How the Stress of Our Partners Influences Our Health

Whether or not we feel supported in our partnerships, and whether or not there is a lot of conflict in our relationships can be powerful predictors of health, especially for women. 

Those in relatively content  partnerships are simply healthier and happier than those in which fighting and tension are common.  Why? Our bodies are powerful conduits of emotions.  And as humans have evolved together, we have learned to be very sensitive to the emotional states of those we are close to. 

Now, a new study(link is external) expands on this exciting, though disquieting, research.  Dr. Holly Laws and her colleagues looked at the way cortisol patterns converge in the early years ofmarriage.  And the evidence suggests that as much as we might try to manage our own emotions, those that we decide to spend the majority of our time with can influence us a great deal, in terms of this potentially problematic stress hormone. 

In general, too much cortisol is considered unhealthy. In response to stress, corticotrophin releasing factor (CRF), through a complex network, controls the release of cortisol, which then acts on the immune system (e.g., Smith & Vale, 2006(link is external)).

In other words, it’s best to manage stress to decrease the impact of cortisol levels. But as anyone with a partner knows, we often are impacted by the stress of those we love. And it seems to be the case that some of us match up quite well with the stress levels of our partners.  It’s a kind of attunement that has both positive and negative qualities

The findings of Dr. Laws and her colleagues suggest that the more time spouses spend with each other, the more they become connected, but in a specifically biological way; the longer couples were together the more they had similar cortisol responses.  This makes sense from a biological perspective, in that we attune to those who are closest to us.  But Laws and her colleagues found a potential downside to this kind of connection—cortisol attunement during conflict discussions among married partners was associated with decreased marital satisfaction, which is disappointing by itself, but is also potentially connected with poor health.   

I asked Dr. Laws about her findings. She said:

Several researchers have found evidence that partners "co-regulate" their stress. This means that the ups and downs of their cortisol levels (one indicator of physiological stress response) throughout the day show correspondence: if one partner's level is higher than usual, their partner's level is also more likely to be higher than usual. What our study showed was that the degree of correspondence in partners' cortisol patterns appeared to increase in early marriage. Newlywed couples showed greater correspondence in their cortisol patterns in response to stress in their second year of marriage than in their first year of marriage. Our findings suggested that spouses' physiological stress responses, as indexed by cortisol, become increasingly similar as their relationship matures. The mechanisms for this phenomenon are not well understood. It is possible that spouses show this increasing correspondence because of shared experiences they have together, and it is possible that there is a process of mutual influence within the relationship that results in cortisol patterns that are more similar as time goes by.

So one question arising from this research is, How do we protect ourselves from the stressful emotions of our partners? 

When we love someone, particularly as women, we tend to be very attuned to the emotions of those we have the most contact with.  Many women I see in therapy who report conflicted romantic relationships tend to have trouble setting boundaries with partners.  And this is one way therapy can help.  People can learn not to take their partner’s stress personally, which is a common temptation.  Additionally, it can feel selfish to separate from the emotions of others and to focus on one’s own emotions.  But learning how to separate from the stress of those we love has positive emotional, and likely, physical benefits. We can learn to love without absorbing the stress of those we care about.

America’s Real Evolution Problem

Darwin’s ideas are, without question, powerful and have helped advance knowledge in nearly all academic domains. Darwin’s ideas of evolution led to the creation of the field we now call “biology” (see Allmon, 2011) and have led to major insights in such fields aseducation, health, and politics. The principles of evolution are arguably as important a set of ideas as any when it comes to understanding the world and our place in it.

So you would think that colleges and universities, which specialize in providing bright young minds with a rigorous and useful education, would effectively educate all their students in the principles of evolution. Right? Well, actually, and unfortunately, the answer really is “wrong!”

A few years ago, my colleagues Dan Glass, David Sloan Wilson, and I published the results of a study(link is external) showing that most scholars who have been highly successful in research on the topic of evolution and human behavior report having learned almost none of their “evolution” from their graduate educations. That is, many of the top scholars in the field of evolution and human behavior indicate that colleges and universities that they have attended or worked at provide nearly no infrastructure for the learning of evolution. I recently posted a blog on this topic titled “It is incredibly difficult to obtain an evolution education.”

This blog, summarizing a brand-new publication in EvoS Journal on this same issue, is something of a follow-up.

In a three-year longitudinal study on evolution knowledge and literacy, (link is external)April Bleske-Recheck and Bryan Donovan, at the University of Wisconsin - Eau Claire, surveyed 200 undergraduate students who represented a broad array of academic majors (including the physical sciences, social sciences, humanities and arts, and pre-professional programs). These researchers gave their participants a battery of measures designed to tap their knowledge of evolutionary principles as well as their overall scientific literacy. They also tapped their attitudes about evolution. These same measures were given to these same individuals three years later - allowing for a clear process to test if the education the students were receiving improved their evolution knowledge and literacy.

The fact that this study was done in a longitudinal manner allowed for many questions to be addressed - including (a) how much change or improvement in evolution knowledge there is as a function of their education and (b) how much their pre-existing knowledge of evolution accounted for their knowledge of evolution at the end of the study period. The majors of the students were also documented, so that the researchers could assess if, for instance, students in the physical sciences advanced more in their evolution knowledge compared with students in the humanities.

Among the questions asked of participants were standard questions of evolutionary literacy (see Hawley et al., 2011) such as:

“Species evolve to be perfectly adapted to their environments.” FALSE, by the way ….

and

“Evolution is a straight progression from primitive to advanced species.” also FALSE, by the way ...

Another factor that, to my mind, needs to be mentioned pertains to the fact that this study was conducted on students at the University of Wisconsin - Eau Claire. This university has a reputation as being of very high quality and is known for having excellent students and faculty.(link is extern

“The University of Wisconsin-Eau Claire is consistently rated among the top 10 public Midwestern universities and recognized nationally for quality academics and high return on investment. Among our ranks are celebrated scholars and award winners, people who are passionate about their intellectual pursuits, critical thinkers and innovators deeply committed to interacting with and improving the world around us.”

So the fact that this study was conducted at a high-caliber university is an important part of the setup.

The bottom line, brief summary of the results is this: Three years of education had a negligible effect on evolution education. Further, any effects that were obtained (such as a small effect for being in a major dedicated to the physical sciences) disappeared when pre-existing evolution knowledge and/or literacy was taken into account.

Here’s a statement from the Results section of this paper speaking to this point:

“Analyses revealed the same pattern of associations between science coursework exposure and knowledge of evolution. That is, students’ evolution literacy scores at the three-year follow-up were positively related to the number of science courses they had taken, r(191) = .20, p = .004, but students’ incoming evolution literacy was also associated with the number of science courses taken by Time 2, r(191) = .23, p = .001. When we controlled for students’ incoming evolution literacy, students’ science coursework no longer predicted their Time 2 evolution literacy scores, partial r(189) = .13, p = .080.” (Bleske-Recheck & Donovan, 2015, p. 27)

If you’re not too familiar with statistics, this may sound a bit like mumbo jumbo, but it’s actually very well-presented and it bottom-lines to this: The only thing that truly predicted how much the students knew about evolution at the end was their pre-existing knowledge of evolution before the study even started. And this was even true for the students in physical science majors!

America’s Evolution Problem is Worse than We Thought

When Dan Glass, David Sloan Wilson, and I (2012) published our work showing that scholars in the field of evolution and behavior report that it’s nearly impossible to receive an evolution education in our universities, there was cause for concern.

When April Bleske-Recheck and Bryan Donovan report that a full-out undergraduate education at a high-caliber university in the United States leads to nearly no advances in knowledge of evolutionary principles, the cause for concern becomes, to my mind, magnified.

America’s evolution problem is way worse than we thought! And the problem has nothing to do with “religious people not believing in evolution” - which is often cited as “America’s evolution problem.” No - America's real evolution problem is this: Our universities and colleges fail to offer sufficient curricular and training opportunities for students and faculty. And until this issue is fixed in a large-scale manner, we will continue to produce college graduates who are sub-par in their understanding of the world.

Evolutionary Studies Across the Curriculum as a Potential Solution

Along with several of my colleagues at SUNY New Paltz and other institutions (most notably, David Sloan Wilson at Binghamton University), I have been working hard over the past decade to improve evolution education on an international scale. At SUNY New Paltz, we have an entire academic program dedicated to understanding evolution - we call it the Evolutionary Studies (EvoS) program. Modeled after a similar program at Binghamton, this program offers students from any academic major courses that (a) provide the basics of evolution (such as Evolution for Everyone in Biology), (b) courses that apply evolutionary principles across various academic disciplines (such as Human Evolution in Anthropology and Evolutionary Psychology in Psychology), and (c) a capstone course, Evolutionary Studies Seminar, that includes guest speakers from various disciplines who present their work applying evolution in various ways. Based on outcome data from our students, I'm fully convinced that students in this program get an awesome evolution education.

A few years back, along with our partners at Binghamton, we received a large grant from the National Science Foundation titled “Expanding Evolutionary Studies in Higher Education.” The work of this grant was highly successful, leading to the expansion of an academic program in EvoS to several other schools, such as Albright College, the University of Alabama, and the University of Lisbon in Portugal. We also developed the open-access peer-reviewed EvoS Journal, which is, by chance, the venue that published Bleske-Recheck and Donovan’s recent piece.

This all said, on a national scale, I don’t think we have scraped the surface. After reading this new article on the evolution problem, I’m convinced more than ever that the war to provide effective evolution education at our universities is only in its infancy. And as people who care greatly about best educating the next generation - it’s up to us - to you and me - to bring the colleges and universities in the US and elsewhere up to speed when it comes to evolution education. If you know me at all, you know I’m totally serious and that this will not be the last blog that I write on this topic!

Student Stress, Anxiety and Depression

The Nation recently reported that Yale University dismissed (euphemism for expelled) a graduate student who attempted suicide.  The student, Grant Mao, a native from Shanghai, had plunged into an unexpected emotional crisis, spiraling into a deep depressionfollowing his mother’s heart attack and a breakup with his fiancée.  This led to a six-day stay in a hospital, but instead of his expected recovery and graduation, he was expelled, his immigration status jeopardized and threatened with deportation.

     Yale’s Mental Health Services are supposed to provide general psychiatric care for all students, but, in fact, like other university mental health services throughout the nation, are inadequate and steeped with bureaucratic barriers.  Mao had managed to receivetherapy while enrolled, but his academic downturn, he argues, resulted from incompetence and discrimination.

     Mao was diagnosed with a depressive disorder, likely affecting his academic performance.  But, in spite of a petition to reinstate him signed by some 1000 students, the administration insisted that he did not warrant special accommodation.  He appealed, but his appeal was rejected by a faculty review board. 

     Mao has managed to retain his legal status by stringing together temporary-study programs. He is currently enrolled at the University of New Haven, continuing to receive mental-health treatment at a different provider after being severed from Yale’s healthcare system.

     While Mao might be forced to return home soon, without a coveted Yale degree, he’s ultimately made a more enduring case for the future health of his fellow students. “I’m fighting not only for myself but for other people at Yale,” he says, “so other people won’t have the same experience I had.”

     Though comprehensive statistics on mental illness in graduate school settings is lacking, stress, anxiety, and depression are commonplace.  A study of graduate students at the University of California, Berkeley, found that “nearly half of graduate students reported having an ‘emotional or stress-related problem’ within the previous year,” while just one in three received services.

     Yet, the take-away from Mao’s case is not the hiring of more therapists, shorter waiting times, or increasing students with an “emotional or stress-related problem” into the stagnant milieu at university mental health services.

     Mao spoke of his therapist at Yale’s Mental Health Services as being incompetent. Actually, most university-based therapists are incompetent.  But it’s not their fault.  It’s the therapies they practice, which haven’t changed much in the last 50 years.

     The take-away from Mao’s case is that until the bureaucratic barriers at university mental health services are removed and new therapies emerge, students cannot expect to find relief from their stress-related anxieties, depression, and self-destructive behaviors.   

     In the meanwhile, one way college students can take charge of their lives and become their own persons—free from the stress-related pressures of having to do what others tell them to do for the rest of their lives—is to distinguish their internal have-tos from want-tos

5 Brain-Smart Resolutions

Each New Year sees millions of resolutions made and broken. We are not the problem; we just need to make smarter resolutions.

Resolution Number 1: I will love and accept myself just as I am. Willingness to accept ourselves as we are promotes an accurate assessment of what must be changed.  Self-acceptance is not the same as acquiescence or apathy towards change.  If anything, self-acceptance is the opposite. Before you can change something you have to understand what needs to be changed.

Resolution Number 2: Understand your social journey.  Pain occurs in the body, but suffering occurs in the mind. Humans pass suffering from generation to generation in the family. [1] For example, the children who survived the Jewish and Armenian Holocausts have to live with the devastation of it. The children of Nazis and Turks have to live with theguilt of it. Nobody goes for free—just different shows, different performers and different admission prices.  It is not a matter of one being better or worse.  We are individuals within a social species; all of it is tragic or triumphant. Additionally, it contributes to your epigenetics—the non-genetic influences that affect your gene expression.

Resolution Number 3: Accept your personal journey.  From conception until our early 20’s, our brain observes our environment and wires and rewires itself accordingly to survive in that environment. [8-13] Our developmental experiences, physical as well as psychological and emotional will affect how our brains work. [14] There’s no need to judge it, wear it like a badge, or tote it like burden. Just understand and accept, no matter how scary, sad or humiliating, they are just things the Universe has appointed in your life.

Resolution 4: Accept your Socioeconomic Status (SES) values.  We all have a race, age, income, education level, profession, marital status, etc. Depending on the circumstance, they can influence the moments in our lives. At best they’re just an indicator of how unsophisticated society is because of the brain’s proclivity to consolidate, simplify and generalize. Still, the world treats us differently in some circumstances because of our SES values, or those boxes wouldn’t be on most applications and forms.  Accepting your SES values is not synonymous with defining yourself by them, or allowing them to dictate what you can and cannot do in life.  It is just being aware that people often think they know you without ever having met you.

Resolution 5: Evaluate the fulfillment of your social needs.  The Ventral Tegmental Area (VTA) of the brain monitors our fulfillment of key social needs such as social inclusion because in a social species inclusion is key to survival and breeding, which are key agenda concerns. The VTA is in the old brain, so it doesn’t think, it just responds to cues and galvanizes the release of the brain’s happy dance drugswhen it believes these needs are being met.  Thus it’s easy for the thinking cortex to trick the VTA.  The VTA can’t distinguish ahomosexual act, heterosexual act using birth control, or masturbation from actually breeding. All it registers are the physiological events associated with all three – which are identical.  This is good news in a pinch, as any teenage boy will tell you.  However, the lack of tactile stimulus and other aspects of sexual congress that Internetporn can’t supply will eventually catch up with you, resulting in deficits in the brain’s happy dance drugs.  These deficits may evolve into looking for fulfillment in overeating, smoking, and other harmful behaviors that feel good. Being connected in a social species is crucial to survival on multiple levels.  Evolution also tells us to ally with the alphas, romantically and platonically, because there are benefits from such associations. In our modern world the notion of what an alpha is has become distorted because of the disparity between technology and evolutionary biology.  Our modern world sees a wealthy or young pretty person as an alpha. That’s not necessarily true.  You can be wealthy and weak, or pretty and ugly – and no one is strong and pretty 24/7/365.

Yet, we often enter bad social relationships because instinctually we are attaching ourselves to someone we believe is more alpha than ourselves—which usually is just a reflection of our insecurities and lack of self-awareness, and self-appreciation.[28] Sometimes these relationships can be very one-sided.  You give all you have to give, and they give what is convenient.  You pretend you don’t realize that they never call you—or they say they will call you back and never do.  You have to examine those relationships.  How real are they?  Are you just tricking your VTA?  They may or may not be more of an alpha than you are, but the bottom line is, they are not your alpha friend or lover.

If you are willing to stand naked in front of the mirror and say, “This is who I am, this is how and why I am this, this is what I would like to change, this is what I cannot change, this is what is real, this is what is not—these are my truths, these are my falsehoods, this is what makes me powerful, this is what makes me wretched,” you’ll be better off. Wear it like a regal robe, and then accessorize it with the things society says you are and go forth making the necessary changes, eventually you will not need the various unhealthyhappiness substitutes we use… Remain Fabulous and Phenomenal.

20 Helpful Tips To Understand Child Psychology

As a parent, understanding your child is something you start doing from probably the first day your baby is born. This is undoubtedly one of the most essential things that you must learn as a responsible parent. From teething pains to colic to nappy change and later teenage troubles, understanding a child is never easy. But doing so will help you in guiding and nurturing your children as they grow up. Your child has a unique personality and trait which stays consistent throughout their life. Your aim will be to understand this personality and work around it, and not try and change it completely.

What Is Child Psychology?

Understanding psychology of a child is the key to decipher your child’s wants and needs. As a parent, there will be many instances when your opinion will tend to differ from that of your child. This can often result in an unpleasant situation. To make dealing with your kids a little easier, you need to establish a healthy relationship with them. This will not only make you a better parent, but will also strengthen the bond you share with your child.

Different Contexts Of Child Psychology:

You may think that only internal factors influence a child’s growth like personal characteristics and genetics. But, development involves beyond that. Cultural scenario and social relationships also play key roles. Here are the major contexts that you have to consider in analyzing child psychology.

1. Social Context:

Association with adults and peers have an effect on how your child thinks, perceives and develops. Family, school and student groups all make an important part in the social context.

2. Cultural Context:

The culture in which the child lives and its set of customs, values, ideas and the way of living influences the development. Culture also plays a role about how children behave with their parent, the education they get and type of care.

3. Socioeconomic Context:

Social class also plays a major role in child development. Socioeconomic status (SES) depends on various factors like education of the people, their economic status, their job and their area of living. Children who are raised in high SES will have greater reach to various opportunities, while children from lower SES will have less reach to things like nutrition, education and healthcare. These factors will have a greater impact on child psychology.

Remember, if a child will have lesser opportunities due to a low socioeconomic status and has a strong cultural influence and social relationships, it may help correct the imbalance.

20 Tips To Understand Child Psychology:

Increasing familiarity with psychology of children is a daunting task indeed. You are expected to be really patient while trying to understand your child’s requirements. The following tips can help you to create a friendly relationship with your child while understanding him/her better:

1. Observance Is The First Key:

One of the best ways to under the psychology of your child is to observe his or her activities.

• This will help you to know the way he or she plays, eats food, draws, sleeps, communicates with others, and the like.
• You will find many traits that are consistent in nature.
• Observe whether your child is able to adjust to changes easily or takes time to settle down.
• Not all kids have similar traits as they tend to differ in personality.
• Remember that your child too will have a special personality.

• 2. Distinguish Your Role As A Parent And As A Friend:

  You need to clarify your role as a parent and as a friend by setting a few limits on your own.
  • You need to be a good friend at times because it would encourage your kid to have a pleasant interaction with you.
  • Do not let your ‘parent-side’ take over while having a friendly conversation with your child. Instead, offer a wise judgment as a friend would do, without blaming your child for any mistake he or she might have committed.
  • This is important because when you think like a parent, your judgment tends to get a bit different and would prevent the kids from discussing various issues further on.
  • Make sure you don’t spoil your kid, but offer sufficient space to make him understand about your view too.

  3. Spend Time With Your Kid:

  When you spend very less time with your kid, you might not have an intimate relationship with him/her
  • You have to spend more time with your child and get yourself involved in his life, know his friends and such.
  • This would make him comfortable in discussing his issues openly with you.
  • Whether you have a tight work schedule or an important meeting, set aside a few minutes, to stay in touch with your kid and let him know you are there for him.

  4. Teach Your Child To Be responsible:

  This can be the toughest thing in your life as a parent.
  • As a parent you have to make your kid realize his responsibilities at an earlier stage. This will help your child in the future.
  • If your child pours milk in his mug without spilling, encourage his actions and praise him for being responsible.
  • If your child puts back all the toys in the box after playing, it indicates he is responsible.
  • Encourage your kid, as it would help him realize his responsibilities and be independent.

  5. Listen To Your Kid:

  Children expect their parents to take them seriously and listen to what they are saying.
  • Listen to your kid without being judgmental.
  • Understand his point of view and reasoning.
  • If you do not agree to something, discuss with him what your concerns are.
  • Do not make it into a blame game.
  • Support and encourage him. If required, tell him that what he did was not good, but you still love him.

  6. Instill Confidence In Your Kid:

  As a parent, you are the main source of instilling confidence in your child.
  • If your child has faced a first day at school, ask him or her about the school.
  • Ask them what was taught and if he liked the teacher.
  • Ask about any new friend your child may have made.
  • Though making friends immediately is not an easy task, you can improve his or her confidence and prepare to face the new school in a better way.

  7. Ask Your Kids’ Opinion In Some Family decisions:

  Children feel really important if given a chance to be part of any decision making. It makes them more responsible, and you would be surprised at how mature they suddenly seem!
  • If you are setting up a new home or rearranging the rooms ask your kid’s opinion and listen to what he says.
  • You must understand the idea behind the opinion of your kid rather than judging the mistakes in it.
  • This would offer the confidence in your kid to discuss about his decisions in smaller and bigger things.
  • This in turn would help him make good decisions while he grows up.

  • 8. Stay Updated About Your Child’s Interests:

    Apart from monitoring your child’s development, you need to stay updated about his likes and dislikes as it would tend to change as he grows.
    • Talk with your kid to know which subject he loves in school, the game he loves to play, his favorite TV show, movie stars, music, etc.
    • Take him for a movie he is interested in or plan to go for a favorite match.
    • This will help in nurturing a bond between you and your child.
    • This would also help you understand your child in a better way.

    9. Keep Your Promises:

    Just as you teach your child to not break a promise, so should you!
    • You must first make sure that you win your kid’s affection by keeping up the promises you make him.
    • Whether it is a trip to the beach or a walk to the supermarket, make sure you keep your promises.
    • This will encourage your child to always be honest.

    10. Give Them Some Space:

    This is something that most parents battle with.
    • Each child needs his or her own space.
    • Don’t barge your child’s life and be a hyperactive parent.
    • Allow him to enjoy a bit of activity he loves, but be around to ensure they don’t go overboard.
    • You can guide him whenever help is needed.

    11. Ask Small Questions:

    When you are interacting with your kid, you must remember to gather lots of information from him or her.
    • This would help you to understand your child’s psychology.
    • If you have small kids at home, their communication would be more of facial and body expressions than speaking it aloud.
    • When you ask your kid small questions, it would be easy for him to answer and share his feelings.
    • This will help you to know whether your kid is facing any issues at school like bullying, etc.

    12. Allow Your Kid To Be A Kid:

    Your kid is after all a child. Allow him or her to be.
    • If he makes a mistake, let him learn from it.
    • Do not have too many expectations.
    • Tell him in a gentle way to be careful instead of banning an activity altogether.

    13. Let Your Kid take Time To Develop Social Skills:

    • Some kids can become very friendly with others while some may not be comfortable at all.
    • Some kids develop social skills at an early age, while some would not develop it until a certain age.
    • You can encourage your child to develop the social skills in a gentle way.
    • Remember not to force him as he might take it in a negative way.

    14. Understand Fears Or Apprehensions Of Your Kid:

    When your child is apprehensive about certain things, do not label him/her as being afraid.
    • Try and figure out the real issue that is bothering him.
    • Help him overcome the fear by digging deeper and finding out what factor induced the fear.
    • Even if your kid is not able to express the reasons behind the fear properly, you can try to bring out the real reason by letting your child express his inner feelings.

    15. Explain Your Side:

    If you have taken a decision that your child is not happy with, let him know the reasons that led you to take that decision.
    • This way, you are helping him to grow up as a good decision maker.
    • Even if it is about the time you have fixed for your child to get back home, you can tell him that you have concerns regarding his safety.
    • Even if your kid is not happy with it at the moment, he would appreciate it as he grows into an adult.

    16. Be Flexible:

    It is good to set some rules and follow it. • You have to remember that there can be few exceptions when such instances arise. • You can bend a few rules at such occasions and make sure your kid stays happy and know that their happiness means a lot for you. • This rule can be applied while watching a match of your kid’s favorite sport or a popular movie that you are watching with him.

    17. Discuss Your Interests To Avoid Arguments:

    The main key to understand children psychology is to know what features are common between your kid and you.
    • It might be food, music, games, subjects, hobbies or any other thing.
    • Discuss about your interests with your kid and have a plan about how to develop it further and have fun.
    • This would help you avoid small fights or big quarrels such as who is going to have the TV remote, or which place you should visit for a family vacation.

    • 18. Don’t Stop Talking Even If Your Child Is Not Listening:

      As a parent of a growing child, you will agree that your kid does not listen to whatever you tell him.
      • Though he might argue with you, your advice would stay etched in his mind as he grows up.
      • Even if he might not agree with what you say, the essence of your advice sticks on.
      • So do not stop your advice session as it will help your kid as he grows and matures.

      19. Enhance Self Esteem:

      Creativity can influence your child’s psychology in a positive way.
      • As a responsible parent, you can try to enhance your kid’s creativity through motivation.
      • Hang up his artwork on the wall, frame them for your living room display or post them on your blog to encourage them further.
      • This would help your child to build his self-esteem and concentrate more on his creative activities.

      20. Create A Peaceful Sleeping Time:

      Do not let your kid indulge in video games or watch TV before bedtime as it will prevent him from falling asleep faster.
      • Offer a peaceful environment before he/she gos to sleep by setting the room with night lamps.
      • You can also read out a story as a bedtime routine.
      • If your kid gets enough amount of sleep, it is best for developing a positive attitude.

Schizophrenia

What Is Schizophrenia?

Schizophrenia is a chronic, severe, and disabling brain disorder that has affected people throughout history.

People with the disorder may hear voices other people don't hear. They may believe other people are reading their minds, controlling their thoughts, or plotting to harm them. This can terrify people with the illness and make them withdrawn or extremely agitated.

People with schizophrenia may not make sense when they talk. They may sit for hours without moving or talking. Sometimes people with schizophrenia seem perfectly fine until they talk about what they are really thinking.

Families and society are affected by schizophrenia too. Many people with schizophrenia have difficulty holding a job or caring for themselves, so they rely on others for help.

Treatment helps relieve many symptoms of schizophrenia, but most people who have the disorder cope with symptoms throughout their lives. However, many people with schizophrenia can lead rewarding and meaningful lives in their communities. Researchers are developing more effective medications and using new research tools to understand the causes of schizophrenia. In the years to come, this work may help prevent and better treat the illness.

Causes

Experts think schizophrenia is caused by several factors.

Genes and environment. Scientists have long known that schizophrenia runs in families. The illness occurs in 1 percent of the general population, but it occurs in 10 percent of people who have a first-degree relative with the disorder, such as a parent, brother, or sister. People who have second-degree relatives (aunts, uncles, grandparents, or cousins) with the disease also develop schizophrenia more often than the general population. The risk is highest for an identical twin of a person with schizophrenia. He or she has a 40 to 65 percent chance of developing the disorder.

We inherit our genes from both parents. Scientists believe several genes are associated with an increased risk of schizophrenia, but that no gene causes the disease by itself. In fact, recent research has found that people with schizophrenia tend to have higher rates of rare genetic mutations. These genetic differences involve hundreds of different genes and probably disrupt brain development.

Other recent studies suggest that schizophrenia may result in part when a certain gene that is key to making important brain chemicals malfunctions. This problem may affect the part of the brain involved in developing higher functioning skills. Research into this gene is ongoing, so it is not yet possible to use the genetic information to predict who will develop the disease.

Despite this, tests that scan a person's genes can be bought without a prescription or a health professional's advice. Ads for the tests suggest that with a saliva sample, a company can determine if a client is at risk for developing specific diseases, including schizophrenia. However, scientists don't yet know all of the gene variations that contribute to schizophrenia. Those that are known raise the risk only by very small amounts. Therefore, these "genome scans" are unlikely to provide a complete picture of a person's risk for developing a mental disorder like schizophrenia.

In addition, it probably takes more than genes to cause the disorder. Scientists think interactions between genes and the environment are necessary for schizophrenia to develop. Many environmental factors may be involved, such as exposure to viruses or malnutrition before birth, problems during birth, and other not yet known psychosocial factors.

Different brain chemistry and structure. Scientists think that an imbalance in the complex, interrelated chemical reactions of the brain involving the neurotransmitters dopamine and glutamate, and possibly others, plays a role in schizophrenia. Neurotransmitters are substances that allow brain cells to communicate with each other. Scientists are learning more about brain chemistry and its link to schizophrenia.

Also, in small ways the brains of people with schizophrenia look different than those of healthy people. For example, fluid-filled cavities at the center of the brain, called ventricles, are larger in some people with schizophrenia. The brains of people with the illness also tend to have less gray matter, and some areas of the brain may have less or more activity.

Studies of brain tissue after death also have revealed differences in the brains of people with schizophrenia. Scientists found small changes in the distribution or characteristics of brain cells that likely occurred before birth. Some experts think problems during brain development before birth may lead to faulty connections. The problem may not show up in a person until puberty. The brain undergoes major changes during puberty, and these changes could trigger psychotic symptoms. Scientists have learned a lot about schizophrenia, but more research is needed to help explain how it develops.

Who Is At Risk?

About 1% of Americans have this illness.

Schizophrenia affects men and women equally. It occurs at similar rates in all ethnic groups around the world. Symptoms such as hallucinations and delusions usually start between ages 16 and 30. Men tend to experience symptoms a little earlier than women. Most of the time, people do not get schizophrenia after age 45. Schizophrenia rarely occurs in children, but awareness of childhood-onset schizophrenia is increasing.

It can be difficult to diagnose schizophrenia in teens. This is because the first signs can include a change of friends, a drop in grades, sleep problems, and irritability—behaviors that are common among teens. A combination of factors can predict schizophrenia in up to 80% of youth who are at high risk of developing the illness. These factors include isolating oneself and withdrawing from others, an increase in unusual thoughts and suspicions, and a family history of psychosis. In young people who develop the disease, this stage of the disorder is called the "prodromal" period.

Signs & Symptoms

The symptoms of schizophrenia fall into three broad categories: positive symptoms, negative symptoms, and cognitive symptoms.

Positive symptoms

Positive symptoms are psychotic behaviors not seen in healthy people. People with positive symptoms often "lose touch" with reality. These symptoms can come and go. Sometimes they are severe and at other times hardly noticeable, depending on whether the individual is receiving treatment. They include the following:

Hallucinations are things a person sees, hears, smells, or feels that no one else can see, hear, smell, or feel. "Voices" are the most common type of hallucination in schizophrenia. Many people with the disorder hear voices. The voices may talk to the person about his or her behavior, order the person to do things, or warn the person of danger. Sometimes the voices talk to each other. People with schizophrenia may hear voices for a long time before family and friends notice the problem.

Other types of hallucinations include seeing people or objects that are not there, smelling odors that no one else detects, and feeling things like invisible fingers touching their bodies when no one is near.

Delusions are false beliefs that are not part of the person's culture and do not change. The person believes delusions even after other people prove that the beliefs are not true or logical. People with schizophrenia can have delusions that seem bizarre, such as believing that neighbors can control their behavior with magnetic waves. They may also believe that people on television are directing special messages to them, or that radio stations are broadcasting their thoughts aloud to others. Sometimes they believe they are someone else, such as a famous historical figure. They may have paranoid delusions and believe that others are trying to harm them, such as by cheating, harassing, poisoning, spying on, or plotting against them or the people they care about. These beliefs are called "delusions of persecution."

Thought disorders are unusual or dysfunctional ways of thinking. One form of thought disorder is called "disorganized thinking." This is when a person has trouble organizing his or her thoughts or connecting them logically. They may talk in a garbled way that is hard to understand. Another form is called "thought blocking." This is when a person stops speaking abruptly in the middle of a thought. When asked why he or she stopped talking, the person may say that it felt as if the thought had been taken out of his or her head. Finally, a person with a thought disorder might make up meaningless words, or "neologisms."

Movement disorders may appear as agitated body movements. A person with a movement disorder may repeat certain motions over and over. In the other extreme, a person may become catatonic. Catatonia is a state in which a person does not move and does not respond to others. Catatonia is rare today, but it was more common when treatment for schizophrenia was not available.

Negative symptoms

Negative symptoms are associated with disruptions to normal emotions and behaviors. These symptoms are harder to recognize as part of the disorder and can be mistaken for depression or other conditions. These symptoms include the following:

• "Flat affect" (a person's face does not move or he or she talks in a dull or monotonous voice)
• Lack of pleasure in everyday life
• Lack of ability to begin and sustain planned activities
• Speaking little, even when forced to interact.

People with negative symptoms need help with everyday tasks. They often neglect basic personal hygiene. This may make them seem lazy or unwilling to help themselves, but the problems are symptoms caused by the schizophrenia.

Cognitive symptoms

Cognitive symptoms are subtle. Like negative symptoms, cognitive symptoms may be difficult to recognize as part of the disorder. Often, they are detected only when other tests are performed. Cognitive symptoms include the following:

• Poor "executive functioning" (the ability to understand information and use it to make decisions)
• Trouble focusing or paying attention
• Problems with "working memory" (the ability to use information immediately after learning it).

Cognitive symptoms often make it hard to lead a normal life and earn a living. They can cause great emotional distress.

Treatments

Because the causes of schizophrenia are still unknown, treatments focus on eliminating the symptoms of the disease. Treatments include antipsychotic medications and various psychosocial treatments.

Antipsychotic medications

Antipsychotic medications have been available since the mid-1950's. The older types are called conventional or "typical" antipsychotics. Some of the more commonly used typical medications include:

• Chlorpromazine (Thorazine)
• Haloperidol (Haldol)
• Perphenazine (Etrafon, Trilafon)
• Fluphenazine (Prolixin).

In the 1990's, new antipsychotic medications were developed. These new medications are called second generation, or "atypical" antipsychotics.

One of these medications, clozapine (Clozaril) is an effective medication that treats psychotic symptoms, hallucinations, and breaks with reality. But clozapine can sometimes cause a serious problem called agranulocytosis, which is a loss of the white blood cells that help a person fight infection. People who take clozapine must get their white blood cell counts checked every week or two. This problem and the cost of blood tests make treatment with clozapine difficult for many people. But clozapine is potentially helpful for people who do not respond to other antipsychotic medications.

Other atypical antipsychotics were also developed. None cause agranulocytosis. Examples include:

• Risperidone (Risperdal)
• Olanzapine (Zyprexa)
• Quetiapine (Seroquel)
• Ziprasidone (Geodon)
• Aripiprazole (Abilify)
• Paliperidone (Invega).

What are the side effects?

Some people have side effects when they start taking these medications. Most side effects go away after a few days and often can be managed successfully. People who are taking antipsychotics should not drive until they adjust to their new medication. Side effects of many antipsychotics include:

• Drowsiness
• Dizziness when changing positions
• Blurred vision
• Rapid heartbeat
• Sensitivity to the sun
• Skin rashes
• Menstrual problems for women.

Atypical antipsychotic medications can cause major weight gain and changes in a person's metabolism. This may increase a person's risk of getting diabetes and high cholesterol. A person's weight, glucose levels, and lipid levels should be monitored regularly by a doctor while taking an atypical antipsychotic medication.

Typical antipsychotic medications can cause side effects related to physical movement, such as:

• Rigidity
• Persistent muscle spasms
• Tremors
• Restlessness.

Long-term use of typical antipsychotic medications may lead to a condition called tardive dyskinesia (TD). TD causes muscle movements a person can't control. The movements commonly happen around the mouth. TD can range from mild to severe, and in some people the problem cannot be cured. Sometimes people with TD recover partially or fully after they stop taking the medication.

TD happens to fewer people who take the atypical antipsychotics, but some people may still get TD. People who think that they might have TD should check with their doctor before stopping their medication.

How are antipsychotics taken and how do people respond to them?

Antipsychotics are usually in pill or liquid form. Some anti-psychotics are shots that are given once or twice a month.

Symptoms of schizophrenia, such as feeling agitated and having hallucinations, usually go away within days. Symptoms like delusions usually go away within a few weeks. After about six weeks, many people will see a lot of improvement.

However, people respond in different ways to antipsychotic medications, and no one can tell beforehand how a person will respond. Sometimes a person needs to try several medications before finding the right one. Doctors and patients can work together to find the best medication or medication combination, as well as the right dose.

Some people may have a relapse-their symptoms come back or get worse. Usually, relapses happen when people stop taking their medication, or when they only take it sometimes. Some people stop taking the medication because they feel better or they may feel they don't need it anymore. But no one should stop taking an antipsychotic medication without talking to his or her doctor. When a doctor says it is okay to stop taking a medication, it should be gradually tapered off, never stopped suddenly.

How do antipsychotics interact with other medications?

Antipsychotics can produce unpleasant or dangerous side effects when taken with certain medications. For this reason, all doctors treating a patient need to be aware of all the medications that person is taking. Doctors need to know about prescription and over-the-counter medicine, vitamins, minerals, and herbal supplements. People also need to discuss any alcohol or other drug use with their doctor.

To find out more about how antipsychotics work, the National Institute of Mental Health (NIMH) funded a study called CATIE (Clinical Antipsychotic Trials of Intervention Effectiveness). This study compared the effectiveness and side effects of five antipsychotics used to treat people with schizophrenia. In general, the study found that the older typical antipsychotic perphenazine (Trilafon) worked as well as the newer, atypical medications. But because people respond differently to different medications, it is important that treatments be designed carefully for each person. More information about CATIE is on the NIMH website.

Psychosocial treatments

Psychosocial treatments can help people with schizophrenia who are already stabilized on antipsychotic medication. Psychosocial treatments help these patients deal with the everyday challenges of the illness, such as difficulty with communication, self-care, work, and forming and keeping relationships. Learning and using coping mechanisms to address these problems allow people with schizophrenia to socialize and attend school and work.

Patients who receive regular psychosocial treatment also are more likely to keep taking their medication, and they are less likely to have relapses or be hospitalized. A therapist can help patients better understand and adjust to living with schizophrenia. The therapist can provide education about the disorder, common symptoms or problems patients may experience, and the importance of staying on medications. For more information on psychosocial treatments, see thepsychotherapies section on the NIMH website.

Illness management skills. People with schizophrenia can take an active role in managing their own illness. Once patients learn basic facts about schizophrenia and its treatment, they can make informed decisions about their care. If they know how to watch for the early warning signs of relapse and make a plan to respond, patients can learn to prevent relapses. Patients can also use coping skills to deal with persistent symptoms.

Integrated treatment for co-occurring substance abuse. Substance abuse is the most common co-occurring disorder in people with schizophrenia. But ordinary substance abuse treatment programs usually do not address this population's special needs. When schizophrenia treatment programs and drug treatment programs are used together, patients get better results.

Rehabilitation. Rehabilitation emphasizes social and vocational training to help people with schizophrenia function better in their communities. Because schizophrenia usually develops in people during the critical career-forming years of life (ages 18 to 35), and because the disease makes normal thinking and functioning difficult, most patients do not receive training in the skills needed for a job.

Rehabilitation programs can include job counseling and training, money management counseling, help in learning to use public transportation, and opportunities to practice communication skills. Rehabilitation programs work well when they include both job training and specific therapy designed to improve cognitive or thinking skills. Programs like this help patients hold jobs, remember important details, and improve their functioning.

Family education. People with schizophrenia are often discharged from the hospital into the care of their families. So it is important that family members know as much as possible about the disease. With the help of a therapist, family members can learn coping strategies and problem-solving skills. In this way the family can help make sure their loved one sticks with treatment and stays on his or her medication. Families should learn where to find outpatient and family services.

Cognitive behavioral therapy. Cognitive behavioral therapy (CBT) is a type of psychotherapy that focuses on thinking and behavior. CBT helps patients with symptoms that do not go away even when they take medication. The therapist teaches people with schizophrenia how to test the reality of their thoughts and perceptions, how to "not listen" to their voices, and how to manage their symptoms overall. CBT can help reduce the severity of symptoms and reduce the risk of relapse.

Self-help groups. Self-help groups for people with schizophrenia and their families are becoming more common. Professional therapists usually are not involved, but group members support and comfort each other. People in self-help groups know that others are facing the same problems, which can help everyone feel less isolated. The networking that takes place in self-help groups can also prompt families to work together to advocate for research and more hospital and community treatment programs. Also, groups may be able to draw public attention to the discrimination many people with mental illnesses face.

Living With

How can you help a person with schizophrenia?

People with schizophrenia can get help from professional case managers and caregivers at residential or day programs. However, family members usually are a patient's primary caregivers.

People with schizophrenia often resist treatment. They may not think they need help because they believe their delusions or hallucinations are real. In these cases, family and friends may need to take action to keep their loved one safe. Laws vary from state to state, and it can be difficult to force a person with a mental disorder into treatment or hospitalization. But when a person becomes dangerous to himself or herself, or to others, family members or friends may have to call the police to take their loved one to the hospital.

Treatment at the hospital. In the emergency room, a mental health professional will assess the patient and determine whether a voluntary or involuntary admission is needed. For a person to be admitted involuntarily, the law states that the professional must witness psychotic behavior and hear the person voice delusional thoughts. Family and friends can provide needed information to help a mental health professional make a decision.

After a loved one leaves the hospital. Family and friends can help their loved ones get treatment and take their medication once they go home. If patients stop taking their medication or stop going to follow-up appointments, their symptoms likely will return. Sometimes symptoms become severe for people who stop their medication and treatment. This is dangerous, since they may become unable to care for themselves. Some people end up on the street or in jail, where they rarely receive the kind of help they need.

Family and friends can also help patients set realistic goals and learn to function in the world. Each step toward these goals should be small and taken one at a time. The patient will need support during this time. When people with a mental illness are pressured and criticized, they usually do not get well. Often, their symptoms may get worse. Telling them when they are doing something right is the best way to help them move forward.

It can be difficult to know how to respond to someone with schizophrenia who makes strange or clearly false statements. Remember that these beliefs or hallucinations seem very real to the person. It is not helpful to say they are wrong or imaginary. But going along with the delusions is not helpful, either. Instead, calmly say that you see things differently. Tell them that you acknowledge that everyone has the right to see things his or her own way. In addition, it is important to understand that schizophrenia is a biological illness. Being respectful, supportive, and kind without tolerating dangerous or inappropriate behavior is the best way to approach people with this disorder.

Are people with schizophrenia violent?

People with schizophrenia are not usually violent. In fact, most violent crimes are not committed by people with schizophrenia. However, some symptoms are associated with violence, such as delusions of persecution. Substance abuse may also increase the chance a person will become violent. If a person with schizophrenia becomes violent, the violence is usually directed at family members and tends to take place at home.

The risk of violence among people with schizophrenia is small. But people with the illness attempt suicide much more often than others. About 10 percent (especially young adult males) die by suicide. It is hard to predict which people with schizophrenia are prone to suicide. If you know someone who talks about or attempts suicide, help him or her find professional help right away.

What about substance abuse?

Some people who abuse drugs show symptoms similar to those of schizophrenia. Therefore, people with schizophrenia may be mistaken for people who are affected by drugs. Most researchers do not believe that substance abuse causes schizophrenia. However, people who have schizophrenia are much more likely to have a substance or alcohol abuse problem than the general population.

Substance abuse can make treatment for schizophrenia less effective. Some drugs, like marijuana and stimulants such as amphetamines or cocaine, may make symptoms worse. In fact, research has found increasing evidence of a link between marijuana and schizophrenia symptoms. In addition, people who abuse drugs are less likely to follow their treatment plan.

Schizophrenia and smoking

Addiction to nicotine is the most common form of substance abuse in people with schizophrenia. They are addicted to nicotine at three times the rate of the general population (75 to 90 percent vs. 25 to 30 percent).

The relationship between smoking and schizophrenia is complex. People with schizophrenia seem to be driven to smoke, and researchers are exploring whether there is a biological basis for this need. In addition to its known health hazards, several studies have found that smoking may make antipsychotic drugs less effective.

Quitting smoking may be very difficult for people with schizophrenia because nicotine withdrawal may cause their psychotic symptoms to get worse for a while. Quitting strategies that include nicotine replacement methods may be easier for patients to handle. Doctors who treat people with schizophrenia should watch their patients' response to antipsychotic medication carefully if the patient decides to start or stop smoking.