In Carol Dweck’s famous study on growth mindset, Dweck taught high school students about brain plasticity and about how the characteristics of intelligence are not fixed. The idea was to convince students that they had control over improving their academic ability. Years later, these students scored higher on standardized tests.
It’s tempting to think of the Dweck study as a near instant fix. You teach students, or yourself, the details of growth mindset. This takes about an hour. And then afterward your performance magically improves.
Although Dweck’s study has been supported by future studies, for example this one, I suspect there is a crucial missing element to the story. What behaviors did the students change after the lesson? Knowing this is the key to understanding how you can improve your own life.
My story is about my mom, now a retired 3rd grade teacher. She took that same concept of teaching growth mindset and reworked it for 3rd graders. The reworked lesson plan came down to three YouTube videos. I’ll share those below and then share what happened in the class room after the lesson was over. In my observations of my mom’s classroom, all of the magic was in the behaviors that the students built afterward. In other words, it’s not knowledge that transformed the students, it was new habits.
#1. Success Is Not an Accident
First, my mom inspired her class with someone who embodies self-improvement. Steph Curry came into the NBA too short, too small, and too slow to be a star. Now he’s an MVP and World Champion. And it was all because of his practice habits.
I don’t think you need to be a third grader to be inspired by this.
#2. Your Brain Changes!
Then she threw a two minute video on neuroplasticity at the class.
This is a classic self-improvement tactic — practically all self-improvement books are written to start with an inspirational story and then to immediately pivot into an explanation of why anyone could achieve the same thing.
So my mom was hitting her kids with Curry for inspiration and then brain science for plausibility.
Here’s where I’m hoping you are finding your own future growth plausible: your brain can change. That’s what brain plasticity is. So no matter how bad you are at something right now, you can change that so that future you becomes very good at it. That’s basically what the concept of Growth Mindset is about.
#3. The Power of Yet
After the first two videos, my mom’s class was sold on growth mindset, but they didn’t know how to put it into practice.
Thankfully, Jannelle Monet was a guest on Sesame Street and gave the simplest behavioral pattern for practicing growth mindset: use the word Yet.
The Growth Mindset Habit
The three videos above are not enough to change a child’s life. They have to be followed up by a change in behavior.
That’s the entire misunderstanding with Carol Dweck’s study. The focus is on the initial lecture, not the follow on behavior.
One of my mom’s strengths as a teacher was that she brought a consistency to classroom management. And one of the changes she made to her classroom was that she started insisting that the class adopt the word yet.
Every time a kid says yet, they are representing that they are open to learning something new.
The lesson that my mom put together was the launchpad for a new habit. And that new habit was then reinforced hundreds of times over the school year.
You can’t A/B test my mother because she is retired. But I can share that her kids had one of the highest test score improvements of any class in her district.
Regardless of the merits of standardized testing, something about her teaching that year worked especially well. And anecdotally, that something revolved around the word Yet.
And for that reason, the word Yet has become a big part of my own self-talk. I hope you adopt it too.
Should you tell your kids they are smart or talented? Professor Carol Dweck answers this question and more, as she talks about her groundbreaking work on developing mindsets.
From young adults to people in their 60s, everyday functioning in today’s world can place high demands on our attention and memory skills.
Memory lapses such as forgetting an appointment, losing our keys, forgetting a distant relative’s name or not remembering why you opened the fridge can leave us believing our thinking skills are impaired.
But you might be too hard on yourself. Tiredness, stress and worry, and feeling down or depressed are all common reasons adults experience attention and memory difficulties.
Attention and memory skills are closely connected. Whether we can learn and remember something partly depends on our ability to concentrate on the information at the time.
It also depends on our ability to focus our attention on retrieving that information when it’s being recalled at a later time.
This attention system, which is so important for successful memory function, has a limited capacity – we can only make sense of, and learn, a limited amount of information in any given moment.
Being able to learn, and later successfully remember something, also depends on our memory system, which stores the information.
Changes in attention and memory skills
In people who are ageing normally, both attention and memory systems gradually decline. This decline starts in our early 20s and continues slowly until our 60s, when it tends to speed up.
During normal ageing, the number of connections between brain cells slowly reduce and some areas of the brain progressively work less efficiently. These changes particularly occur in the areas of the brain that are important for memory and attention systems.
This normal ageing decline is different from dementia and Alzheimer’s disease, which cause progressive changes in thinking skills, emotions and behaviour that are not typical of the normal ageing process. Dementia comes from a group of diseases that affect brain tissue and cause abnormal changes in the way the brain works.
If you’re concerned your memory difficulties may be a symptom of dementia, talk to your GP, who can refer you to a specialist, if needed, to determine whether these changes are due to normal ageing, dementia or some other cause.
If you experience persistent changes in your thinking skills, which are clearly greater than your friends and acquaintances who are of a similar age and in similar life circumstances, see your GP.
Normal attention and memory difficulties
Broadly, there are two main reasons healthy adults experience difficulties with their memory and/or attention: highly demanding lives and normal age-related changes.
A person can be consistently using their attention and memory skills at high levels without sufficient mental relaxation time and/or sleep to keep their brain working at its best.
Young adults who are working, studying and then consistently using attention-demanding devices as “relaxation” techniques, such as computer games and social media interaction, fall into this group.
Adults juggling the demands of work or study, family and social requirements also fall into this group.
Most adults need around seven to nine hours of sleep per night for their brain to work at its best, with older adults needing seven to eight hours.
The second common reason is a combination of ageing-related brain changes and highly demanding work requirements.
For people in jobs that place a high load on thinking skills, the thinking changes that occur with normal ageing can become noticeable at some point around 55 to 70 years of age. It’s around this time age-related changes in the ability to carry out complex thinking tasks become large enough to be noticeable. People who are retired or don’t have the same mentally demanding jobs generally experience the same changes, but may not notice them as much.
This is also the age many people become more aware of the potential risk of dementia. Consequently, these normal changes can result in high levels of stress and concern, which can result in a person experiencing even greater difficulties day to day.
Emotional distress can take its toll
Feeling down and sad can affect memory and concentration. When a person is feeling worried and/or down regularly, they may become consumed by their thoughts.
It’s important to recognise how you’re feeling, to make changes or seek help if needed. But thinking a lot about how you’re feeling can also take a person’s attention away from the task at hand and make it difficult for them to concentrate on what is happening, or remember it clearly in the future.
So feeling worried or down can make it seem there is something wrong with their memory and concentration.
Boosting your attention and memory skills
There are a number of things that can be done to help your day-to-day memory and attention skills.
First, it’s important to properly rest your mind on a regular basis. This involves routinely doing something you enjoy that doesn’t demand high levels of attention or memory, such as exercising, reading for pleasure, walking the dog, listening to music, relaxed socialising with friends, and so on.
Playing computer games, or having a lengthy and focused session on social media, requires high levels of attention and other thinking skills, so these are not good mental relaxation techniques when you are already mentally tired.
It’s also important to get enough sleep, so you are not consistently tired – undertaking exercise on a regular basis often helps with getting good quality sleep, as does keeping alcohol consumption within recommended limits.
Looking after your mental health is also important. Noticing how you are feeling and getting support (social and/or professional) during longer periods of high stress or lowered mood will help ensure these things are not affecting your memory or concentration.
Finally, be fair to yourself if you notice difficulties with your thinking. Are the changes you notice any different to those of other people your own age and in similar circumstances, or are you comparing yourself to someone younger or with less demands in their life?
If you have ongoing concerns about your attention and memory, speak with your GP, who can refer you to a specialist, such as a clinical neuropsychologist, if needed.
Jacqueline Anderson Senior Lecturer in Clinical Neuropsychology, University of Melbourne
People struggling with mental illness, from the mildest and most routine to the intractable and utterly devastating, are also burdened by the stereotypes and prejudices of stigmatization. The stigma of mental illness interferes with getting needed care and causes social isolation and alienation. This is not how things should be. Instead, people with emotional, cognitive and behavioral problems, regardless of whether the causes are external traumas or circumstances, internal events, or some combination, should be given the same respect and access to treatment as someone dealing with a mild sprain, a flu, or a life-threatening cancer. Healthcare should be healthcare. But it’s not. And stigmatization is largely to blame.
Everyone has a stake in fighting stigmatization. With around 1 in 5 Americans suffering from a mental illness over the course of a year, chances are pretty good you either are, have been, or are close to someone bearing the burden by stigma. The fight to reduce that burden really should involve everyone. So, after some context, I want to talk about three ways anyone can join the fight.
The context of stigma
Regardless of good intentions, people tend to perceive anyone whose psychological problems are worse than one’s own as “them” and not “us.” They are “other.” For the really serious problems there tends to be a perception of people as dangerous and deserving social isolation; we should “lock ‘em up!” People with milder conditions often confront a “weak-not-sick” attitude; they should “just get over it.”
These stereotypes help create social and emotional distance between the stigmatizing and the stigmatized. By creating this distance people can nurture the comforting fiction that instead of a fine line there’s a large gap between the mentally ill (them!) and the mentally well (us, whew!!). But that’s a myth. The line is very fine. They is us.
Sure, people differ in how psychologically resilient they may be, just like how people differ in how physically resilient they may be. But the fundamental reality about mental illness is that it can, and often does, happen to anyone. The social and emotional distance people create is just a way to avoid the anxious-making reality that things like depression, anxiety, emotional dysregulation, behavioral disorders, and the rest can strike anyone. Just like with physical illnesses where a wayward cell or pathogen can strike anyone, mental illness can strike anyone anywhere. We take illusory comfort from the distance stigma creates.
Stigma is insidious. A recent experience from my clinical practice illustrates the burden of stigmatization people with a mental illness must carry. A young man shows up at the ER complaining of an unusual set of symptoms: nausea, trembling, tingling in his legs, numbness around his mouth, and weakness in his hands. He also had an extensive history of mental illness, although he was psychiatrically asymptomatic at the time of this visit and doing very well.
But after the ER doc learned of this history, he quickly sent the patient home with a vague reassurance not worry since it was probably just a panic attack. Of course, it wasn’t. Happily he’s now under the care of an excellent neurologist and making progress. But this episode shows stigma’s insidious influence in stark relief.
Stigmatization is also pervasive. It has a broad social reach. Just consider the marketing campaigns of companies like Talkspace and Betterhelp who broke into the mental health marketplace with promises of anonymous therapy. Leaving aside the problem that anonymous therapy violates various codes of professional ethics, the promise of anonymity as an initial marketing ploy both builds on and enhances the stigmatization against which we should all be fighting.
It cynically trades on the pervasiveness of stigmatization, otherwise it wouldn’t work. What they did is like confronting racial bigotry by saying people should just try to pass or telling a gay person they should stay in the closet. Anonymity validates the prejudice that one should keep secret one’s struggles with mental health.
The fact that this marketing ploy appealed to so many, and it did, also highlights what’s called in the literature “self-stigma.” That’s the term used to refer to the fact that people internalize stigmatization so that it functions as an obstacle to seeking help and therefore as a magnifier of suffering. For example, one study of college students showed that the more people perceive stigma operating in the world the more they blame themselves for having problems and the more they resist seeking care. Other people’s prejudices about mental illness became their attitudes toward their own suffering and towards seeking help.
There’s actually lots more to say about stigma. There’s even an official APA journal specifically on the topic: Stigma and Health. But hopefully this has been enough to activate interest and maybe motivate at last some action. At least I hope you agree the fight against stigma is worth some attention. Here are three things anyone can do to join the fight.
But be careful, you don’t want to get caught in the paradox of choice so you end up doing nothing. Don’t over think. Instead, dive in and be helpful. Whether you donate money or time, or express support in some way, find an organization that speaks to you and support it.
Here are two stigma-fighting organizations I support.
The first is a group called “Phd Balance.” Graduate student mental health is their focus. Their mission is to show that students pursuing advanced academic degrees who are, quoting their mission statement, “dealing with mental health issues are NOT less capable, are NOT less intelligent, are NOT less creative, are NOT failures … [they] might just need support and a different set of tools.”
They pursue this mission by creating spaces where mental health issues can be openly and safely discussed and by curating resources that can be useful for those pursing both an advanced degree and a healthy balance in their lives. As a former graduate student myself, and someone who now treats and works with several people pursuing doctorates, this groups resonates with my interests and values. So, I want to help them achieve their goals. They have my support.
The other organization is The Ride for Mental Health. Started by an attorney, Malcom (“Mac”) Dorris who lost his son to an intractable and ultimately fatal mental illness, this event is a two day bike-ride through the Hudson Valley in New York. Its mission is both to raise funds for research (McLean Hospital’s research programs being the current beneficiary) and, quoting their mission statement, “to end the stigma surrounding mental illness through education and awareness.” I’ve ridden all three years of this growing event and am already looking forward, and spreading the work, about next year’s ride. Not only is it a wonderful ride on gorgeous roads, participation is a way to do good by having fun.
Tell your story
Stigma lives in darkness, in shame. Bringing stories of struggle into the light weakens it. The social distance and self-stigma that comes from the “them not us” myth can’t survive people telling the story of how they, or their loved ones, experienced emotional suffering. Truth destroys stigma.
Truth telling is actually how Phd Balance began. Its efforts to “increase visibility and awareness for students and to let those struggling know they are not alone” began with Susanna Harris, the founder and a graduate student in microbiology, telling her story of depression and anxiety in a moving video monologue. Sinking into a depression after an academic setback, she spoke up about the experience rather than hiding in silence. Phd Balance grew out of her courage and she has inspired many more to do the same.
I also had an email exchange with Mac Dorris from The Ride for Mental Health about this. He told me that after his son Eric died he “suddenly had a key to everyone else’s story or stories about mental illness.” He recounted being at a business dinner and telling Eric’s story to a new business associate who “responded by telling me that he lost his brother years earlier under very similar circumstances.”
He also shared a story about a colleague of his who had previously lost a son to what was called an unusual heart aliment. When he called Mac to express condolences for Eric’s death “I told him that I was sorry I had joined the club of having a kid pre-decease us. He then explained that his son didn’t die from the heart ailment but from an accidental overdose and that he suffered with mental illness.”
Stories brought to light reduce shame. And one person’s story really can be the key to unlock someone else’s story from the shackles of shame and stigma.
Stop perpetuating it
This one is simple; don’t make things worse. If you insult someone by saying they’re “crazy” or “nuts” you’re inadvertently perpetuating stigma. Same when you judge someone to be “less than” because you found out they’ve been in therapy of years and years. There’s even research showing that even benign, diagnostically accurate labels result in harsher, more negative judgements.
Unfortunately, mental illness is frequently used to explain bad behavior. Instead of describing a mass shooter as a murderer with too easy access to weapons of war, we make them into mental patients as though the illness explains the evil. It doesn’t, any more than one could say someone became a mass murderer because of their diabetes.
We have a particularly pernicious version of this these days. During the Trump presidency mental health professionals have unfortunately fallen into the stigma-supporting trap of explaining his bad behavior with a diagnosis. I firmly believe there are many things that make him unfit for the office such as his racism, history of sexual predation, constant dishonesty, science denial, invitations for Russian election interference and subsequent obstruction, family separations, and historical ignorance, especially about immigration, to name a few.
Just this week he stood in front of an audience of 9/11 first responders and lied about his participation. Of course, your politics may be such that you do not think such reasons disqualify him. OK, difference of opinion. But saying those qualities are symptoms of a mental illness will not convince anyone of his unfitness. I believe the reality is that a mental illness is not what is making him unfit for the office, anymore than someone with a mental illness is unfit to be a lawyer, a plumber, a teacher or any other job or profession. What makes him unfit is how he does what he does, a constellation of evil actions that spells the end of the American experiment. I believe we should not insult people with mental illness by implying it is illness rather than his dishonorable actions that make him unfit for his office. Doing so merely supports the stigma.
I’m a clinical psychologist and psychoanalyst. For 20 plus years I’ve been practicing on 12th Street, around the corner from what used to be the Forbes Building and right in the middle of New York’s digital revolutions. Having written for professional audiences and become a not infrequent source (e.g., Wired, New York, NY Times, The Today Show) I decided to put my ideas out there myself. First at True/Slant, then Psychology Today, and now at Forbes, my “beat” includes clinical insights and research developments useful for building an authentically good life in our increasingly complex and technologically-mediated world, along with identifying those choices that promise more than they can deliver. Along with my full-time private practice I’m a Training and Supervising Psychoanalyst at the William Alanson White Institute.
They’re right. I’m not broken. It’s not that I can’t be fixed. It’s not that I can’t overcome my anxiety. It’s not that there is no hope and I should just be thrown out like the pieces of my favorite porcelain mug that I accidentally dropped. I can be put back together and there’s a great possibility that I will one day return to my former, non-anxiety-filled self.
I’m not broken, but I’m definitely glitching.
I can’t wake up, get myself ready for the day and get things done, without some sort of malfunction. Anxiety has been a constant disruption in my daily life, for years now.
Some days it’s the inability to stop working long enough for a little self-care. Other days, my anxiety level is so high, I have to lay down or cry, or a combination of the two. Then, there are the days when I have errands to run, but have to continuously tell myself that I won’t have a panic attack while we’re on our way to the store, inside of the store, or on the way home from the store.
I’m not broken, but I’m definitely not ok.
My mind’s first reaction to just about any invitation, experience or opportunity is fear. Pure fear. Fear that I’ll have a panic attack in front of people. Fear that they will talk about me. Fear that they will stare. Fear that my kids will witness it. Fear of how far our car will be from wherever we are and whether or not I can get back to it quickly, if I need to. Fear of waiting on a line that might be one minute too long and I’ll have to walk out of the store, because the anticipation of the anxiety attack has already overcome me and I know I can’t come back from that.
I know I’m not broken, but sometimes I don’t believe it.
Every morning, I tell myself that this is not permanent. Nothing in life is. Tomorrow will be better. I will overcome something big today and celebrate my victories, no matter how small. With each victory, every obstacle ahead will seem easier and easier. I don’t have to settle for what anxiety has brought into my days.
I’m not broken. I’m just glitching and glitches can be fixed.
When a computer glitches, we restart or reset it. I just need to restart myself, clear my memory of the thoughts and feelings that seem to be the root of the problem. If I can get rid of whatever combination of factors that created the glitch in the first place, I can restore myself to the time when I didn’t have a care in the world.
But what are they? How do I find them and more importantly, how do I drag them to the trash?
My faith is bigger than my anxiety.
I have faith that one day, those obstacles won’t be an issue anymore.
Fear won’t be an issue anymore.
Anxiety won’t be an issue anymore.
I refuse to believe that anxiety will cause a total system failure. I have too much life left to live. Too much to see. Too many places I want to travel to. Too much to say to too many others like me who are reading this and know exactly what I’m feeling.
No one wants to hang out with me. I’m a failure at school. All my other friends seem happy. What’s wrong with me?
These kinds of negative thoughts are becoming more common in our homes and schools. Teens are experiencing increased anxiety, and studies indicate that college students in Canada, the United Kingdom, and the United States are becoming more perfectionistic over time, measuring themselves against unrealistic standards.
Why is this happening? We can’t say for sure—but we do know there are steps teens can take to improve their mental health.
A 2018 study of early adolescents suggests that self-concept (your perception of self) plays a central role in emotional well-being. According to the study, a supportive classroom environment and positive social relationships also affect teen well-being—but the impact is indirect. Positive self-concept seems to be the key variable in the well-being equation. If a student feels good about herself, then she may be more likely to connect with others and benefit from the supports provided at school.
So, how can we influence how students think about themselves? This may feel like a very tall order; yet there is a lot of research out there that provides some clues for supporting the teens in your life. Here are five ways to help tweens and teens move toward a more positive self-concept.
1. Get physical
Although you may have heard this before, kids really can benefit from regular exercise (especially when their tendency is to sit in front of a screen). A recent review of 38 international studies indicates that physical activity alone can improve self-esteem and self-concept in children and adolescents.
Apparently, the exercise setting also matters. Students who participated in supervised activities in schools or gymnasiums reported more significant growth in self-esteem than those who exercised at home and in other settings.
Adolescents’ self-concept is most strongly linked to their sense of physical attractiveness and body image, an area where many people struggle. So, encourage more regular exercise programs during and after school, and support team sports, strength training, running, yoga, and swimming—not just for their effects on the body but on the mind, as well. Getting out and engaging in some form of exercise can make us feel stronger, healthier, and more empowered.
2. Focus on self-compassion (not self-esteem)
Because self-esteem is a global evaluation of your overall worth, it has its dangers. What am I achieving? Am I good enough? How do I compare with my peers?
What would happen if we could stop judging ourselves? Researcher Kristen Neff claims that self-compassion—treating yourself with kindness, openness, and acceptance—is a healthy alternative to the incessant striving and performance orientation often tied up with self-esteem.
In her study of adolescents and young adults, she found that participants with higher self-compassion demonstrated greater well-being. Why? They were okay with their flaws, acknowledged that they struggled just like those around them (“Everybody makes mistakes; you are not alone”), and treated themselves with the same kindness they would extend to a friend (“It’s okay; you did your best”).
Participants with higher self-compassion demonstrated greater well-being. Why? They were okay with their flaws, acknowledged that they struggled just like those around them (“Everybody makes mistakes; you are not alone”), and treated themselves with the same kindness they would extend to a friend
If you are interested in specific techniques and strategies for enhancing self-compassion in teens, take a look at the work of psychologist Karen Bluth. She recently developed a program called Making Friends with Yourself. Youth participating in this eight-week program reported greater resilience, less depression, and less stress at the end of it. However, if there isn’t a program near you, consider sharing this self-compassion workbook with the teens in your life.
3. Avoid social comparison
When we focus on self-esteem, we tend to get caught up in comparing ourselves to others. Teens, in particular, often sense an “imaginary audience” (i.e., “Everyone is looking at me!”) and can become highly sensitized to who they are relative to everyone around them.
Instagram and other social media platforms don’t necessarily help. Some research suggests an association between social media and depression, anxiety, loneliness, and FoMO (fear of missing out) among teens. Their posts may not rack up the number of “likes” that their friends’ posts do, or they may feel excluded when they see pictures of classmates happily spending time together without them.
A new app for teen girls called Maverick may be a healthier option than Snapchat or Instagram. On this social media platform, teens can connect with role models (called “Catalysts”) and explore their creativity (such as designing their own superhero or choosing a personal mantra). Of course, there is always the option of taking a break from social media, as well.
Regardless of what teens choose to do online, many of our schools are also structured for social comparison. Grading, labeling, and tracking practices (grouping students based on their academic performance) don’t necessarily honor the stops, starts, and inevitable mistakes that are a natural part of the learning process.
Provide opportunities to revise and redo assignments.
Avoid ability grouping as much as possible.
Focus on individual growth and improvement.
Acknowledge students’ small successes.
4. Capitalize on specific skills
If you keep your eye out for teens’ talents and interests, you can support them in cultivating their strengths. Your son may think he is a terrible athlete, but he lights up when he works on school science projects. Then there’s that quiet, disheveled ninth-grade girl who sits in the back of your class. She may feel socially awkward, but she wows you with her poetry.
Researcher Susan Harter has studied adolescent self-esteem and self-concept for years. She claims that self-concept is domain-specific. Our overall self-esteem or sense of worth tends to be rooted in eight distinct areas: athletic competence, scholastic competence, behavioral conduct, social acceptance, close friendship, romantic appeal, job satisfaction, and physical attractiveness.
Talk to the teens in your life. What are their personal values and priorities? Share surveys with them like the VIA (which identifies character strengths like bravery, honesty, and leadership) or have them take a multiple intelligences quiz. Celebrate their talents and tailor activities and instruction around their abilities as much as possible.
It may not be easy to shift teens’ global sense of self-worth, but we can certainly highlight and encourage areas of interest and particular skill sets so that they feel more confident, capable, and inspired.
5. Help others (especially strangers)
Finally, when teens reach out to others, they are more likely to feel better about themselves. A 2017 study of 681 U.S. adolescents (ages 11-14) examined their kind and helpful behavior over a four-year period. Researchers found that adolescents who were kind and helpful in general had higher self-esteem, but those who directed their generosity toward strangers (not friends and family) tended to grow in self-esteem.
Last Friday, I joined my daughter and her peers during the “action” phase of their “Change the World” project. Their social studies teacher, Tim Owens, tasked the eighth graders with choosing a sustainability issue, researching the problem and possible solutions, planning action, and implementing the action.
These middle schoolers spent a full day canvasing their neighborhoods to advocate for policies that protected people they don’t know, like local refugees and homeless youth—as well as animals used for product testing. I’ve never seen my daughter and her friends more energized, confident, and engaged with their community.
As adults, we can actively support service learning projects in our schools and our teens’ interests in advocacy and civil engagement. Adolescents around the world can also work remotely with non-profit organizations like DoSomething, “a digital platform promoting offline action” in 131 countries. On this site, young people can choose a cause, the amount of time they want to commit to it, and the type of help they would like to provide (e.g., face-to-face, improving a space, making something, sharing something, etc.)
When teens regularly contribute to a larger cause, they learn to think beyond themselves, which may ultimately help them to be more positive, empowered, and purposeful.
As many teens struggle with anxiety and perfectionism, our urge may be to jump in and fix their problems, whatever we perceive them to be. But a better approach, one that will hopefully help reverse these worrying trends, is to cheer them on as they develop the mental habits and strengths that will support them throughout their lives.
This article originally appeared on Greater Good, the online magazine of UC Berkeley’s Greater Good Science Center, one of Mindful’s partners. View the original article.
Handshakes could be forbidden under new workplace rules to circumvent costly sexual harassment allegations, and every employer may ban all kinds of physical touch to avoid uncertainty about what sort of touching is suitable.
It comes off the back of the #MeToo movement, with bosses rethinking their strategies and heading to a more black and white attitude, and some employers may put a full embargo on physical touch, but is this going a tad too far, especially when shaking someone’s hand? But they might say just no contact at all because there is no grey area’s then.
And according to a recent poll of 2,000 adults on Totaljobs, three out of four were keen for a full physical contact prohibition when at work, and it was pointed out that gestures such as putting your hand on someone’s back or giving a reassuring embrace could all come under the umbrella of being too personal.
It will still plausibly be safe to shake hands at work, except if your employer forbids it, in which event you will have to obey the rules, but it’s not only how you comport yourself in the office which matters either. The workplace does extend outside the office as well, the perfect example is the Christmas night out and staff behaviour when going to functions.
But indeed, isn’t this getting to be a little absurd, next you’ll not be permitted to make hand contact when getting change from a cashier in shops, and a handshake is consensual, when somebody puts out their hand to shake it, you consent by shaking it back, but if they keep their hand by their side or behind their back and it’s grabbed and shook against their will, then this is clearly physical assault, which is already covered in the law, so obviously there’s no call for a handshake ban, which would be complete insanity.
If anything, handshaking is social, polite, appropriate and NORMAL.
Perhaps we should go and work in France where men and women, men and men and women and women kiss each other when meeting, an extension to shaking hands, I can’t see this being banned any day soon, but we shouldn’t say women because apparently that sexist, or men for that matter, but HUMAN has man in it, so don’t use that either.
Is there a point to being politically correct, especially when it dictates our everyday lives? And the cultural niceties of the past that assisted human interaction is being denounced, but for what outcome? Because in the end what it will bring us down to is an emotionless society that will be undoubtedly controlled by our socially correct leaders, and it’s about time these minority, sad individuals, who want to dictate to others how they run their lives, to in no uncertain terms to “sod off”.
So, welcome to the unfortunate death of social norms, and the courtesy of a band of senseless society inept imbeciles.
The rationalization actually lodges the person in a bad faith, a faith that is far away from reality. It puts a resistance on the real tough phase situations like emotional distress and cognitive dissonance.
I think most people want an initial physical attraction when dating someone, but here are three reasons why character and intelligence are more important than looks. Looks fade. Look at that beautiful 25 year old girl…wait 10 years and two or three kids later….a lot different looking…then take another look 5 years after that. Most […]
You may have heard people use phrases like “out of control” or “wild” to describe kids who have a hard time controlling their emotions and impulsive behavior. If they’re talking about your child, you might wonder if your child has a disruptive behavior disorder or ADHD. You might even think disruptive behavior disorders and ADHD are the same thing. Disruptive behavior disorders and ADHD have some things in common, such as trouble keeping emotions in check and doing risky, impulsive things. But there are big differences between the two that can affect the strategies used to help your child………..
Mounting evidence of the impact of contemplative practices like meditation (which we now know can, quite literally, rewire the brain) are finally bringing modern science up to speed with ancient wisdom. Mindfulness and compassion — the practices of cultivating a focused awareness on the present moment, and extending a loving awareness to others — are part of every religion and wisdom tradition, and we’re at last beginning to understand the profound impact that they have on the brain, says psychiatrist and mindfulness expert Dr. Dan Siegel………..
By: Coach Tony
