different learning styles. Most importantly, give them room to explore their interests with encouragement.

Childhood sets the stage for life, so nurture their growth mindfully. When kids feel seen and supported, it unlocks their potential in amazing ways. Trust the process and enjoy the journey with them.

Source - https://makingmilestonessa.blogspot.com/2024/04/how-childrens-psychology-shapes.html

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Cycles of Growth: Navigating the Phases of Human Development

Have you ever wondered why life seems to unfold in distinct phases, each with its own set of challenges and triumphs? From the moment we're born to the twilight years of our lives, each phase serves as an opportunity to grow and transform. How can you go through the cycle of change with grace and resilience?

This blog is your guide to exploring the cycles of development from infancy to adulthood and beyond.

Exploring the Phases of Human Development:

Human development is a complex and multifaceted journey that includes physical, cognitive, emotional, and social growth. From the moment you take your first breath, you step into a series of developmental stages, each building upon the last.

These stages are not rigid boundaries but rather fluid transitions shaped by multiple factors, including genetics, environment, and personal experiences.

From Infancy to Adulthood: The Cycles of Growth:

The journey of human development begins in infancy, a time of rapid physical and cognitive growth. Every milestone lays the foundation for future development, from learning to crawl to uttering our first words. As you progress into childhood, you continue to explore the world around you, learning social skills and expanding your understanding of the world.

As you enter into adolescence, you often find yourself at the threshold of adulthood, struggling with different things like identity formation and independence. It is the most challenging period, full of excitement and uncertainty. It helps you begin your journey of self-discovery and find your hidden potential which will shape your future ahead.

Navigating Milestones: A Guide Through the Stages

From the first day of school to the trials of adolescence, each stage brings its own unique set of challenges and opportunities. By embracing the milestones as opportunities for growth, one can navigate them with ease and resilience.

During childhood, it's important to create a supportive environment that encourages curiosity and exploration. You can help children develop essential skills and build a strong foundation for future success. As you grow, it's important to promote open communication and provide guidance as teenagers deal with the complexities of identity and peer relationships.

Embracing Change: How to Thrive Through Different Phases

There is no doubt that change is inevitable, but it also serves as an opportunity for growth. As you journey through the cycles of human development, you're constantly faced with new challenges and opportunities for growth. By embracing change with an open mind and a hopeful heart, you can deal with the ups and downs of life with grace and resilience.

From dealing with the uncertainties of middle life, every phase of human development offers its own unique gifts and lessons. By approaching each new phase with curiosity and courage, you can embrace change as a catalyst for personal growth and transformation.

The cycles of human development are a testament to the resilience and adaptability of the human spirit. By embracing each phase with an open mind and a hopeful heart, you can get through every phase with grace.

‘What It Means to Experience Life’ by Tina Ketch is one of the best self-help books that will transform your life forever. This book perfectly deals with the journey of life and emphasizes enjoying every moment of life. The memories of loved ones are the main factor that affected the author’s understanding of the ecstasy of life and agony, which has deep shadows.

It also highlights how the combination of genetic and environmental factors influences the nature of human beings. ‘What It Means to Experience Life’ by Tina Ketch is a perfect guide that can help you in personal growth and parenting.

The book also reveals the influence of the child's environment on their identity formation and opens up a window, looking closely to overcome tricky obstacles while emerging towards better relationships. Through considering the patterns of emotions and the road of self-exploration, this book perfectly answers everything that touches the meaning and purpose of life.

Embrace change, find joy in every moment, and unlock your full potential for personal growth and fulfillment by ordering your copy from Amazon today!