When you're depressed or anxious, remembering happier memories is a simple approach to help yourself feel better. Reminiscing on a day spent alone in the woods can provide you inner serenity. Reminiscing about a football game you went to with a bunch of friends in college may bring back pleasant memories. The feeling of connection to loved ones might be felt when thinking about a birthday gathering with close family.
However, not all happy memories are created equal. Megan Speer and Mauricio Delgado published an interesting paper in the Journal of Experimental Psychology in April 2020: The degree of social connection inherent in a memory is examined in general. The social content of the examples I used to open this post differs. There are no other people on the walk through the woods. The football game brings together a group of people who may or may not have close social ties. The people closest to you are invited to your birthday celebration. According to Speer and Delgado's research, the degree of social connection in a memory determines its worth to you, even if the incident you remembered was positive. Participants in one study were given a series of clues to assist them remember life events. The participants were asked to rate how positive the experience they remembered was, how intense the recollection was, and whether the memory contained any other persons, acquaintances, or intimate social relationships. Following that, participants were given two tasks to complete with the memories they had identified. They were first shown two of the memory cues from before. They were asked which of their memories they wanted to reminisce about. After then, participants were given time to reflect on the memory they had chosen. The cues were chosen to ensure that the memories recalled were all favourable, but differed in social substance. People chose to recollect memories involving close significant others over memories involving no other people or acquaintances in this task by a small (but statistically significant) margin. Participants were presented the cues again in a second task, and for each cue, they were asked how much they would pay (up to $1,000) to repeat the experience they remembered. Many studies have utilised this measure of willingness to pay to determine how much people enjoy items. People were prepared to pay more for more pleasant recollections than for less favourable memories, which is unsurprising. Even when the positive effect was removed, participants were willing to pay much more to recreate memories involving near significant others than memories involving only distantly linked people or memories involving no one. Another two-day investigation was conducted as part of this series. Participants were given a large number of memory cues on one day so that the researchers could identify at least 24 happy memories. The participants were then given a stressful task requiring holding their arm in freezing cold water under the supervision of a lab technician on a second day (2-4 days following the first session). Participants are known to experience stress as a result of this task, which results in an increase in the stress hormone cortisol. Following the stress induction, participants were asked to recall 24 good memories from the previous day. Using a mouth swab to collect saliva, participants' cortisol levels were assessed numerous times during the task. The average baseline level of cortisol among the subjects did not differ significantly. Furthermore, the increase in cortisol in all subjects immediately after the stress test was similar, implying that they all had a similar reaction to the manipulation. The overall positivity of the memories people recovered, as well as the amount of social engagement in those memories, had an effect on cortisol levels after the memory retrieval exercise. That is, recalling happy memories reduced cortisol (suggesting a reduction in general physiological stress), while recalling happy memories involving close loved ones reduced cortisol even more. These findings imply that social connection is beneficial to people not only in the now, but also in the future. To be content with your life, you must have happy memories that you can recall, as well as positive experiences that make you feel connected to those closest to you.
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We desire — no, we want — to feel respected and appreciated in intimate relationships. We sincerely hope that our partners would appreciate our efforts, hold us in high regard, and regard us as significant and deserving of their time and attention. R-E-S-P-E-C-T is what we want. When you're in love, it's natural and appropriate to want and enjoy your partner's respect for you. But what if you're in a narcissistic relationship?
Narcissists are intense in their own pursuit of respectIf practically all partners seek respect, those who have a set of personality qualities known as narcissism have it at an unimaginable level. Narcissists thrive on seeking out social encounters that can increase their own sentiments of being loved and admired by others. They have grandiose, inflated self-images. When they see a chance, narcissists will often exploit their romantic partners to increase their sense of being respected; they may date high-status, attractive partners or purposefully associate themselves with partners who will idealise and flatter them (Campbell, 1999). However, wanting respect does not always equate to offering respect. Do narcissists have the energy to spend to giving others respect if they are so intent on gaining others' esteem? Narcissists and self-inflation strategies within relationshipsIf you've ever loved a narcissist, you're probably aware that they can employ a variety of strategies to maintain their inflated sense of self (Back et al., 2013). They could, for example, use:
Narcissistic rivalry is associated with low levels of respect-givingThe researchers discovered that using narcissistic rivalry techniques was linked to treating partners with less respect in their first study (Vrabel et al., 2021). In other words, romantic partners who feel obligated to preserve a grandiose self-perception by denigrating others are less likely to appreciate, honour, approve of, or show interest in the person they're dating or married to. Individuals' tendencies to use narcissistic admiration strategies were not linked to giving their partners respect (i.e., no zero-order correlation), despite other analyses (using multiple regression with narcissistic rivalry as a predictor) showing that narcissistic admiration was positively associated with giving respect (i.e., no zero-order correlation). To put it another way, narcissists who build themselves up to feel valued are more likely to respect their relationships. Finding your first job can be thrilling, but it can also be stressful if you don't know where to begin. The job search and interviewing process might be especially difficult for youth on the autism spectrum.
“Social settings and new scenarios frequently generate worry and stress”. However, if teens take a few extra steps to prepare, the experience will be less stressful and more successful.” To begin started, here are a few pointers for teenagers: Apply for jobs that are a good fit for your skills and interests. If you can find a work that you enjoy, you will be lot more successful. When it comes to filling out an application, every detail counts. Make sure you spell everything correctly, use proper language, follow the directions on the form, don't leave any questions blank if at all feasible, and double-check all dates. Before submitting your application, have a trusted adult proofread it. Identify attributes you possess that a future employer would value, such as a strong work ethic, problem-solving skills, communication, and the ability to follow orders, among others.
Volunteering is another excellent approach to obtain real-world experience as an alternative to paid work. Consider volunteering at a local animal shelter, a YMCA, a nursing home, a hospital, or an environmental organisation, among other places. Only 51% of the population of the United States is completely vaccinated as of August 2021. According to a poll done by the Associated Press-NORC Center for Public Affairs Research, 64 percent of unvaccinated Americans surveyed said they had little to no faith in the vaccines' ability to protect them against COVID-19 variations, especially the highly transmissible delta form.
Eighty-six percent of people who have been vaccinated believe the vaccines are effective. From a psychological standpoint, people who believe the vaccine is successful see a causal link between obtaining the vaccine and not becoming sick, whereas those who believe the vaccine is ineffective see these two events—getting the vaccine and contracting COVID—as random and unrelated. What is the reason for this? Some people feel that their actions (such getting vaccinated) have an impact on the outcome (preventing sickness). These people have a high score on the "internal locus of control" component, which suggests they believe things happen to them in part because of their own activities. While some people feel that things happen to them by coincidence, fate, or some other tremendous force, they have no influence over this. These people have a high “external locus of control” score, which suggests that outcomes are out of their hands. Controlling One’s Environment There are a variety of reasons why people have a high internal or external locus of control. However, one of these causes has to do with how people organise their everyday tasks. People who schedule their duties around the time (meal at 8:00 a.m., walk the dog at 8:30 a.m., go for a run at 9:00 a.m., etc.) regard these tasks as largely independent of one another. After all, one can either exercise before taking the dog out or take the dog out before eating. People regard their environment as being made up of distinct events that aren't necessarily linked together as a result of their imagined independence. People who schedule their tasks based on an internal sense (event-timers) of when they are ready to start a task (eat when hungry) or when the preceding activity is completed (take the dog out after I eat), on the other hand, regard their tasks as interdependent. After all, taking the dog for a walk is contingent upon finishing breakfast. This interdependence (or lack thereof) between tasks leads to the notion of either attributing a result to oneself or attributing a result to chance or luck. My colleague and I conducted a research in which people played a few rounds of blackjack to see if this was true. Both the dealer and the player (participant) are dealt two cards in this card game. The player sees his or her own cards as well as one dealer card. The player is then offered the option of requesting more cards. When the player is pleased with the cards, the dealer exposes his or her additional card and continues to take cards until the total reaches 17 or above. The hand is then won by the person who has the most points but does not exceed 21. We chose this game because it has both a skill and a luck component. Individuals with a high external locus of control will blame their success on luck, whereas those with a high internal locus of control will blame it on their abilities. Indeed, we discovered that participants who were induced to schedule in a "clock-time" manner ascribed their success to chance more than those who were induced to schedule in a "event-time" manner. Children on the autistic spectrum benefit greatly from speech and language therapy. Perhaps the most important life skill is the capacity to communicate effectively. It's what makes it possible for us to communicate and comprehend information. Humans communicate in a variety of ways, including vocally, visually, and through body language, among others.
As a parent, it might be frightening when your child fails to meet predicted speech and language milestones. Your daughter, for example, may grunt instead of speaking, or your son may not make eye contact or speak at all. An official diagnosis of autism spectrum disorder (ASD) can be a relief for parents because it allows them to seek suitable treatments for their children, such as speech therapy for children with ASD. Language and communication difficulties are common in children with autism. Some children with autism, for example, may not talk at all, while others struggle to understand body language, facial emotions, and other nonverbal signs, as well as social boundaries. Speech-language therapy can help with a variety of communication issues and can greatly enhance a child's quality of life as they grow older, especially if it is started early. Speech Therapists Help with Communication Challenges Both verbal and nonverbal communication may be difficult for a youngster with autism to comprehend. Working with a qualified speech-language pathologist (SLP) can assist in determining what the child now understands, what the child's next set of goals should be, and how to best assist the child in learning depending on his or her abilities. An assessment, which could be a formal standardised test or an informal assessment, is the first step in the process. To help design a tailored therapy, the SLP will interview the parents, evaluate the kid's developmental history, and spend time observing the youngster interacting socially or playing. Speech Therapy Provides Tangible Benefits Reading, listening, speaking, and language are all skills that speech-language pathologists are trained to work on. Each session is individualised to the needs of the child, and the SLP creates learning exercises adapted to the child's specific needs in order to aid in the development of important communication skills. Speech therapy is designed to assist a youngster in improving their communication skills. This is especially crucial for children with autism because communication is a key component in their capacity to develop relationships and operate in their environment. Speech therapy is about more than just words. It can assist youngsters with autism in learning how to link words to other stimuli. A speech-language pathologist (SLP) helps the youngster become more comfortable with eye contact and noticing the context of hand gestures. Practice using (or just noticing) speech inflections, for example, could be part of a session. Other classes might focus on improving two-way communication confidence by breaking down the mechanics of listening, understanding, and responding. What are the first qualities that come to mind when you consider what makes you happy in life? Is it being able to look back on your successes and be proud of them, even if they aren't particularly noteworthy? Do you believe that obtaining a high level of self-actualization should take precedence over all other life goals?
This form of self-evaluation is central to the concept of "eudaimonic well-being," as defined by psychologists. This type of happiness also has a hedonistic component, in which you get pleasure from perceiving yourself as fulfilling your own particular goals. This positive mood is expressed as happiness or even elation. In contrast to this individualistic definition, Erik Erikson's personality development theory says that fulfilment eventually comes from being able to feel like you've contributed to the larger good, rather than from accomplishing your own selfish aims. Erikson believed that a sense of generativity, or the belief that caring for others is vital, is a key component of adult "psychosocial" development. The traditional view of generativity is that it necessitates becoming a parent, however parenthood is not a must. There are parents who aren't especially generative, and there are parents who aren't particularly generative. People who have a high degree of generativity have put themselves second and, according to Erikson's philosophy, should be far more fulfilled as they grow older. Testing the Role of Generativity in Well-beingAs important as generativity should be in adulthood, there are few research on the association between this trait and happiness, and even fewer that look at generativity through time. The Rochester Adult Longitudinal Study (RALS), which I have worked on throughout my research career, is one of these projects. The RALS participants were followed up on from their college years through their 60s, and will be followed up on again in their 70s with the addition of new investigators to the project. We collected data from further samples of college students on each of the study's four testing occasions, allowing us to evaluate whether trends in the oldest group were reflected in data from the younger generations of participants as they grew older. Our research team just finished a study that looked at how generativity links to happiness during a 12-year period from 2000 to 2012. (Mitchell, Lodi-Smith, Baranski, & Whitbourne, 2021). The oldest participants were in their 60s, the next-oldest in their 50s, and the youngest in their 40s throughout this time. This group of 271 adults was a subset (29%) of the 937 adults who were theoretically eligible for inclusion, illustrating the difficulty of following up with people over long periods of time in adulthood. These items, as you can see, are not like typical personality tests that ask participants to score their specific attributes. Instead, they appeal to the attributes that you would consider when assessing your potential to develop and evolve through time, including the ability to encourage others by sharing your experiences. Patients with dementia may have trouble understanding or communicating vocally, making communication difficult when you have dementia or know someone who does. You may assist yourself or a loved one communicate more effectively in a variety of ways.
Non-Verbal Communication Nonverbal communication is one type of communication that works well with dementia people who find it difficult to communicate verbally. Nonverbal communication is when you communicate without using words. Nonverbal communication modalities such as gestures, facial expressions, and body language may become the primary mode of communication as dementia advances. These nonverbal techniques can make it easier to comprehend and communicate with people who have dementia. Physical touch, such as holding hands or hugging, is another kind of nonverbal communication. Make sure your facial expressions and voice inflection match when employing nonverbal communication in conjunction with spoken communication.Visual hints can help you communicate more effectively with someone who has trouble understanding normal spoken language. When used in conjunction with other types of verbal and nonverbal communication, methods such as using cue cards for different activities such as meal times or favoured activities may be helpful. Patients who have trouble concentrating may benefit from creative outlets such as painting or singing. ENCOURAGING COMMUNICATION WITH DEMENTIA PATIENTSA patient's memory and communication abilities will deteriorate over time if they have dementia. This can be aggravating for both the individual and their family. Communication will become more difficult as dementia progresses, and responses may be shorter, and people may take longer to respond. There are, however, several methods that loved ones might aid communication in patient.Make an effort to strike up a dialogue with your loved one. Make sure you're speaking clearly and deliberately, and that you're making eye contact. Allow them time to answer and don't make them feel obligated to respond immediately. Make a point of acknowledging what they're saying, even if it's unrelated to the current topic of conversation.. If necessary, give the person options or reword questions to make them more understandable. To encourage more conversation, use nonverbal modes of communication. It's critical to demonstrate that you're paying attention and participating in conversational topics that they bring up. If you don't comprehend something they're saying, repeat it back to them to get a better understanding. OVERCOMING COMMUNICATION CHALLENGES WITH DEMENTIA AND SENSORY IMPAIRMENTSDementia patients frequently suffer from sensory problems, which can make it difficult for them to communicate properly. Vision, hearing, or both impairments are common as people get older, but they can be significantly more difficult for dementia patients.Hearing or vision loss can be caused by a variety of factors. Hearing loss makes it more difficult for people to communicate because they can't hear what's being said and hence can't grasp what's going on. It may be more difficult to join in conversations as a result of this, and people may feel increasingly isolated. These suggestions may help you communicate more effectively with patients who have both hearing loss and dementia.If the patient wears hearing aids, make sure they're in good working order, that they're turned on, and that they're properly fitted to the patient before starting a conversation. To aid lip reading, make sure the patient can see your face if at all possible. Speak clearly and a little slower than usual, but with typical emphasis and pronunciation. Over-emphasizing words might make it more difficult for the patient to understand, so keep your lip motions as natural as possible. Additionally, visual hints or photo cards might aid the patient in efficiently communicating. WHAT TO EXPECT WHEN SPEAKING TO SOMEONE WITH DEMENTIA Dementia patients and their relatives may find it difficult to communicate. It's critical to remember to speak at your own pace and take your time if you have dementia. Don't be concerned about what others may think. Keep your surroundings as distraction-free and as silent as possible. It may help to talk to someone you know, such as family members, or to talk about issues you're comfortable with. Do not be afraid to ask for something to be repeated. If you're having trouble coming up with words, try using gestures, drawings, or expressing things as best you can. How has your social-emotional development been influenced by your interactions with your siblings throughout your life? We learn to exhibit a variety of emotions, including love, frustration, devotion, and jealousy, through our siblings. These relationships provide us with companionship and support, as well as the ability to resolve difficult situations. We understand the importance of social relationships and how they help us create our identities here. What's the difference when there's a special-needs child in the picture? Naturally, due to the differing demands of the sibling with special needs, the family dynamic and structure will need to be adjusted; nonetheless, there are numerous advantages to having a disabled sibling for your child. It has been claimed that children with a disabled brother are more gentle and kind, sensitive, and responsive to the needs of others. As a result, they are said to be tolerant, compassionate, responsible, autonomous, and mature. As a sibling to a child with a handicap, it is expected that our mental processes of how we think and feel will change on a daily basis. It's critical to acknowledge that both the good and bad moments are common throughout this trip, just as they are for the parents. The following is a list of emotions that siblings of disabled children may experience: Pride When a sibling with a disability achieves something or has a personal understanding of what disability is, the sibling may feel proud. Anger and Resentment Your youngster may believe that they are competing for your attention or that their obligations are different from their disabled sibling's. If they feel limited in what they can accomplish, as well as the strain of caring for their sister, they may become resentful. Embarrassment They may be humiliated by their siblings' public behaviour and what their classmates think of them. questioned Sadness Your child may be disappointed that their sibling is unable to partake in the same activities, games, and experiences as them. Lonesome They may have a "no one understands" attitude because they believe they are unable to relate to others about their disability experience. Worry Your neurotypical youngster may be concerned about their future duties in their sibling's life, as well as the possibility of their erratic behaviour. With all of these feelings in mind, you may be asking yourself, "What can I do?" First and foremost, you must provide support for your neurotypical child by ensuring that you have personal activities you can do with them one-on-one. This can also be empathised by recognising their efforts to the family and letting them know how important their participation is. It's also critical for them to be able to communicate both happy and negative emotions while also knowing that they're accepted and understood. This can be extended to involving them in the decision-making process for your special-needs child, as it will reinforce the fact that their perspective is valued. Above all, let your children be kids and enjoy all the pleasures of growing up! We all know that children develop at different speeds, whether you're talking about speech, height, or cognitive ability. We've already discussed some of the main milestones in a kid's speech development, but whether you think your child is ahead of the curve or falling behind, there are always things you can do to help them improve their speech.
Repeat Petey Suitable for children from the age of six months onwards, Repeat Petey, as the name implies, is a toy parrot that records and repeats what is said to him. Although talking toys are not a new innovation, the ability to speak to a toy and have it respond is a thrilling experience for young children who will be encouraged to speak up as much as possible.Simply press Petey's wing to have him record what you're saying and then repeat it back to you. The toy is also covered in a variety of colours and textures to encourage both audio and visual perception, making it an excellent choice for very young children. Magical Lights Fishbowl The Fisher-Price magical lights fishbowl is designed for toddlers aged 6 to 36 months and attempts to introduce them to the fundamentals of colours, shapes, and alphabet. It sings the alphabet, as well as songs about shapes and colours, and features a variety of sea creatures to help toddlers develop some of their basic vocabulary sets.To help students learn about cause and effect, the fishbowl directs the kids to remove or replace some of the many aquatic species, with each action provoking a different response. Toy Smartphones One thing you can say about children with near-certainty is that they prefer to imitate what they see, and in this day and age, they'll witness a lot of adults using cellphones. Toy phones have long been a popular choice among children, but technology advancements mean that we can now squeeze more information into a smaller gadget than ever before, exactly like actual phones.There are now dozens of toy phones available with dozens of melodies, sights, and sounds to educate your children not only different forms of vocabulary but also how to interact and talk with others. These phones can cost anywhere between €10 and €100, and are normally recommended for children aged 18 months and up. Toy Kitchen In a similar spirit, the toy kitchen has long been a popular choice for children. Almost every parent or guardian uses a kitchen on a regular basis, and children like imitating their parents' or guardians' actions. This is what keeps children interested in the toy, but it's the breadth of language it opens up that makes it so useful.Kids can learn verbs like open, close, put down, pick up, crack, beat, whip, mix, and bake, as well as nouns like eggs, milk, flour, bread, oven, and refrigerator, and they can simply play along with you while you cook, allowing you to interact with and teach them while getting some work done (without risking them ruining your dinner). There are a variety of techniques to keep a child's attention while also encouraging them to acquire new phrases and ways to connect. These are just a few of the most widely applicable examples; however, you may use the principle of emulation to your own life to make these tactics even more effective. They may prefer a toy over a real workbench if you have one at home.They might be more interested in a toy laptop than a toy smartphone if you spend more time on your laptop than your phone. Many of these toys use the same principles and technologies in different ways, so consider what your child sees you do and what will keep their attention the longest, and that will help you get the best results. The speech-language pathologist (SLP) would have explained a specific treatment plan for your kid when he or she first started speech therapy. You would also have been informed that you will be receiving verbal or written progress updates on a regular basis.
The goal of speech therapy is to help your child communicate more effectively. Conducting periodic reviews is the most efficient way to track their progress. This is essential primarily to aid the speech therapist in determining which goals have been met and which have not. As a result, keeping track of your progress is not only useful, but also required.
Your SLP will always develop SMART goals in order to make the most progress. It's much easier to track your progress once you've defined these objectives. To conclude, your child's long-term goals are unlikely to change for the entire year or even longer, but his or her short-term goals will alter based on his or her progress. Setting new goals If the goals are met during the evaluation, your child's SLP will set new goals for your child for the next time period. If your child has not met some of the goals, the SLP will work with them for a little longer and then add some new ones. Speech therapy is always goal-oriented, therefore setting these goals is crucial.
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September 2021
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