Wednesday, 29 May 2024

“Δεν ήμουν η μαμά που ήθελα για τα παιδιά μου”: Η parent coach εξηγεί αν μπορούμε να διορθώσουμε τα λάθη και να διαχειριστούμε τις τύψεις


THE MAMAGERS TEAM27 ΜΑΪΟΥ, 2024

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Πώς διαχειρίζεται μια μαμά τις τύψεις που έρχονται μαζί με το μεγάλωμα ενός παιδιού; Μπορούμε να διορθώσουμε τα λάθη μας; Πώς μπορούμε να διαχειριστούμε τη συνειδητοποίηση ότι τα πρώτα χρόνια της ζωής του παιδιού μας δεν ήμασταν ακόμα οι μαμάδες που θέλαμε; Σε αυτές τις απορίες απαντά με μια συγκινητική της ανάρτηση, η parent coach Δήμητρα Γούναρη στο προφίλ της στο Facebook.


Μιλώντας για τη δική της εμπειρία με τον γιο της, εξηγεί πως τα λάθη διορθώνονται και πως μερικές φορές – αν γυρίζαμε τον χρόνο πίσω- πάλι δεν θα μπορούσαμε να είχαμε κάνει κάτι διαφορετικά:

“Όταν ο γιος μου ήταν 9 μηνών τον είχα βάλει τιμωρία μετά από το φαγητό γιατί είχε πετάξει το φαγητό του κάτω. Θυμάμαι πως τον έβαλα να κάτσει σε ένα πάρκο.

Επίσης θυμάμαι πως έκανα απέλπιδες προσπάθειες να τον τοποθετώ σε επιφάνεια και να μην το κρατάω στα χέρια ενώ είχε αποκοιμηθεί. Κάθε φορά που τον άφηνα με οποιοδήποτε τρόπο μπορεί να φανταστεί ανθρώπινος νους εκείνος ξυπνούσε. Μου φαινόταν απλά αφύσικο να μην μπορεί να κοιμηθεί μακρυά από την αγκαλιά μου. Και σκέφτομαι τώρα 9 χρόνια μετά, μου φαίνεται απολύτως αφύσικο να κοιμηθεί ένα βρέφος κάπου άλλου πέρα από την αγκαλιά της μητέρας του.


Εκατομμύρια λάθη, αστοχίες, παραβλέψεις…εκατομμύρια συνειδητοποιήσεις, αλήθειες, συγνώμες, αλλαγές.


Πληγώθηκε η σχέση μας; Σίγουρα ναι. Υπήρχε άλλος δρόμος; Σίγουρα όχι. Δεν θα μπορούσε να είχε συμβεί διαφορετικά. Πονάει αυτή η συνειδητοποίηση; Πονάει. Έχει συμβάλλει αυτή η συνειδητοποίηση; Πολύ, στο να είμαι πιο παρούσα σήμερα μαζί τους (εκτός άλλων).

Υπάρχουν σκέψεις για το παρελθόν μας με τα παιδιά μας που μπορεί να μας κρατάνε πίσω. Στο βαθμό που η αγωνία μας κινητοποιεί είναι υποστηρικτική. Όταν μας παγώνει όμως, μπορεί να λειτουργήσει εξαιρετικά επιβαρυντικά για το παρόν μας.

Πολλοί γονείς, όλο και συχνότερα με ρωτάνε: Έχω κάνει κάτι τόσο λάθος στο παρελθόν; Μήπως έχω πληγώσει ανεπανόρθωτα τη σχέση μου με το παιδί μου; Αφού μας πάρω όλους/ες μια αγκαλιά, θέλω να μοιραστώ την εξής σκέψη:

Αφού ρωτάμε σημαίνει πως έχουμε κάνει ένα τεράστιο βήμα και απαραίτητο για αυτό που χρειάζεται να κάνουμε από εδώ και στο εξής, για να ανακουφίσουμε και να εξελίξουμε την σχέση μας με το παιδί μας.

Πολλές φορές σκέφτομαι πως μπορεί στο γιο μου να μην χάρισα τα πρώτα χρόνια που ήθελα αλλά με ένιωσε και με είδε να αλλάζω. Και αυτό από μόνο του έχει την αξία του ως εφόδιο για τη ζωή του.

Αυτές τις αλλαγές βλέπω σε εσάς…βήμα – βήμα, στο χρόνο που μπορεί ο/η καθένας/μια μας”.

ΠΗΓΗ:


Tuesday, 28 May 2024

Και μόνο η απλή παρουσία των γονέων επηρεάζει την απόκριση του φόβου και τη μάθηση των φοβιών των παιδιών


ΑΓΓΕΛΙΚΗ ΛΑΛΟΥ
27 ΜΑΪΟΥ 2024



Η παρουσία ενός γονέα μπορεί να επηρεάσει τον τρόπο με τον οποίο ο εγκέφαλος του παιδιού ανταποκρίνεται στον φόβο, σύμφωνα με νέα μελέτη


Εχετε βρεθεί ποτέ σε μια κατάσταση όπου το παιδί σας είναι φοβισμένο ή νευρικό για κάτι και θέλετε να το ενθαρρύνετε να είναι γενναίο και σίγουρο, αλλά δεν είστε σίγουροι τι να πείτε ή τι να κάνετε; Μια αναδυόμενη σειρά έρευνας διαπιστώνει ότι η παρουσία ενός γονέα από μόνη της μπορεί να είναι αρκετή για να αλλάξει τον τρόπο με τον οποίο το παιδί σας ανταποκρίνεται όταν είναι φοβισμένο ή νευρικό. Μια νέα μελέτη που μόλις δημοσιεύτηκε στο περιοδικό Developmental Science υποδηλώνει ότι η παρουσία ενός γονέα μπορεί να επηρεάσει τον τρόπο με τον οποίο ο εγκέφαλος ενός παιδιού ανταποκρίνεται στον φόβο.




Η έρευνα δείχνει σταθερά ότι τα παιδιά μαθαίνουν από τους γονείς τους τι είναι ασφαλές έναντι επικίνδυνο και πότε πρέπει να φοβούνται. Τα παιδιά μαθαίνουν τον φόβο από τους γονείς τους συνδέοντας κάτι ουδέτερο με μια αντίδραση φόβου. Για παράδειγμα, τα παιδιά δεν έχουν λόγο να φοβούνται μια καυτή εστία αλλά μαθαίνουν από τους γονείς τους να τη φοβούνται. Την πρώτη φορά που φτάνουν το χέρι τους προς μια καυτή σόμπα και ο γονιός τους φωνάζει ή τους πιάνει το χέρι, μαθαίνουν να συνδέουν το ουδέτερο αντικείμενο (μια σόμπα) με τον φόβο. Οι ερευνητές αναφέρονται σε αυτό ως «προετοιμασία φόβου». Τα παιδιά μαθαίνουν επίσης ότι είναι ασφαλή δίνοντας προσοχή στους γονείς τους. Για παράδειγμα, μαθαίνουν να συνδέουν ένα γεγονός που προκαλεί φόβο (όπως ένα νέο άτομο ή ένα μέρος) με την ασφάλεια όταν βλέπουν τους γονείς τους να παραμένουν ήρεμοι. Προηγούμενες έρευνες δείχνουν ότι τα παιδιά είναι πιο πιθανό να επιδείξουν γενναία συμπεριφορά (δηλαδή να προσεγγίσουν κάτι που τους έχουν μάθει να φοβούνται) εάν είναι παρόντες οι γονείς τους. Αυτή η νέα μελέτη προσθέτει στην κατανόησή μας για αυτήν τη μαθησιακή διαδικασία, δείχνοντας ότι η παρουσία ενός γονέα μειώνει την απόκριση φόβου στον εγκέφαλο των παιδιών.

Λεπτομέρειες της μελέτης


Αυτή η μελέτη περιελάμβανε παιδιά από 6 έως 17 ετών. Τα παιδιά τοποθετήθηκαν σε έναν σαρωτή εγκεφάλου και διδάχτηκαν να συσχετίζουν τυχαία σχήματα με έναν δυνατό, εκπληκτικό θόρυβο (βλ. παρακάτω). Οι ερευνητές συνέκριναν την απόκριση του φόβου όταν ο γονέας ήταν παρών με το παιδί (στέκεται δίπλα στο παιδί στον σαρωτή εγκεφάλου και βάζει το χέρι στο χέρι ή το πόδι του παιδιού) με όταν ο γονέας δεν ήταν στο δωμάτιο.

Ευρήματα μελέτης

Οι ερευνητές διαπίστωσαν ότι τα παιδιά έδειξαν μικρότερη ανταπόκριση στην αμυγδαλή (μετάφραση: η αμυγδαλή είναι ένα μέρος του εγκεφάλου που συνδέεται με τον φόβο) για τον δυνατό θόρυβο όταν οι γονείς ήταν παρόντες πριν μάθουν τη συσχέτιση. Αυτό υποδηλώνει ότι οι γονείς «προστατεύουν» την απόκριση φόβου στα παιδιά τους (μετάφραση: αν και τα παιδιά μπορεί να εξακολουθούν να βιώνουν φόβο, η απόκριση φόβου τους είναι λιγότερο έντονη).

Τα παιδιά εμφάνισαν επίσης μια ελαφρώς πιο αδύναμη ενεργοποίηση του έσω προμετωπιαίου φλοιού (mPFC) ενώ έμαθαν έναν νέο συσχετισμό φόβου όταν ήταν παρόντες οι γονείς τους. Αυτό υποδηλώνει ότι η παρουσία ενός γονέα μπορεί επίσης να επηρεάσει τον τρόπο με τον οποίο τα παιδιά μαθαίνουν για νέους φόβους.


Συνολικό συμπέρασμα

Το μεγάλο μήνυμα εδώ είναι ότι η παρουσία σας ως γονιός είναι τόσο σημαντική για το πώς το παιδί σας ανταποκρίνεται στον φόβο και μαθαίνει για νέους φόβους. Αυτή η μελέτη μαζί με προηγούμενες έρευνες υποδηλώνει ότι η απλή παρουσία των γονέων επηρεάζει την απόκριση του φόβου και τη μάθηση του φόβου των παιδιών.

Τι σημαίνει αυτό για την καθημερινότητά σας; Μπορεί να σημαίνει ότι το παιδί σας θα φοβάται λιγότερο όταν είστε παρόντες, ιδιαίτερα αν του ενημερώσετε φυσικά ότι είστε παρόν μαζί του (κρατώντας του το χέρι, αγγίζοντας τον ώμο ή το πόδι του κ.λπ.). Μπορεί επίσης να σημαίνει ότι είναι λιγότερο πιθανό να αναπτύξουν νέους φόβους όταν είστε παρόντες μαζί τους. Αυτή είναι μια πολύ μικρή μελέτη και χρειάζεται περαιτέρω έρευνα, αλλά μπορεί να είναι ενθαρρυντικό για τους γονείς να γνωρίζουν ότι η παρουσία τους φαίνεται να έχει σημασία.

Μερικά παραδείγματα για το πώς θα μπορούσατε να το εφαρμόσετε στον πραγματικό κόσμο;

Το παιδί σας είναι νευρικό για την έναρξη της προσχολικής ηλικίας. Ρωτάτε λοιπόν τον δάσκαλο αν μπορείτε να τους συνοδεύσετε την πρώτη μέρα. Απλώς το να του κρατάτε το χέρι και να είστε μια ήρεμη παρουσία για αυτό μπορεί να το βοηθήσει να αισθάνεται λιγότερο νευρικό.




Όταν το παιδί σας φοβάται κάτι, είτε πρόκειται για σκυλιά, για καταιγίδες ή για να βάλει το κεφάλι του κάτω από το νερό στην πισίνα, βοηθήστε το να αντιμετωπίσει απαλά και σταδιακά τους φόβους του σε στιγμές που μπορείτε να είστε πλήρως παρόντες μαζί του.

Εάν θέλετε το παιδί σας να δοκιμάσει κάτι καινούργιο, όπως να πάει σε ένα τρενάκι ή να πηδήξει από τη σανίδα κατάδυσης, προσφερθείτε να το κάνετε μαζί του.

Εάν το παιδί σας είναι νευρικό για ένα αθλητικό παιχνίδι ή μια παράσταση στο σχολείο, βεβαιωθείτε ότι σας βλέπει να παρευρίσκεστε (υποθέτοντας ότι μπορείτε να παρακολουθήσετε). Μπορείτε επίσης να τους δώσετε ένα φυσικό σημάδι της παρουσίας σας πριν από το παιχνίδι ή την απόδοση, πηγαίνοντας κοντά το και αγκαλιάζοντάς το.

Εάν το παιδί σας είναι νευρικό για μια εκδήλωση δημόσιας ομιλίας ή για μια παρουσίαση στο σχολείο, ζητήστε του να εξασκηθεί μαζί σας μέχρι να είναι λιγότερο νευρικό.

Πάνω απ’ όλα, να θυμάστε ότι μόνο η παρουσία σας και μόνο είναι ισχυρή – ακόμα κι αν αισθάνεστε ότι δεν ξέρετε τι να πείτε ή να κάνετε!

ΠΗΓΗ:

‘We can’t put a lid on certain topics in the hope that they will go away’



Jennifer Gledhill hears about online environments from therapist, researcher and author Catherine Knibbs.

16 May 2024


In Online Harms and Cybertrauma, therapist and researcher Catherine Knibbs argues that damaging and self-harm content is so rife online that simple directives to take it all down won't work. Deputy Editor Jennifer Gledhill asks her about the role psychologists, parents and policymakers need to play in communicating and considering the risks…

Why did it feel important to write this book?

As a trauma therapist working with children, I see the horrific implications that exposure to some online material can have on our young people. As professionals, we have a duty not to stick our heads in the sand and to find a way to talk about what is happening, however difficult. What we tend to do is shut off communication about the stuff that scares us, or, shut it down by bringing in legislation and pointing the finger of blame instead. We're never going to stop damaging content becoming available, it's rife… so we must educate ourselves and young people and provide a space for them to talk about what they experience.

You warn that the book can be a scary and a difficult read at some points. Did you worry about overwhelming your readers?

Absolutely. It was overwhelming for me when writing about this stuff and I'm a trauma therapist! In the very first paragraph I warn that I will be talking about all the negative and bad things about technology. And this is coming from someone who loves tech. There are so many amazing things that exist in the digital world, but, sadly, I'm very aware of the dangers too. The topic of cybertrauma and the sheer volume, for example, of child sexual abuse material out there is simply incomprehensible. And because these things are so big, we feel unable to hold the concept and therefore shut off.

So I say two things to readers: remember to breathe and take time out from the chapters when you feel overwhelmed, but also, if you're finding it difficult to read, spare a thought for the children who are living in this world. To walk in the waters of trauma, you will inevitably find yourself getting wet.

The book is written for professionals working with young people, but it also asks us to reflect on our own cyber-naivety. Is there something young people can teach us?

In counselling psychology, we are taught that self-disclosure is a tricky subject, and we are mindful about this when with our clients. However, therapists will often freely give out personal information on social media, not even thinking about clients bringing it back into the therapy room. Professionals may argue that they have a right to be a person on the internet, and of course they do, but because they haven't grown up in this space, they remember a time when they just had to be careful about what was verbally shared. Many young people I work with are so much more aware of privacy than older people. Some wouldn't dream of posting a picture of their friends without permission. They have grown up online, older practitioners may have worldly wisdom in some ways, but cyber-naivety around disclosure.

One of the harms you examine is watching and partaking in hoaxes, dares and challenges and how this behaviour circles back to our basic attachment needs; being seen and liked by others. How do we begin to tackle this?

We have been seeking approval and hurting and shaming others since time began, there's nothing new in dares, stunts and belittling others. Before the internet it was TV, with shows like You've Been Framed, and certain talent shows. We are drawn to seeing others win, fail or looking stupid. In the cyber world however, 'pranks' can be problematic on many levels: they can be emotional and psychological abuse dressed up as a joke, such as giving a baby super-hot sauce or throwing food in their faces. On another level, it's about how a child learns that 'shaming others is okay'.

So, it's not just viewing online shaming that is harmful for kids but how they see their caregivers react when they view shaming material?

Children learn from adults about what is funny and how they view risk. As parents and practitioners, we need to be aware that young people can't necessarily appraise and consider levels of risk; remember #necknomination, where people posted themselves drinking large amounts of alcohol and nominating someone else to do the same? If we, as adults chose to push the limits of the mature body, we know younger people will likely do the same.

You also challenge our notion of cyber-bullying. Do we need to consider what this can look like?

There's a myriad of ways for a young person to experience cyber-bullying; they can be bullied in a game they enter, where others cheat or kick them out, they may have their images changed, doctored and shared. You can be bullied by someone who 'isn't somebody', but an algorithm or bot that responds to a post. Many parents and professionals have never experienced this in our own childhoods; it didn't exist. So we really need to listen to lived experiences about this phenomenon, rather than overlaying our lens of what we think or know bullying to be. The old advice of 'don't let it bother you' and 'close the lid' is the advice often given to young people who encounter this kind of behaviour online. Of course, it bothers them, friendships in childhood and adolescence are needed to survive and develop. It's not a case of 'find other friends', because to a child these are my friends. I ask practitioners not to focus on classifying cyber-bullying in whatever format it emerges, but to ask about the impact it has on that person.

The Online Safety Bill aims to protect children from dangerous content online. Will it succeed?

The Online Safety Bill focuses on removing harmful content from the internet and social media as quickly as possible. Unfortunately, the issues around what this means in practice are far more complicated than issuing a direction to 'remove it all'. This doesn't mean we shouldn't take any action. The versions of self-harm that can occur online mean that we need to look at what is going underneath the harming behaviour for that young person. Online issues get labelled very quickly as behaviour alone without understanding the why. Besides, young people who are actively self-harming don't use the major platforms; their material gets taken down quickly. Neither do they use the formal or well-known hashtags or identifying markers for the same reason. Disguised tagging is constantly changing, and keeping up with it can be difficult.

You discuss parents, professionals and society in general feeling uncomfortable when talking about self-harm. How do we tackle this?
Parents are likely to remove their children from subject matters they are frightened of… we see this with sex education lessons, religion, gender discussions and specific online issues, such as porn viewing. So how does a child find support or help, especially if they haven't told an adult, or are carrying this out privately or secretly? In the book I talk about the difficult subject of self-harm support networks… not all sites are a 'how-to' manual, some are, and we need to keep that in mind. Others have information on 'how to safely…' with instructions for keeping wounds clean and free from infection, other sites have a community of helping each other not to do it. Professionals need to help children understand that even though viewing self-harm images can be motivated by wanting to make sense of their feelings, the reality of doing this can result in repeat trauma.

Do you feel overwhelmed by the knowledge of what harms are out there?

As a tech lover, when something new emerges I get really excited for a few seconds, I'm like 'oh wow, this is really going to change the way that I game or interact with something'. That lasts half a second. Then I think, "Oh no, that means this could happen" and I go into what I call 'perpetrator thinking' about the potential for harm. For example, the many ways you can interact in the metaverse is you can wear items that help you have a more immersive gaming experience. I immediately think about what that means in the landscape of child sexual abuse, where the threat is and what is going to come into my therapy room in a few years or even months from now.

So as psychologists and parents what should we be focusing on?

During my talks and training sessions I regularly hear professionals saying 'I don't want to think about it too much. I can't deal with it.' I say to everyone, 'yes you can. You've survived your own childhood to become an adult. You know what life is about, recognise your skills'. We get overwhelmed by the concept of the internet. I remind people that it's not about screen time, it's about the space. As adults in the outside world, we have a concept of dark, dangerous places where we don't want to walk. Talk to children about this… we're not asking you to go into those places but likewise, we can't pretend they don't exist.Online Harms and Cybertrauma is published by Routledge. Find out more about Catherine and her work.

SOURCE:

Thursday, 23 May 2024

Why there’s more to life than happiness



Emma Young digests the research.

20 May 2024

By Emma Young


WEIRD people are obsessed with the concept of happiness. From people on the street to psychological researchers poring through citations, unlocking the secret of true and sustained happiness is a priority for many.

But should 'happiness' really be our goal? 'Psychological science tends to treat subjective wellbeing and happiness synonymously,' write Kuba Krys and colleagues in a recent paper in Perspectives on Psychological Science. However, there's plenty of evidence that in some non-WEIRD (Western, Educated, Industrialised, Rich, Democratic) cultures, happiness is not only a state that few people seek – it isn't even on their radar. As one individual example of this, Krys and colleagues cite the telling testimony example of a Japanese man, who, when asked whether he was happy, replied, 'Um… I never thought about such a thing in my whole life.'

Of course, that doesn't mean that he, and others like him, suffer from terrible psychological wellbeing. And the better we understand what exactly can underpin wellbeing, the better placed we all are, WEIRD or not, to achieve it ourselves.
What is happiness anyway?

One of the problems with research in the field, even on WEIRD populations, is that what people mean by 'happiness' often varies.

For many researchers, 'happiness' has definite hedonic connotations – feeling plenty of positive emotions, as well as not too many negative ones – and it's also often considered to involve feelings of being pretty satisfaction with life. But happiness isn't always related to these variables. The ever-popular World Happiness Report asks people to rate their happiness by picking a rung on an imaginary ladder, with the 'best possible life' for them being a 10 and the worst being a 0. This work has found that six variables, which include GDP per capita, healthy life expectancy, and levels of social support, explain the variation in happiness rankings between countries.

This work also implicitly defines 'being happy' as feeling that you have 'a good life'. As such, while it taps into feelings of life satisfaction, it doesn't take into account positive or negative emotions – or how often people in any given culture typically express them, which could influence the wellbeing of everyone in a social circle.

In a 2022 paper in the Journal of Positive Psychology, a team led by Krys explored the rate and impacts of expression of positive emotions and negative emotions in 49 countries. They found that expressing negative emotions represented a 'double-edged sword', 'where the expression of negative emotions predicted higher life satisfaction for the expresser but lower life satisfaction for society.'
What's the evidence that WEIRD people are focused on happiness?

A number of studies have reached this conclusion, and when Krys and colleagues analysed global data for the recent Perspectives paper, they found that the more a country was characterised by WEIRD factors, the more its inhabitants felt that high levels of happiness were desirable (this was independent of their actual levels of happiness). 'These data provide a compelling case that the relatively strong idealisation of happiness is specific to WEIRD societies,' the team writes.

Shouldn't we all strive for happiness, though? Well, no – at least, not according to the results of numerous studies, including four reported in a 2018 paper by Aekyoung Kim at Rutgers University, US, and Sam Maglio at the University of Toronto, Canada. These researchers found that actively pursuing happiness led participants to think of time as being scarce, which made them unhappy. 'This finding adds depth to the growing body of work suggesting that the pursuit of happiness can ironically undermine wellbeing,' they noted.

This research also revealed that different people have different ideas of how to achieve happiness, with some feeling that buying things could make them happy, while others felt that experiences – and savouring how those experiences felt – was more important. (In respect of this debate, a large-scale 2020 study of American adults led by Amit Kumar at the University of Texas found that they in fact derived more happiness from experiences than from possessions.)
What do non-WEIRD cultures think?

In some cultures, particularly those in which Buddhist teachings are popular, there is caution about the pursuit of happiness, Krys and colleagues note. The concern is that this pursuit could be harmful, because it could lead us to neglect other people, including the people closest to us, and so ultimately harm not only them but also ourselves.

This view could help to explain findings that people in Japan, for example, (which has historically been influenced by Buddhist teachings) are less interested in happiness than they are in the West. (In the US, for example, people feel that failing to appear happy is cause for concern.) 'In fact, some individuals across cultures are averse to various kinds of happiness for several different reasons,' write Mohsen Joshanloo and Dan Weijers in a paper titled 'Aversion to happiness across cultures' in the Journal of Happiness Studies. One is what they call a 'fear of happiness'.

In non-Western societies in particular, there is evidence, Joshanloo and Weijers write, of a fear of happiness, with one participant in their study putting it this way, 'I prefer not to be too joyful, because usually joy is followed by sadness'. (Some studies have also found a fear of happiness in WEIRD groups, however – for example, among students at the University of Derby).

But while east Asia is most often highlighted as a region where people are more suspicious of happiness than they are in the West, Joshanloo and Weijers add that Islamic teachings suggest caution, too. 'Generally speaking, Islam is critical of people that are perceived to be very happy (best understood as experiencing regular and intense positive emotions and few, if any, negative emotions),' they write. In Islam, true happiness is often considered to be an inner peace derived from devotion to God, Joshanloo writes in another paper, also in the Journal of Happiness Studies.
Why are WEIRD people so into happiness?

In their Perspectives paper, Krys and her colleagues suggest some intriguing explanations for why, when it comes to wellbeing, WEIRD populations are so focused on happiness. The researchers suggest that it may have something to do with WEIRD cultures developing in 'exceptionally benign' ecological habitats. In other words, regions of the planet that were relatively unaffected by extreme weather or pathogens, for example.

'Societies inhabiting the most convenient ecological habitats can allocate their resources – time, workforce capacities, materials – not only for everyday survival (i.e., 'escape from suffering') but also for joie de vivre. This is, they can afford to idealise happiness maximisation,' the researchers write.
What should we strive for?

Just because happiness isn't prized everywhere, doesn't mean it has no beneficial effects on those from cultures in which it is. In cultures that value happiness, there is some evidence that feeling happy can be associated with better physical health, as well as psychological wellbeing. For other cultures, though, this does not seem to be the case – for Japanese people, for example, happiness isn't associated with better health. For the Americans in a study in Psychological Science, led by Jiah Yoo at the University of Wisconsin-Madison, US, experiencing higher levels of positive emotions was associated with having a healthier cholesterol profile, so much so, in fact, as to be clinically significant. But there was no such association whatsoever for the Japanese.

But even though WEIRD people value happiness, it's worth looking more closely at research into wellbeing that goes beyond it. Studies have found, for example, that feeling that your life has meaning is important for psychological wellbeing, and physical health. A 2024 study in Psychology and Aging, led by Frank Martela, found that having a purpose in life – over and above ratings of life satisfaction – was even linked to a longer life expectancy.
Psychological 'richness'

Another concept that is gathering more attention is 'psychological richness'. In 2021, US-based psychologists Shigehiro Oshi and Erin Westgate argued in a paper in Psychological Review that work to understand the meaning of a 'good life' had missed a crucial dimension, which they called psychological richness.

A psychologically rich life is characterised by plenty of interesting and perspective-changing events and experiences. These experiences don't necessarily have to feel good at the time; they might even be traumatic.

When the researchers asked participants from nine different WEIRD and non-WEIRD countries (the US, Germany, Norway, Portugal, Japan, South Korea, Singapore, India and Angola) which type of life they would go for if they could only choose one out of 'happy', 'meaningful' or 'psychologically rich', most chose 'happy', and 'meaningful' came second, but a substantial minority, ranging from 7 per cent in Singapore to 17 per cent in Germany, said they'd prefer a 'psychologically rich' life.

Oshi and Westgate also asked these participants to describe their ideal life. They found that family, work, and money were common threads across cultures. However, American and Indian participants frequently mentioned freedom, love, and friends as key ingredients of an ideal life, whereas Japanese participants did not. Indian participants, meanwhile, mentioned peace and a peaceful life far more often than Americans did. Japanese participants emphasised a long-term focus on retirement, the self and hobbies. Angolans were especially likely to mention God and stability.

This work clearly supports the idea that, at least to some extent, culture affects what matters most for our individual psychological wellbeing. In other words, different historical, environmental, political and religious influences have helped to shape different idea about what happiness means.

And this means that when it comes to the drivers of wellbeing – or even 'happiness', for that matter – one size will never fit all. What the research certainly also reveals, though, is that what we typically mean by 'happiness' is not all there is to psychological wellbeing – even for WEIRD people.


SOURCE:

Thursday, 16 May 2024

Watch the film made by this year’s Deepening Creative Practice group


The 2023/4 Deepening Creative Practice group presents: Kuråt








Kuråt invites you to engage with a creative process that set out to mark the death of creativity.

Often stumbling around the slippery pivot between death and new life, the 2023 Deepening Creative Practice cohort has explored the comical and surreal aspects of being in a group met with existential consequence. A fate regarding their (de/re)commission as creative beings. The group somehow knows that things are transforming, somehow knows institutions of civility are crumbling, somehow knows that collective hysteria is not new, and yet… The group still struggles to be with that knowing and gets enfolded in obfuscation and emptiness. The creative urge gets crystallized, and something is shared.

The Kuråt film and collection of companion works invite open reflection with others who also like to spend their precious mental energy navigating the rich and complex nature of being present with other creative beings.

Text by participants of Deepening Creative Practice 2023-4

Watch the film:

SOURCE:

Wednesday, 15 May 2024



‘Often, money difficulties are the proverbial tip of the iceberg’

Financial Psychotherapist Vicky Reynal tells Jon Sutton about the themes in her new book; plus an extract.

09 May 2024


Tell me how your background, with an MBA sandwiched between a Psychology degree and a Psychotherapy postgrad, led you to focus on money and mind.

The reasons why I did this mix of degrees is a long story, but I was fascinated by their intersection. It was no surprise that during the MBA we did a course that incorporated psychology (behavioural finance). I was surprised, however, when in my psychotherapy degree I found so few papers about our relationship with money, bar a handful of articles that spoke about the therapy fee and what it represented. Money is ubiquitous and we all have a different and unique relationship with it. Many of us consciously or unconsciously use it as a symbolic object, to act out emotional issues. It felt like a gap worth addressing.

You don't go into depth about your personal story, but it's clear that your father's 'financial tragedy' has shaped you as well. But I assume you don't think that's unusual?

It was intellectual curiosity that sparked my interest in this subject. But it also had emotional relevance for me and that is the bit that has fuelled my passion for unpacking it, understanding it, researching it.

Our parent's relationship with money inevitably shapes ours. Experiencing financial loss is one of many experiences that shape our attitude to spending, saving, risk-taking, etc. In the US there have been papers written on the 'money scripts' that we inherit – what did our parents teach us about money? What experiences did we have with money? I wanted to write a book that goes beyond this because in my experience, the over-spender doesn't overspend because that's what their parents did. They are trying to address yearnings, fears that might be completely unrelated to money: they could be trying to fight off a fear of feeling left out, or trying to gain credibility, etc. So it's not just our money experiences, but our wider experiences that could be influencing our relationships with money.

The Freud quote you use in the intro is interesting – 'Money matters are treated by civilized people in the same way as sexual matters – with the same inconsistency, prudishness and hypocrisy.' Do you see any signs of that changing, for either the better or worse?

British people still prefer to talk about sex, religion and politics with family and friends before they talk about money. So Freud's quote is still valid. Things are slowly changing for the better. There are organisations doing important work to promote financial literacy – if money is taught in schools it's a start. There is a strong movement to empower women with financial knowledge which will make the topic less embarrassing/scary/anxiety-provoking. Knowledge breeds confidence and lessens anxiety (which is a barrier to talking about it). Pay transparency to fight the gender pay gap is also a step in the right direction. I am hoping my weekly column and my book, will add a note in the emerging symphony normalising 'money talk'.

If you advertise yourself as a Financial Psychotherapist, do you think that puts some potential clients off, either due to perceived breadth of expertise or potential cost?!

I am sure it will put some potential clients off. But I am more focused on those who would have never sought therapy for their difficulty with money, and now have a safe space to go to. You don't know how many of the enquiry emails I receive start with 'I never knew I could see a therapist about this…'. The reality is that any psychodynamic psychotherapist could help people think about money symbolically (i.e. what are they using it for?), but people don't know that. Calling myself 'financial psychotherapist' is a way of breaking a taboo and raising awareness.

Do you ever find it monotonous to work exclusively with financial psychotherapy clients?

There is no monotony in this work: everyone is different. Two clients struggling, for example, with gambling could be doing it for completely different reasons: one to win, the other to lose; one to defy their internalised father, the other in the hope to be proven special/lucky. Also, often, money difficulties are the proverbial tip of the iceberg. Once we begin to unpack the money difficulties, many clients decide to stay in therapy to address other aspects of their lives.

We've had a lot of coverage of poverty in our pages, and one of the main things I've learned is how lack of money negatively impacts cognition and decision making, effectively putting you into a downward spiral. Do you see this with your clients? And do you see a negative impact on cognition of too much money?

The threat of lack or real lack of money, activate primal fears in us that are paralysing. It can bring us to dark, hopeless places in our minds. This is because money is, in practice linked to our survival. My clients can afford therapy, so their desperation is not linked to survival. If they have faced huge financial losses for example, it's a symbolic fear of what, in their minds, they have lost alongside the money. If they tied feelings of self-worth to financial worth, when money is gone it's as if a part of them is lost with it.

With regards to 'too much money' – while I don't like generalising, I find that the focus is often on the accumulation of more money, or the preoccupations become more existential: questions about the meaning of life, of 'what is the point' of everything?

As problematic relationships with aspects of ourselves and our lives go, how amenable to change is our relationship with money?

I think it's possible – I wouldn't be doing this job otherwise! We can't fundamentally change who we are, but we can learn to make (financially) healthier choices or to manage the destructive/masochistic (etc.) parts of us. We can learn to cope with our loneliness, for example, in different ways than shopping; we can gradually step out of our comfort zone or familiar patterns; we can, through therapy, build a stronger sense of deservedness or agency which will have an impact on how we use money.

A key quote seems to be 'many of us hope money will satisfy longings that were there even before we ever knew what money was'. If it often actually can, is your work more about just being aware of those symbolic relationships?

I am not sure it really can satisfy those longings – we might live with a temporary illusion that money could buy us love, or help us feel worthy/important/powerful, but the feelings are short-lived. It doesn't last. People often come to therapy when they are starting to get a sense of the shortcomings of their strategy: 'actually, money didn't help me feel important because now I feel like an impostor'; 'actually, even if more people want to hang out with me now that I have money, they aren't the meaningful relationships I was really craving'. Think of the over-eater, can that void they are trying to fill ever be filled with food?

What would you pick out as the most prevalent psychological problem people have around money, and what would be the most problematic?

Overspending is probably the most prevalent money behaviour and financial anxiety the most prevalent emotion related to money, fuelled by the fact that most of us haven't been taught about money management growing up and lack of knowledge breeds anxiety. The most problematic ones I would say are financial abuse – because of how desperately stuck victims feel and often are in reality – and addictions (spending, gambling, trading), for the same reason.

Can you give another example of the kinds of issues you encounter?

I have met clients whose businesses struggled because of their difficulty invoicing clients (ie: receiving money for their services) or who wouldn't accept money from a wealthy family member even if in real financial need or those who give, give, give and struggle to accept in return. These aren't money problems, these point us to a broader and deeper struggle: maybe they don't feel deserving of 'good things,' maybe their blueprint for a relationship is one in which they give more than they receive because ultimately, that's the price they need to pay to feel loved. In some cases, it's a fear of being controlled by the other if they take what's on offer, having a blueprint of relationships in which giving comes with strings attached.

Your three key principles for shifting your attitude towards money are self-exploration with a curious not critical mindset; gathering information with depth and creativity; and reassessing and expanding your choices. Which would you say is the one where you can add most value as a financial psychotherapist, and how to you draw on all of your background in doing that?

It might sound simplistic, but the most valuable thing a therapist can help you with is to 'see what you are doing' – to help you see that you are, for example, addressing your fear of abandonment through your spending; or that the part of you that feels unlovable is in the driving seat when you spend, etc. The value is not in the cognitive/rational 'knowing', but in getting to an emotional place in therapy in which you can really get in touch with those fears (which usually date back to childhood experiences) so they can be worked through until they no longer have such a grip on you (and your choices) in the present.

How's your own 'financial emotional awareness' now? Has it changed through writing the book?

Writing the book gave me a reason to deep-dive into the topic. I read authors I hadn't read before, case studies that resonated. However, the majority of the work was done in my own therapy years ago, in which I tried to make sense of what money had meant to me in the past and what meaning I wanted it to give it going forward.


Money on Your Mind: The Psychology Behind Your Financial Habits, by Vicky Reynal, is published by Bonnier Books Ltd. The following extract is reproduced with their kind permission.

When a psychotherapist thinks about your relationship with money, they might start with what the problem seems to be in the present, but they will have an 'investigative toolkit' that will attempt to reach for the unconscious feelings and thoughts that might sit behind this behaviour, trying to unpack what might be yearned for or defended against.

◆ A difficulty with overspending could actually be about a desire to fit in.

◆ A difficulty with spending money could be about our low feelings of self-worth.

◆ A pattern of keeping money secrets could be about an inner sense of shame.

◆ A gambling addiction could actually be about punishing our parents for being neglecting.

[…]

How we view ourselves / our sense of worth

Our relationship with our primary caregivers shapes our sense of self: from the initial bonding between mother and infant, the experiences of being held, fed and changed, to all later interactions (how they respond to us, how they encourage us, how they express their anger towards us). These are all experiences that influence our sense of how lovable/able we are.

A baby that is responded to with smiles, who is held tenderly, whose needs are adequately interpreted and met by its parents will develop a sense that they are worthy of love, that they have valuable qualities, and develop a sense of trust that the world is a safe place to live in. A neglected baby will grow up with a very different sense of self: they might see themselves as undesirable, unlovable, incapable. The world might be experienced as a

threatening, dangerous place in which they feel vulnerable.

[…]

The accumulation of these experiences adds up to a consolidating sense of how we feel about ourselves. Do we feel deserving of good things (like love or money)? Can we allow ourselves to have and enjoy a compliment, a dessert, a loving partner, as well as the good things that money can buy? Money could be hard to have and enjoy because our past experiences have left us feeling that we are 'not good enough' to merit them and so we act in a way that interferes with financial success and with having a balanced approach to money: we might give it away, spend it too quickly, or hoard it in the hope it will boost our self-esteem.

For many people the struggle to have, enjoy or treasure anything good may be pervasive. They are tormented by shame and feelings of unworthiness. They may momentarily allow themselves to have something good but then can't enjoy it, expect to lose it ('it's too good to be true, it won't last'), or sabotage it somehow. They might feel guilt when they eat, or feel like an imposter when they achieve anything. I will give you examples of people with this kind of predisposition in the underspending and the self-sabotage chapters, where we will meet those who would rather financially self-destruct or become 'money anorexic' than allow themselves to have and enjoy money.

[…]

How the world will respond to us / our sense of agency

The many experiences that shape who we become also shape our sense of agency and our expectations of how we'll be received and responded to in the world. These are both essential to our ability to succeed financially but also to feeling we have agency in the management of our finances.

From early infant-mother interactions, our early relationships shape our expectations of how the world responds to us. As Jungian analysts Deborah C. Stewart, Lisa Marchiano and Joseph R. Lee discuss in their episode 'The Money Complex' in the This Jungian Life podcast, if an infant turns to the breast to find that the breast is offered in return, they will grow up with a sense that when they reach for something, the world responds favourably.

A mother who gives enough experiences to her child of being emotionally present, attuned and responsive will help the child not only feel worthy, safe and cared for, but will also instil a sense in them that their needs can be met (they are both acceptable and satisfiable). The accumulation of such experiences plays a fundamental part in perpetuating our sense of agency. In order to build a career, or set out on a business venture, we need a certain amount of faith that the world will respond positively to us. Sitting in front of a client pitching an idea with confidence requires a critical mass of experiences in which whoever the recipient of our message was, responded to it with interest or, at the very least, declined with respect. If this hasn't been the case, we'll either avoid these situations (and be modest in our pursuits) or be overwhelmed by anxiety when faced with them.

Growing up with very critical parents, but also critical teachers/coaches can result in us, as adults, carrying fears that the other (whoever that might be), will be rejecting, critical or judgemental. So we might avoid interactions, or find it hard to trust others when it comes to money, and we might hear that voice in our heads (the 'superego' in psychoanalytic terms) telling us we are ungrateful asking for a pay rise. Or we might shy away from risk because we expect negative outcomes or criticism, not encouragement or support.

Financial wellbeing is hard to achieve without trust in our ability to influence and change our situation through our choices. What happens when we go for something? Do we expect criticism and shaming? Do we expect our requests to generally be granted or denied? If we don't feel we can influence others we can't feel the needed sense of agency that is essential for financial wellbeing.

How we behave in relationships

Our upbringing will also influence how we are in relationships and what we expect from others. This is very relevant to our Financial Emotional Awareness because:

1. It can help us identify some of the unconscious expectations we have of others when it comes to relationships, which often get translated into financial expectation.

◆ Do we expect to give more than we receive (and end up in relationships in which we are financially supporting our partner too)?

◆ Do we expect equality in every aspect of the relationship (and therefore seek equal division of anything from parental responsibilities to financial contributions)?

◆ Are we used to, and therefore expect to find, dynamics in which we are controlled (and unconsciously end up relinquishing control easily when it comes to our finances)?

2. It can also help us identify when we are using money to communicate something about our needs, fears and desires beyond the financial.

◆ For example, are we asking for a more generous gift when, really, we want more affection?

◆ Are we complaining about our partner's excessive travel expenses when we are really worried about their increasing absence and feel emotional distance?

Money conflicts abound in relationships and trying to resolve them simply by addressing differences in money views and values would be short-sighted: a lot of money conflicts are not about money at all. Understanding what emotions sit behind our money conversations will improve our sense of financial wellbeing as well as our relationships.

There is no doubt that how we related to our parents and how they related to one another influences how we relate to others.Sometimes we re-enact money behaviours and relationship dynamics we experienced in our families without being aware of the repetition we are unconsciously enabling. […]

We can't think of money in relationships without thinking about ourselves in relationships: what emotional baggage are we bringing to it? How is this likely to influence our behaviour in relation to our partner?

[…]

Fears and longings

I will often come back to the idea that we are unconsciously seeking to fulfil, through money, emotional longings or address fears and insecurities rooted in past experiences.

Love is a big driver behind the pursuit of money. But not the only one. Longings to be taken seriously, to be noticed by a parent, to have an approving nod or pat on the back might be driving our pursuit for more. Painful experiences of loss, deprivation and abandonment may leave us with a desire to hold on to things tightly, worried they'll be gone or taken away again, and money can give us an outlet for expressing the desire to hold on. We cannot understand money behaviours using purely rational or cognitive tools. Sometimes the answer is not in whatever 'money lessons' we picked up at home or in society, but deeper within us: in our most profound desires and fears.

We are complex beings, and our behaviours are driven by an intricate set of emotional, cognitive factors shaped by our personalities and our history. The way we are with money could be linked to 'phantasies' we have been holding on to for years. A 'phantasy' (spelled different from 'fantasy' to differentiate it from the ordinary use of the word) refers to, in psychoanalytic literature, imagined scenarios that involve unconscious content (desires, fears, conflicts). For example, we might hold a phantasy and desire that more money will get us more love, or a phantasy and fear that people's envy can actually be destructive, or one that we are invincible. Accessing phantasies is helpful because it allows us to better understand our inner world and our motivations.



SOURCE:

Friday, 10 May 2024

Ευγενική ανατροφή των παιδιών δεν σημαίνει επιτρεπτική ανατροφή



ΑΓΓΕΛΙΚΗ ΛΑΛΟΥ
8 ΜΑΪΟΥ 2024



Πώς οι γονείς μπορούν να βρουν την ισορροπία που βοηθά τα μικρά παιδιά τους να ευδοκιμήσουν.


Μπορεί να έχετε ακούσει τον όρο «ευγενικός» που χρησιμοποιείται για να περιγράψει ένα συγκεκριμένο στυλ ανατροφής – αλλά τι σημαίνει αυτό στην πραγματικότητα; Φαίνεται ότι υπάρχουν περισσότερες ετικέτες γονικής μέριμνας από ποτέ. Μπορεί να προκαλούν σύγχυση και να προκαλέσουν διχασμό μεταξύ των γονέων και των φροντιστών.

Πώς ορίζουμε τα στυλ γονικής μέριμνας;

Πριν από περισσότερα από 50 χρόνια, η έρευνα από την κλινική και αναπτυξιακή ψυχολόγο Diana Baumrind έφερε την κατανόηση τριών διαφορετικών τρόπων ανατροφής. Αργότερα, οι ερευνητές Maccoby και Martin πρόσθεσαν ένα τέταρτο (Muraco et al, n.d.). Αυτές οι τέσσερις προσεγγίσεις εμπίπτουν σε μια κλίμακα από το χαμηλό έως το υψηλό σε δύο τομείς: απαίτηση και υποστήριξη. Ακολουθούν περιγραφές των τεσσάρων στυλ:


Αυταρχική: Αυτή η προσέγγιση είναι αυστηρή με έμφαση στην υπακοή, που χαρακτηρίζεται από υψηλό επίπεδο ζήτησης, αλλά χαμηλό επίπεδο υποστήριξης (Muraco et al, n.d.). Η αυταρχική ανατροφή των παιδιών επικρίνεται για την τιμωρία και την έλλειψη τήρησης της αυτονομίας και της συναίνεσης του παιδιού.

Επιτρεπτική: Όταν οι φροντιστές φέρνουν χαμηλό επίπεδο ζήτησης, αλλά υψηλό επίπεδο υποστήριξης, θεωρείται επιτρεπτική προσέγγιση. Μερικές φορές αποκαλούμενος «επιεικής» ανατροφής των παιδιών, αυτό το στυλ αποφεύγει τα όρια και τις συγκρούσεις και επικρίνεται επειδή συχνά αποτυγχάνει να καλλιεργήσει τη μελλοντική ευτυχία ή τις δεξιότητες αυτορρύθμισης του παιδιού (Muraco et al, n.d.).

Δημοκρατική: Μερικές φορές αποκαλούμενη προσέγγιση του «δάσκαλου προσφοράς», αυτό το στυλ εξισορροπεί την υψηλή ζήτηση με υψηλή υποστήριξη (Muraco et al, n.d.). Αυτό το σταθερό και ευγενικό στυλ θεωρείται συνήθως το βέλτιστο για παιδιά και οδηγεί σε χαρούμενους, καλά προσαρμοσμένους ενήλικες.

Μη εμπλεκόμενη: Αυτό το τέταρτο στυλ είναι ένα στυλ χαμηλής υποστήριξης και χαμηλής ζήτησης ή προσδοκίας – μερικές φορές αναφέρεται ως αμελής γονική μέριμνα, καθώς μιλάει γενικά σε φροντιστές που δεν εκπληρώνουν πολλά γονικά καθήκοντα και στις δύο πλευρές της ρουμπρίκας απαιτήσεων και υποστήριξης (Muraco et. al, n.d.).


Κάτω από αυτούς τους τέσσερις όρους ομπρέλα, υπάρχουν πολλά πιο ξεχωριστά στυλ και ετικέτες που κυμαίνονται από «ανατροφή τίγρης» (συνήθως αυταρχική) έως «θετική γονική μέριμνα» (συνήθως έγκυρη) έως «γονική μέριμνα χιονιού» (συνήθως επιτρεπτική) – και πολλά άλλα που εμείς δεν θα εμβαθύνουμε. Στον σημερινό συνεχή βομβαρδισμό της γονικής καθοδήγησης, των ετικετών και των λόγων για να αναρωτιέστε αν κάνετε αρκετά, μπορεί να είναι χρήσιμο να γειωθούμε στα βασικά.

Πώς ορίζετε το Gentle Parenting;

Η ευγενική ανατροφή των παιδιών είναι μια προσέγγιση που ακούγεται ότι μπορεί να εμπίπτει στην ετικέτα του «επιτρεπτικού – επειδή αν είσαι ευγενικός, δεν έχεις απαιτήσεις, σωστά; Όχι ακριβώς. Η ήπια γονική μέριμνα εμπίπτει στην ετικέτα της έγκυρης ανατροφής. Σκεφτείτε απαλά, ως μη σκληρά ή τιμωρητικά, σε αντίθεση με ήπια ως μη σταθερά ή απαιτητικά. Σκεφτείτε απαλά, όπως σε συναισθηματικά ασφαλή και ανταποκρινόμενη.


Σκεφτείτε να επιμείνετε ότι είναι ώρα για ένα μικρό παιδί να αλλάξει την πάνα του. Μια ήπια γονεϊκή προσέγγιση μπορεί να περιλαμβάνει το να σταματήσετε ένα παιδί από την ενασχόληση με άλλες δραστηριότητες (δηλαδή, να διατηρεί το όριο) ενώ θα συμπάσχετε με τη στενοχώρια του και θα περιμένετε τη συγκατάθεσή του.

Όλα τα παιδιά δυσανασχετούν όταν δεν μπορούν να κάνουν ή να έχουν αυτό που θέλουν. Αν και μπορεί να είναι δύσκολο για τους φροντιστές να υπομένουν την αναστάτωση ενός παιδιού, όλα τα όρια μπορούν να τηρηθούν με ενσυναίσθηση και κατανόηση της αναπτυξιακής ικανότητας του παιδιού να ανέχεται την απογοήτευση. Αυτή η προσέγγιση δεν είναι ανεκτική, αλλά είναι σίγουρα πιο ήπια από μια που είναι απαιτητική χωρίς την κριτική πτυχή της υποστήριξης.

Τι έχει πραγματικά σημασία;

Για να αναπτυχθούν τα παιδιά με υγιή τρόπο, εξαρτώνται από τις σχέσεις τους με τους γονείς, τους φροντιστές και άλλους σημαντικούς ανθρώπους στη ζωή τους (Williams et, 2019). Επίσης, εξαρτώνται από αυτούς τους ενήλικες για να παρέχουν ασφαλείς, σταθερές και καλές σχέσεις.

Γενικά, τα παιδιά που μεγαλώνουν με μια έγκυρη προσέγγιση που συνδυάζει υψηλές, εύλογες και συνεπείς προσδοκίες με ζεστασιά, ανταπόκριση και συλλογισμό για να καθοδηγούν τη συμπεριφορά (και όχι τον εξαναγκασμό), τείνουν να αναπτύσσουν μεγαλύτερη ικανότητα και αυτοπεποίθηση (Muraco et al, n.d.). Η ήπια γονική μέριμνα από έναν συνεπή ενήλικα δίνει έμφαση σε μια θετική, σταθερή σχέση προσκόλλησης – μια σχέση όπου οι φροντιστές αντιμετωπίζουν ένα παιδί ήπια και με προσοχή.

ΠΗΓΗ:

Thursday, 9 May 2024

Facing the fear of public speaking


Assistant psychologist Jasmine Iveson needed to tackle her ‘glossophobia’ in order to thrive in her role, she shares how she did it…

22 April 2024


When someone suggests you speak in public do you feel a pump of adrenaline flood your body and your heart rate increase? I certainly did, and sharing my experience has been a transformative journey.
What is a fear of public speaking?

The fear of public speaking is also known as ‘glossophobia’, a ‘disabling fear’ that impacts people at different stages of their lives (Blöte et al., 2009).

My fear began in secondary school and continued into adulthood. As identified by Wittchen and Fehm (2003) the fear of public speaking often starts in adolescence. The faster heart rate becomes accompanied with a flooding of negative thoughts, “you are an introvert, you can’t speak clearly”, “run for the door, you will feel better, run for safety”. But avoidance is likely to maintain the problem (Beck, 2020), and so I learnt to conceal my fear. Although others would be unaware of my rumination, I would physically shake when asked to read in front of the class. Afterwards, I would feel physically, and emotionally exhausted, yet throughout my education there was limited opportunities for me to share how I felt.

I had a pre-conception that if I wanted to work in psychology, I should not fear speaking, and that instead I should be confident. I should feel energised in social situations, and I should enjoy being sociable (John & Srivastava, 1999). Yet as an introverted person I was quite the opposite, and there were only certain symptoms that I could hide.

My assistant psychologist role relies heavily on group interactions; the monthly ward rounds, external meetings, and to not forget the staff training. So, burying the problem became a challenge. I would constantly try and memorise information so I could ‘get it right,’ but relentless practice led to a poor work and home balance, increased workload, and a feeling of burnout. Plus, situations arose where I was unable to prepare, for example, being asked to lead a meeting with one hour’s notice. Something needed to change.
What helped my fear of public speaking

Change for me meant facing rather than concealing the fear. I started to appreciate, rather than attempt to mask my personality type and traits. I reminded myself that some of the most powerful influencers in the world were deemed shy introverts; Albert Einstein, Rosa Parks, and Eleanor Roosevelt (Gelberg, 2008) to name just a few.

I first spoke about my fear in clinical supervision to a forensic psychologist. To my surprise my experience was validated, and the physiological responses were normalised. My supervisor shared their personal experience with me, saying:

“I don’t feel anxious when delivering staff training, but my sweating is telling me otherwise. I think now after all this time it is at a subconscious level. Honestly for around eighteen months of being an assistant psychologist I really questioned if it was the role for me. The fear of speaking made me feel poorly”.

Another psychologist told me; “I still get nervous after all this time of presenting, but now it tends to be nerves on the morning, rather than days before. It does get easier”.

These disclosures helped me appreciate the power of graded exposure and how this reduces the physical symptoms of anxiety, through the process of habituation (Papworth & Marrinan, 2019). This encouraged me to gradually put myself into more situations that involved public speaking. I began to run training sessions with my supervisor, and attended more meetings where I may have been asked to speak.

As my confidence speaking to fellow psychologists developed, I took another exposure step by speaking to other multidisciplinary team (MDT) members, including nurses, occupational therapists, and management regarding their encounters of public speaking. Despite the years of experience, or their role, many still had a fear of speaking. And new employees also expressed feelings of imposter syndrome as they spoke. An Occupational Therapist told me: “I always question whether I am saying the right thing, I do feel nervous that I will say something wrong” and a healthcare worker said, “It’s so nerve wracking speaking in front of others, like during handovers. I dread it, you can hear the fear in my voice, I fear that people will think I don’t know what I am doing. But I think the more you do it, the more confident you become in what you are saying”.
The skills to help with public speaking

One thing for sure is that both novice and more experienced employees encounter the fear. How wonderful would it be that if instead of concealing the fear, open discussions occurred amongst our teams about the fear of speaking? Within psychology we are aware of the power of guided self-help and psychoeducational materials, and so these resources could be widely used to both educate and normalise employees’ experiences. Perhaps the use of posters and visual aids could surface in the workplace to bring better awareness of the problem. Given the challenging environments we work in, we are likely to benefit from knowing that we are not alone, through recognising that others face a similar difficulty. This normalisation could help to reduce stigmatisation, promote adaptive coping and personal growth.

After normalising my experience, my thoughts in relation to public speaking were somewhat more positive. Nevertheless, some MDT members appeared better equipped to reduce their distress, and I wanted to learn their skills.

Normalisation is a powerful experience, yet being equipped with skills to aid adaptive coping is also essential. As illustrated through the window of tolerance (Siegel, 1999; Minton, Ogden, & Pain, 2006) the role of public speaking, pushed me outside of my ‘optimal zone of arousal’ and I soon found myself in the threat zone, similarly to many MDT members. I needed to learn how to stretch my window of tolerance. After many years of delivering therapeutic interventions, I learnt to incorporate these skills into my daily life. I began to use self-soothing breathing and visual imagery to feel both safe and secure. Yoga and meditation became crucial elements of my daily practice.

I started to adapt my body language using psychology skills, such as, the open palms and half-smile as developed in dialectical behavioural therapy by Marsha Linehan. I also learnt to ground both feet into the ground, to relax the shoulders, to signal safety to the brain and body. I learnt the usefulness of gestures to communicate information, where I began to take short pauses and deep breaths to allow the sound to flow with better precision. Given that the self-soothing system plays a major role in emotional regulation, I learnt to develop these skills to promote the release of opiates (Gilbert, 2005).
How I calmed my fear of talking in front of others

By learning how to emotionally regulate, my window of tolerance began to broaden. I think it would be a wonderful idea if mental health institutions began to incorporate spaces for staff to learn ways to self-soothe. My fear of speaking has led to supervisory discussions about the possibility of running workshops to help staff self-soothe and allow everyone to ‘have a voice’. I know from my experience working in healthcare roles, and speaking to other professionals, there can be times where power imbalances do occur. At these times you may question your qualifications, experience, and knowledge which can add a layer of complexity when it comes to feeling able to speak. Within healthcare environments we are a team first and foremost, and by listening to the views of everyone involved, it would surely be a starting point for inclusion, to aid individual, team, and service growth.

Reflection is vital for personal development and so I began to request feedback from others. This involved receiving feedback on my speaking from MDT members, my supervisor, external professionals and, where appropriate, the service users. Reflection allows for the use of an ‘helicopter view’ to gain a different perspective of public speaking as opposed to being consumed by our own emotions (Vivyan, 2009). To my surprise others often didn’t notice my fear, with comments such as “really? you get fearful before speaking?” and “wow I would have never noticed you were nervous”. I also gave a similar reaction when other MDT members disclosed their fear of speaking. It can be helpful to acknowledge your fear may not be as noticeable to others as you initially thought!

Finally, it can be helpful to think about what you require following public speaking. I found that time alone helps me to balance my nervous system. It can be helpful to think what activities may help you to feel self-soothed and grounded. If the fear of public speaking is openly discussed among the MDT, the discussions can then feed into supervisions, appraisals, and team meetings for individuals at all levels of their careers.

I am not sure if I will ever feel fully competent when public speaking. However, I have learnt that I can speak in group settings, and so can you! The public speaking fear is shared amongst many people in various settings. Although the fear may remain, there are many ways that we can ease the distress that we feel. It will involve facing the fear safely, whilst at times feeling slightly uncomfortable. Reflection will allow for learning and personal development through experience. Afterall, there’s a wonderful opportunity to use our voices as a tool to inflict change, and reach the lives of others whilst embracing our own authentic self.


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What to say and do, or not, when someone tells you they have cancer


Jennifer Gledhill reports on a new psychology-led film around cancer, ‘They just don’t know what to say or do’.

29 April 2024


Alife with cancer can be a lonely experience, especially if your loved ones avoid talking about it. A new film aims to address this by educating all of us about what people living with secondary, advanced breast cancer need from their support network.

Over 81,000 people in the UK are living with advanced breast cancer and support from family and friends is crucial at such a difficult time. However, findings from Sussex Health Outcomes Research and Education in Cancer (SHORE-C) group at the University of Sussex reveal that often people don’t know how to respond to their loved one after their diagnosis. In the film, They just don’t know what to say or do, Dame Lesley Fallowfield, Professor of Psycho-oncology and Director of SHORE-C, speaks to Lesley Stephen who has a diagnosis of secondary breast cancer. They hear the voiced experience of participants in SHORE-C’s research, to pinpoint the dos and don’ts of support…
DON’T provide false reassurance

“When family try and tell me things will be fine each time I’m waiting for a scan,” says Lesley, “I really hate it. While you want to stay hopeful as a patient, you need to be realistic, this disease cannot be cured. It’s like they’re trying to be hopeful and positive for themselves.” Participants also reported an unwillingness from family to accept a diagnosis and often felt like loved ones were burying their heads in the sand, with one explaining, “My sister is not willing to talk about the end of life. I find this very frustrating because I have to discuss it with someone.”
DO listen

Participants agreed that listening was the biggest gift their family and friends can give. Responses including, “My husband is always there with big hugs and he’s ready to listen when I’m upset.” And, “My sister listens to me talking about my cancer, she doesn’t ignore it.”
DON’T run away

One participant reported seeing two friends cross the road when they saw her, and another said her friends avoided using the ‘C’ word. They reported that it closed them off from being honest about their emotions. Others felt dismissed with certain phrases, with one saying her friend said, ‘Oh, we could both be under a bus tomorrow.’
DO allow tears

“Just being there for me, listening, laughing, crying. It’s just so, so important,” said one participant. “I so value those friends who just give me a text or come over and give met the biggest hugs and make sure I’m okay when I don’t want to cry in front of my kids.”
DON’T give inaccurate advice

“In our survey, we were struck by how many people said their family and friends gave well-meaning, but often inaccurate advice,” says Prof Fallowfield. “some participants reported being told to ‘change their diet’ or ‘give up dairy’”. “A hyperbaric oxygen therapy session or an infra-red sauna is not going to cure my cancer,” adds Lesley.
DO suggest patient support groups

Lesley reported that the women she met in a support group organised by a cancer charity were amazing; “they gave me advice on dealing with the side effects of treatments and we also had a laugh. I think it was the best thing I ever did when I was first diagnosed.”
DON’T wrap them up in cotton wool

“At times people can just be too protective,” says Lesley, “I hate it when they tell me to ‘take it easy,’ the drugs do cause quite a lot of fatigue, but I really don’t like to be told what to do. I know when I need to take a rest.” Prof Fallowfield adds that it can be tricky for people to know when their loved ones need help, and Lesley agrees that she finds it best to ask for help when she needs it and to be quite clear about what will be useful.
DO think about practicalities

Professor Dame Fallowfield agrees with Lesley, “our survey kept hearing about people making assumptions about what’s going to help. Patients told us about the benefits of practical support, such as filling the freezer, helping with the children and taking the dog for a walk.”
DO work through your own feelings about your loved one’s diagnosis

“Often, when friends and family make unhelpful suggestions on how to manage the disease or report on a miracle cure, they’ve seen on the internet, they're probably demonstrating that they cannot believe that there isn't something out there that could help,” says Prof Fallowfield. “It may be well-meaning but it’s not a good idea.”
DON’T use a ‘pity’ voice

“We don’t want a sense of pity from someone,” says Lesley, “that kind of side tilt to the head combined with a ‘how are you?’ really isn’t helpful. “One of the most important things family and friends can do is to just listen, recognise what the person is feeling at that moment in time. Try and walk in their shoes and put yourself in their situation. Just let them know you’ll be by their side through thick and thin.”Watch the film now. Our editor Jon Sutton has interviewed Professor Dame Lesley Fallowfield about this work and more; watch this space.(https://www.bps.org.uk/psychologist/what-say-and-do-or-not-when-someone-tells-you-they-have-cancer-0)


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