#in psychology there's developmental periods in humans

[todayisafridaynight]

Re: Your tags on my post with Aoki's kidding me faces (chaoszonenate) Aoki is the PEAK of "How dare my own actions have CONSEQUENCES' eternal nepotism baby outrage face. I love it.

HE'S SUCH A BRAT IT'S UNREAL

LIKE SIR YOU ARE 42 WHEN WILL YOU LEARN THAT YOUR ACTIONS HAVE CONSEQUENCES AND GET A GRIP

#snap chats #actual infant #in psychology there's developmental periods in humans #and toddlers tend to be stuck in a realm of egocentrism where they can only think of themselves and relate everything to themselves #thats aoki this bitch is still a toddler HE REALLY CAN'T COMPREHEND WHEN HE DOES THINGS #THOSE THINGS AFFECT PEOPLE AND THOSE PEOPLE WILL BE UPSET WITH HIM AND RETALIATE #actual dummy idc if he went to harvard he's stupid #is this why he has a baby face because he's just perpetually stuck with nepo baby mentality #hilarious i love him

[dovewithscales]

What Otherkin Are and Are Not, Updated

This is an old social media post I made to dispel a few common misunderstandings about otherkin. I’m cleaning it up and updating it a little because the information is still useful. We’ll start by defining otherkin and go from there. 

What Otherkin Are:

Otherkin are people who identify either partially or wholly as non-human entities on a non-physical level. Different people explain how and why they have this identity in many different ways, whether spiritual or psychological. They may also describe and define their experiences in many different ways. Since we can’t really know the truth of how and why, the community largely accepts however people choose to understand their nature. 

What Otherkin Are Not:

A choice. Being otherkin is never a choice. Period. You can’t choose to be kin. You can’t choose a kintype. People who choose to identity as non-human (as a coping mechanism) are called copinglinkers, and there are other terms for other voluntary identities. “Roleplaying” comes to mind. Some of these people claim to be otherkin. These people are either confused about what otherkin means, or they are actively lying and co-opting our community, trying to change what it means to be kin. These people are categorically not members of our community. They do not get to speak for us. 

A coping mechanism. Many kin have coping mechanisms which relate to being otherkin. I have a literal hoard of jewelry and precious minerals in my bedroom, and I find its presence relaxing. But being otherkin in and of itself is never a coping mechanism. 

A mental illness. The DSM-V, the definitive resource on diagnosis of mental illness according to the American Psychiatric Association, hasn’t had a section labeled “Identity Disorders” since 1987, because no identity is considered inherently maladaptive or diagnostically relevant in terms of mental health. Most psychologists, therapists, and mental health experts who are aware we exist acknowledge otherkin identities as completely healthy.

A scapegoat for attacking transgender people. A scattering of trolls and alt-right morons trying to make otherkin look bad have spread misinformation relating otherkin to transgender experiences, for the purpose of using us as a smoke screen to attack trans rights. Now and then trans people who think they own the concept of dysphoria have also attacked otherkin for having similar experiences to them. Speaking as a trans woman who is otherkin, I experience both gender dysphoria and species dysphoria. There is a lot of overlap between how transgender people feel, and how many otherkin feel. There are also a lot of otherkin who are transgender, or at least queer. We are not in any way threatening the transgender community or co-opting transgender terms or experiences.

Physical shapeshifting or physically non-human identities. The definition of otherkin is flatly limited to identities with no physical component. There are people who wish they could physically become non-human creatures. There are people who believe this is possible. There are also people who use this desire to prey upon vulnerable people with promises that it’s possible. The otherkin community polices itself rigorously and has zero tolerance for people who prey on dysphoria to manipulate people. They are not welcomed in our community. 

Explanations for Otherkin:

Spiritual. For some of us, our identity is a spiritual belief, connected with reincarnation and even deeply rooted in religion.

Psychological. Some of us choose not to explain our identity in spiritual terms, and instead suggest developmental or neurological explanations.

How we choose to explain our identities is irrelevant. The effect is the same. We are what we are. It’s not a choice or a coping mechanism or anything other than simply who and what we are. 

Intersecting Groups and Subgroups:

Therians. Therians identify specifically as more animalistic creatures, as opposed to non-human creatures with human-like mentalities. Some people (incorrectly) gatekeep the term therian as referring only to “real” animals found in this world, but that is not correct. Some consider therians a subcategory of otherkin. Therianthropy used to be a separate community, and still is to some extent. 

Fictionkin. Fictionkin identify as characters or creatures from contemporary fiction. It is possible to be both, but being fictionkin does not automatically make one otherkin. Fictionkin who identify as a member of a non-human fiction species are also otherkin, but some fictionkin identity as humans from works of fiction. There’s really no fundamental difference between fictionkin and otherkin who identify as mythical creatures. All that separates the two is how old the source is.

Copinglinkers. These are people who choose to identify themselves as non-human as a coping mechanism. Some copinglinkers falsely claim to be otherkin and insist that being otherkin is a choice. They’re wrong. We have no qualms with copinglinkers in general, but copinglinkers who pretend to be otherkin are categorically unwelcomed in the kin community. It is possible to be both a copinglinker and otherkin, separately.

Otherhearted. These are people who identify with (but not as) a non-human identity, in the sense of kinship, similarity, and empathy. It is possible to be both otherkin and otherhearted, separately. 

Factkin. This concept was entirely invented by trolls mocking otherkin. It originally meant people who claim to identify as some other real living person (almost always a celebrity) which is absurd and a little messed up. I don’t necessarily approve of its use to describe people who feel they were some famous person in a past life, but I’ve been hearing it used that way. You can’t be otherkin with a human identity, so I find it rather silly to use our terms, but to each their own I suppose.

#otherkin

[coochiequeens]

This just in.....exploiting a woman to have a bio child instead of adopting impacts everyone involved. Including the kid who had no say in the matter.

KEY POINTS

Study shows a need for comprehensive psychological support for surrogates during the post-birth period. 

Children born through surrogacy may experience identity and role confusion.

Surrogates, intended parents, and children need support to cope with the emotional challenges of surrogacy.

Jon Flobrant / Unsplash

Surrogacy, a reproductive arrangement in which a woman carries and gives birth to a child on behalf of another person or couple, has provided a path to parenthood for many for whom it was previously closed. But the emotional complexities associated with the process often go unaddressed.

Surrogacy presents unique psychological challenges that require careful consideration. It demands significant physical and emotional exertion, extending beyond childbirth. Expecting parents and surrogates may experience ongoing challenges as they adjust to their new roles. These challenges may require continued support.

Surrogacy also has a great deal of impact on the children born out of it.

Here are two lesser-known psychological impacts of surrogacy, which can help you fully appreciate the psychological implications of the process.

1. Emotional Bonding and Separation From Surrogate Mothers

The emotional bond formed between surrogates and the child they carry is a significant aspect of the surrogacy experience that deeply impacts the psychological well-being of surrogates.

Surrogates develop a deep connection with the growing fetus, experiencing its physical sensations and providing nourishment to the developing baby. However, when the child is born, surrogates face the challenge of separation, leading to feelings of grief and loss.

A study published in Human Reproduction compared the psychological well-being and prenatal bonding of surrogates to a group of expecting mothers. The findings revealed that surrogates experienced higher levels of depression during pregnancy and postpartum in comparison to the expecting mothers’ group.

Several factors were associated with higher levels of post-birth depression in surrogates:

Low social support emerged as a significant predictor, indicating that surrogates who lacked sufficient support from their social networks were more likely to experience depressive symptoms.

Another factor identified was the act of hiding surrogacy. Surrogates who felt the need to conceal their involvement in the surrogacy process faced an increased risk of post-birth depression. The need for secrecy may stem from societal or cultural judgments surrounding surrogacy, fear of social repercussions, or concerns over personal privacy.

Thirdly, criticism from others, negative comments, judgment, or disapproval from individuals within their social circles, or the broader community, can significantly affect surrogates' emotional state.

The findings of this study thus show the need for comprehensive psychological support and counseling services for surrogates, particularly during the post-birth period.

Emotional support via social circles, support groups, and counseling can help surrogates navigate emotional challenges, develop coping strategies, and transition back into their lives with greater ease.

2. Identity and Role Confusion for the Children

An aspect of the process that is often overlooked is the potential for identity and role confusion in children who are born through surrogacy. Surrogacy involves a complex interplay of genetic, gestational, and social parenting, which can impact a child's sense of self and understanding of their origins.

Research in the field of developmental psychology supports the notion that children's understanding of their identity is influenced by their family structure and how they perceive their origins.

A study published in The Journal of Child Psychology and Psychiatry found that children born through reproductive donation have adjustment scores within the normal range, but children born via surrogacy may experience higher levels of adjustment difficulties compared to those conceived through gamete donation. Also, mothers who kept their child's origins a secret experienced increased distress.

THE BASICS

A Parent's Role

Find a family therapist near me

To mitigate these issues, parents should create a nurturing environment that allows for age-appropriate discussions to help children of surrogacy develop a coherent sense of identity.

Conclusion

Surrogacy is a complex and emotionally charged process that can significantly impact the mental health and well-being of surrogates. It is imperative that everyone involved in the process receive adequate psychological support and counseling throughout the journey to equip them to navigate these challenges and promote their mental well-being.

#anti surrogacy sunday #With more parents using foreign women how can they work with the agency to ensure their surrogate is given resources after the birth? #Surrogacy exploits women #Babies are not commodities #Surrogacy and mental health

[k00292370]

Research

Hey Tumblr

Today I'm getting a little scientific with my research. I decided to look up what the stages of life are defined as by some developmentalists (people who study developmental psychology). They usually section human development into eight stages.

Prenatal Development

Infancy and Toddlerhood

Early Childhood

Middle Childhood

Adolescence

Early Adulthood

Middle Adulthood

Late Adulthood

There are more stages for early life because although, for instance, a one five year old and a ten year old are both children there are many cognitive and motor skills that are different between them.

Many artists when, representing the progression through life, don't have sections for each stage of early development because it's harder to portray the difference between a five and ten year old other than making one taller. This isn't great representation as there could be ten years old's as tall as a five year old and vice versa, so they typically show childhood as one stage.

I find it interesting to see how science defines the stages as life whereas artists more so show it as

baby

child

teen

young adult

adult

elderly

source for scientific stages: https://courses.lumenlearning.com/wm-lifespandevelopment/chapter/periods-of-human-development/

#art student #lsad #movement brief #movement #movement through life #research

[compneuropapers]

Interesting Papers for Week 10, 2023

A computational model to explore how temporal stimulation patterns affect synapse plasticity. Amano, R., Nakao, M., Matsumiya, K., & Miwakeichi, F. (2022). PLOS ONE, 17(9), e0275059.

Distinct population and single-neuron selectivity for executive and episodic processing in human dorsal posterior cingulate. Aponik-Gremillion, L., Chen, Y. Y., Bartoli, E., Koslov, S. R., Rey, H. G., Weiner, K. S., … Foster, B. L. (2022). eLife, 11, e80722.

Hippocampal astrocytes encode reward location. Doron, A., Rubin, A., Benmelech-Chovav, A., Benaim, N., Carmi, T., Refaeli, R., … Goshen, I. (2022). Nature, 609(7928), 772–778.

Classical center-surround receptive fields facilitate novel object detection in retinal bipolar cells. Gaynes, J. A., Budoff, S. A., Grybko, M. J., Hunt, J. B., & Poleg-Polsky, A. (2022). Nature Communications, 13, 5575.

Inferring stimulation induced short-term synaptic plasticity dynamics using novel dual optimization algorithm. Ghadimi, A., Steiner, L. A., Popovic, M. R., Milosevic, L., & Lankarany, M. (2022). PLOS ONE, 17(9), e0273699.

Context-dependent selectivity to natural images in the retina. Goldin, M. A., Lefebvre, B., Virgili, S., Pham Van Cang, M. K., Ecker, A., Mora, T., … Marre, O. (2022). Nature Communications, 13, 5556.

Dendritic axon origin enables information gating by perisomatic inhibition in pyramidal neurons. Hodapp, A., Kaiser, M. E., Thome, C., Ding, L., Rozov, A., Klumpp, M., … Both, M. (2022). Science, 377(6613), 1448–1452.

Long‐term modulation of the axonal refractory period. Jankowska, E., Kaczmarek, D., & Hammar, I. (2022). European Journal of Neuroscience, 56(7), 4983–4999.

Flexible control as surrogate reward or dynamic reward maximization. Liljeholm, M. (2022). Cognition, 229, 105262.

Mixed synapses reconcile violations of the size principle in zebrafish spinal cord. Menelaou, E., Kishore, S., & McLean, D. L. (2022). eLife, 11, e64063.

Adolescents sample more information prior to decisions than adults when effort costs increase. Niebaum, J. C., Kramer, A.-W., Huizenga, H. M., & van den Bos, W. (2022). Developmental Psychology, 58(10), 1974–1985.

Neural signatures of evidence accumulation in temporal decisions. Ofir, N., & Landau, A. N. (2022). Current Biology, 32(18), 4093-4100.e6.

Offset responses in the auditory cortex show unique history dependence. Olsen, T., & Hasenstaub, A. (2022). Journal of Neuroscience, 42(39), 7370–7385.

Look-up and look-down neurons in the mouse visual thalamus during freely moving exploration. Orlowska-Feuer, P., Ebrahimi, A. S., Zippo, A. G., Petersen, R. S., Lucas, R. J., & Storchi, R. (2022). Current Biology, 32(18), 3987-3999.e4.

Interaction of bottom-up and top-down neural mechanisms in spatial multi-talker speech perception. Patel, P., van der Heijden, K., Bickel, S., Herrero, J. L., Mehta, A. D., & Mesgarani, N. (2022). Current Biology, 32(18), 3971-3986.e4.

Spatial distances affect temporal prediction and interception. Schroeger, A., Grießbach, E., Raab, M., & Cañal-Bruland, R. (2022). Scientific Reports, 12, 15786.

Never run a changing system: Action-effect contingency shapes prospective agency. Schwarz, K. A., Klaffehn, A. L., Hauke-Forman, N., Muth, F. V., & Pfister, R. (2022). Cognition, 229, 105250.

Contraction bias in temporal estimation. Tal-Perry, N., & Yuval-Greenberg, S. (2022). Cognition, 229, 105234.

Response Time Distributions and the Accumulation of Visual Evidence in Freely Moving Mice. Treviño, M., Medina-Coss y León, R., & Lezama, E. (2022). Neuroscience, 501, 25–41.

Active neural coordination of motor behaviors with internal states. Zhang, Y. S., Takahashi, D. Y., El Hady, A., Liao, D. A., & Ghazanfar, A. A. (2022). Proceedings of the National Academy of Sciences, 119(39), e2201194119.

#science #Neuroscience #computational neuroscience #Brain science #research #cognition #cognitive science #psychophysics #neurons #neural networks #neurobiology #neural computation #scientific publications

[baileyiscutewithautism]

That's an intriguing thought experiment! If human gestation were 523 years, several things would likely happen:

1. *Social and cultural shifts*: With such an extended gestation period, societal structures and cultural norms would likely change. Family dynamics, education, and workforce participation would need to adapt to accommodate the prolonged developmental phase.

2. *Evolutionary changes*: Over time, natural selection might favor individuals with traits that support longer gestation, potentially leading to changes in human physiology and brain development.

3. *Technological advancements*: To support the extended gestation, medical technology and healthcare would likely advance significantly, potentially leading to breakthroughs in fields like reproductive medicine, neonatology, and pediatrics.

4. *Economic implications*: The extended gestation would have significant economic implications, including increased healthcare costs, changes in workforce participation, and potential impacts on global population growth.

5. *Psychological and emotional impacts*: The prolonged gestation would likely have profound psychological and emotional effects on parents, caregivers, and the developing individual, potentially leading to new forms of emotional support and therapy.

6. *Changes in human development*: The brain and body would have more time to develop, potentially leading to advanced cognitive abilities, physical strength, and emotional intelligence.

7. *New forms of family planning*: With such a long gestation, family planning and reproductive choices would likely change, potentially leading to new forms of birth control, fertility treatments, and reproductive technologies.

This thought experiment highlights the complex and far-reaching implications of such a fundamental change in human biology. It's fascinating to consider how humanity would adapt and evolve in response to such a dramatic shift!

[bandomfandombeyond]

listen you cannot have it both ways.

EITHER:

the gender of boy/girl is socially enforced via corrective and coercive actions taken during developmentally significant time periods, proving that rigid gender roles are enforced by psychologically damaging and degrading humans who, let's face it, don't care that much when it isn't being forced upon them to sell products or prop up religion

OR:

you can complain about the usage of the term "socialized as a boy/girl" and claim it's transphobic pants-checking (it's not) and reinventing the binary (it's descriptive to experiencing the way the binary is enforced from a specific perspective)

#descriptive language #gender roles

[gautam-101]

Exploring the Cosmic Tapestry: A Comparative Analysis of Vedic Astrology and Western Astrology

Introduction

In the vast universe of astrology, there exist two prominent systems that have captured the imagination of seekers and scholars alike: Vedic Astrology and Western Astrology. Both systems offer unique perspectives on the cosmic dance of planets and stars and how they influence human lives. In this comprehensive exploration, we delve into the intricacies of these two ancient traditions, seeking to understand their methodologies, philosophical underpinnings, and practical applications.

Vedic Astrology, also known as Jyotish, has its roots deeply entrenched in the ancient texts of India, particularly the Vedas. It's a holistic system that encompasses various branches such as natal astrology, predictive astrology, and remedial measures. On the other hand, Western Astrology, with its origins in ancient Greece and Rome, has evolved over centuries, incorporating elements of astronomy, mythology, and psychology.

In this comparison, we aim to shed light on the fundamental differences and similarities between Vedic and Western Astrology, exploring their approaches to chart interpretation, planetary influences, and predictive techniques. By understanding the nuances of these systems, we can gain deeper insights into ourselves and the cosmic forces that shape our destinies.

Also read - Exploring the Intriguing Connection: Numerology and Astrology

Historical Origins and Philosophical Foundations:

Vedic Astrology: Tracing its lineage to the ancient Indian scriptures, Vedic Astrology is deeply rooted in the concept of karma and reincarnation. It views the cosmos as an interconnected web of energies, with each individual soul journeying through lifetimes governed by planetary influences.

Western Astrology: Originating in the civilizations of Mesopotamia, Greece, and Rome, Western Astrology emphasizes the symbolism of the zodiac signs and planets within the context of Greek mythology. It focuses on the individual's psyche and personality traits as reflected in their birth chart.

Zodiac Systems and Planetary Alignments:

Vedic Astrology: Utilizes the sidereal zodiac, which aligns with the fixed stars and takes into account the precession of the equinoxes. The placement of planets in specific constellations (nakshatras) is considered crucial for chart interpretation.

Western Astrology: Primarily uses the tropical zodiac, which is based on the position of the Sun relative to the Earth's orbit. It places significant emphasis on the Sun sign as a key indicator of personality traits and life themes.

Chat here: Chat with astrologer online

Chart Interpretation and Predictive Techniques:

Vedic Astrology: Employs a complex system of dashas (planetary periods), transits, and yogas (combinations) to analyze past, present, and future events in a person's life. The emphasis is on precise timing and the unfolding of karmic patterns.

Western Astrology: Focuses on aspects (angular relationships between planets), progressions, and solar returns to glean insights into psychological patterns and developmental cycles. It often integrates psychological frameworks such as Jungian psychology and archetypal symbolism.

Remedial Measures and Spiritual Practices:

Vedic Astrology: Offers a plethora of remedies including gemstone therapy, mantra recitation, yantra worship, and charitable acts to mitigate negative planetary influences and enhance positive karma.

Western Astrology: While not traditionally associated with specific remedial measures, some practitioners may incorporate counseling, psychotherapy, or mindfulness practices to support individuals in navigating life challenges revealed in their charts.

Conclusion

In conclusion, the comparison between Vedic Astrology and Western Astrology reveals a rich tapestry of cosmic wisdom, each offering unique insights into the human condition and the mysteries of the universe. While Vedic Astrology delves deep into the karmic fabric of existence, Western Astrology explores the realms of psychology and personal growth. Ultimately, whether one resonates more with the precision of Vedic calculations or the psychological depth of Western interpretations, both systems serve as invaluable tools for self-awareness, empowerment, and spiritual evolution in an ever-changing cosmos. As we navigate the celestial symphony of our lives, may we find guidance and inspiration in the timeless wisdom of the stars.

Have any questions? Speak with an astrologer: Download the App Now

#chat with astrologers

[sikshapedia]

Master of Arts [MA]: Course Details | sikshapedia.com

The Master of Arts (MA) is a postgraduate degree that offers advanced study and specialization in various disciplines. It is a popular choice for individuals seeking to deepen their knowledge and expertise in a specific field. Here are some key points about the Master of Arts and its different specializations: Sikshapediam will assist you with your admission.

MA in English: This program focuses on the study of English literature, language, and related areas such as literary theory, critical analysis, and creative writing. It equips students with advanced skills in written and oral communication, literary interpretation, and research.

Master of Economics: An MA in Economics provides comprehensive training in economic theories, quantitative methods, and data analysis. Students learn to analyze economic systems, understand market dynamics, and develop strategies for effective decision-making in various sectors, including finance, public policy, and international trade.

MA in History: This program delves into the study of past events, societies, and civilizations. It offers in-depth knowledge of historical research methods, critical analysis, and interpretation of primary and secondary sources. Students explore different periods, regions, and themes to gain a comprehensive understanding of human history.

MA in Political Science: This specialization focuses on the study of political institutions, processes, theories, and policies. It covers areas such as international relations, comparative politics, political theory, and public administration. Students gain insights into political systems, governance structures, and global issues.

MA in Sociology: This program examines society, social relationships, and human behavior from a sociological perspective. It explores topics such as social inequality, culture, social change, and research methodologies. Students gain analytical skills to understand and critically analyze complex social phenomena.

MA in Psychology: This specialization offers advanced training in various areas of psychology, including cognitive, social, developmental, and clinical psychology. Students study human behavior, mental processes, research methods, and therapeutic techniques. The program prepares graduates for careers in counseling, research, and organizational psychology.

MA in Education: This program is designed for individuals interested in pursuing careers in education and educational research. It covers topics such as educational theory, curriculum development, instructional strategies, and assessment methods. Students develop skills in educational leadership, policy analysis, and teaching methodologies.

Overall, the Master of Arts degree provides an opportunity for students to explore their academic interests, acquire advanced knowledge, and develop critical thinking and research skills.

#M.A #MA in Education #MA in English #Master of Economics #MA in History #MA in Psychology

[writingwithraum]

Growth and Development

Hello everyone! Today I thought it’d be fun to discuss cognitive development, in the sense of exploring the different stages of psychological development for our brains and identities.

So: what is cognitive development? In psychology, this is how humans acquire, organize, and learn to use knowledge. A term frequently used within this subject is “Nature vs Nurture”, referring to how much an individual inherits their personality due to genetics compared to how influential their environment is. While there are an endless number of factors that can contribute to development, milestones have been established to help form a guide of general expectations based on associated skills and the age at which they’re typically achieved. One of the most popular of these systems is Piaget’s Cognitive Development Thoery, which we’ll be exploring further below.

Jean Piaget was a Swiss psychologist who helped create “genetic epistemology”, or the ‘developmental theory of knowledge’, for cognitive development. Piaget believed that intelligence wasn’t just about acquiring knowledge of the world, but then using that information to create your own mental model of reality, upon which there are four general stages one passes through as they grow. These stages are universal in that they apply to all cultures and follow the same order; however, while all children go through the same stages in the same order, not all will progress at the same rate.

Sensorimotor Stage (Birth to 2 Years)

The first stage of development in Piaget’s theory is the Sensorimotor Stage: during this time, an infant is becoming aware of physical sensations and learning to coordinate their body. Occurring from birth until around the second year of life, this is the stage at which infants first develop their senses of touch, taste, sight, smell, and hearing, as well as learn of object permanence along with self-recognition. This also means that babies constantly live in the present, as they don’t have the ability to properly create memories of the world around them (hence why it’s so easy to trick a baby by hiding a toy: to the baby, as soon as the toy leaves their line of sight, it ceases to exist). The main goal of this period is to help teach children information about the world, properly store and label it in their minds, and then recall the information at will.

Preoperational Stage (2-7 Years)

The second stage of Piaget’s theory is the Preoperational Stage. Taking place between 2 and 7 years old, this stage is when a child begins to construct their ego, or sense-of-self. Now having the ability to construct mental imagery, toddlers often begin learning to think symbolically, i.e. making one word or object stand in place of another. They often enjoy playing pretend during this stage, but have trouble in separating their judgements of the world from objective realities (in the sense of black and white thinking: if something looks mean or scary, then it is). The main goal of this stage is to allow children the opportunity to socialize with others around the same age group so they begin to learn the concepts of empathy and that their world-view is but one of many.

Concrete Operational Stage (7-11 Years)

The third stage in Piaget’s theory of development is the Concrete Operational Stage. During this time period, children are beginning to learn to think logically. The ability to comprehend math becomes easier, and children at this stage better understand conservation of resources. Egocentrism declines as kids begin to recognize the importance of others’ thoughts and feelings, and cooperative problem solving becomes more desirable (aka this is when children start to understand the difference between their own needs and the needs of the group, as well as how they fit overall into the general picture). The main goal of this stage is to encourage educational development in conjunction with socialization (which is typically where formal education and/or organized sport entry begins).

Formal Operational Stage (12 and Over)

The last stage of Piaget’s theory is the Formal Operational Stage. Typically around age 12, children in this stage are learning to think not only critically but abstractly as well. Using logic to reason out consequences to their actions, children no longer need to rely upon simple trial-and-error methods when carrying out ideas, and begin planning for the future. The emergence of scientific thinking takes place, allowing kids to formulate theories and hypotheses about the world which they can then test when faced with a problem. Politics and ethics become easier to understand now too. The main goal of this period is to help children learn about their identities and plan a future for themselves.

Cognitive developmental theory helps provide a map of useful road marks to expect as we learn and grow. By having a better understanding of the stages one passes through and exactly how our identities are shaped (as well as around what age), it becomes easier to recognize divergences or problems in development stemming from childhood trauma. Below is a number of sources used to create this addition, as well as the trailer for the film Inside Out from Disney—it’s an adorable movie that really helps conceptualize cognitive development in kids with fun Pixar animations, and is definitely worth a watch if anyone wants to learn more (or just have a fun movie night, too).

Thanks for your time, and I hope you have a wonderful day. :)

[delrowsankhatun]

MENTAL HEALTH

Key facts :

· Affordable, effective, and possible techniques exist to promote, guard and fix intellectual health.

· The want for motion on intellectual fitness is indeniable and urgent.

· Mental fitness has intrinsic and instrumental cost and is critical to our well-being.

· Mental fitness is decided via a complicated interaction of individual, social, and structural stresses and vulnerabilities.

Concepts in intellectual health :

Mental fitness is a nation of intellectual well-being that permits human beings to cope with the stresses of life, realise their abilities, research nicely and work well, and make contributions to their community. It is an essential aspect of health and well-being that underpins our person and collective competencies to make decisions, construct relationships and structure the world we stay in. Mental fitness is a primary human right. And it is vital to personal, community, and socio-economic development.

Mental fitness is greater than the absence of intellectual disorders. It exists on a complicated continuum, which is skilled in another way from one character to the next, with various stages of problem and misery and doubtlessly very specific social and medical outcomes.

Mental fitness prerequisites consist of intellectual issues and psychosocial disabilities as properly as different intellectual states related with considerable distress, impairment in functioning, or hazard of self-harm. People with mental health stipulations are greater possibly to trip decrease tiers of intellectual well-being, however this is no longer continually or always the case.

Determinants of intellectual health :

Throughout our lives, more than one individuals, and social and structural determinants may additionally mix to shield or undermine our intellectual fitness and shift our role on the intellectual fitness continuum.

Individual psychological and organic elements such as emotional skills, substance use, and genetics can make humans extra prone to mental fitness problems.

Exposure to detrimental social, economic, geopolitical, and environmental instances — inclusive of poverty, violence, inequality, and environmental deprivation — additionally will increase people’s danger of experiencing intellectual fitness conditions.

Risks can occur themselves at all levels of life, however these that happen all through developmentally touchy periods, in particular early childhood, are specially detrimental. For example, harsh parenting and bodily punishment is regarded to undermine baby fitness and bullying is a main hazard component for intellectual fitness conditions.

Protective elements in a similar way show up in the course of our lives and serve to give a boost to resilience. They encompass our man or woman social and emotional competencies and attributes as nicely as superb social interactions, fine education, first rate work, secure neighborhoods, and neighborhood cohesion, amongst others.

Mental fitness dangers and protecting elements can be discovered in society at one-of-a-kind scales. Local threats heighten the hazard for individuals, families, and communities. Global threats heighten the hazard for total populations and consist of financial downturns, disorder outbreaks, humanitarian emergencies and compelled displacement, and the developing local weather crisis.

Every single threat and shielding element has solely confined predictive strength. Most humans do now not advance a intellectual fitness situation no matter publicity to a chance issue and many humans with no recognised chance thing nevertheless strengthen a intellectual fitness condition. Nonetheless, the interacting determinants of intellectual fitness serve to decorate or undermine intellectual health.

Mental fitness promoting and prevention :

Promotion and prevention interventions work by way of figuring out the individual, social and structural determinants of intellectual health, and then intervening to limit risks, construct resilience, and set up supportive environments for intellectual health. Interventions can be designed for individuals, particular groups, or entire populations.

Reshaping the determinants of intellectual fitness frequently requires motion past the fitness zone and so promoting and prevention packages must contain the education, labor, justice, transport, environment, housing, and welfare sectors. The fitness area can make a contribution notably through embedding advertising and prevention efforts inside fitness services; and via advocating, initiating, and, the place appropriate, facilitating multisectoral collaboration and coordination.

Promoting infant and adolescent intellectual fitness is any other precedence and can be executed by using insurance policies and legal guidelines that promote and defend intellectual health, assisting caregivers to grant nurturing care, imposing school-based programs, and enhancing the fantastic of neighborhood and on line environments. School-based social and emotional studying packages are amongst the most fantastic advertising techniques for international locations at all profits levels.

Promoting and defending intellectual fitness at work is a developing region of activity and can be supported via law and regulation, organizational strategies, supervisor training, and interventions for workers.

Mental fitness care and treatment :

In the context of countrywide efforts to improve intellectual health, it is crucial to now not solely defend and promote the intellectual well-being of all however additionally to tackle the wants of humans with intellectual fitness conditions.

This must be performed via community-based intellectual fitness care, which is extra available and appropriate than institutional care, helps forestall human rights violations, and supplies higher restoration effects for humans with intellectual fitness conditions. Community-based intellectual fitness care to need to be supplied via a community of interrelated offerings that comprise:

· neighborhood intellectual fitness offerings that might also contain neighborhood intellectual fitness facilities and teams, psychosocial rehabilitation, peer help services, and supported dwelling services; and

· offerings that supply intellectual fitness care in social offerings and non-health settings, such as toddler protection, faculty fitness services, and prisons.

The giant care hole for frequent intellectual fitness prerequisites such as melancholy and nervousness skill nations have to additionally locate modern approaches to diversify and scale up care for these conditions, for instance via non-specialist psychological counseling or digital self-help.

#mentally not okay #mental health #health and wellness #healthcare #heartbroken

[otsassemble616]

The importance of Maternal Health in South Africa.

Why is maternal health not emphasized at primary health care level? Why should child and mother health be prioritized within South Africa? Why are we worried about this in Occupational Therapy? What have we seen to create the cause for concern?

So many questions. Don’t you already feel disheartened by the difficulty of answering these simple questions?

in most situations a child’s primary caregiver is their mother. The emotional connection and trust that is developed between a mother and child, is reflective in their behaviour within social and emotional contexts. As well as how to trust other people. According to Bandura’s Social Learning Theory, children imitate the behavioural patterns of their caregivers and adopt them as their own. These children first learn to understand the dynamics of this world through the lens of their caregivers.

Sonn and Roman (2019), mention that from ages 0-3, a child is at their most vulnerable to the external elements. This can hinder and stunt their development. During this period, they have complete reliance on their mother and are biologically expected to achieve fundamental developmental milestones. In terms of physical, psychological, cognitive, and social factors, will impact their functionality in the world as they grow older. A mother is a child’s protection against the harm and, that exists in the world. if the mother is unable to handle the difficulties she is presented with, it will negatively affect one or several factors within the child’s development. Children then translate into adults who will one day rule, govern, and participate in the growth and development of our country. Maternal health is a vital determinant of the incline or decline of South Africa’s progress.

Using statistics provided by thrive by five, 60% of children are in poor households and are not achieving appropriate developmental milestones, it is concerning as it is the majority of the South African child population. These children who will become the majority of our future population are at risk of experiencing difficulties with health, learning ability, and economic status of the population.

Within Occupational Therapy our main goal is the independent functionality of individuals in activities that they need to do, want to do, and aspire to do, from early childhood to late adulthood, whilst using their abilities and capabilities to their advantage. Following the above, human development, which begins as soon as a child is born, is also one of our areas of expertise and priority.

One of the major factors that negatively impact the quality of maternal health at the public sector is poor service delivery by nurses. Cottff and Rotmann (2019), mention that nurses in public South African sectors are overworked, and underpaid, lack manpower at their respective facilities, and have non-compliance from fellow staff to complete their respective tasks, which negatively affected their service delivery. Therefore, these nurses are being excused from turning away mothers in desperate need of attention, being judgemental, cussing and only accepting service users they felt were worthy enough of treatment. Why is it okay to dehumanize mothers who are already traumatized by poverty, disempowerment by lack of knowledge of government policies and procedures, and stigma associated with rape, psychological conditions, and HIV.  

Does this not go against Section 27 of the South African Constitution?

What can we do as South African OTs to empower mothers who are facing this plight?

We can educate them on how to make formal and valid complaints, on their human rights and the processes to follow when those rights have been violated, the importance of child development, and how they can promote appropriate development within all areas in their homes. We can also arrange for ethics committees, rewarding the ethical behavior of nurses, when available allowing them to work within a multi-disciplinary team (to reduce workload and repetition), and lastly, offering counseling services to staff.

Health at every level is important. Just like a building needs its frame to stand tall, brave against the elements and still stand strong and stable, children need a good foundation in development in order to be successful in life.

[compneuropapers]

Interesting Papers for Week 25, 2022

Developmental continuity in coordination of perspectives as an alternative to the implicit and explicit theory of mind controversy. Białecka-Pikul, M., & Białek, A. (2021). Developmental Psychology, 57(11), 1772–1786.

A synaptic learning rule for exploiting nonlinear dendritic computation. Bicknell, B. A., & Häusser, M. (2021). Neuron, 109(24), 4001-4017.e10.

Turnover of fear engram cells by repeated experience. Cho, H.-Y., Shin, W., Lee, H.-S., Lee, Y., Kim, M., Oh, J.-P., … Han, J.-H. (2021). Current Biology, 31(24), 5450-5461.e4.

Individual bitter-sensing neurons in Drosophila exhibit both ON and OFF responses that influence synaptic plasticity. Devineni, A. V., Deere, J. U., Sun, B., & Axel, R. (2021). Current Biology, 31(24), 5533-5546.e7.

Movements during sleep reveal the developmental emergence of a cerebellar-dependent internal model in motor thalamus. Dooley, J. C., Sokoloff, G., & Blumberg, M. S. (2021). Current Biology, 31(24), 5501-5511.e5.

Olfactory landmarks and path integration converge to form a cognitive spatial map. Fischler-Ruiz, W., Clark, D. G., Joshi, N. R., Devi-Chou, V., Kitch, L., Schnitzer, M., … Axel, R. (2021). Neuron, 109(24), 4036-4049.e5.

Contextual inference underlies the learning of sensorimotor repertoires. Heald, J. B., Lengyel, M., & Wolpert, D. M. (2021). Nature, 600(7889), 489–493.

Activation for newly learned words in left medial-temporal lobe during toddlers’ sleep is associated with memory for words. Johnson, E. G., Mooney, L., Graf Estes, K., Nordahl, C. W., & Ghetti, S. (2021). Current Biology, 31(24), 5429-5438.e5.

Corticothalamic projections deliver enhanced responses to medial geniculate body as a function of the temporal reliability of the stimulus. Kommajosyula, S. P., Bartlett, E. L., Cai, R., Ling, L., & Caspary, D. M. (2021). Journal of Physiology, 599(24), 5465–5484.

Theta activity paradoxically boosts gamma and ripple frequency sensitivity in prefrontal interneurons. Merino, R. M., Leon-Pinzon, C., Stühmer, W., Möck, M., Staiger, J. F., Wolf, F., & Neef, A. (2021). Proceedings of the National Academy of Sciences, 118(51), e2114549118.

Local dendritic balance enables learning of efficient representations in networks of spiking neurons. Mikulasch, F. A., Rudelt, L., & Priesemann, V. (2021). Proceedings of the National Academy of Sciences, 118(50), e2021925118.

The hippocampal formation and action at a distance. Nadel, L. (2021). Proceedings of the National Academy of Sciences, 118(51), e2119670118.

Improving Machine Vision Using Human Perceptual Representations: The Case of Planar Reflection Symmetry for Object Classification. Pramod, R., & Arun, S. (2022). IEEE Transactions on Pattern Analysis and Machine Intelligence, 44(1), 228–241.

A sinusoidal transformation of the visual field is the basis for periodic maps in area V2. Sedigh-Sarvestani, M., Lee, K.-S., Jaepel, J., Satterfield, R., Shultz, N., & Fitzpatrick, D. (2021). Neuron, 109(24), 4068-4079.e6.

A neuronal basis of iconic memory in macaque primary visual cortex. Teeuwen, R. R. M., Wacongne, C., Schnabel, U. H., Self, M. W., & Roelfsema, P. R. (2021). Current Biology, 31(24), 5401-5414.e4.

Theta rhythmicity governs human behavior and hippocampal signals during memory-dependent tasks. ter Wal, M., Linde-Domingo, J., Lifanov, J., Roux, F., Kolibius, L. D., Gollwitzer, S., … Wimber, M. (2021). Nature Communications, 12, 7048.

The hippocampus as the switchboard between perception and memory. Treder, M. S., Charest, I., Michelmann, S., Martín-Buro, M. C., Roux, F., Carceller-Benito, F., … Staresina, B. P. (2021). Proceedings of the National Academy of Sciences, 118(50), e2114171118.

Effect of reward on electrophysiological signatures of grid cell population activity in human spatial navigation. Wang, W., & Wang, W. (2021). Scientific Reports, 11, 23577.

Pop-out search instigates beta-gated feature selectivity enhancement across V4 layers. Westerberg, J. A., Sigworth, E. A., Schall, J. D., & Maier, A. (2021). Proceedings of the National Academy of Sciences, 118(50), e2103702118.

Normalization by valence and motivational intensity in the sensorimotor cortices (PMd, M1, and S1). Yao, Z., Hessburg, J. P., & Francis, J. T. (2021). Scientific Reports, 11, 24221.

#science #Neuroscience #computational neuroscience #Brain science #research #cognition #cognitive science #neurons #neurobiology #neural networks #neural computation #psychophysics #scientific publications

[worldcolection]

Get (Now) Child BY : Gabriela Martorell

E-Book Download Child by Gabriela Martorell

Ebook PDF Child | EBOOK ONLINE DOWNLOAD If you want to download free Ebook, you are in the right place to download Ebook. Ebook/PDF Child DOWNLOAD in English is available for free here, Click on the download LINK below to download Ebook After You 2020 PDF Download in English by Jojo Moyes (Author).

Download Link : [Downlload Now] Child

Read More : [Read Now] Child

Description

Child, Second Edition, is designed to be a brief but thorough account of human development from conception through adolescence, exposing students to culture and diversity and immersing them in practical application. Child combines a commitment to scholarly content, critical thinking, and real-life application of theory with a visually engaging and dynamic, interactive format. Written from a developmental framework and borrowing from multiple traditions and theoretical perspectives, Child also addresses the major periods of development and focuses on the important biological, psychological, and social forces driving change, highlighting theoretical distinctions, research findings, and new directions in the field. In response to requests from faculty like you, substantial space has been devoted to addressing issues of diversity. When relevant, each chapter includes current United States statistics drawn from census data and national governmental databases, including not just major

[nursingscience]

(Essential Questions in the Various University Examinations) - B. Sc  and GNM Nursing psychology - First year

Nursing Psychology - First year

¶ Essay Type Question

✓ Unit 1: Introduction

1. Define psychology, explain limitations and merits of all the methods of psychology

2. Define psychology describe the scope and methods of psychology.

3. Define psychology. Explain the various methods of psychology

4. Importance of psychology in nursing profession

5. Define educational psychology and write briefly about the aims and scope of educational psychology

✓ Unit II: Biology of Behaviour

6. Explain the mechanism of heredity and environment on human behaviors

7. Define heredity. Explain heredity and environment related to one personality development

✓ Unit III: Cognitive Processes

8. What is meant by attention? Discuss the various determinate of attention.

9. Explain the various principles of PERCEPTION with suitable examples. Define

perception.

10. What are the factors that determine attention?

11. Explain about the law of learning

12. Define leaming and explain the trial and error leaming proposed by Thorndike.

13. What is operant conditioning? Discuss with examples how you would utilize reinforce in shapping behaviors.

14. Define learning. Briefly explain Pavlov's classical conditioning with suitable experiment?

15. Define learning. Explain theories of learning.

16. Compare between classical an operant conditioning.

17. Define thinking. Explain steps in creative thinking and characteristics of creative person.

18. Define intelligence. Describe various theories of intelligence.

19. How intelligence and abilities are measured describe

✓ Unit IV: Motivation and Emotional Prosesses

20. Define motivation. Describe the secondary motives with suitable examples.

21. Write about primary and secondary motives.

22. Define motivation. Briefly describe the biological motives.

23. Write an essay on the theories of motivation.

24. Explain the type and theories of motives in detail.

25. Briefly explain the various sources and solution for frustration.

26. What in frustration? Discuss the types of conflicts with suitable examples.

27. Define frustration and conflict. Explain the different sources of frustration and the different types of conflicts and it is solutions.

28. What are motives? List the type of motives and discuss Maslow's types of motives

29. Define emotion. Differentiate emotion in health.

✓ Unit V: Personality

30. What is personality? How is personality assessed?

31. Briefly describe psychosocial learning theories of personality.

32. Define personality. Describe the theories of personality

33. Elaborate the theories of personality

34. How is personality developed with reference to psychoanalytic theory?

✓ Unit VI: Developmental Psychology

35. Explain the psychology of people at different ages

36. Adolescence is a period of crisis

✓ Unit VII: Mental Hygiene and Mental Health

37. Define mental health. Discuss the concept of mental health and mention illness. Add on note on the characteristics of mentally healthy persons.

38. Explain the concept of mental health and mental hygiene in detail.

39. Define mental health. Describe its principles add a note on the misconception about mental illness.

40. Define defense mechanisms of the ego with suitable examples.

41. Write about Jean Piaget and his theory of cognitive development.

➖➖➖➖➖➖➖➖���➖

¶ Short note type Questions

✓ Unit 1: Introduction

1. History of psychology

2. Scope of psychology

3. Methods of psychology

4. Merits and demerits of case study

5. Counseling psychology

6. Clinical and counseling psychology

7. Counseling and abnormal psychology

8. Clinical and health psychology

9. Psychology and nursing

✓ Unit II: Biology of Behaviour

10. Hereditary

11. Discuss in detail the two types of chromosomal disorders.

12. Role of environment

13. Classification of environment.

14. Heredity and environment

15. Functions of sympathetic nervous system

16. Meaning of the term behaviors

✓ Unit 3: Cognitive processes

17. Body-mind relationship

18. Glands Twins

19. Twins

20. Attention

21. Determinants of attentions

22. External factors of attentions

23. Type of attention

24. Attention and its types

25. Principles of study habits

26. Study habit

27. Type of sensation

28. Inaccurate perception

29. Characteristic of perception

30. Principles of perception

31. Hallucination and illusion

32. James large theory

33. Role of reinforces in behavioural changes

34. Thorndike's law of learning

35. Law of leaming

36. Classical conditioning

37. Introspection method

38. Operant conditioning

39. Four type of learning

40. Trial and error leaming

41. How to improve memory

42. Forgetting

43. Cause of forgetting

44. Theories of forgetting

45. Discuses Forgetting during Health and Sickness

46. Intelligence

47. Intelligent quotient

48. IQ

49. Test of WAIS

50. Intelligence

51. Brief notes on Implications of Individual Difference in Nursing

52. Explain the levels of thinking

53. Introspection

54. Stages involved in creative thinking

✓ Unit IV: Motivation and Emotional Processes

55. Primary motives

56. Secondary motives

57. Social motives

58. Maslow's theory of motivation

59. Self-actualisation

60. Psychological changes in emotions

61. Psychological changes during emotion

62. Emotion and felling

63. Role of emotions in health and illness

64. Emotion and feeling

65. Theories of emotion

66. Explain any two theories of emotions

67. Conflicts

68. Conflicts and attention

69. Conflicts and its solutions

70. Types of conflict

71. Frustrations

72. Source of frustration

73. Reactions to frustration

74. Stress management techniques

75. Attitude formation and modification

76. Change of attitude

77. Formation of attitudes

✓ Unit V: Personality

78. Personality

79. Basic concept of Freud

80. Factors influencing personality

development

81. Type approach

82. Types of personality

83. Erickson's theory of personality

84. ID, EGO, SUPEREGO

85. Mental age

86. Personality assessment

87. Projective tests

88. Ink blot test

89. Rationalization and projection

✓ Unit VII: Mental Hygiene and Mental Health

90. Infancy

91. Adolescence

92. Extensive Research of Elisabeth Kubler Ross

93. Misconception about mental illness

94. Warning signs of poor mental health

95. Characteristics of mentally healthy person

96. What the characteristics of mentally healthy individuals?

97. Defense mechanism

98. Mental health nursing

99. Explain guidance and counseling and differentiate.

100. Characteristics of a good counselor

101. Guidance and counseling

102. Counseling

103. Principle of counseling

104. Types of counseling

✓ Unit VIII: Psychological Assessments and Tests

105. Type of psychological tests

106. Principle of psychological testing

107. Uses of psychological testing

108. Role of nurse in psychological assessment

109. Bhatia's Performance Test of Intelligence

105. Type of psychological tests

106. Principle of psychological testing

107. Uses of psychological testing

108. Role of nurse in psychological assessment

109. Bhatia's Performance Test of Intelligence

➖➖➖➖➖➖➖➖

¶ Short Answer Questions

✓ Unit 1: Introduction

1. Goals of Psychology

2. Write two uses of studying psychology in nursing

3. Write any four subject related to psychology

4. Any five branch in psychology

5. Any five methods in psychology.

6. What is the main difference between Clinical psychology and counseling psychology?

7. Write the meaning of introspection method.

✓ Unit 2: Behaviour Psychology

8. Name the two types of twins

9. Biological inheritance

10. Name the chemical senses

11. Expand DNA and RNA

✓ Unit 3: Cognitive processes

12. Attention

13. Mention any four factors influencing attention.

14. What are the types of attention?

15. Types of attention

16. Law of learning

17. Any three errors in perception

18. What are the types of "Error Perception"?

19. Define perception

20. Define insight leaming

21. Classical conditioning

22. Write two types of conditioning learning.

23. Name the major laws of learning

24. Explain transfer of learning

25. Write types of memory

26. Short-term memory

27. Write four kinds of memory.

28. Mnemonics

29. Name any two types of intelligence test.

30. Name any four intelligence tests

31. Expand WAIS

32. Concept of IQ and RPM

33. What is the formula of IQ ?

34. Mention four factors influencing intelligence

35. Raven's progressive matrices

36. Mention any four traits of creative thinker

37. Aptitude test

38. Explain aptitude change

39. One of the determinants of attention in novelty? What is the meaning of novelty"?

✓ Unit 4: Motivation

40. Mention the concept of motivation.

41. Industry vs inferior

42. Self-actualisation

43. Motivational cycle

44. Define incentive

45. Name four schedules of reinforcement

46. List four psychosocial motives

47. Types of conflict

48. Write two source of frustration

49. Mention the type of conflict

50. Attitude

51. Attitude and its types

✓ Unit 5: Personality

52. Write and explain the definition of personality

53. What is the most important component of Personality

54. Sigmund Freud

55. Unconsciousness

56. Write the three classification of mind

57. Psychosexual stages.

58. List out the psycho sexual stages

59. Write Freud's components of Personality

structure.

60. Repression

61. Rationalization

62. What is sublimation

63. Mention four different mechanism

64. What are the two personality of type 'A' personality

65. What is the meaning of word of inventory

66. Mention any four types of bodily changes during emotion.

67. Our behaviour is responsible for our emotion and not vice-verse. Who has proposed

this theory of emotion?

68. Who was the proponent of eight stages developmental theory of personality?

69. Name two types of Projective technique

70. Explain Projective tests.

71. Expand TAT

✓  Unit 6: Developmental Psychology

72. Mention the types of groups

✓ Unit VII: Mental Hygiene and Mental Health

73. What are the roots of mental health?

74. Hallucinations

75. Guidance and counseling

[andrewskennedy50]

Blog Post #1

Emma Rathbone’s article and Max Stossels's lecture brought some very interesting perspectives to the topic of social media. I appreciate Mr. Stossel’s approach to the topic of social media because it focuses on how human psychology, particularly in the developmental period of people’s lives relates to the effects of social media.

In Mr. Stossels’s lecture, his slot machine analogy helped me conceptualize how the effects of getting a “rush” from anything involving dopamine can all be extremely addicting. When I think about how social media affects me daily, I would be foolish to assume that this “rush” does not affect me somehow. Even on an app like Instagram, I find that sometimes when I make a post, I frantically return to it several times over the next few days to see how many likes it gets. Another example is that when I use Twitter and I reply to another user about a specific topic I disagree with, I feel anxious/excited feeling and check for a reply from them every ten or so minutes until it arrives. When social media gives me that “rush,” I find it hard to put my phone away and be present in the real world, even to watch a movie or share a meal with a family member.

Even though it is difficult at first, forcing myself to take a break ends up being really rewarding every time I do it by about the 3-day mark. I do this every year when I sail on a 3-day sailboat race from Port Huron, Michigan to Mackinac Island. On this race, I am on a sailboat with seven other people without internet access. The small space on the boat forces us to interact, whereas taking a “social media break” in your regular life you might do other introverted activities. On these ventures, it becomes much easier to get into the moment of things and I feel more clear-headed, but the sailboat race ends, and social media seems to always creep into my life again in one way or another. Giving up social media entirely would be difficult, and it would likely hinder access to people I have connections to, but I no longer live around.

Limiting social media in a logical and intentional way would likely be the most beneficial change for me. Some examples I would like to implement are removing all social media use before 9:00am every day and removing all social media from 8:00pm until bedtime. The time periods I mentioned are the times when I honestly would like to be relaxed and clear-headed, so that is why I chose them specifically. Mr. Stossel seems to suggest the reason that I might become more clear-headed is that we are constantly attempting to multi-task when we are glued to our phones. Once humans are forced away from their phones, they even score better on tests and retain information in general. As Ms. Rathbone puts it, “before the internet” people were allowed to be completely in the moment, even lost in it. Her article nostalgically paints images of inner peace, moments where we were all ignorantly bliss to the future where we no longer can be completely lost in the place where we are. Reading her article makes me ask questions like “if life was clearly so much better when social media was not in it, why are so many people unwilling to give it up?” and “what kind of harmful psychological effects could this bring to a species who have not had this tool for more than 30 years to adapt their brains to this type of connectivity and communication?”

How would you respond to those questions yourself? I would love to hear would you might have to say, so feel free to reply!