Dyslexia: no need to wait until children fail to read
Dyslexia is a specific learning disorder of neurobiological origin, characterized by difficulties with accurate and fluent word recognition, verbal memory and verbal processing speed. It stems from a deficit in phonological awareness. It is a life-long disorder, although its impact on an individual can vary in different stages of their life. “Neurobiological” means that it is caused by certain cerebral abnormalities which are genetic in origin.
Although the number of early intervention programmes in schools, at least in Madrid, is growing, too often in schools, dyslexia is only detected when a child “fails” to learn to read and intervention only begins after a formal diagnosis is received, usually at around 7 years of age. The effects of delaying support-provision until this point is reached can include, not only bad academic performance, but also a negative attitude to school, low self-esteem and behaviour issues.
This article aims to provide information to teachers and parents on detecting risk of dyslexia in pre-readers and on the best techniques to ensure that children with difficulties learn to read successfully.
How much do teachers know about dyslexia?
Unfortunately, in contrast to the United States, there is still a lack of teacher training in dyslexia in Early Years and Primary schools in Spain, and the amount that teachers know about the disorder varies, depending more on their individual experience of children than anything else. The fact that dyslexia is one of the most common disorders to encounter in the classroom (in Spain the percentage of children with dyslexia is 7-10%) underlines the importance of addressing this problem, through the provision of training and information resources.
Common myths surrounding dyslexia, which need to be dispelled, are, for example:
- that the main symptom of this disorder is writing letters back-to-front or reading words backwards;
- that dyslexia is caused by a problem with visual processing;
- that dyslexia is associated with a low level of intelligence;
- that dyslexia can be cured.
How can dyslexia be detected in children before they reach reading age?
There is considerable consensus amongst researchers as to what are the early signs that a child is at risk of later experiencing reading difficulties. Below is a list of the signs which should alert teachers and parents to the possibility of risk. It is important, however, to bear in mind that many children present at least one of these behaviours to some extent. It is when at least three of these signs are present, and especially if they persist over time, that the red flag should be raised:
Many of the early signs of dyslexia are listed in this article. Other early signs (in children of 3-5 years) include:
- Difficulty remembering the names of familiar things, or with learning numbers, colours and letters;
- S/he likes listening to stories but shows no interest in the words or letters on the page;
- “Good” and “bad” days at school, for no apparent reason;
- Difficulty remembering sequences, such as days of the week, months, etc.
- Lack of attention or concentration;
- Lack of motor control, especially fine motor skills with writing tools, or with buttoning up clothes, tying shoe-laces, etc.
- Problematic social behaviours.
In many schools in the United States, there are periodic screenings for children at risk of dyslexia. These take place in the classroom and are based on what is known as the Response to Intervention model. The success of this model has been backed up by substantial research.
How can teachers screen for children at risk of dyslexia?
The screening of children at risk is more likely to be accurate if it is based, not only on the early signs mentioned above, but also on family risk. When children enter the school system, Early Years teachers have the opportunity to gather information about the child’s family when they meet with the parents of the children in their class. By asking whether parents or siblings of the child have had reading difficulties or been diagnosed with dyslexia, they will know whether the genetic risk exists. Children who have a close relative with dyslexia are at significantly higher risk of having the disorder themselves.
Meetings or interviews between parents and teachers are a way that teachers can be made aware of the child’s development and behaviours at home. Teachers could also provide information to all parents about dyslexia and the signs to look out for. However, it is important that pre-readers are not labelled at this early age; the aim of the screening should be to identify children who might have problems with the learning-to-read process. It is always possible that children who are identified later do not demonstrate any problems, or that with a little extra support, they are able to attain the reading level of their classmates. It is also important to take into account that difficulties may also be linked to another type of disorder.
What should happen after children are screened?
Initially, the idea would be that children who are identified as being at risk of developing reading difficulties are given extra support and reinforcement with phonics and developing their phonological awareness, either by regular school teachers, teaching assistants or special needs teachers. Over time, it is possible that several groups of children need to be taught separately at different levels, although this depends on the availability of teachers to give such multi-level instruction. Screening children from a very early age is never going to be an accurate predictor. It is always possible that children who appear to show early red-alert signs later turn out not to have difficulty with phonics and reading. Screening children periodically means that there can be regular monitoring of how each child’s reading skills are developing. In this way, if a child who was identified as “at risk” is found to be learning at a faster rate than expected, they can always be moved to another group to receive less intensive instruction.
How do we give children the skills to learn to read in the classroom?
The basic steps which should be taken in order to prepare children for learning to read are outlined in this article. Some other guidelines to follow are:
- Teach letter sounds (phonemes) with small letters first;
- Start with the most frequently used letters;
- Associate letters with words through pictures (e.g. /b/ with a picture of a baby);
- Reinforce letter shapes by getting children to trace them in the air, in sand, or over the printed letter shape;
- Ask the child to find things (e.g. in the classroom), starting with that letter.
- Once children have learnt all the single letter phonemes, teach them to blend consonants with vowels. Usually, the best way in the English language is to start with 3-letter consonant-vowel-consonant (cvc) words. However, if a child has difficulty blending the three sounds, it can be best to focus on blending vowel-consonant sounds first (at/ig/up etc.) or consonant-vowel sounds (ma/bi/po).
How can parents support this process with their pre-reader child at home?
If parents suspect that their child might be at risk of having difficulty learning to read (see the section above on early signs), they should not hesitate in informing teachers. It is also important that they share with teachers techniques which they have found work or do not work for their child at home.
Below are some more guidelines for parents:
- Try and look at books every day. Read stories and poems. A child does not automatically know how to hold or open a book, where the story begins, where the top of the book is, or in which direction words are read.
- Watch television or learning videos together. Children learn a lot more if they watch programmes together with their parents.
- Trace shapes and letters and make letters with plasticine.
- Play “I Spy” with letter sounds.
- Clap the syllables in words.
- Sing rhyming songs or songs about the days of the week, months of the year, etc.
- Magnetic letters are also very useful for reinforcing letter sounds, syllables and words at home.
- Expose your child to new words whenever possible to expand his/her vocabulary.
The following resources (Reading Rockets and Jolly Phonics) can be very useful for parents:
Family Guide from Reading Rockets | Reading Rockets
Hear all the letter sounds – Jolly Phonics (jollylearning.co.uk)
Although on the surface the Response to Intervention model requires an initial commitment of resources, especially human resources (teachers) for the regular screenings of young children and multi-group teaching, the argument in its favour is that if this results in fewer reading difficulties at a later stage, fewer resources will be needed for children once they reach reading age. Add to this the benefit of avoiding all the emotional, psychological and behavioural problems in children who do not receive the support they need in order to learn. Whatever strategy is used, it is very clear that we should not wait for children to fail at reading before we help them.
About the author:
Julia Jakubovics is from the UK. She has lived in Spain for over 20 years. She has a degree in Psychology and recently completed a Masters course in Interventions for Learning Difficulties in Children at ISEP (Instituto Superior de Estudios Psicológicos). She is currently working as a Shadow Teacher and Study Coach for Sinews, providing one-to-one and in-class support for children with special education needs.
Sinews MTI
Psychology, Psychiatry and Speech Therapy
Balancing diet and culture: Reflections from an English-speaking nutritionist in Madrid
Explore how cultural differences affect diet and nutrition, and how an English-speaking nutritionist in Madrid can help combining cultural dietary practices with healthy eating habits.
Moving to another country often involves significant changes in lifestyle habits, including eating habits. These changes can be due to a variety of factors, and it is important to be prepared to adapt to new practices and environments. The timing of (late) meals, for example, is something that comes as a big surprise to foreigners when they move to live in Spain.
In our country, food has a significant cultural, social, and economic importance as well as playing a central role in people’s daily lives. Spanish gastronomy is internationally renowned for its diversity, richness of flavours and the importance given to fresh, local ingredients. In addition, the socialising around food reflects the richness of the Spanish culinary tradition.
Cultural differences of food in Spain
This deep-rooted tradition of Spanish food can have a negative impact on the eating habits of people moving to Spain. It must be understood that cultural differences can have a significant impact on people’s nutrition. Here are some ways in which cultural differences can affect nutrition:
- Food preferences: Cultures have different preferences for tastes, textures, and types of foods. For example, some cultures may base their diet on spicier foods, while others may prefer milder or sweeter foods. These preferences can affect food choices and thus, the nutritional quality of the diet.
- Dietary patterns: Cultures also have specific dietary patterns, which may influence the frequency and quantity of meals consumed. Some cultures may have a habit of eating several small meals throughout the day, while others may opt for larger meals at certain times.
- Symbolic meanings of food: Food may have symbolic meanings in different cultures. Some foods may be associated with celebrations, rituals, or special events. This may influence the amount and type of food consumed on certain occasions, affecting nutritional intake.
- Food availability: The availability of certain foods may vary according to geographical region and climatic conditions. This can affect the variety and quantity of food available in each culture, which in turn influences the nutrition of the population.
- Social norms: Social norms around food, such as the acceptance or rejection of certain foods, can be strongly influenced by culture. These norms can affect food choices and quantity consumed.
- Gender roles: In some cultures, gender roles can affect nutrition, as expectations about who cooks, buys food, or decides about meals may vary. This can influence the quality and quantity of food consumed by different members of society.
- Tradition and intergenerational transmission: Recipes and food practices are often passed down from generation to generation. Culinary traditions can influence the choice of foods and how they are prepared, which affects the nutritional quality of the diet.
- Religious beliefs: Religious beliefs may have specific dietary restrictions that affect eating habits. For example, some religions may prohibit certain types of meat or processed foods.
How to find a balance between diet and culture
Finding a balance between diet and culture is essential to promote healthy and sustainable eating habits. Often moving to another country is synonymous with changes in our eating patterns, which can have a negative impact on our health. Seeing a Spanish nutritionist who speaks English and has lived in Australia can be beneficial for us as she will consider the following aspects:
- Respecting cultural preferences: Recognising and respecting the food preferences and culinary traditions of both countries is fundamental. This involves understanding the ingredients, cooking methods and food combinations that are significant in that culture. As a nutritionist, my job is to help combine aspects of both cultures to achieve a good diet.
- Adapt nutritional recommendations: It is important to adapt nutritional recommendations to the specific preferences and needs of a cultural community. This may include adapting dietary guidelines to reflect the most common dietary choices and to respect cultural or religious restrictions.
- Culturally sensitive nutrition education: Develop nutrition education programmes that take into account dietary practices and cultural beliefs. This helps people understand how to make healthy dietary choices within their cultural context.
- Incorporate local and seasonal foods: Encouraging the consumption of local and seasonal foods can be beneficial for both health and sustainability. Moreover, this aligns with many traditional food practices that have evolved to take advantage of the products available in the region. In Spain we have a great diversity of agricultural and livestock production that provides us with nutrient-rich foods.
- Promote dietary diversity: Encouraging dietary diversity is essential to ensure a balanced intake of nutrients. This can include exploring lesser-known but nutritious traditional foods.
- Celebrate festivals and cultural events with food: Integrating food into cultural celebrations and events strengthens the links between food and cultural identity. This can make people feel more connected to their traditions and at the same time promote healthy food choices. Spain is a country with a great diversity of festivities in which we eat traditional foods. Including us in our diet is a way of integrating into the new society.
- Address specific health challenges: Recognise and address specific health challenges within a cultural community. Some communities may face specific health issues related to diet, and it is important to address these issues in a culturally sensitive manner.
- Encourage home cooking: Promoting home cooking can be an effective way to maintain culinary traditions while controlling the quality of ingredients and portions.
- Adapt to cultural changes: Recognise that cultures evolve and change over time, and that eating habits may also change. Adapting to these cultural changes without losing sight of the importance of nutritional health is crucial.
In summary, consultation with a nutritionist when moving to another country can be essential to ensure that you maintain a balanced, healthy diet adapted to your new situation. Finding a balance between diet and culture involves respecting and celebrating traditional food practices while promoting choices that are beneficial to health and sustainable in the long term.
About the author:
Adriana Martín is a clinical nutritionist at Sinews. She sees adults, adolescents and children seeking to improve their health through food. She specialises in public health and also treats ED, SIBO, chronic diseases and other pathologies, as well as muscle mass gain or weight loss. Her approach is not to prescribe closed menus, but to make people understand the importance of nutrition at every stage of life through different tools.
Sinews MTI
Psychology, Psychiatry and Speech Therapy
How can I improve my emotional intelligence?
Emotional intelligence or the ability to understand and manage our emotions, is an invaluable resource that can make a difference in the quality of our relationships as well as in our personal and professional success.
Throughout the evolution of humanity, emotions have played a crucial role in survival. The ability to perceive and respond to emotions allowed our ancestors to react quickly and effectively to danger by feeling fear for example, or to strengthen social and family bonds through the joy of connection.
Today, emotions remain a crucial system of evolutionary signals, serving as rapid indicators of our experiences and triggering adaptive responses. Knowing how to manage them and turning them into our allies rather than enemies will determine the ability to make positive decisions, the quality of our interpersonal relationships, the ability to be resilient and cope with adversity, our overall health and well-being, as well as our professional performance.
Daniel Goleman, an American psychologist, popularized this concept through his book «Emotional Intelligence,» published in 1995. According to Goleman:
Emotional intelligence refers to the ability to recognize, understand, and manage our own emotions, as well as the ability to recognize, influence, and manage the emotions of others in our daily interactions.
Fortunately, emotional intelligence is not a fixed skill; it can be learned and improved over time. It is a key factor for success in life, both personally and professionally, and according to Goleman, it may even be more important than the Intelligence Quotient (IQ) in determining professional performance and overall well-being.
In an increasingly interconnected world, where human relationships play a fundamental role in personal and professional success, cultivating and improving our emotional intelligence becomes an essential task.
In this article, we will explore six practical strategies to enhance your emotional intelligence. We will discover how these skills can positively impact your overall well-being, decision-making, and the quality of your interpersonal relationships.
1. Self-awareness: The Foundation of Emotional Intelligence
Before you can manage your emotions, you need to be aware of them. Take time to reflect on your feelings. Keep an emotional journal to identify patterns and emotional triggers, labeling what you feel in different situations and understanding how your emotions affect your thoughts, behavior, and bodily sensations.
Self-awareness allows you to better understand your emotional reactions and provides you with the ability to manage them more effectively. This practice will help you recognize your automatic reactions and provide a solid foundation for emotional growth.
Self-awareness also involves being present in the current moment. Mindfulness is an effective technique for cultivating this awareness. Dedicate a few minutes each day to practice mindfulness, focusing on your thoughts and emotions without judgment. As you develop self-awareness, you become more capable of recognizing and understanding your own emotions.
2. Emotional Management: Learning to Channel Your Emotions
Once you are aware of your emotions, the next step is to learn to manage them. Practice emotional self-regulation by identifying strategies that help you stay calm in stressful situations. Meditation, conscious breathing, and practicing empathy with yourself are powerful tools for handling your emotions healthily. Establish routines that promote emotional stability in your daily life.
3. Empathy: Connecting with the Emotions of Others
Empathy is the ability to understand and share the feelings of others. Cultivating empathy strengthens your social skills and improves your interpersonal relationships. Actively listen to others, be aware of their emotions, and show understanding by paying complete attention to both non-verbal and verbal communication. Try to understand the experiences and perspectives of others without judgment.
This act not only strengthens your connections but also allows you to see the world from diverse perspectives.
Participating in activities that expose you to various experiences and points of view can broaden your empathetic understanding. Reading, volunteering, and engaging in diverse groups allow you to encounter different realities and increase your ability to empathize with a broader range of emotions and experiences.
4. Social Skills: Building Healthy Relationships
Social skills are essential for success in personal and professional life. Develop the ability to communicate effectively, resolve conflicts constructively, and practice assertiveness. Building healthy relationships involves setting clear boundaries, expressing your needs respectfully, and being open to dialogue. Participating in group activities can be an excellent way to practice these skills.
5. Motivation: Driving Personal Growth
Motivation is a key component of emotional intelligence. Reflect on your values and long-term goals. What drives you to get up every morning? By aligning your goals with your fundamental values, you will find a lasting source of motivation. Discover what you are passionate about and set meaningful goals that inspire you and drive you to grow.
The ability to maintain motivation even in challenging times is crucial for overcoming obstacles and achieving long-term success. Stay focused on your goals, even when facing obstacles, and use challenges as opportunities for growth. Remember that the path to achievement may be filled with obstacles, but facing them with determination strengthens your emotional resilience. Celebrate successes, even small ones, and learn from failures.
6. Continuous Development: A Lifelong Commitment
Improving emotional intelligence is not a destination but a continuous journey. Commit to learning and growing over time. Seeking guidance from professionals and reflecting regularly on your emotional experiences are part of the constant commitment to personal development that will help you maintain strong emotional intelligence throughout your life. Each experience, positive or negative, is an opportunity to learn. Reflect on past emotional situations and consider how you could have handled things differently. This constructive self-reflection fuels emotional growth.
In conclusion, emotional intelligence emerges as a fundamental pillar that supports multiple facets of a person’s life, impacting both psychological well-being and success in various areas. From interpersonal relationships to the professional sphere and mental health, the influence of emotional intelligence is omnipresent, outlining the path to a fuller and more satisfying life. The journey to improving emotional intelligence is a valuable process that significantly contributes to personal well-being and healthier relationships. By developing self-awareness, managing emotions, cultivating empathy, improving social skills, maintaining motivation, and committing to continuous development, you are on the path to a more enriching and fulfilling life.
Cultivating this skill not only enriches the life of each individual but also positively contributes to the building of more compassionate communities, collaborative work environments, and resilient societies. Thus, emotional intelligence reveals itself as an essential tool for embracing the complexity of the human experience and moving towards a life full of meaning and connection.
About the author
Verónica Sarria is a health psychologist at Sinews. She is specialized in eating disorders and obesity, working with adolescents and adults. She also treats other problems such as anxiety, depression, grief, self-esteem and interpersonal relationship problems, among others. Her orientation is cognitive behavioral but she integrates tools and techniques from other currents according to the needs of each patient, thanks to her training in mindfulness, mindful eating, attachment theory and systemic (family) therapy.
Sinews MTI
Psychology, Psychiatry and Speech Therapy
Exploring EMDR Therapy: Treating Trauma with Sensory Stimuli
EMDR Therapy, known as Eye Movement Desensitization and Reprocessing, represents a therapeutic approach that integrates sensory stimuli to address past traumatic experiences.
What does EMDR Therapy involve?
This therapeutic approach is designed to assist individuals in overcoming emotional traumas. During sessions, the therapist guides the patient to focus on disturbing memories or images, using lateral eye movements, bilateral sounds, or tactile stimulation.
These sensory stimuli facilitate the unlocking of the processing of traumatic memories, allowing the brain to process them in a more adaptive manner.
In what situations is EMDR Therapy recommended?
Primarily, it is used to treat Post-Traumatic Stress Disorder (PTSD), although it has also shown effectiveness in other psychological disorders such as anxiety, depression, phobias, and eating disorders. Additionally, its use has been explored in cases of addiction and chronic pain.
How are EMDR sessions conducted?
Sessions typically last 60 to 90 minutes and are structured into different phases.
Initially, the therapist assesses the patient’s medical history and specific needs. Subsequently, they guide the individual to identify a clear treatment goal. In the next stage, the therapist facilitates the desensitization of traumatic memories, using sensory stimuli such as eye movements, bilateral sounds, or tactile stimulation.
Finally, the therapist works with the patient to consolidate the results obtained and establish a plan of action for the future.
How do eye movements impact EMDR Therapy?
According to Shapiro’s hypothesis, it is believed that eye movements in EMDR Therapy are related to how the brain processes and stores information. These eye movements can contribute to releasing traumatic memories and facilitating a more adaptive processing of the experience.
Is EMDR Therapy applicable to children?
Yes, EMDR Therapy can be adapted to work with children, adjusting the therapeutic process to their age and developmental level. Specialized therapists employ specific techniques to help children process traumatic experiences and overcome related symptoms. It is essential to provide a safe and supportive environment for children receiving EMDR Therapy to manage their emotions during and after treatment.
Sinews MTI
Psychology, Psychiatry and Speech Therapy
Why do I feel hungry all the time and how to avoid it?
Feeling hungry can have a variety of causes and understanding them can help you better manage your eating. Some common reasons why you might feel hungry are your own physiological needs, a lack of hydration, emotional factors, or what I see most often in consultation, low blood glucose levels.
Glucose is a type of simple sugar that serves as the main source of energy for many cells in the body. It is a monosaccharide, which means it is a sugar molecule made up of only one type of sugar unit. Glucose is essential for the proper functioning of the human body, providing the energy needed to carry out various cellular and metabolic functions. When this glucose is low in the blood, our body wants to increase it for energy.
When you eat foods containing carbohydrates, such as sugars and starches, your body breaks these compounds down into glucose during digestion. Glucose then circulates in the bloodstream and is transported to cells for immediate use as an energy source or stored in the liver and muscles as glycogen for future use.
Careful regulation of blood glucose levels is crucial to maintaining health. The hormone insulin, produced by the pancreas, plays a key role in this process, facilitating the entry of glucose into cells and helping to keep blood glucose levels within a normal range. Problems in glucose regulation, such as diabetes, can have significant health consequences.
When does blood glucose rise or fall?
Blood glucose tends to rise and fall in response to various factors, and we need to understand and be aware that this is a normal process in the body. Here are some common situations in which blood glucose levels may fluctuate:
- After Eating (Postprandial): After a meal, blood glucose levels tend to rise due to the absorption of glucose from food in the digestive system. This is part of the body's natural response to food intake. However, an unbalanced meal will lead to dysregulation of these glucose levels and make us hungry earlier than normal.
- Fasting or Prolonged No Food Period: During fasting or if too much time passes between meals, blood glucose levels may drop as the body uses stored glucose for energy.
- Exercise: Physical activity can lower blood glucose levels as muscles use glucose as a source of energy during exercise.
- Stress: Stress can affect blood glucose levels. In stressful situations, the body may release hormones that increase glucose levels to provide additional energy.
How do fluctuations in blood glucose levels affect our bodies?
Fluctuations in blood glucose levels can have diverse effects on the body and health, especially if these fluctuations are extreme or occur frequently. Here are some ways in which fluctuations in glucose levels can affect us:
Fatigue and Energy:
Low blood glucose levels can lead to fatigue and weakness, as cells do not receive enough energy to function properly.
High glucose levels can cause fatigue due to insulin resistance, where cells have difficulty using the available glucose.
These continual rises and falls in blood glucose will cause our bodies to experience momentary energy spikes and continuous spikes of extreme fatigue. This is something that many people think is normal on a day-to-day basis, but it is not. Maintaining regular blood glucose levels will also keep our energy stable.
Mood swings:
Swings in glucose levels can affect our mood. Low glucose levels can cause irritability and mood swings, while high levels can be associated with fatigue and lethargy. When we are in a low, listless state, we seek out foods that make us feel better, usually sweets, which will cause these glucose levels to rise rapidly.
Cognitive problems:
Low glucose levels can affect brain function and concentration. This is especially important because the brain relies heavily on glucose as an energy source. People with attention deficit disorder, autism, or other cognitive pathologies, maintaining regular glucose levels will prevent these problems from being exaggerated.
Physical symptoms:
Extreme swings can cause physical symptoms such as tremors, sweating, dizziness, and in more severe cases, fainting.
Organ and Tissue Damage:
Long-term elevated glucose levels, as in the case of poorly controlled diabetes, can contribute to organ and tissue damage, including the eyes, kidneys, nerves and blood vessels.
Increased Cardiovascular Risk:
Frequent fluctuations in glucose levels, especially if extreme, can increase the risk of cardiovascular disease.
Metabolic Problems:
Frequent swings can contribute to insulin resistance, which can lead to the development of type 2 diabetes.
What can we do to avoid glucose swings and keep hunger controlled?
If we start our day with a breakfast high in refined carbohydrates (white bread, pastries, biscuits or even cereals coming from a box) or even orange juice, our blood glucose will shoot up first thing in the morning. This will lead to a consequent drop in blood sugar and therefore an increase in appetite mid-morning (sounds familiar, doesn’t it?). Our body is wise, and once it gets that glucose spike first thing in the morning, it will always look for you to keep it that high, but it’s not healthy.
Keeping hunger at bay means adopting eating and lifestyle habits that help control your appetite. Here are some strategies that can help you keep hunger under control:
- Eat Balanced Meals: Include lean protein, complex carbohydrates and healthy fats at every meal. These nutrients provide a feeling of satiety and help keep energy levels stable. Follow the Harvard Plate for lunch and dinner, adjusting proportions to your physical activity, weight, height and goals.
- Eat Fibre: Fibre-rich foods, such as fruits, vegetables, whole grains and legumes, are more satisfying and can help keep hunger at bay by increasing satiety.
- Adequate Hydration: Sometimes, thirst can be mistaken for hunger. Drinking enough water throughout the day can help keep hunger under control.
- Avoid Refined Sugars and Carbohydrates: Foods high in simple sugars and refined carbohydrates can lead to fluctuations in blood glucose levels, which can increase appetite. Go for healthier sources of carbohydrates.
- Include Healthy Snacks: It's OK if you feel hungry between meals, choose healthy and satiating snacks, such as fruit, Greek yoghurt, nuts or veggies with hummus.
- Get Enough Sleep: Lack of sleep can affect the hormones that regulate hunger and appetite. Try to make sure you get enough sleep each night.
- Manage Stress: Stress can affect appetite. Practicing stress management techniques, such as meditation or yoga, can help control emotional hunger.
Remember that everyone is unique, and it can be helpful to experiment with different approaches to find what works best for you. A healthy eating pattern involves eating 3 times a day, 5 times a day or even 2 times a day. However, if you experience a constant and unusual feeling of hunger, or if there are significant changes in your appetite with no obvious cause, it may be helpful to consult a nutritionist for personalised guidance.
About the author
Adriana Martín is a clinical nutritionist at Sinews. She treats adults, adolescents and children seeking to improve their health through nutrition. She specialises in public health and also treats TCA, SIBO, chronic diseases and other pathologies, as well as muscle mass gain or weight loss. Her approach is not to prescribe closed menus, but to make people understand the importance of nutrition at every stage of life through different tools.
Sinews MTI
Psychology, Psychiatry and Speech Therapy
A Psychological Analysis of «The Subtle Art of Not Giving a F*ck» by Mark Manson
Mark Manson’s «The Subtle Art of Not Giving a F*ck» is a bold, irreverent take on the self-help genre that has taken the world by storm. Published in 2016, it challenges the notion that happiness can be achieved solely through positive thinking and relentless pursuit of pleasure. Instead, Manson presents a refreshing perspective on life, advocating for embracing pain, suffering, and the inevitability of problems as essential components of personal growth and happiness. In this review, we will explore the psychological insights and drawbacks of this provocative work.
What is Good in the Book from a Psychological Point of View
- Embracing Pain and Suffering: From a psychological standpoint, Manson's emphasis on embracing life's difficulties is a refreshing departure from the prevalent positive thinking culture. Psychologically, this aligns with the concept of "resilience." Resilience is the ability to bounce back from adversity, and studies have shown that individuals who embrace life's challenges and setbacks tend to develop greater resilience. By encouraging readers to confront pain and suffering head-on, Manson promotes a psychologically healthier approach to adversity.
- The Power of Values: Manson's focus on values also holds psychological merit. Psychologists often emphasize the importance of having a clear set of values as a source of motivation and well-being. Living in alignment with one's values contributes to a sense of purpose and fulfillment. Manson's idea that happiness and success naturally flow from living according to our values resonates with psychological theories on intrinsic motivation and self-determination.
- Accountability and Ownership: Manson's call for readers to take responsibility for their lives and their reactions to events echoes principles of cognitive-behavioral therapy (CBT). CBT emphasizes that our thoughts and beliefs influence our emotions and behaviors. By acknowledging our role in shaping our experiences, we can gain greater control over our lives and well-being. Manson's emphasis on personal accountability aligns with CBT's goal of identifying and modifying unhelpful thought patterns.
What is Bad in the Book from a Psychological Point of View
- Oversimplification: One psychological criticism of the book is its tendency to oversimplify complex emotional and mental issues. While Manson's "not giving a f*ck" philosophy can be empowering, it may not be suitable for individuals grappling with severe mental health issues such as clinical depression or anxiety disorders. Such individuals may require more nuanced psychological interventions and support.
- Neglect of Systemic Factors: Manson's approach places significant emphasis on individual responsibility, sometimes overlooking the impact of systemic factors on a person's life. Psychologists recognize that external factors, such as socio-economic conditions, can profoundly affect an individual's mental health and well-being. An exclusive focus on personal responsibility might not adequately address these external influences.
- Limited Psychological Depth: While Manson's "not giving a f*ck" philosophy resonates with many, it doesn't delve deeply into the psychological theories and evidence that underpin it. Readers interested in a comprehensive understanding of the psychological principles behind Manson's ideas might find the book lacking in this regard. A more thorough exploration of the psychological underpinnings could have added depth to his arguments. However, this is information that should be provided by professionals that ensures to use updated and evidence based information.
IHow Can You Learn to Not Give a F*ck
Learning to «not give a f*ck» in the Mansonian sense involves several psychological principles:
- Mindfulness: Manson advocates for being present and fully engaged with life's challenges. Mindfulness, a psychological practice, teaches individuals to observe their thoughts and emotions non-judgmentally. This can help in confronting pain and suffering without getting overwhelmed.
- Values Clarification: Identifying and clarifying your core values, as Manson suggests, aligns with psychological theories on motivation and well-being. Psychologists often use values-based interventions to help individuals lead more fulfilling lives.
- Cognitive-Behavioral Techniques: Manson's call for personal accountability resonates with cognitive-behavioral therapy (CBT). Learning CBT techniques can help individuals identify and modify unhelpful thought patterns that contribute to emotional distress.
Some Important Keywords and Their Significance
- Resilience, a psychological concept, refers to an individual's ability to bounce back from adversity. Manson's emphasis on embracing life's difficulties aligns with the idea that facing challenges head-on can foster resilience. Psychologically, developing resilience is crucial for maintaining mental well-being in the face of life's inevitable setbacks.
- Values: The concept of values plays a significant role in both Manson's philosophy and psychological well-being. In psychology, values represent an individual's core beliefs and motivations. Living in alignment with one's values is associated with greater life satisfaction and happiness.
- Accountability: Personal accountability, a key theme in Manson's work, echoes principles of cognitive-behavioral therapy (CBT). CBT emphasizes that our thoughts and beliefs influence our emotions and behaviors. Taking ownership of our thoughts and reactions is a psychological principle that can lead to personal growth and emotional well-being.
- Confronting victimhood: Learning not to give a f*ck isn't just about adopting a new mindset; it's also about confronting some uncomfortable truths. Manson's direct and unfiltered writing style may feel offensive to some, but it carries an essential message. One of the crucial lessons of 'The Subtle Art of Not Giving a F*ck' is the importance of addressing the mentality of victimhood. Feeling like a victim can be seductive because it often leads to increased attention from the environment and lowered expectations for oneself. It creates a comfortable bubble of safety. Breaking free from this mindset, however, demands taking responsibility for your situation and decisions. Manson's candid approach might not be the gentlest, but it holds a lot of truth. Psychologists would typically approach this topic with more care, but the rawness of Manson's message resonates with many precisely because it forces readers to face the uncomfortable reality of their own agency in life's outcomes.
In conclusion, «The Subtle Art of Not Giving a F*ck» by Mark Manson offers a unique, sometimes controversial perspective on living a meaningful life. From a psychological standpoint, the book encourages valuable concepts like embracing adversity, clarifying values, and taking personal responsibility. However, it also raises concerns about oversimplification and the neglect of systemic factors. Learning to «not give a f*ck» requires a nuanced understanding of when and how to apply Manson’s philosophy alongside established psychological principles.
Sinews MTI
Psychology, Psychiatry and Speech Therapy
How is an Eating Disorder approached from a nutritional point of view?
An eating disorder (ED) is wide term for several types of disorders related to a person’s eating habits and behaviors. EDs include eating disorders such as anorexia nervosa, bulimia nervosa, and binge eating disorder, explained in this article, but may also encompass other conditions that do not fit neatly into these specific categories.
EDs are characterized by a dysfunctional relationship with food and may involve obsessive concerns about body weight, body image, and eating. These disorders can affect both a person’s physical health and mental health and often require professional intervention and treatment.
Some additional examples of eating disorders that may fall into the category of EDs include:
- Orthorexia: An obsessive focus on food choices considered healthy, with extreme restrictions and anxiety around "unhealthy" foods.
- Vigorexia: Also known as muscle dysmorphia, this is an obsessive preoccupation with being muscular and strong, which can lead to excessive exercise and supplement consumption.
- Nocturnal eating disorder: People with this disorder have episodes of excessive food intake during the night.
- Pica: A behavior of eating things that are not food, such as dirt, chalk or hair.
- Rumination: The involuntary repetition of regurgitating food, which may then be rechewed, re-swallowed or spit out.
It is important to note that TCAs can be dangerous and have serious health consequences if not properly treated. It is essential to see a doctor for an initial assessment of the situation, as well as a nutritionist who can help us to cope with and overcome our eating problem.
How is a consultation with a nutritionist like to overcome an ED?
A nutritionist plays a key role in the treatment of eating disorders as part of an interdisciplinary health care team. Their goal is to help individuals establish a healthy relationship with food, improve their nutritional intake and address the physical aspects of recovery. Here are some of the main actions a nutritionist performs in the treatment of an eating disorder:
- Nutritional assessment: The nutritionist begins by performing a detailed assessment of the patient's medical history, eating habits, exercise patterns and body composition. This assessment helps to understand the severity of the eating disorder and to determine the specific nutritional problems.
- Meal planning and dietary guidelines: The nutritionist works with the patient to develop a balanced and personalized meal plan. This involves setting caloric intake goals, macronutrient distribution (protein, carbohydrates, fats) and healthy food choices.
- Nutrition education: Provides education about nutrition and the importance of a balanced diet. Helps the patient understand how food affects their physical and emotional health.
- Monitoring and support: The nutritionist works closely with the patient to regularly monitor progress and adjust the meal plan as needed. He or she also offers emotional support and reinforces the importance of maintaining healthy eating habits.
- Gradual introduction of foods: In some cases, especially in eating disorders such as anorexia nervosa, the nutritionist helps the patient gradually reintroduce foods they have avoided or restricted for a long time, making sure they do so safely.
- Managing food anxiety: Helps the patient develop strategies to manage anxiety and fears related to food, which may include gradual exposure techniques.
- Teamwork: Work closely with other health care professionals, such as therapists, psychologists and physicians, to ensure a comprehensive approach to treating the eating disorder.
- Self-care education: The professional Teaches patients self-care skills related to eating and maintaining a positive relationship with food over the long term.
- Relapse prevention: Once stabilization and initial recovery have been achieved, the nutritionist works with the patient to prevent relapse and maintain long-term healthy eating habits.
It is important to emphasize that the treatment of eating disorders is a multidisciplinary process, and that nutritional therapy is only one part of comprehensive care. Medical and psychological care are also essential to address the physical and psychological aspects of eating disorders.
Is it important then to work with a nutritionist and a psychologist at the same time to address an ED?
The relationship between nutrition and psychology is very close and complex. The way we eat, and our diet can have a significant impact on our mental and emotional health, and in turn, our emotional and psychological states can influence our eating habits and dietary choices. This is why the joint work of a nutritionist, and a psychologist is essential in the treatment of eating disorders and other food-related problems. Both professionals bring their knowledge and skills to address both the nutritional and psychological aspects of these disorders.
After an initial evaluation, where both professionals analyse the situation, they contact each other to coordinate the treatment. The nutritionist and psychologist work together to develop a comprehensive and coordinated treatment plan. This involves setting nutritional and emotional goals, as well as a joint approach to addressing the patient’s needs. It is important that there is regular communication to share relevant information about the patient. This allows them to adjust treatment as needed and ensure consistent care.
Emotional support from the psychologist is critical to help identify and manage feelings and emotions related to eating and the eating disorder. On the other hand, the nutritionist will educate the patient on the importance of balanced nutrition and the relationship between physical and mental health with tools provided by the psychologist.
To sum up, detecting an eating disorder can be challenging, but it is essential to pay attention to signs and symptoms that may indicate the presence of a problem. Early detection and intervention are crucial to recovery.
It is important to remember that recovery from an ED is a gradual process and that each person is unique. Recovery may take time and effort, but it is possible. It is crucial to seek help as early as possible and to maintain an ongoing commitment to treatment and support along the road to recovery. Full recovery is an attainable goal, and many people have been successful in overcoming EDD with the right support.
In these types of cases, the relationship between nutrition and psychology takes on significant importance. Eating habits and mental health are closely interconnected, and the two can influence each other in a variety of ways. It is critical to understand how psychological factors can affect our eating patterns and how our dietary choices can impact our mental and emotional health.
About the author
Adriana Martín is a clinical nutritionist at Sinews. She treats adults, adolescents and children seeking to improve their health through nutrition. She specializes in public health and also treats TCA, SIBO, chronic diseases and other pathologies, as well as muscle mass gain or weight loss. Her approach does not consist in providing closed menus, but in making people understand the importance of nutrition at every stage of life through different tools.
Sinews MTI
Psychology, Psychiatry and Speech Therapy
Diagnostic labels in the digital world. Some pros and cons.
In the last decade, and even more so after the COVID-19 pandemic, we have become more aware of the importance of psychological health, and many find it more normalised to seek therapy. Today’s digital age, with social media, celebrities, and influencers, has brought about a significant shift in how we perceive and understand psychological health, and therapy is not only for “crazy people” anymore. We hear about people’s struggles, their problems, how they accept their problems, and how they try to manage them. This is a good thing as psychological problems can affect our lives just as much, sometimes even more, as physical problems. Diagnostic labels, once confined to the offices of psychologists and psychiatrists, have become increasingly normalised, and words like “anxiety”, “depression”, “trauma”, and “dissociation” has become a part of our daily vocabulary when we describe how we feel. While this shift has its merits and positive effects, the increased focus and daily use of diagnostic labels have also introduced some challenges that we need to be aware of. This article will explore the pros and cons of diagnostic labels, acknowledging their growing prominence in our digitally connected world.
What are diagnostic labels?
Diagnostic labels are terms used by psychiatrists and clinical psychologists to describe and classify specific psychological health problems that a person might be experiencing. A diagnosis specifies different symptoms, feelings, thoughts, or behaviours a person experiences or emits. Depending on the frequency, intensity, and affect these symptoms have on or daily life and life quality, a diagnosis may be given. A diagnosis does not necessary explain why a person is struggling, but can help describe what a person is struggling with, being a term used when an accumulation of symptoms are presented together.
The Normalisation of Diagnostic Labels
Celebrities, influencers and social media platforms have played a crucial role in breaking down the barriers surrounding psychological health discussions. Many prominent figures have opened up about their struggles and experiences with diagnoses such as anxiety, depression, or ADHD. This transparency has helped increase awareness and reduce the stigma associated with psychological problems and mental health conditions, encouraging others to seek help and share their own stories.
Furthermore, social media platforms provide spaces for individuals to connect with others who share similar experiences and diagnoses. Support groups and online communities have sprung up, offering valuable peer support and resources for those navigating the complexities of psychological health. However, this increased visibility of psychological health issues and diagnostic labels also raises important questions about their use, understanding, and potential consequences. For example, we can see celebrities promoting the use of anxiolytics and antidepressants, powerful psychopharmacological treatments. The use of medication for psychological problems can be a very helpful as a short-term tool in order to facilitate the implementation of changes and development of good tools and strategies, however, this must be evaluated in each specific case with a mental health professional. Advertising the use as something that will change your life and take away your problems can be quite damaging. Not only is it not true, to this day we do not have a pill that by itself can take away our psychological problems, there are more things necessary in order to treat a psychological problem, but also, if the use of medication is the only treatment plan one follows, then one will have to be on medication for the rest of one’s life, which has been shown to have limited effects. It is good to remove the stigma of psychopharmacological treatments, as they are sometimes necessary and not problematic. However, some clients have sought therapy thinking that they are in denial or have suppressed their problems as they are the only person in their friend group who is not currently on anxiolytics or antidepressants, thinking there must be something wrong with them. Here, we might have taken the normalisation too far, as medication should be a helpful tool when necessary, and not a basic human necessity.
The Pros of Diagnostic Labels
The use of diagnostic labels can be a helpful tool for professional, enabling communication between disciplines and different professionals. It can be helpful when investigating certain problems and treatments, and give guidelines on how to intervene when encountering psychological problems.
For many individuals it gives a sense of relief when receiving a diagnosis, as one feels there is now a word or an explanation for what one is going through, and that this is not something one is going through alone. The normalisation of diagnostic labels has provided validation and recognition to many individuals, and knowing that others have similar experiences can reduce feelings of isolation and encourage people to seek the help they need. Diagnostic labels serve as a common language, enabling individuals to communicate their experiences more effectively. When people use labels like «depression» or «social anxiety,» it facilitates understanding and fosters empathy, both within and outside the mental health community.
In many healthcare systems, diagnostic labels are necessary for insurance coverage and funding allocation. A recognised diagnosis may ensure that individuals have access to the financial resources needed to support their therapeutic process.
The Cons of Diagnostic Labels
Even though there are many pros to the use and normalisation of diagnostic labels, there are some challenges we need to be aware of and take into account when using them.
Despite the positive aspects of normalisation, diagnostic labels can still carry stigma, even in today’s more open and accepting society. Prejudice and misconceptions about specific mental health conditions persist, leading to discrimination and social isolation. Some individuals may still avoid seeking help or disclosing their struggles due to the fear of receiving a diagnostic label, even though there is an increased awareness and normalisation of psychological problems. Sometimes receiving a diagnosis may also have a negative effect in other areas of a person’s life. For example, in some countries, you may have to pay extra for health insurance if you have received a diagnosis.
Diagnostic labels can introduce biases into both treatment and perception. Clinicians may focus on the label rather than the individual’s unique needs and strengths, and the specific functions the problems may have. We would therefore focus more on description of the problem and its symptoms instead of its specific cause and current maintenance. Additionally, the labels may even reinforce the experienced problems as they become a part of the identity of the person. For example, a person might avoid or be exempt from certain situations because of their diagnosis, when maybe they would have been able to manage it more or less well. It may also make it more challenging to get better, as one might focus more on the diagnosis than the treatment, making the diagnosis last forever when it does not have to.
The increased use of diagnostic labels in our daily vocabulary has led to a potential risk of overpathologisation, where normal variations in behaviour and emotions are labeled as disorders. This can result in unnecessary medicalisation and treatment. For example, nowadays we more often hear “I am anxious about the exam” and “that made me really depressed” instead of “I am nervous” or “I am sad”, which are perfectly normal emotions we sometimes need to have and experience. These emotions are not problematic or something that should be treated, as negative emotions are a necessary part of human life, as long as it does not start to affect your daily functioning or general quality of life.
The diagnostic process is not foolproof. Misdiagnoses can occur due to the complexity of mental health conditions, overlapping symptoms, or inadequate assessment methods. An incorrect label can lead to inappropriate treatment, sometimes even making a person feel worse. Also, it is important to remember that all individuals and their struggles are different. Two people with anxiety might need two completely different interventions, even though you could give them the same diagnostic label. If we use a standardised treatment plan or protocol with a certain diagnosis, we might not help the person in the best way possible. While labels can be empowering, they also have the potential to reduce individuals to a set of symptoms, overshadowing their uniqueness, function, and complexity. Additionally, our problems are not static and should be continuously evaluated. The symptoms we displayed when we received the diagnosis change, especially with adequate treatment, and we may therefore not fulfil the criteria of the set diagnosis anymore.
It is not to say that if we limit the use of diagnostic labels it means that a person’s struggles or problems are not that serious and it is the person’s fault they are going through it. A diagnosis should not be necessary for a problem to be serious or require attention and treatment. We always do our best with the resources we have in that moment, but sometimes our best might not help us enough to start feeling better, and may also lead to other negative consequences.
Balancing Act: Using Diagnostic Labels Wisely
In this new era of normalised diagnostic labels and the influence of the digital world, it is essential for psychologists and individuals alike to approach them with care and consideration, and be aware of their pros and cons. Removing stigma and normalising psychological problems is essential, and social media platforms are a great tool in order to achieve this. However, we need to be careful on how it is done, so we do not overpathologise normal negative emotions or problems, as this can then turn into even worse problems. We also need to be careful about who we listen to and follow on social media, as there are a lot of misinformation about psychological problems in social media.
About the author
GAmalie Hylland is a health psychologist at Sinews. She specializes in behavior analysis and modification, working with adolescents and adults. She has experience working with a variety of issues, including anxiety management, phobias and ruminative thoughts, assertive and social skills development, self-esteem, procrastination, self-harm and obsessive compulsive behavior. Her orientation is behavioral therapy, integrating evidence-based techniques and tools to help change the thoughts, emotions and behaviors that cause us problems.
Sinews MTI
Psychology, Psychiatry and Speech Therapy
Pillars of Learning: The Importance of the Learning Environment
How time flies! It seems like only yesterday we were enjoying a dip in the sea with our children and, in the blink of an eye, a new academic year has just started.
First exams will begin in a few weeks and now more than ever we realize how important is to have a study environment that facilitates the learning process. Therefore, throughout the following article, the team of professionals that make up our academic support service, will explain the conditions that a learning environment must meet to ensure a better academic performance.
Before getting down to the business, we need to answer the following question:
Which are the basic pillars that will lead to a successful learning process?
- Organisation.
- Time management.
- Appropriate learning environment.
Let us look at each of them:
Organisation
“External order facilitates internal order”. In other words, when we work in an organised and free of distractions environment, it is easier to focus on the task at hand and to organise our ideas.
Thus, we recommend that, before starting homework or studying a subject, students clean and tidy their room, especially the desk. Having an uncluttered desk and the school supplies available will help them to maintain the concentration for longer periods of time.
If they don’t have all the supplies they need ready, they will constantly have to get up from the chair, thus impairing their sustained attention span and making it difficult to focus on the task.
In addition to these very basic levels of organisation, it is important that they develop increasingly sophisticated skills as they grow up. By “sophisticated” we mean that they require a more advanced level of development of the executive functions. Let us see some examples:
- To organise their notes by category, they need to make use of folders, dividers, plastic sleeves, etc.
- To organise their weekly timetable, they will need to make use of the diary.
- To mentally order the contents of each topic, they will need to learn how to make summaries, diagrams and mind maps.
Time Management
Many children find it difficult to estimate the time required to complete their homework, projects and study a subject. The truth is that, actually, it is an essential skill that is often not given the importance it deserves.
Learning to manage their time better will help them to:
- Turn in assignments on time.
- Increase their autonomy.
- Reduce their stress levels.
- Maintain their achievements.
In fact, more and more schools are taking the initiative of giving each pupil a school diary at the beginning of a new academic year, as well as a school calendar showing the dates of exams and projects that are due. This is a great way to help develop time awareness and anticipation.
Appropriate Learning Environment
Many of you probably remember being scolded by your parents for having a messy bedroom or doing homework with the television on. At the time, we probably did not understand why such details were so important. Now, as adults and parents of our own children, we fully understand their motives.
Nonetheless, there is no need to go back to that time. We can name thousands of examples from daily live in which the work or learning environment plays an essential role in our performance.
For instance, let us think about the reception desk of the company where we work or the library in our neighbourhood. Everything is neatly arranged, each form has its own drawer, each document is stored in a particular folder. All these places share a common feature: they meet some requirements that help to increase concentration, efficiency and thus, favour productivity.
When an environment does not meet these ideal features we, as adults, have a developed ability to constantly redirect the attentional focus to the task, inhibiting irrelevant stimuli. However, children’s brain, which are still developing, have more difficulty in self-regulating, which is why it is so important that external order exists.
What requirements need to meet a suitable learning environment?
- It should always be the same and, if possible, exclusively for him/her. Setting aside a physical space exclusively for studying helps to acquire the habit and improve concentration, because the brain makes this association between place and activity, facilitating orientation to the task.
- Always the same timetable. Having a pre-set study time will help them to create a habit and develop those time management skills we mentioned earlier.
- It must be well lit. Ideally, study in natural light, but when artificial light is necessary, a lamp with a blue bulb of no less than 60 watts is recommended.
- Suitable furniture and supplies. They should have a large desk and a comfortable chair that favours a proper posture. In addition, before starting, all the supplies that are going to be needed should be on the table. In this way, they avoid constantly getting up from the seat and losing the concentration.
- Reduced environmental stimulation. The place chosen should be the one where there is not usually a lot of noise. For example, if the living room is very bright but overlooks a main street with heavy traffic, will not be the right place. On the other hand, if their bedroom has less light but is quieter, we will choose it first.
- Well ventilated and at the right temperature. It is advisable for the study place to have a window to be able to renew the quality of the air every now and then, as well as to maintain a stable temperature of between 20ºC and 22ºC approximately.
Last but not least, we do not want to end this article without mentioning the use of electronic devices. Nowadays more and more schools have adopted what is known as “e-learning”. That is, the use of the internet and electronic devices as a teaching-learning tool, where teachers create a virtual space where they can share documents, assign homework and solve their student’s doubts, without the need to schedule a face-to-face tutorial.
While it is true that this tool is very practical and motivating for pupils, we must take into account the overuse of electronic devices nowadays and the increasing risk of addiction that they entail. We therefore recommend that, at least during study hours at home, access to mobile phones, tablets and other devices should be restricted, except when absolutely necessary.
We at Sinews hope that reading this article has been useful and we encourage you to put all these tips into practice to ensure better academic performance.
Finally, we would like to remind you that, for those students who find it difficult to keep up with the academic pace, our academic support service professionals will be glad to help them in everything they need.
About the author
Alba is a neuropsychologist and coordinator of specialized support services in psychoeducational and speech therapy in schools and homes. When families get in touch with Sinews requesting any of these services, Alba conducts an initial assessment interview to thoroughly understand the situation and assign the most suitable professional for each case. Furthermore, she maintains constant communication with schools, families, and professionals to ensure that progress is favorable and that the set objectives are being achieved. She also oversees the integration of new professionals into a constantly expanding team.
Sinews MTI
Psychology, Psychiatry and Speech Therapy
The Power of Language
We have all experienced it. The power language can have. Just by emitting certain types of words in a certain order a person can make us cry, laugh, smile, or explode. They can make us feel good, or they can make us feel absolutely terrible.
Language is a great tool we have as human beings. It allows us to communicate with others in a more efficient way, plan and anticipate what will happen in the future, and reminisce about the past. It can help us to express our emotions and explain our behaviours so people around us can more easily understand what we are going through. However, language is a very powerful tool, and we should therefore be aware of its powers.
All language is learnt. We are not born with a language, but we are born with the ability of its development. From the moment we are born, we embark on a journey of learning language. As infants, we begin to absorb sounds, gestures, and expressions from our caregivers, gradually building our vocabulary and understanding of syntax. Language is a social construct, passed down through generations, and it evolves as society changes and differs depending on the context you find yourself in.
Language also gives us the power of emotional time travel. For example, if we think about things that happened in the past that made us sad, we start feeling sad in the present moment. Maybe not to the same degree or with the same intensity as we felt in the past, but we start feeling worse than before we started to think about the sad thing that happened. If we think about something exciting than is going to happen in the future, for example a fun trip, we start getting exited in the present moment, even though we have not yet travelled anywhere. This can be both helpful to us and give us some challenges. When we think about positive things that have happened or that will happen, it can help to motivate us to do the behaviours necessary in order for it to occur or occur again. When we think about negative things that happened in the past, it may help us to find different ways to go about what happened so that we do not have to experience the negative consequence again. However, sometimes we might take this to a more extreme level where we start to think about all possible negative scenarios that may happen in the future, something that makes us feel bad without actually being helpful for us.
Language is not innocent. The words we use are conditioned with different emotional responses. This means that when we say a word, we also feel an emotion. For example, if somebody tells us we are very pretty or very ugly, those two words will provoke different emotional responses in us; we would feel good if they called us pretty and bad if they called us ugly. If somebody tells us we are pretty or ugly in a language we do not understand, we do not feel any different as these words have not yet been learnt or conditioned. This is also why we often feel more when speaking or hearing our native language compared to a second language we have learnt, as our native language tends to have a greater emotional association and therefore provoke stronger emotional responses than languages we learn later on. Sometimes it can therefore often be easier to say difficult things in our second language as the words do not provoke as strong emotional responses as in our native language, keeping our emotions more easily in check. This can also make it trickier when learning a new language as we have not yet learnt how to properly use the most adequate vocabulary or expressions depending on the context. We might say things that sounds more offensive than what we intend to, or we are not able to provoke the desired reaction in the other person that we wish to.
Language not only shapes emotions but also plays a role in guiding our behaviours. The way we describe and label actions can influence how we perceive and respond to them. For example, someone who habitually uses the phrase «I’m a procrastinator» might start to associate themselves with this label and make it their identity. This does not only describe the typical avoidance we do of tasks, but it may facilitate an even greater avoidance as this is “who we are”. The same goes for all negative words we pair with “I am”, such as “I am stupid,” “I am ugly,” etc. We are not stupid. There are many times we might say or do stupid things, but that is not enough in order to label our whole identity as stupid. We can definitely find many exceptions where we have not done or said something stupid, so “I am stupid” is not a good word for us to use to describe ourselves. When we say “I am” + a negative word, it may lead to behaviour changes that limit ourselves. If I repeatedly say that “I am stupid”, that might influence how often I raise my hand in class or make new suggestions to my boss. By being aware of our language, we can reshape our self-perception and encourage positive behaviours. Instead of saying «I’m bad at public speaking,» one might choose to say «I’m working on improving my public speaking skills.» This change in language can foster a growth mindset and empower individuals to take action towards self-improvement.
The power language can have is something politicians are very aware of. By pairing two words together, for example “women” and “stupid” or “immigrants” and “crime”, you start creating associations between the words and therefore also between the emotions they would provoke. Even though we would not think women are stupid, when repeatedly presented with the combination, it may still have an effect we are not completely aware of, and it may start to influence our behaviour, for example when selecting new personnel for a job. We also know that immigrants are not necessarily criminal, but if we often hear the two words paired together, we start associating the word “immigrant” with similar negative emotions as the word “crime” provokes in us. This may then change our behaviour towards or in the presence of immigrants, even though we know immigrants are not criminal and we do not want it to affect our behaviour.
As we can see, language is not innocent but a very powerful tool. By making ourselves more aware of its powers, we can lower the negative influence it may have on our behaviour. And use this to our advantage and not limit ourselves. By choosing our words more carefully, even though the way in which we say things may seem similar or irrelevant, we can avoid giving ourselves unnecessary limitations and help us to feel better and use it as we intend to.
About the author
Amalie Hylland is a health psychologist at Sinews. She specializes in behavior analysis and modification, working with adolescents and adults. She has experience working with a variety of issues, including anxiety management, phobias and ruminative thoughts, assertive and social skills development, self-esteem, procrastination, self-harm and obsessive compulsive behavior. Her orientation is behavioral therapy, integrating evidence-based techniques and tools to help change the thoughts, emotions and behaviors that cause us problems.
Sinews MTI
Psychology, Psychiatry and Speech Therapy