Friday, 26 July 2024

My creative journey, by psychiatrist Katy Mason


Deepening Creative Practice participant and mental health practitioner Katy Mason explains how she has brought her creativity to life
Professional DevelopmentPublic SectorArts & cultureWellbeing


28 June 2024




Katy Mason on film at Deepening Creative Practice



I have worked in mental health services for many years: I find it emotionally challenging.

I’ve always been interested in music and books, but perhaps from a more academic standpoint: getting musical grades and reading books I could “learn from”.

Over time, I found that there was so much more to creativity than I had been taught at a high achieving girls grammar school.

At a difficult time in my life I was drawn to read a book, The Girl with the Dragon Tattoo, that I had read before – and found the main protagonist was on my journey. At that time, I had been feeling profoundly misunderstood, yet in that author’s creativity, I found something that I had been lacking.

I went to see a musical, and I felt uplifted, something I had not remembered feeling for a while.

This was different to practicing scales, and studying the syntax, grammar and structure of creative pieces.
I started to use creativity as a way of enjoying life more

I found some really wonderful connections as I started to explore the arts and that side of myself in a different way. I started to realised that I could use this in my work. Then the Deepening Creative Practice programme came up at the Tavistock Institute of Human Relations.
Do we leave creativity to ‘the artists’?

I didn’t consider myself to having any particular creativity talent – this was something I was soon rapidly unpacking and thinking about.

Do we merely leave creativity to “the artists” or can we find creativity in organisations?

Can people tolerate being outside of their usual hierarchies?

We thought about the vulnerability that comes from bringing your own creativity into the work place, and the risks that needed to be taken to do that. Despite a shared interest in the arts, issues of power, privilege and politics arose within the group and had to be worked through. Destruction was rampant and frustrating, but without it, we found the creative processes bland.
The ticking clock

The ever present ticking clock of our final exhibiting season added a new dynamic, helping us understand our various motives for coming, and gave us material for thinking about our own views on ambition, success and failure. We learned about how much we were prepared to give to the process, and where we were not – and fought through frustrations of our boundaries being different.
Our final exhibiting season

I loved the final exhibiting season, our film Kurat and the associated artworks. It felt like we had finally reached something that reflected us as a group, that we had finally succeeded in bringing our individual fragments together.

Deepening Creative Practice is a learning experience where you can explore your whole self in relation to organisational leadership, consultancy and change. The programme will support you to (re-)awaken, nurture and cherish those aspects of yourself which may be more hidden, to be explored within the work setting. The next programme begins in October 2024.

The Tavistock Institute of Human Relations | Deepening Creative… (tavinstitute.org)


SOURCE:

Wednesday, 24 July 2024

Μελέτη διαπιστώνει ότι η μείωση του χρόνου οθόνης των παιδιών σε μόλις τρεις ώρες την εβδομάδα βελτιώνει την ψυχική υγεία


ΑΓΓΕΛΙΚΗ ΛΑΛΟΥ
23 ΙΟΥΛΙΟΥ 2024



Άλλη μια έρευνα που αναδεικνύει τα οφέλη της μείωσης του χρόνου οθόνης στα παιδιά


Μια ομάδα ψυχολόγων και ειδικών ψυχικής υγείας που συνδέονται με διάφορα ιδρύματα στη Δανία, σε συνεργασία με έναν συνάδελφο από το Ηνωμένο Βασίλειο, διαπίστωσε ότι η μείωση του χρόνου οθόνης για τα παιδιά σε μόλις τρεις ώρες την εβδομάδα μπορεί να οδηγήσει σε σημαντικές βελτιώσεις στην ψυχική τους υγεία.

Στην εργασία, που δημοσιεύτηκε στο περιοδικό JAMA Network Open, η ομάδα περιγράφει πώς διεξήγαγε μια τυχαιοποιημένη κλινική δοκιμή στην οποία συμμετείχαν 89 οικογένειες και τον αντίκτυπο της μείωσης του χρόνου οθόνης στις ηλεκτρονικές συσκευές.

Προηγούμενη έρευνα έχει δείξει ότι τα παιδιά που περνούν μεγάλο χρονικό διάστημα χρησιμοποιώντας ηλεκτρονικές συσκευές –είτε για να παρακολουθούν ταινίες ή βίντεο, να συμμετέχουν στα μέσα κοινωνικής δικτύωσης ή να παίζουν βιντεοπαιχνίδια– τείνει να οδηγήσει σε προβλήματα ψυχικής υγείας, όπως αντικοινωνική συμπεριφορά και δυσκολίες στον χειρισμό των συναισθημάτων.


Τέτοια ευρήματα γίνονται προβληματικά, προτείνουν κάποιοι στον τομέα, όταν γίνεται ενδημικό. Προηγούμενη έρευνα είχε δείξει ότι τα παιδιά στη Δανία περνούν κατά μέσο όρο 7 έως 8 ώρες χρησιμοποιώντας τις προσωπικές τους ηλεκτρονικές συσκευές κάθε μέρα. Ένα στατιστικό στοιχείο που υποδηλώνει ότι τα περισσότερα παιδιά κάνουν ελάχιστα εκτός από το να πηγαίνουν στο σχολείο και να παίζουν στα τηλέφωνα, τις φορητές συσκευές ή τους υπολογιστές τους.

Σε αυτή τη νέα μελέτη, η ερευνητική ομάδα αναρωτήθηκε εάν η αφαίρεση τέτοιων δραστηριοτήτων θα βελτίωνε την ψυχική υγεία και, εάν ναι, πόσο γρήγορα θα μπορούσε να συμβεί. Για να το ανακαλύψουν, διεξήγαγαν μια κλινική δοκιμή στην οποία συμμετείχαν 89 οικογένειες που περιελάμβαναν 181 παιδιά από 10 πόλεις της Δανίας.

Η δοκιμή περιελάμβανε τη δοκιμή όλων των παιδιών στη μελέτη χρησιμοποιώντας το «Ερωτηματολόγιο Αξιοποίησης των Δυνάμεων και Δυσκολιών» για να μάθουν περισσότερα για τις κοινωνικές τους δεξιότητες, τη γενική συμπεριφορά, τη συναισθηματική σταθερότητα και τη συνολική ψυχική τους υγεία.


Στη συνέχεια, ζήτησαν από όλα τα παιδιά σε 45 από τις οικογένειες να περιορίσουν τη χρήση ηλεκτρονικών συσκευών σε μόλις τρεις ώρες την εβδομάδα (χωρίς τη χρήση του σχολείου), για δύο εβδομάδες – οι οθόνες βίντεο εγκαταστάθηκαν στα σπίτια των συμμετεχόντων για να διασφαλιστεί η συμμόρφωση.

Στη συνέχεια, ζητήθηκε από όλα τα παιδιά να συμπληρώσουν ξανά το ίδιο ερωτηματολόγιο, για να δουν αν υπήρχαν διαφορές.

Η ερευνητική ομάδα βρήκε αυτό που περιγράφει ως σημαντικές βελτιώσεις στις κοινωνικές δεξιότητες των παιδιών, συμπεριλαμβανομένων των μειώσεων στα προβλήματα συμπεριφοράς και στην αντιμετώπιση συναισθηματικών ζητημάτων.

ΠΗΓΗ:

Monday, 22 July 2024

Immune changes in depression may be broader than we thought



New research focusing on immune alterations in major depressive disorder finds suite of changes, beyond just C-reactive protein.

15 July 2024

By Emma Young


The idea that immune changes are linked to major depressive disorder (MDD) has been discussed for many years now. In fact, there's "compelling" evidence for this, write the authors of a recent paper in Translational Psychiatry. However, their work suggests that the nature of the immune changes has not been fully appreciated, with possible implications both for diagnosis and treatment.

Most research to date on altered immune function in people with MDD has focused on raised blood levels of one particular marker of inflammation: C-reactive protein (CRP). Between 20 and 30% of people with MDD have levels of CRP above 3mg/litre, which is suggestive of at least low grade inflammation. Recent research also suggests that raised CRP is a marker for MDD even when a suite of other variables, including age, sex, BMI, smoking, and exposure to childhood trauma are taken account. This has led to the argument that raised CRP should be considered a 'core' biological feature of depression.

However, raised levels of several other biomarkers of inflammation have been identified in patients with MDD, and other studies have found differences in the expression of a variety of genes between patients and healthy people. This work inspired Luca Sforzini at King's College London and colleagues to run what they believe is the first study to analyse the expression of known immune-related genes in people with a diagnosis of MDD and with varying levels of blood CRP, compared with a group of healthy controls.

The team analysed data on 128 UK-based adults with MDD, plus a group of 40 healthy controls. The participants with MDD were divided into three CRP sub-groups: less than 1 mg/L, suggestive of no inflammation; 1-3 mg/L, which indicated increased inflammation; and above 3 mg/L, suggestive of at least low grade inflammation. The healthy controls all had low levels of CRP.

To explore gene expression, the team analysed mRNA relating to a set of 16 immune-related genes in blood samples from the participants. This analysis revealed that nine were differently expressed in the patients compared with the controls, but with no differences between the CRP sub-groups. For example, five known pro-inflammatory genes (including TNF-alpha and IL-6), were up-regulated (in other words, there was more production of mRNA) in all three MDD sub-groups, compared with controls.

The team then ran a further analysis, comparing only the low, 'normal' CRP MDD sub-group and healthy controls. Despite the fact that both groups had similar, low CRP levels, there were still differences in the activation of other immune-related genes in people with and without MDD. As before, they found up-regulation of pro-inflammatory genes and also glucocorticoid-related genes in patients with MDD compared with controls.

"These findings corroborate the presence of an immune-related molecular signature in many individuals with MDD," the researchers write. The findings also suggest that a CRP measure alone does not fully capture the nature of immune-related changes in people with MDD.

There are a few limitations to the study, such as a small sample size. But some other recent findings (for example, that levels of another inflammatory marker, IL-6, are better than CRP levels for predicting whether the antibiotic minocycline will help to treat a patient's MDD) support the idea that a focus on CRP levels alone is too limited. The team therefore advocates moving away from the concept of a single immunological marker — whether that's CRP, or another protein related to immune function — to a broader approach to evaluating and understanding immune changes in people with MDD.

Ultimately, a better understanding of the precise nature of immune-related changes in patients with MDD, and of any individual differences in the causes, should lead to more personalised, and so hopefully more effective, strategies for treatment.

Read the paper in full:
Sforzini, L., Cattaneo, A., Ferrari, C., Turner, L., Mariani, N., Enache, D., Hastings, C., Lombardo, G., Nettis, M. A., Nikkheslat, N., Worrell, C., Zajkowska, Z., Kose, M., Cattane, N., Lopizzo, N., Mazzelli, M., Pointon, L., Cowen, P. J., Cavanagh, J., & Harrison, N. A. (2023). Higher immune-related gene expression in major depression is independent of CRP levels: results from the BIODEP study. Translational Psychiatry, 13(1), 185. https://doi.org/10.1038/s41398-023-02438-x


SOURCE:

Tuesday, 16 July 2024

Life lessons from the Olympics



Can sports psychologists help everyone to win at life? Deputy Editor Jennifer Gledhill speaks with some to find out if an Olympic mindset could benefit us all…

02 July 2024


Participating in the Olympics surely has the potential to take anyone to the brink. You've spent your whole life training for that split-second opportunity to grab a medal, and the whole world will be watching you win or lose. In recent games, the spotlight has shone on the psychological cost of competing at such a level. When Simone Biles pulled out of her gymnastic events at the Tokyo Olympics stating, 'At the end of the day, we're not just entertainment, we're human beings,' she brought the mental challenges that elite sportsmen and women face to the foreground.

No wonder then, that the role sports psychologists play in their work with athletes now feels more widely recognised and appreciated. Dr Chris Rowley, Deputy Head of the School of Psychology at Leeds Trinity University, has worked with British Olympians and says that his role is two-fold: 'it may be sport-specific reasons why an athlete has sought out psychological support in the first place, but the work that I typically do with my clients tends to place the spotlight on their very human experiencing of their sporting endeavours, aside from the attention and accolades.'

So, the first job of a sports psychologist sounds like it involves putting to one side the drive for medals and discovering what helps each athlete thrive as an individual? 'Absolutely' says Dr Andrew Manley, head of sport, exercise and health sciences at Leeds Beckett who has a long history of supporting Olympians.

'Put simply, we look at understanding human behaviour that happens to be within a sporting context. What is most important for all of us is to acknowledge is that we sometimes need tools and support to keep mentally well. Whatever your goal is – whether it's to be a concert pianist or a top CEO – it starts with getting the foundations right. Asking yourself if you are okay, physically and mentally, is always the first port of call. As a sports psychologist, we are working with people who are often perceived as superhuman because they have certain physical, genetic, and mental qualities. You don't get to be part of that club without a huge amount of talent, but… they don't do it all on their own. They will need support and tools to keep mentally well – like all of us.'
Put well-being before winning

Dr Stacy Winter, associate professor in applied sport psychology at St Mary's University in Twickenham, who has worked with Olympians from pre-London 2012 to the upcoming Paris 2024 Games, also welcomed Biles sharing her story.

'Her decision was a powerful illustration of an elite athlete making a choice based on what was best for her as a person. We've seen an increasing number of Olympic and professional athletes speaking openly about their mental health battles. These messages are often in contrast to their superhuman media portrayals and exacerbated by the "win at all costs" sporting cultures many are exposed to. Hearing more and more athletes share their stories has helped normalise seeking psychological help. The takeaway we can all get from this is we don't have to be in crisis to ask for support, we can benefit from it at any time in our lives.'

Rowley agrees. 'Historically there was a stigma attached to sports psychology; the suggestion being that it was there for athletes who were "struggling" or "needed help". This understandably left some athletes feeling reluctant to get support.

Thankfully, over time, and with several high-profile athletes endorsing the benefits of working with a psychologist, appreciation and awareness have helped our field to grow and develop considerably, despite it still being a relatively young and emerging field of research and academic study.'
Nurture your positive relationships

And just as with psychological approaches in other communities, Manley is keen to stress that there's not a one-size-fits-all formula when it comes to helping athletes succeed and thrive. 'Every person is different, but a starting point when I work with an athlete is to have a real, honest look at the relationships they have with others. Which ones serve and support them? We are relational beings and none of us can achieve great things without positive relationships. Are they spending time nurturing and maintaining the ones they have?

Or, on the flip side, do they need to ask whether other relationships are no longer supporting them to get to where they want to be? This is something that we all need to do from time to time. I would say what's different about Olympic athletes is that they put a lot of pressure on themselves. You'll find that they are incredibly passionate and driven, but to the point in which they forget that it's okay to ask for support, and it's okay to lean on others.'

Manley adds that relationships for elite sports people can come under a tremendous amount of strain and in some ways, the work with them is the same as what psychologists may do with people outside the sporting field. 'It's essential to have a network of people to support you.

Relationship science has been a hallmark of the work I've done with Olympians, but I think it's relevant for everyone; identify your support network; the people who you can rely on for honesty and support, then nurture them. Equally, don't put off having honest conversations with people whose relationships are causing you a bit of a challenge.'
Focus on your values, not just your goals

When we have a singular goal in our lives – we might safely assume that for Olympians it's, 'get to the Olympics and win something' – and it doesn't work out, how do we recover from the loss?

'It can feel catastrophic' says Dr Luke Barnes, chartered sport and exercise psychologist at Leeds Trinity University. 'Obviously, we are looking at how we can support them to perform under intense pressure to the best of their ability and reach their goals, but, just as importantly, I work with the athlete to gain a sense of purpose as a person. Nothing is going to replace what you may have lost through injury or a crushing defeat, but we will work at looking to find that silver lining. I think this outlook is relevant to all of us when something doesn't work out, first to acknowledge the loss rather than going straight into problem-solving mode but also to really focus on what gives you a sense of meaning in your life. I often use Acceptance and Commitment Therapy interventions; if an injury or something else unexpected happens that means athletes can't reach their goal of winning, then we need to focus on what else is purposeful for them. That may be helping others succeed in the sport they love or being involved with sport directly or indirectly.'

Rowley agrees that it's always beneficial for athletes (and us) to take a bird's eye view of our journey so far. 'Reframing the concept of success and individual achievement may not serve to eradicate any performance-related anxiety that an athlete will experience in those pivotal moments before, during and after competition. However, by encouraging them to reflect on the hard work they have invested to even be at the Olympics and recognise ways in which their respective sporting stories can continue after the Olympics have finished can be meaningful. For a lot of Olympians, their real indicator of success might have been to qualify in the first instance, or it might be that they achieve a new personal best at the games without necessarily troubling the podium. Seeing the games as a chapter in an athlete's ongoing and developing career story to date can help with the pressure that naturally comes with being a part of a global spectacle.'

And when that pressure of being on the world stage gets overwhelming and threatens an athlete being able to perform at their best, how do sports psychologists help them stay focused and drown out excess noise? And what can help us when we are trying to combat pre-performance nerves and stop the inner critic from taking hold?
Prepare in a way that works for you

'Unsurprisingly, it depends on the individual' says Winter. 'Our job is to home in on what may be helpful to them even if that doesn't necessarily work for anyone else. You may see two athletes lining up for the same event, one might be looking super-relaxed, joking around, and playing up to the cameras… think Usain Bolt… yet the next person could be utterly focused and not say a word or make eye contact. This pre-race attitude will be serving them in some way, they will have learnt what works for them and enables them to focus. That said, their needs won't just vary because of who they are as an individual, it will also be dependent on their sport. Some Olympians might be competing for hours – compare a marathon to a 100m sprint! For a marathon runner, it can be helpful to allow your mind to wander and become distracted to the discomfort. They may not want to stay focused during some moments.'

Barnes agrees that visualisation and distraction techniques can be useful in longer races, having worked with race walker, Callum Wilkinson, who represented Team GB in the Tokyo Olympics (see box). 'Rather than focusing on the whole 20km race, we will break that down into milestones and stages, using visualisation. I may say "What do you want to be thinking about at this stage?" Or "How would you want to respond if this challenge came up?". Being flexible and able to adapt to whatever comes up on the day, whether that's a change in weather or how a fellow athlete responds to you is essential.'

But how does anyone prepare for all eventualities, there's so many things that could get in the way of a good event – sickness, false starts, a spectator running across the track, the list could be endless! 'Just like in the rest of life, we could worry about every eventuality,' says Winter.

'Instead, how about asking what is within our control and what isn't? There are a million different scenarios that could happen to us and nine times out of ten, they are ones that we couldn't have second-guessed. We don't want our athletes to worry about everything. If you are naturally quite pessimistic, analysing every possible scenario won't be helpful. It's a case of striking that balance between being as prepared as possible but also trusting in the process that's got you there in the first place. I mean, Olympians are at the Olympics for a reason. You don't suddenly start doing something different when you get there. For some athletes though, they will know that they'll never compete at the Olympics again and it may be a challenge to appreciate the moment rather than how they feel about coming to the end of their competing career.'
Using mindfulness to stay in the moment

And maybe staying in the present is the biggest challenge for all of us, let alone when you have worked your whole life for one pivotal moment. Can sports psychologists offer strategies to help athletes feel present and actually enjoy the Olympics when they're there?

'Mindfulness-based activities can be of real value,' says Rowley. 'This approach helped one athlete who I worked closely with during the Tokyo Olympics, enabling them to connect with the current moment both in terms of performance potential and during their downtime by helping to accept distracting thoughts or concerns that might have impacted their performance. There is often merit in taking time to discuss their experiences in relative real-time with a view to getting the most out of what is likely to be a career highlight for them, regardless of whether they are a debutant or a seasoned Olympian. What we experience at any given moment in time, whether that is as an athlete competing at the Olympics, or spending time with a friend or having a bit of solitude and respite, all these moments can offer significance and value if we are alert and mindful to that possibility. It is an easy thing to say, but it is often a lot harder to act upon it and to recognise this value on a regular basis.'

'Music can really help us stay in the moment.' says Manley, 'It's proven to be very much associated with emotion and memory and can help us focus attention on to the things that matter. You may have seen images of Michael Phelps keeping his headphones on right up to the second before he gets in the pool. In fact, he has spoken about how it helped him to relax and get into his own world. For other athletes, this may not be as effective, and we then find a different strategy. It might be we use some positive self-talk. A kind of an internal voice, helping them to focus on what matters and shut down other distractions. Other athletes might love the crowd. They don't need to zone out and they may use the atmosphere in a stadium to get to a certain level of emotion. It's about tailoring a technique to work for you, it may be underpinned by the same theoretical principles, but what you use will differ, the purpose is to focus your attention on what really matters to you.'
Regular heroes

So, whether an Olympian or not, do we share many similar struggles simply because we're human? 'Completely,' says Rowley, 'the Olympians that I have had the pleasure of working with are fundamentally nice, normal people. The idea that they are 'superhuman' certainly stands as a testament to the incredible amount of energy they invest into their event, but behind all of that, is a regular person who just happens to be amazing at their sport. There is often very little which seems to separate them from a teacher, nurse, or any other of our countless and more understated 'regular' heroes.

And therefore, the strategies that support an elite athlete, although tailored to suit the extraordinary highs and lows they will no doubt encounter, have relevance for all of us. Whether this is working on acceptance when stuff happens that is out of our control or using mindfulness techniques to appreciate the here and now.

Perhaps keeping in mind Dr Barnes' question is helpful; 'if you had a piece of card and you wrote all the good things about life on one side, and all the bad things on the other? Would you rather have the card with both the good and bad? Or rip it up and have nothing? It's a good reminder to us all that there is no happiness or positivity without suffering, but by being guided by our own value compass can help us zone in on what's really meaningful.'
'I will always be driven and focused… I would assume most Olympians are!'

Race-walker Callum Wilkinson is the reigning UK 20km champion and has competed in the 2020 Tokyo Olympics. He has worked with Chartered Psychologist Luke Barnes during his career.

'I've wanted to be an Olympian since I was about three years old. One of my first memories is watching the fireworks at the Sydney Olympics on the TV. When it was announced in 2005 that the Olympics were coming to London, I told my friend in the playground at school that I was going to compete in them one day. I must ask him if he remembers that…

I think because I had visualised it for so long, when I actually made it into the stadium, it wasn't too much of a shock to my system, it was exactly how I imagined it. There is obviously nothing bigger than the Olympics for an athlete: when I made it to Tokyo and came 10th in the 20k race walk, it was an amazing result for me.

Working with a psychologist is very different to, say, a performance coach, which is very much based on improving my athletic capabilities. My focus with Luke is around what is going on internally for me. The emphasis is on my well-being and making sure that my environment and surroundings are positive and conducive to me being happy and healthy.

Even though I'm not one to struggle with nerves before a competition, where I can get overwhelmed is juggling life outside of my sport and Luke supports me with this. I am so motivated, I have to work on finding time to focus on the stuff that goes on in the rest of my life, for example when I'm moving house or going on holiday there is the risk my mind is elsewhere.

Being an athlete, you are sometimes in your own little bubble and can forget that there is a life outside of your sport. Injury is also a huge obstacle for athletes. I'm a regular in the MRI scanning machine and it can be a real challenge having to take time out of racing because of a physical problem. Working with Luke, I can talk about how that feels and therefore cope with the disappointment when I am injured and not view it as such an attack on my identity.

I will always be driven and focused… it's part of my personality and I would assume most Olympians are! If I develop an interest in something, then I'll take it as far as it can go – whether that's racing, supporting my favourite football team or finding the perfect cup of coffee!'


SOURCE:

‘Bad things happen when good people choose to stay quiet’

Ella Rhodes reports on the Infected Blood Inquiry.

07 June 2024


'This disaster was not an accident' – these were the words of Sir Brian Langstaff on the publication of his report into the biggest scandal in the history of the NHS. Over the course of two decades 30,000 people who were treated with contaminated blood and blood products contracted viruses including Hepatitis C and HIV. 3,000 of those people have died – with that number still increasing.

A former High Court judge, Langstaff was appointed as Chair of the Infected Blood Inquiry in 2018 and since then he and his team have heard from those infected and affected by the scandal, campaigners, government witnesses, and expert groups including psychologists. His subsequent report not only shone a light on the harrowing experiences of those who were infected and their families, following decades of their vehement campaigning, but also outlined in stark detail a concerted effort by government and doctors to cover up the scandal.
'Successive governments compounded the agony'

In an event to launch his report, Langstaff pointed out that doctors and the government had been aware since the 1940s that blood could cause hepatitis infections. However, despite this, and subsequent guidance produced in the 1950s by the World Health Organisation which outlined ways to reduce the risk from blood, the UK made no effort to monitor or screen blood and blood products.

The NHS used plasma drawn from large pools of people – including US prisoners who are at increased risk of hepatitis and HIV. They also failed to give patients information about the potential risks of receiving plasma treatment or blood transfusions.

Langstaff said that people had put their faith in doctors and the government to keep them safe, but that their trust was betrayed. 'The NHS and successive governments compounded the agony by refusing to accept that wrong had been done. More than that, the government repeatedly maintained that people received the best available treatment and that testing of blood donations began as soon as the technology was available, and both claims were untrue.'

Many different patient groups were infected with blood and blood products including plasma. Around 1,250 people, including around 380 children, with bleeding disorders such as haemophilia were treated with blood products and were infected with HIV – many of them were also infected with Hepatitis C, B and D. Three quarters of them have died. The report says that between 2,400 and 5,000 people with bleeding disorders were infected with a hepatitis virus and developed Hepatitis C.

Around 100 of those given infected blood transfusions, during surgery or childbirth, or to treat thalassemia, sickle cell disease or leukaemia, were infected with HIV, and around 26,800 were infected with Hepatitis C. The report says that a significant number of people who received blood products, and some who had transfusions, have also been told they are at increased risk of developing Variant Creutzfeldt-Jakob disease (vCJD).

Not only were patients infected with these viruses – many were not told that they had been infected. Some patients were told about their diagnosis years later, some were informed in an offhand way by medical professionals who assumed they were already aware, and many were told about diagnoses despite having no knowledge of being tested for these viruses.
'To do full justice to the experiences and awfulness…'

As part of the inquiry Sir Brian Langstaff appointed expert groups to provide evidence on areas including AIDS, hepatitis, haemophilia, blood transfusion, immunohematology and psychosocial issues. Professor of Psychology as applied to Medicines at King's College London and Co-Director of the KCL/KHP Centre for Adherence Research & Education, John Weinman, was asked to convene a group to provide evidence on the many psychosocial issues arising from the scandal.

The group comprised of Professor of paediatric and adolescent psychology and lead Consultant Clinical Psychologist for paediatric and adolescent psychological services at University College London Hospitals NHS Foundation Trust Deborah Christie; Sian Edwards – a nurse who has worked in HIV care for more than 30 years; and Dame Lesley Fallowfield, Professor of Psycho-oncology at Brighton & Sussex Medical School, University of Sussex. Also, Professor Dame Theresa Marteau, Director of the Behaviour and Health Research Unit at the University of Cambridge, Professor Emeritus of Medical Sociology at King's College London Myfanwy Morgan, and Dr Nicky Thomas, a consultant Health Psychologist working in Haematology at Guy's and St Thomas' Hospitals Foundation Trust.

Weinman told me that the group was asked by the inquiry team to provide evidence on certain areas – including the broader psychosocial impact of infection, as well as more specific issues including poor communication from medical professionals about the risks from treatment and results from tests and the impact of not being told of diagnoses.

The group was also asked to write an additional report on the impact of childhood bereavement which Weinman and Christie worked on together. This covered areas including the social stigma on children of having a parent, or parents, with HIV during the 80s and 90s, the impact on children of not being told that their parent was terminally ill, and the impact of childhood bereavement on education and future employment.

Weinman and his fellow experts attended many of the inquiry hearings and listened to the testimony of those infected and affected, as well as reading transcripts from these hearings. He told me that it was during those hearings that he realised how appallingly people had been treated.

'As a health psychologist my expertise is in the psychological impacts of long-term illness, but this was in almost a different league because of the contextual aspects of it. People were infected because of so-called treatments and were treated very badly – both in terms of the cover-ups which came afterwards, and by the people around them due to the stigma of HIV and other infections. The impact that hearing this evidence had on me was really quite profound. I'd gone from knowing a bit about it to getting a true sense of just how appalling it was for all of the infected and affected people. You couldn't help but be moved and upset by what you heard – and outraged as well. This inquiry represents the first time in decades that people have started to be aware of what happened.'

Weinman said it was shocking to hear evidence of cover-ups, including evidence that some of those affected were asked to sign non-disclosure agreements following earlier compensation payments. 'It felt really important that finally a proper inquiry was taking place, and Sir Brian Langstaff was truly impressive. The way he dealt with people at the hearings, the level of empathy and concern he showed, and the commitment he had to doing the right thing – to do full justice to the experiences and awfulness of it all – was very powerful to see.'

The inquiry report was launched at an event in Westminster Central Hall which Weinman attended. 'The launch event was primarily for the individuals and families who had been infected and affected, and when Sir Brian Langstaff came into the room the 2,000 or so people in the audience stood and applauded him – which I think shows how important he had been. He emphasised that this report was only possible because of those in the audience. It was just truly impressive what he was able to do – to assimilate and incorporate all of the evidence, and be there as a champion for all these people who had suffered so much.'

I asked Weinman about what his involvement in the inquiry had told him about psychology's role in healthcare and in preventing scandals such as this in the future. He said that health psychology was very strong in the UK and it was important that the discipline continues to provide a better understanding the needs of people with particular illnesses and their experiences of healthcare as well as developing evidence-based interventions to facilitate adjustment to and recovery from illness and treatment.

'I think where there's more of an indirect effect of psychology, and particularly health psychology, is in the training of healthcare professionals. My original lectureship was in a medical school with my main job being teaching psychology as applied to healthcare – all medical and other health schools would have that in their curriculum but it tends to be fairly piecemeal. I think health psychologists have huge potential in the training of healthcare staff. That would include training in good communication, raising awareness of the psychological impacts of illness, the needs of patients, the issues that are raised by illnesses which might be particularly stigmatising or difficult, and also helping people to manage treatment and make sure they are getting honest and open shared decision making with clinicians.'
Understanding 'self-protection' mode

I also spoke to psychosocial expert group member Professor Dame Lesley Fallowfield (Brighton and Sussex Medical School, University of Sussex), who was similarly affected by working on the inquiry. She said that, despite working in psycho-oncology and often hearing about the sad experiences of patients experiencing cancer, nothing had prepared her for the harrowing accounts she heard from those infected or affected by this scandal.

'I read through hundreds of the witness statements and sat at the inquiry listening with increasing anger, outrage and despair to those still alive to share their quite awful recollections – the lies, stigma and discrimination suffered. When I got home I quite honestly wept a couple of times at the cynical, dismissive behaviour exhibited by so many of those healthcare professionals who had meant to care for patients and their relatives. The "cover-up" by successive politicians was also disgraceful.'

Fallowfield said she believed there was a role for psychologists in understanding why organisations go into 'self-protection' mode in the face of potential scandals rather than seeking to immediately rectify the situation – which can exacerbate the harms caused to people. 'Understanding the way that victims are sometimes treated by members of the public is another interesting line of research. It was striking how fear of the infectivity of the AIDS virus, for example, led to quite cruel and discriminatory behaviours from friends, schools and workplace colleagues of individuals.

'Psychologists also have a potentially huge role initiating emotional support services for those harmed and perhaps also for the perpetrators caught up in the cover-up who might have wanted to whistle-blow but did not… the old adage of bad things happen when good people choose to stay quiet.'
The need for sanctions

In a recent article in The Conversation Professor in Occupational and Organisational Psychology Anthony Montgomery (Northumbria University) explored why organisational cover-ups are so common. He wrote that in these scandals, institutions and corporations skilfully control the narrative until their bubble of lies bursts. 'Enforced transparency and a fair playing field could break this pattern.'

Montgomery also points to an absence of convictions or meaningful repercussions following almost all scandals, calling this 'abysmal'. 'Restorative justice has a role to play, but wilfully perverting the course of public justice needs to be sanctioned.'

He also points to the role of leadership and writes that we cannot depend on leaders to do the right thing if we educate them to put their mission first and people second. 'We promote and hire on the basis that leaders put their organisations first. The overused explanation of a "bad" culture being responsible for dysfunctional organisations simply means that everybody clearly understood the real vision and objectives, and committed to doing what was needed. The biggest lie at the centre of most organisational failures… is that something unexpected and unpredictable happened.'


SOURCE:

Thursday, 11 July 2024

Πώς να ενισχύσετε τη θετική εικόνα σώματος στους εφήβους αυτό το καλοκαίρι

ΑΓΓΕΛΙΚΗ ΛΑΛΟΥ
4 ΙΟΥΛΙΟΥ 2024




Συμβουλές για γονείς που θέλουν να τονώσουν την αυτοπεποίθηση των εφήβων τους ως προς την καλοκαιρινή τους εμφάνιση


Το καλοκαίρι μπορεί να είναι μια δύσκολη περίοδος για τους εφήβους όσον αφορά την εικόνα του σώματος. Με τα μέσα κοινωνικής δικτύωσης γεμάτα με εικόνες «τέλειων» σωμάτων, σε συνδυασμό με την πίεση να φορούν μαγιό και καλοκαιρινά ρούχα, οι έφηβοι μπορούν εύκολα να πέφτουν θύματα της ντροπής και της ανασφάλειας. Ως γονείς, είναι σημαντικό να καλλιεργήσουμε μια θετική εικόνα σώματος στους εφήβους μας και να τους βοηθήσουμε να χτίσουν εμπιστοσύνη για τον εαυτό τους. Ακολουθούν μερικές αποτελεσματικές στρατηγικές για να υποστηρίξετε τη θετικότητα του σώματος του εφήβου σας αυτό το καλοκαίρι.
Κατανόηση της εικόνας του σώματος και του Body Shaming

Εικόνα σώματος: Η εικόνα σώματος αναφέρεται στο πώς αντιλαμβάνονται τα άτομα τη φυσική τους εμφάνιση και πώς αισθάνονται για το σώμα τους. Μια θετική εικόνα σώματος σημαίνει ότι κάποιος έχει μια ρεαλιστική και καλή άποψη για το σώμα του, ενώ μια αρνητική εικόνα σώματος μπορεί να οδηγήσει σε συναισθήματα δυσαρέσκειας και χαμηλής αυτοεκτίμησης.

Body Shaming: Το Body Shaming περιλαμβάνει την κριτική ή τον χλευασμό του σχήματος ή του μεγέθους του σώματος κάποιου. Μπορεί να συμβεί μέσω άμεσων σχολίων, μέσων κοινωνικής δικτύωσης ή ακόμη και μέσω εσωτερικευμένων κοινωνικών προτύπων. Η ντροπή του σώματος μπορεί να έχει σοβαρές επιπτώσεις στην ψυχική υγεία, οδηγώντας σε άγχος, κατάθλιψη και διατροφικές διαταραχές.

Συμβουλές για γονείς για την προώθηση της θετικής εικόνας του σώματος
Θετικό παράδειγμα

Αυτοαποδοχή: Δείξτε αυτοαποδοχή και θετική εικόνα σώματος στη ζωή σας. Αποφύγετε την αρνητική αυτοσυζήτηση για το σώμα ή την εμφάνισή σας μπροστά στον έφηβό σας.

Υγιής τρόπος ζωής: Προωθήστε έναν ισορροπημένο τρόπο ζωής που εστιάζει στην υγεία και την ευεξία και όχι στο βάρος ή την εμφάνιση.
Ενθαρρύνετε την κριτική σκέψη για τα μέσα ενημέρωσης

Αξιολογώντας τα μέσα επικοινωνίας: Μάθετε στον έφηβό σας να αξιολογεί κριτικά τα μηνύματα των μέσων ενημέρωσης και να αναγνωρίζει τα μη ρεαλιστικά πρότυπα που απεικονίζονται συχνά σε διαφημίσεις, ταινίες και μέσα κοινωνικής δικτύωσης.

Έλεγχος πραγματικότητας: Υπενθυμίστε στον έφηβό σας ότι πολλές εικόνες έχουν υποστεί επεξεργασία ή φιλτράρισμα και δεν αντιπροσωπεύουν πραγματικά σώματα.

Μιλήστε ανοιχτά για την εικόνα σώματος

Ασφαλής χώρος: Δημιουργήστε έναν ασφαλή και μη επικριτικό χώρο για τον έφηβό σας για να εκφράσει τις ανασφάλειες και τα συναισθήματά του για το σώμα του.

Θετική ενίσχυση: Επιβεβαιώστε τα συναισθήματά τους, αλλά εξουδετερώστε την αρνητική αυτοσυζήτηση με θετικές επιβεβαιώσεις για το σώμα και τις δυνατότητές τους.
Επικεντρωθείτε στην υγεία, όχι στο βάρος

Υγιεινές συνήθειες: Ενθαρρύνετε την υγιεινή διατροφή και τη σωματική δραστηριότητα για τη χαρά και τα οφέλη που προσφέρουν, όχι για τον έλεγχο του βάρους.

Αποφύγετε τη συζήτηση για τη δίαιτα: Αποφύγετε τις συζητήσεις σχετικά με τη δίαιτα ή την απώλεια βάρους και αντ’ αυτού τονίστε τη σημασία της διατροφής και της άσκησης για τη συνολική ευεξία.
Πρακτικές φιλοφρόνησης πέρα ​​από την εμφάνιση

Δεξιότητες και ταλέντα: Επαινέστε τον έφηβό σας για τις δεξιότητες, τα ταλέντα, την εξυπνάδα και την ευγένειά του. Ενισχύστε την ιδέα ότι η αξία τους δεν συνδέεται με την εμφάνισή τους.

Μη σωματικά χαρακτηριστικά: Επισημάνετε τα μη σωματικά τους χαρακτηριστικά, όπως το να είναι καλός φίλος, να έχουν αίσθηση του χιούμορ ή να δείχνουν ενσυναίσθηση.
Αντιμετωπίστε το Bullying και το Body Shaming

Συνειδητοποίηση του εκφοβισμού: Να είστε προσεκτικοί σχετικά με σημάδια εκφοβισμού ή σωματικής ντροπής, είτε στο σχολείο είτε στο διαδίκτυο, και αντιμετωπίστε το αμέσως.

Σύστημα υποστήριξης: Ενθαρρύνετε τον έφηβό σας να αναζητήσει υποστήριξη από φίλους, μέλη της οικογένειας ή έμπιστους ενήλικες, εάν βιώσει ντροπή σώματος.
Ενθαρρύνετε την ενσυνειδητότητα και την αυτοσυμπόνια

Πρακτικές Mindfulness: Εισαγάγετε πρακτικές ενσυνειδητότητας που μπορούν να βοηθήσουν τον έφηβό σας να παραμείνει προσγειωμένος και να εκτιμήσει το σώμα του για ό,τι μπορεί να κάνει, όχι μόνο για το πώς φαίνεται.

Αυτοσυμπόνια: Διδάξτε στον έφηβό σας να είναι συμπονετικός με τον εαυτό του και να συμπεριφέρεται στον εαυτό του με την ίδια ευγένεια που θα πρόσφεραν σε έναν φίλο.
Προωθήστε μια διαφορετική άποψη της ομορφιάς

Διαφορετικότητα στα ΜΜΕ: Εκθέστε τον έφηβό σας σε ποικίλες αναπαραστάσεις ομορφιάς και σωματότυπου. Ακολουθήστε λογαριασμούς μέσων κοινωνικής δικτύωσης και παρακολουθήστε περιεχόμενο που εξυμνεί τη διαφορετικότητα του σώματος.

Πολιτιστικές προοπτικές: Συζητήστε πώς οι διαφορετικοί πολιτισμοί έχουν διαφορετικά πρότυπα ομορφιάς και πώς αυτά μπορούν να αλλάξουν με την πάροδο του χρόνου.



Δραστηριότητες για την ενίσχυση της αυτοπεποίθησης του σώματος

Εργαστήρια Body Positive: Εγγράψτε τον έφηβό σας σε εργαστήρια ή καλοκαιρινές κατασκηνώσεις που εστιάζουν στην οικοδόμηση αυτοπεποίθησης και αυτοεκτίμησης.

Δημιουργική Έκφραση: Ενθαρρύνετε δραστηριότητες όπως ο χορός, η τέχνη ή η γραφή, που επιτρέπουν στον έφηβό σας να εκφραστεί και να εκτιμήσει τις ικανότητες και τη δημιουργικότητα του σώματός του.

Fitness for Fun: Προτείνετε δραστηριότητες όπως γιόγκα, κολύμπι ή πεζοπορία που προάγουν τη φυσική κατάσταση με διασκεδαστικό και περιεκτικό τρόπο, ενισχύοντας τη χαρά της κίνησης χωρίς στόχους που σχετίζονται με το βάρος.

Εθελοντισμός μαζί: Συμμετέχετε σε εθελοντικές δραστηριότητες που επικεντρώνονται στη βοήθεια άλλων. Αυτό μπορεί να μετατοπίσει την εστίαση μακριά από τη φυσική εμφάνιση στον θετικό αντίκτυπο που μπορούν να έχουν στην κοινότητά τους.
Θέματα συζήτησης για γονείς και εφήβους

Επιρροή μέσων: Μιλήστε για το πώς τα μέσα επηρεάζουν τις αντιλήψεις για την ομορφιά και συζητήστε τρόπους για να αναπτύξετε ένα πιο κριτικό μάτι.

Προσωπικές εμπειρίες: Μοιραστείτε τις δικές σας εμπειρίες σχετικά με την εικόνα του σώματος και τον τρόπο με τον οποίο αντιμετωπίσατε αυτές τις προκλήσεις.

Υγιή πρότυπα προς μίμηση: Προσδιορίστε και συζητήστε τα υγιή πρότυπα που παρουσιάζουν θετική εικόνα σώματος και αποδοχή του εαυτού τους.

Λειτουργίες του σώματος: Συζητήστε τα εκπληκτικά πράγματα που μπορεί να κάνει το σώμα τους, δίνοντας έμφαση στη λειτουργία αντί της μορφής. Γιορτάστε επιτεύγματα όπως το τρέξιμο, ο χορός ή απλώς το να είσαι υγιής.
Να θυμάστε

Η πλοήγηση στο περίπλοκο έδαφος της εικόνας του σώματος μπορεί να είναι δύσκολη για τους εφήβους, ειδικά τους καλοκαιρινούς μήνες. Ως γονείς, διαδραματίζουμε καθοριστικό ρόλο στην καλλιέργεια μιας θετικής εικόνας σώματος και στην οικοδόμηση αυτοπεποίθησης στα παιδιά μας. Διαμορφώνοντας τη θετικότητα του σώματος, ενθαρρύνοντας την κριτική σκέψη, εστιάζοντας στην υγεία και παρέχοντας έναν υποστηρικτικό χώρο για ανοιχτές συνομιλίες, μπορούμε να βοηθήσουμε τους εφήβους μας να αναπτύξουν μια υγιή και στοργική σχέση με το σώμα τους. Ας κάνουμε αυτό το καλοκαίρι μια εποχή ανάπτυξης, αυτοπεποίθησης και αυτοαποδοχής για τους εφήβους μας.


ΠΗΓΗ:

Trans and GRA




https://megjohnandjustin.com/gender/trans-and-gra/

This week we spent the podcast talking about trans and the Gender Recognition Act (GRA) given that this is in the news so much at the moment.





We talked about the current moral panic about trans which is playing out in popular culture and the mainstream media, and the devastating impact that has on young trans and gender diverse people particularly.

We covered the most recent event in this long running panic: the trans exclusionary radical feminists who disrupted the London Pride march, and why trans rights are a vital part of feminism, not in opposition to it.

We explained that much of the current frenzy has been whipped up by media and others in response to the government consultation on the Gender Recognition Act. We overviewed what this Act does – and doesn’t do. While there is fearmongering around who has access to safe spaces and toilets, and how young gender diverse people will be treated, the act really only deals with the process that a person has to go through to have their identity legally recognised, and whether non-binary people will be included in that process as well as men and women.

Please check out the Stonewall and Gendered Intelligence information, and then complete the consultation. It’s easy to take part as each page has drop-down menus to explain what is being asked of you.

SOURCE:

Tuesday, 9 July 2024

The Tavistock Institute of Human Relations in China


Extending Tavistock values, philosophy and practice into new environments.
InternationalGroup relations


Dr. Mannie Sher





The Tavistock Institute has mainly researched and consulted in the West and parts of the East like India. An invitation to work in China provided an opportunity to examine the transferability of ways of working that are strongly Anglo-Saxon in orientation, language and concept. How well would Tavistock approaches translate in an environment with a 2,500-year history of Confucian and Taoist philosophies? Confucianism emphasises personal and governmental morality, correctness of social relationships, justice and sincerity that is the basis of Chinese tradition and belief, with strong family loyalty, ancestor veneration and respect of elders. Taoist philosophy emphasises living in harmony with the Tao, literally the ‘Way’ of personal improvement through effortless action, naturalness, simplicity, spontaneity; compassion, frugality and humility, keeping human behaviour in accordance with the alternating cycles of nature. Taoism differs from Confucianism by offering spiritual explanations and does not emphasise rigid rituals and social order.

The cultural and spiritual atmosphere in China is one of knowing one’s place, acceptance of rewards and sanctions of life that are instilled from birth through the family, education, religion and state policy. Within these constraints, the personality is formed and the nature of human social relations and individual life’s ambitions are bound together. The result is social conformity that is meant for the greater good, on the one hand, and a tension for the search for personal contentment through developing individual insights and free expression of feelings, on the other.

How then does Tavistock Institute values, philosophy and practice resonate with Chinese traditional behaviour and culture? The invitation to work in China was said to link with the President of China’s dissatisfaction with educational systems that emphasise control and ‘correct answers’ and do not encourage enquiry, questioning and independent thought. Generally, independence of thought does not fit well with tradition, but as China grows in strength and influence in the world, it recognises the need for independent thinkers to challenge but not undermine social and political norms. In other words, to use Tavistock language, how will the Chinese in groups and teams maintain their individual sense of themselves, think independently and fearlessly with personal authority and still remain faithful to the task of the groups of which they are members? Tavistock group relations methods help to examine the inherent tensions between individual desire and responsible group membership.

These tensions are examined usually in small bounded groups that are familiar to most people in China (comparable to the family) and in large social political groups which, in China, are the preserve of few people. New tensions are appearing because of increased individuality in a money-oriented consumerist society that loosens ties to tradition and increases anomie and social dislocation.

During the past year, teams from the Tavistock Institute have worked on teaching and training programmes in China. The programmes are conducted in English with simultaneous translation. This presents immediate obstacles, for no matter how accurate the translation is, communications still have to pass through to another language before they can be understood and then responded to. Another challenge is language construction and tone of voice which are the basis of establishing power, dominance and control between speaker and spoken to. In China these controlling elements in speech are pronounced; subtlety and irony less so, which in China, can lead to insult and humiliation. Making your audience lose face does little to improve its learning.

Our experience of working in China is about confronting an impatience for learning, often expressed as wanting to get things right and to be perfect immediately – wanting to bridge the gap between not knowing and knowing without struggling with the slower assimilation of ideas. Tavistock team members often feel pulled into giving more, before what has already been given is digested. Our programme of studying group dynamics combines traditional teaching methods like lectures, with experiential group work like social dreaming, small and inter-group events that enable ‘living’ and ‘seeing’ the dynamic hidden forces at play. This learning process is cannot be hurried; it is sometimes painful and always only partial. It produces substantial frustration for the programme participants.

The situation in China is one of choosing between ‘catch up’ or development. The timescales for each are different and there is a desperate sense that time is short. The uniqueness of China and the Chinese people themselves makes it difficult to find one’s bearings in China coming from the free world where the trend is to re-engage with ancient values, like so many people do with yoga or acupuncture or use Chinese herbs for healing. The Chinese people seem intent on pursuing money and appear to be losing touch with ancient values. The pace of change in China is ferocious, gratification must be immediate and the new must displace the old. It is almost as though the Chinese are going in opposite directions to where we are going, and as we cross each other, it often feels like a clash of cultures. In our experience, the concept of boundaries is hard for Chinese people to grasp both conceptually and experientially and that provides us with a constant challenge of what it means to work with a fundamentally different concept to that which we are used to and are informed by. Ancient traditions help us learn to be patient and this is a constant every-day lesson.

The Tavistock Institute was invited to bring its well-established ideas to China; one result is that the Tavistock Institute is emerging from its China experience enriched by the magnificence, beauty and continuity of Chinese culture from which paradoxically many Chinese seem to be turning away.

Dr Mannie Sher, PhD
Principal Researcher & Consultant

SOURCE:

Monday, 8 July 2024

Πώς η οικογένεια μπορεί να επηρεάσει την ευφυΐα των μελών της και κυρίως των παιδιών

07 ΙΟΥΛΙΟΥ, 2024

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Ο δρ Τζέιμς Φλυν, είναι ομότιμος καθηγητής Ψυχολογίας στο Πανεπιστήμιο του Οτάγκο, στη Νέα Ζηλανδία, και διευθυντής του Κέντρου Ψυχομετρίας του Πανεπιστημίου Κέιμπριτζ, στη Βρετανία.



Σύμφωνα με τη θεωρία του, η ευφυΐα δεν διαμορφώνεται έως την ηλικία των 18 ετών αλλά αναπτύσσεται καθ’ όλη τη διάρκεια της ενήλικης ζωής, αρκεί να συναναστρέφεται κανείς με άτομα που διεγείρουν τον εγκέφαλό του και να ακολουθεί ένα νοητικώς απαιτητικό τρόπο ζωής στο σπίτι και στην εργασία.

Ο Δρ Φλυν υποστηρίζει ότι οι οικογένειες των οποίων τα μέλη μιλούν, γελούν, μοιράζονται πολιτιστικά δρώμενα και ασχολούνται με απαιτητικές για το μυαλό δραστηριότητες, παρουσιάζουν αύξηση του δείκτη νοημοσύνης τους κατά αρκετές μονάδες.

Ωστόσο ισχύει και το αντίστροφο: αν κάποιος μοιράζεται το σπίτι ή το χώρο εργασίας του με άτομα μειωμένης ευφυΐας, κινδυνεύει να δει και το δικό του IQ να φθίνει, εξαιτίας της έλλειψης επαρκούς διέγερσης του μυαλού.

«Η ευφυΐα πάντοτε εθεωρείτο στατική αλλά σύγχρονα ευρήματα υποδηλώνουν ότι αυτό είναι λάθος», δήλωσε ο δρ Φλυν στην εφημερίδα «Sunday Times» με αφορμή την κυκλοφορία του νέου του βιβλίου «Does Your Family Make You Smarter».


«Ο εγκέφαλος μοιάζει με έναν μυ: όσο περισσότερο τον χρησιμοποιούμε, τόσο πιο δυνατός γίνεται. Αυτό σημαίνει πως μπορούμε να αυξάνουμε την ευφυΐα μας καθ’ όλη τη διάρκεια της ζωής».

Ο δρ Φλυν πιστεύει ότι ο καλύτερος τρόπος για να επιτευχθεί αυτό είναι να παντρευτούμε έναν άνθρωπο ευφυέστερο από εμάς, να βρούμε μία νοητικώς απαιτητική εργασία και να κάνουμε παρέα με ευφυείς ανθρώπους. «Κάθε ένα από αυτά τα τρία μπορεί να αυξήσει και τη δική μας ευφυΐα», λέει.

Ο δρ Φλυν είναι παγκοσμίως γνωστός ως ο επιστήμονας που ανακάλυψε ότι η ευφυΐα των πληθυσμών στις ανεπτυγμένες χώρες αυξάνεται από το 1930 έως σήμερα κατά περίπου 3 βαθμούς κάθε δεκαετία.

Οι αιτίες του «φαινομένου Φλυν», όπως ονομάστηκε προς τιμήν του η αύξηση του IQ των λαών, δεν είναι γνωστές. Πιστεύεται όμως ότι σχετίζεται με συνδυασμό παραγόντων, όπως η καλύτερη διατροφή και μόρφωση, και η ζωή σε έναν ολοένα πιο πολύπλοκο κόσμο.

Ωστόσο η επιστημονική κοινότητα χρειάσθηκε πολλά χρόνια για να δεχθεί την ορθότητα του φαινομένου Φλυν, και η νέα θεωρία του για την αύξηση ή την μείωση του IQ αναλόγως με την ευφυΐα των άλλων μπορεί να αντιμετωπίσει ανάλογο σκεπτικισμό.

Και αυτό διότι η κρατούσα άποψη είναι ότι η ευφυΐα ελέγχεται από γονίδια, τα οποία επηρεάζουν περιβαλλοντικοί παράγοντες όπως η διατροφή και η μόρφωση έως την ηλικία των 18 ετών. Στη συνέχεια, ο δείκτης νοημοσύνης σταθεροποιείται.

Ο δρ Φλυν αντικρούει αυτή την άποψη, συγκρίνοντας τα ευρήματα των τεστ ευφυΐας στα οποία έχουν υποβληθεί τα τελευταία 65 χρόνια άνθρωποι από πολλές ανεπτυγμένες χώρες του κόσμου με την ηλικία τους.

Στο βιβλίο του περιγράφει τους «Ηλικιακούς Πίνακες Ευφυΐας» που δημιούργησε με βάση αυτά τα στοιχεία και αναφέρει ότι από αυτούς μπορούν να εξαχθούν δύο βασικά συμπεράσματα.

Το πρώτο είναι ότι η «νοητική ποιότητα» μιας οικογένειας μπορεί να επηρεάσει άλλοτε θετικά και άλλοτε αρνητικά τον δείκτη νοημοσύνης όλων των μελών της, αλλά κυρίως των παιδιών.

Και το δεύτερο ότι παρότι τα γονίδια και η ανατροφή έως την ηλικία των 18 ετών, καθορίζουν κατά 80% την ευφυΐα μας, το υπόλοιπο 20% εξαρτάται από τον τρόπο ζωής μας στην ενήλικη ζωή.



ΠΗΓΗ:

Mixed emotions may not be mixed after all



Recent work finds mixed emotions have distinct neural signatures.

04 July 2024

By Emma Barratt


As their name would imply, we tend to think of mixed emotions as a blend of different, often contrasting, emotions — but new research suggests that may not be the case.

In their recent paper in Cerebral Cortex, Anthony Vaccaro and team gathered fMRI data from 27 participants as they watched a short film called One Small Step.

Spoilers ahead: the film follows the journey of a young girl as she pursues her childhood dreams of becoming an astronaut, alongside her shoe-making father who supports her along the way. As she grows, she enters university for astrophysics and struggles with her studies, ultimately getting rejected from the astronaut selection program.

Throughout all this, though, her father is ready and waiting with dinner at the ready. One day, she returns and he is no longer there. She's later depicted crying at his grave. While sorting through his belongings, she finds astronaut boots he made for her as a child. This rekindles her motivation, and in the end her efforts are rewarded and she makes it into the astronaut corps. The final scenes of her reaching the moon are interspersed with scenes of her as a child, wearing astronaut boots and playing with her father on her bed.

It's easy to see why this clip was selected to evoke bittersweet feelings. After completing their first watch of the film in the scanner, the participants watched it one more time outside of the scanner, while reporting the valence of emotion that different parts of the film had stirred, as well as times they had cried. The team then compared these two data sets to see what brain activity was occurring alongside positive, negative, and mixed emotions.

What they observed was that at points participants were experiencing mixed emotions, neural activity suggested they weren't just rapidly shifting between positive and negative affective states. Mixed feelings were associated with specific patterns of activity in the amygdala and nucleus accumbens, which differed from patterns seen during exclusively positive and negative emotions. According to the authors, this finding suggests that mixed emotions are a separate emotional experience, rather than being a true 'mix' of two or more feelings.

As if that wasn't cool enough, their analyses also showed that state changes in several areas (specifically the insular cortex, anterior cingulate, amygdala, and nucleus accumbens) allowed them to predict moments when participants would switch between new emotional states.

This work remains to be replicated, but if the conclusions prove to be accurate, the finding that mixed feelings are in fact their own entity could introduce interesting new dynamics to research on emotions.

Read the paper in full:

Vaccaro, A. G., Wu, H., Iyer, R., Shruti Shakthivel, Christie, N. C., Damasio, A., & Kaplan, J. (2024). Neural patterns associated with mixed valence feelings differ in consistency and predictability throughout the brain. Cerebral Cortex, 34(4). https://doi.org/10.1093/cercor/bhae122


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