Teen Stress Connected To Depression And Obesity Recent Penn State Study

4. March 2010 by John Schinnerer.

This past weekend, I presented at a Parenting Conference on Strengths-Based Approaches to parenting. At the conference, a new film, The Race to Nowhere, was screened.The movie brought up a number of pertinent issues regarding the educational system in the United States…

 

 

The creation of high degrees of chronic stress in all ages of students (but not all students) due to excessive homework demands.

 

The excessive homework load seems to be largely due to curriculum which has been pushed down to lower and lower grade, often to the point where the academic requirements are mismatched with the developmental stage of the student.

 

The well being and happiness of students are not considered relevant in the current educational system.

 

The current system puts students into a constant forward-looking race to get to the next stage of education. For instance, sixth graders are looking at which foreign language classes to take to get into college; 7th & 8th graders are focused on what to do now to get into the advanced track classes in high school; many high school students are continually focused on what they can do in terms of extracurriculars and AP grades to get into the ‘right’ colleges.

 

Once in college, students are finding they never learned how to think critically on their own. Rather they were taught to regurgitate facts to do well on standardized tests which assess only a fraction of the whole child’s abilities and skills. 

 

At some point, many of these students are running headlong into a period of purposelessness and some are even dropping out of college due to depression, anxiety and hopelessness. If you are interested in finding out more about the movie, check out their site at RaceToNowhere.com.

 

 

Today, I came across a new study out of Penn State which shows a link between adolescent stress, depression and obesity. Below is a review on the study borrowed from a fantastic psychology site PsychCentral.com.

 

By Rick Nauert PhD Senior News Editor
Reviewed by John M. Grohol, Psy.D. on February 25, 2010

 

Obesity is a disturbing worldwide trend. In fact, researchers say the effects are so pervasive that unless the issue is controlled, children born today will not live longer than their parents.

A new research finding provides insight on how a mental health issue may trigger obesity among adolescents. In the study, researchers discovered depression raises stress hormone levels in adolescent boys and girls. And, among girls, the stress hormones may lead to obesity.

Accordingly, early treatment of depression could help reduce stress and control obesity.

[snip]

Cortisol, a hormone, regulates various metabolic functions in the body and is released as a reaction to stress. Researchers have long known that depression and cortisol are related to obesity, but they had not figured out the exact biological mechanism.

Although it is not clear why high cortisol reactions translate into obesity only for girls, scientists believe it may be due to physiological and behavioral differences (in girls, estrogen release and stress eating) in the way the two genders cope with anxiety.

“The implications are to start treating depression early because we know that depression, cortisol and obesity are related in adults,” said Susman.

If depression were to be treated earlier, she noted, it could help reduce the level of cortisol, and thereby help reduce obesity.

“We know stress is a critical factor in many mental and physical health problems,” said Susman.

“We are putting together the biology of stress, emotions and a clinical disorder to better understand a major public health problem.”

Susman and her colleagues Lorah D. Dorn, professor of pediatrics, Cincinnati Children’s Hospital Medical Center, and Samantha Dockray, postdoctoral fellow, University College London, used a child behavior checklist to assess 111 boys and girls ages 8 to 13 for symptoms of depression.

Next they measured the children’s obesity and the level of cortisol in their saliva before and after various stress tests.

[snip]

Statistical analyses of the data suggest that depression is associated with spikes in cortisol levels for boys and girls after the stress tests, but higher cortisol reactions to stress are associated with obesity only in girls. The team reported its findings in a recent issue of the Journal of Adolescent Health.

“In these children, it was mainly the peak in cortisol that was related to obesity,” Susman explained. “It was how they reacted to an immediate stress.”

Source: Penn State University

For full article, click here.

Have a wonderful and stress-free week!

All the best,

John Schinnerer, Ph.D.

Positive Psychology Coach

Author of the award-winning book Guide To Self:

The Beginner’s Guide To Managing Emotion & Thought Guide To Self, Inc.

913 San Ramon Valley Blvd. #280

Danville CA 94526

(925) 575-0258

GuideToSelf.com - Web site

DrJohnBlog.GuideToSelf.com - Award-winning Blog

@johnschin - Twitter

 

Posted in Raising optimistic children, National speakers, Emotion & learning, Awareness, Resiliency, Managing Sadness, Alexithymia, Men's emotions, Danville CA, San Ramon CA, Parenting workshop, San Francisco Bay Area, Parenting adolescents, Alamo CA, Emotion & Athletics, Brain plasticity, Optimal Human Functioning, Anger Management, Managing Anxiety, Emotional IQ, Anxiety, Nervousness, Guide to Self, Dr. John Schinnerer, Managing stress, Measuring emotions, Social phobia, School psychology, Depression, Parenting, Emotional mind, Guide To Self Beginners Guide To Managing Emotion, Morals and values, School age bullies, Happiness, Counseling | Print | No Comments »

Dr. Dave Van Nuys Interviews John Schinnerer, Ph.D. on Shrink Rap Radio - transcript

20. February 2010 by John Schinnerer.

Shrink Rap Radio #228, January 10, 2010, Positive Psychology Coaching

David Van Nuys, Ph.D., aka ‘Dr. Dave’ interviews John Schinnerer

(Transcribed from www.ShrinkRapRadio.com by Virl Seribo)

 

Excerpt: I don’t know how much listeners know about positive psychology in general, but basically it’s not a self help movement, it’s not a fad.  It is a new branch of science based on a mountain of research into how and when people function at their very best.  And I think at last count, maybe a year or two ago, there were about 50,000 peer reviewed studies that are looking at what make people function optimally.  And to me, that’s what really separates it from, you know, Tony Robbins, or Marianne Williamson, and The Secret.  It’s not those things.  It’s grounded in science and it’s a change after roughly 100 years in the medical profession from what is wrong with us to what is right with us.

 

Introduction: That was the voice of my guest, Dr. John Schinnerer, who uses Positive Psychology as the underlying framework in his personal coaching practice.  John Schinnerer PhD is in private practice helping individuals learn happiness by mitigating destructive emotions and fostering constructive emotions.  Using positive psychology, he helps clients achieve happy, thriving, meaningful lives.  He graduated summa cum laude from the University of California-Berkeley with a PhD in Educational Psychology.  Dr. Schinnerer has been an executive and psychologist for over 12 years.  He’s president and founder of Guide to Self, a company that coaches clients to their potential using the latest in positive psychology, emotional management, mindfulness, and attentional control.  He’s hosted over 200 episodes of Guide to Self Radio, a primetime radio show on positive psychology in the San Francisco bay area.  Dr. Schinnerer’s areas of expertise range from positive psychology, to emotional awareness, to moral development to sports psychology.  He wrote the award winning Guide to Self: The Beginners Guide to Managing Emotion and Thought, which is available at Amazon.com and other online book sellers.  And he’s currently collaborating with the University of New Zealand in a longitudinal positive psychology study, called The International Well Being Study.  You can send Dr. Schinnerer an email via john@guidetoself.com.  Now, here’s the interview…

 

For the entire interview, please click here to go to ShrinkRapRadio.com.

 

Have a fantastic weekend!

John Schinnerer, Ph.D.

Positive Psychology Coach

San Francisco Bay Area, California< -->

Posted in Emotion & productivity, Emotion & learning, National speakers, Mindfulness, International Wellbeing Study, Executive coach, San Francisco Bay Area, Optimal Human Functioning, Therapist, The human brain, Men's emotions, Emotional IQ, Life coach, Dr. John Schinnerer, Unique marketing research, School psychology, Guide To Self Beginners Guide To Managing Emotion, Morals and values, Happiness, Positive Psychology | Print | No Comments »

Positive Psychology – The Science of Optimal Human Functioning with Dr. John Schinnerer - One hour teleclass 12/8/09

9. December 2009 by John Schinnerer.

John Schinnerer, Ph.D.

Partial script for 1-hour teleclass on 12/8/09

Welcome to what I hope will be a wonderful talk on positive psychology. I will be your host tonight. My name is John Schinnerer. I hold a Ph.D. in educational psychology from U.C. Berkeley. In 2007, I wrote a positive psychology book called ‘Guide To Self: The Beginner’s Guide to Managing Emotion & Thought’ which was awarded Best Self-Help Book of the year. In 2006, I hosted a daily primetime radio show here in the SF Bay Area. Currently, I do keynote speaking, teach and see private clients.  I also collaborate with the University of New Zealand on the International Wellbeing Study which you can participate in at www.wellbeingstudy.com. 

Just a bit of housekeeping…If you have questions during the talk, please email me at john@guidetoself.com and I will do my best at the end to answer them. Your end of the phone has been muted as there are over 500 people on this call.

     I like to start off my talks with a joke to put you in a positive frame of mind. So here it goes…

A psychologist is holding a group therapy session in which there are four young mothers, each of whom has a small child with her. The psychologist gazes at the four women and blurts out “You’re all obsessed. And your obsessions show up in the names of your kids.”

He points to the first mother and calmly states “You are obsessed with spending money & shopping…you named your daughter Penny.”

The shrink points to the second mother and dryly adds “And you are stuck on the issue of eating. You went so far as to name your daughter Candy!”

As the remaining two mothers shift uncomfortably in their seats, the psychologist continues, pointing to the 3^rd mother, “While you have a drinking problem which shows itself in your daughter’s name – Brandy.”

     ……

At that point, the fourth mother, who can’t contain herself any longer, stands up, grabs her son by the hand and says …

“Come on Dick, we’re getting out of here!”

 

     I told this joke on the radio to thousands of listeners and got a landslide of positive feedback ….initially. One lady, who was driving when she heard it, said she had to pull over to the side of the freeway because she was laughing so hard. However, the show was rerun and then we started to get a few complaints. So the station owner called me in to tell me we couldn’t run the show anymore. I asked why not. He said because the joke was dirty. I knowingly asked what was dirty about it. He said it was the reference to sex. I told him that there was no mention in the joke as to whether or not the sex was taking place in a marriage. You see, the dirtiness of this joke is truly in the mind of the listener. If one assumes the sex is taking place within a marriage, there really is nothing dirty about the joke (unless you think sex in general is aversive).  The reason I tell this story is to point out that there are many different way of seeing the world, different ways of viewing the actions of others and even various ways of relating to your own mind, your thoughts, and your feelings.  And I’ll discuss a few of these points today.

Now that you are prepped to learn something new, let’s talk about positive psychology because it holds great promise. Just to be clear, positive psych is not a self-help movement. It is not as simple as positive thinking. It has no relation to books such as The Secret. It is not a passing trend.

Positive psychology is the scientific study of optimal functioning, the applied approach to human flourishing. The lessons of positive psychology are beneficial for everyone – teenagers, executives, managers and the elderly. Even the Army is currently training thousands of sergeants in positive psychology to boost the resiliency of troops and to decrease the possibility of post-traumatic stress disorder. While our Army troops have always been physically fit, we are now seeing a momentous shift in thinking which will enable them to become psychologically fit as well.

So this class and positive psychology in general definitely has something to offer you and it is as valuable in your personal life as in your professional life. At the heart of positive psychology are a number of research based findings into how and when people function at their very best.

Most of us spend a great deal of our time worrying over what might go wrong, or beating ourselves up over what we think did go wrong, or feeling disappointed over the inherent unfairness of life. Recent research shows that we are hard-wired to pay closer attention to this that go wrong than things that go right. And from an evolutionary standpoint, this makes sense. Being overly vigilant for threats and problems helped keep us alive from predators back when sabre-toothed tigers roamed the earth.

However, this hard wiring focused on the negative does not serve us well in modern day life.  Events such as childrens’ skinned knees, missed deadlines, speaking in public or bumper-to-bumper traffic may feel frustrating, scary or stressful but they are not matters of life and death.

So take a quick moment to ask yourself,

‘How much is my focus on what might go wrong helping me?’

‘How much are my negative emotions, such as fear and anger, assisting me in reaching my goals?’

To these questions, positive psychology provides a somewhat unusual answer:

spend more time focusing on what is going right with your life,

focus more on what may go well in the future,

and see how much that approach helps you reach your goals.

Please don’t misunderstand me. I am not suggesting that you only have a positive perspective. I am not suggesting that you be foolishly optimistic. There is a great deal of merit to accurately foreseeing and planning for potential problems. It’s a matter of balance. How much of your mental time is spent focusing on problems as compared to looking at the positives. Positive psychology has found that there are tremendous benefits to learning to focus more on what is right with us and what may go well in the future.

One of the basic assumptions of Positive psychology is that all people are ‘Born to be Good’ to quote the title of Dacher Keltner’s book and that we can become better, happier and more productive.  Let me repeat that, we can learn to be happier. Your happiness is not written in stone. You can learn techniques to increase your satisfaction with life.

What makes the crucial difference between positive psychology and traditional self-help books is the mountain of research upon which positive psychology is built. At this point, there are over 50,000 studies having to do with happiness, realistic optimism, human strengths, life satisfaction and more. Empirical researchers across the world are looking for testable theories and explanations supported by hard data. It is, in simplest terms, a powerful movement from faith to facts. So everything I write about, everything about which I speak, is based on scientific studies and replicable data.

The biggest shift towards a positive psychology took place in the late 1990s when Martin Seligman, as president of the American Psychological Association, began asking the question “what is right with people?” For over 100 years, medicine and psychology had both focused on what was wrong with people and how problems could be fixed. Seligman used his influence to create a new branch of science termed positive psychology focusing on what is right with us, how we can lead more thriving, fulfilling, and meaningful lives.

Seligman and Mike Csikszentmihalyi brought together some of the top young researchers in psychology to study topics such as hope, happiness, gratitude, wisdom, creativity and optimal human functioning. From there it spread to include researchers in humanistic psychology, philosophy, executive coaches, sports psychology, developmental psychologists and many more areas. It continues to spread to business, education and counseling.

The best part is that positive psychology works and works well. Positive psychology exercises have been shown in numerous studies to promote strengths, improve optimal functioning, to increase realistic optimism and to increase the frequency of positive emotions.

Some of you may be skeptical. I completely understand this. I was skeptical at first too.  I was brought up to focus on the negative.  Most of us were. And most clients that I see focus first and foremost on problems, such as how to help under-performing workers, or how to shore up the weaknesses of people they manage.

One of the greatest contributions of Positive psychology is the finding that by focusing energy and attention on strengths and by tapping into positive emotions, all of us will enjoy more success than if we focus on weaknesses and problems.

In terms of using positive psychology in the workplace, the Gallup Organization has shown that disengaged workers cost firms billions of dollars per year in accidents, sabotage, turnover costs, lost customers and healthcare. Engaged or happy workers have a higher probability of making more money, innovating, being on time to work, being healthier physically, receive higher ratings from supervisors and customers, and help out coworkers more frequently. Happiness doesn’t just feel good, it is good for the bottom line and good for employees.

To give you an example, last year, I did some consulting with the executive board of a large insurance company. They were having trouble with several vice presidents who were holding grudges over an incident that happened over many years ago. Two of the vice presidents were actively sabotaging one another’s projects resulting in increased costs to the company. As part of my time there, I gave a two hour talk to the executive board on positive psychology, and I specifically focused on what the research has to say about forgiveness  based on research from Stanford University – what it is, what it is NOT, how to do it and why you want to do it. To me, forgiveness is the best single way to wash out all that stale anger you’ve been hiding for years. At the end of my talk, I suggested to the 11 executives that they try forgiving each other for past transgressions. After a long pause, I watched as all of the executives stood up, and began forgiving every other person in the room.  They hugged; they apologized to each other; and they forgave one another. It was powerful. And it changed the way in which they interacted from that day forward. The vice presidents were more supportive of one another, more cooperative, and they stopped their internal sabotage.

 Positive psychology is filtering into education as well. I do a monthly speaking series at a continuation high school where the students are sent if they are behind on credits, if they have behavior problems, emotional difficulties, or are coming out of juvenile hall. So it’s a pretty hard crowd.  One of the more difficult cases was an African-American female student who challenged me during a presentation “You aren’t black. You aren’t female. And you don’t live in a group home. Why should I listen to anything you say?!” It was a valid question. My response? “You’re absolutely right. I’m a totally bald, white, 42 year old man who lives with his wife and four children. And on a physical level you are correct. We share little in common. Here is what I can tell you…that on an emotional level, everything you have ever felt in your life – fear, anger, despair, happiness, pride, love – everything you have felt, I have felt also. So, on an emotional level we are nearly identical. I have been studying emotions for the past 12 years and I’ve found some tools that really work to help manage negative emotions and cultivate more positive emotions. So it’s your choice – you can listen and try some of the tools for yourself, see if they work, or you can ignore me. Either way, it’s up to you.” From that moment on, she was a fan - engaged, interested and willing to learn. She went on to work at a hospital this summer and now is looking at attending community college when she graduates at the end of this school year.

The Power of Positive Emotions

One of the areas I have researched over the past dozen years with great curiosity and passion is emotions. I have found that there is tremendous power in our emotions. Emotions are the social glue that binds our relationships.  The effective use of emotions, or leveraging emotions to your benefit, is what draws people to leaders. Emotional leverage is what separates truly great leaders from average executives. Emotions may initially be a bit frightening. Many people spend a great deal of energy trying to suppress or contain emotion. Yet, emotions have been with the human race for millions of years. Each emotion serves a purpose. Anger, for instance, helps move past obstacles or challenges. It helps us stand up to social injustices. Sadness keeps us close to home after suffering a loss. Fear keeps us safe from perceived danger.

Take a moment to think back to the last time you experienced an intense emotion. It may have been surprise, fear, rage, disappointment, sorrow, joy, awe or pride. It may have been pride due to your child’s outstanding grades, or joy watching your team win a close game, or frustration at yourself for making a mistake at work, or the feeling of contentment while working in your yard. What we’re finding is that emotions transcend our physical bodies. They are contagious. You can catch feelings from others around you. Studies have shown that happiness is contagious just like anger. Emotions are also closely and powerfully linked to what and how you remember the past. Look through an old photo album and you will clearly see the sway emotions have over your memories. What’s more, emotions play a large role in learning, communication, and even in our morality.

So it is critical to understand and learn to leverage emotions. In particular, you must understand the purpose and strength of positive emotions, because you can put them to great use in your daily life. Expertly leveraging emotions will help you be more successful.  As Robert Biswas-Diener puts it, ‘positive emotion is one of the greatest resources you and your clients, colleagues or students are currently overlooking.’

Emotions may be best thought of as a guidance system for your life. When you experience guilt, for example, it’s a sign that your actions are not in keeping with your values. And the unpleasant feeling motivates you to bring your actions back in line with your values. When things are going smoothly, your guidance system lets you know with an all clear signal – positive emotions such as peacefulness or contentment.  Of course, this guidance system is not perfect. We occasionally misinterpret our emotions, and sometimes our emotions are just plain wrong like when we feel highly fearful before speaking in public. However, our emotions give us important and valuable feedback the majority of the time. And there is power in learning how to be aware of emotions, in learning how to correctly read emotions, and greater success lies in the ability to cultivate more positive emotions.

 

 

So what can positive emotions do for you?

One of the biggest breakthroughs for positive psychology comes from Barbara Fredrickson at UNC Chapel Hill who came up with an evolutionary explanation for the existence of positive emotions. Barbara’s hypothesis is that the primary function of positive emotion is to broaden and build.  That is, they broaden our thought processes and they build lasting internal resources. Positive emotions, such as awe, peacefulness and love, allow your mind to blossom, creating more options, more possibilities, in terms of thoughts and actions.  Positive emotions help us be more creative, imaginative, and innovative. If you need to brainstorm for a new marketing slogan, you’ll do a better job if you are happy when you do it.

In addition, positive emotions have long-term beneficial effects because they build internal resources which may be used to help assist others in need or to manage future threats. In other words, positive emotions fill up your gas tank.  This means that positive emotions fill your emotional reservoir with positive emotional energy to increase your sense of well-being and physical health and which you can share with others when they need support and love.

What’s more, positive emotions have been shown to undo the lingering physiological effects of negative emotions. Positive emotions act as the hidden RESET button to the bodily changes caused by negative emotions, changes such as elevated blood pressure and increased cortisol levels in the blood stream.

      In the workplace, positive emotions are related to higher salaries, less sick days, better relationships with coworkers, better supervisor ratings, better customer ratings, and reduced employee turnover.

      In terms of physical health, positive folks are less likely to get ill, live longer, experience less pain, have fewer hospital visits, and when in a good mood, have faster cardiovascular recovery times. On the other hand, those with depression are more likely to engage in smoking, drug abuse, suicidal attempts, and have more emergency room visits.

In psychology, it is generally understood that bad is stronger than good, or the negative is stronger than the positive.  Bad events have a greater power over us, our emotions, thoughts and behaviors, than do good ones. You are more motivated to avoid bad self-definitions than to pursue good ones. You are quicker to form bad judgments of other people than good ones. It takes approximately 5 compliments to undo the negative effects from one insult. Your brain processes negative information more thoroughly than it does positive information. So it’s great news that the harmful effects of negative feelings can be undone by positive emotions.

While we could come up with a list of hundreds of emotion words, there are ten positive emotions that have been verified in studies. From the most frequently occurring to the least frequent, they are… love, joy, gratitude, serenity, interest, hope, pride, amusement, inspiration and awe. And we know from research that positive emotions are fleeting and fragile. They are easily done away with and they are generally less powerful than negative emotions. So you have to increase your awareness of and be on the lookout for positive emotions throughout your day.

A Few Positive psychology Exercises:

Okay, let’s turn to some of the interventions that have been proven to boost your happiness.

The Blessings Exercise

One study done by Martin Seligman at the University of Pennsylvania sought to help 50 severely depressed people. These were folks that stayed in bed most of the day, crawled out occasionally to check their email, and then returned to bed. They were asked to do one thing every day for two weeks.

            Write down three things that went well today and why they went well.

This daily gratitude journal is a powerful yet simple way to redirect the mind to the positive instead of dwelling on the negative. After two weeks of doing this exercise, the majority saw a significant improvement in their depressive symptoms.  People frequently report feeling happier and more positive after this assignment.

Mental Scrapbook of Positive Memories

Another exercise that has been shown to increase positive emotions is reliving positive memories. This exercise is as simple as focusing your attention on a positive event in your past. It might be a big athletic event, a wedding, the birth of a child, finishing school or a promotion. This activity may be combined with actual physical reminders of the past, such as photos, ticket stubs, trophies, college degrees, and printed testimonials.  You can also create your own positive scrapbook using most cell phones these days. Simply create a folder in which you keep photos of positive events. Start your own collection today. The main idea here is to savor the experience, to pay close attention to sensory details, to squeeze every last ounce of positive emotion out of the experience.

The extent to which you experience positive emotions is largely based on your thinking. Overthinking kills positive emotions. Worry, doubt, and stress drown out positive emotions. Emotions are highly individualized. They vary from person to person and what evokes one emotion in one person may not do the same in another. What makes one person recoil in disgust may make another person laugh. Emotions depend on how you interpret events. You have to take a moment (in the moment) and look for the good in the situation. Once you find the good, you must intentionally magnify it, and let it grow.  You have the power to turn positive emotions off and on.

Look at the room you’re in right now.

Ask yourself:

What’s going right for me right now?

How am I fortunate/blessed to be here?

How does being here benefit me?

What meaning can I take away from this situation?

When you take time to think this way, it builds gratitude in you.

By the way, it is normal if positivity feels unusual or weird at first.

Capitalizing on Love

One of the foremost researchers in the area of love and marriage is Shelly Gable, an assistant professor of psychology at UCLA. Most researchers looking at marriage work on conflict management, how to create more harmony between partners, and how individuals in a couple cope with traumatic events.  Gable is one of a handful of researcher who looks at what makes a thriving marriage. Her work provides some valuable insights if you are interested in transforming your good relationship (e.g., friendship, marriage, parent or child) into a great one.

Gable looks to see how you respond when your spouse tells you that he’s just been promoted, or your child tells you that she won Class President, or when your mother tells you she won a tennis tournament, or when your friend tells you she just won a huge lawsuit. Gable puts your responses into four different categories which break down as follows:

1.      An enthusiastic reaction such as “Wow! That’s tremendous. That’s the best thing I’ve heard all week. I’m sure there are more great things to come for you. You’ve definitely earned it. Congratulations!” This reaction is called the active-constructive response by Gable.

2.      A more subdued reaction where you share your happiness but say little. For example, “That’s nice dear.” This is the passive-constructive response.

3.      Or perhaps you point out some of the potential pitfalls or negatives within the good event. For instance, “Wow, I sure hope you can handle all that extra responsibility. Does this mean you will have to work extra hours?” Gable refers to this as the active-destructive response.

4.      Or, you might respond with disinterest and not respond to the good news at all. Most folks do this by merely changing the subject, “Yes, but what do you think about the weather outside?” This is known as the passive-destructive response.

The first type of response, the active-constructive one, is called “capitalizing” by Gable and here’s the fascinating part…capitalizing amplifies the pleasure of the good event and creates an upward spiral of good feelings.

Gable has shown that capitalizing is one of the keys to strong, supportive, thriving relationships. 

So how do you respond to good news from other people?

Are you a “capitalizer” who creates upward spirals of positive emotions?

Or do you turn a blind eye and a deaf ear to the good news of others?

The consequences of learning how to be more of a “capitalizer” are impressive and robust. Couples who describe themselves as having a spouse who is active and constructive in response to their good news are more committed to the relationship, more in love, and happier in their marriage.  Think about that the next time your mate comes in the door with exciting news.

Closing Remarks

            I’ve found a large number of people are passionate and excited about positive psychology. It offers an energizing approach to your personal and professional life. Hopefully, by sharing some information about positive psychology, you’ve become excited about the possibilities also.

Again my name is John Schinnerer. I’m happy to speak to those interested in future keynote presentations or seeing clients privately. My book is entitled ‘Guide To Self: The Beginner’s Guide to Managing Emotion & Thought’ and may be purchased at Amazon.com, or Target.com. My email address is John@GuideToSelf.com.  My website is www.GuideToSelf.com. Please feel free to go and sign up for my newsletter by clicking on Email Sign Up on the left of the screen.

Now to your questions…

 

Hope you enjoyed it!

Have a wonderful evening,

John Schinnerer, Ph.D.

Guide To Self, Inc.

913 San Ramon Valley Blvd.

Danville, CA 94526

 http://www.guidetoself.com

---

 

Posted in Gratitude, Energy psychology, Curiosity, Science of love, National speakers, Overcoming failure, Awareness, Hope, Organizational psychology, The human brain, Relationships, Resiliency, Altruism, Emotion & learning, Danville CA, Memory and recall, Executive coach, Meaning-making, Therapist, Optimal Human Functioning, Brain plasticity, Positive emotions and job search, San Ramon CA, Emotion & productivity, Positive expectations, International Wellbeing Study, Corporate Culture, Employee engagement, Men's emotions, Subconscious mind, Emotional IQ, Guide to Self, Anxiety, Social anxiety disorder, School psychology, Customer Engagement, Life coach, Creativity, Forgiveness, Positive Psychology, Business & psych, Realistic optimism, Dr. John Schinnerer, Happiness, Ethics, Managing Anxiety, Emotional management, Anger Management, Managing Sadness, Consciousness, Emotional mind, Rational mind, Guide To Self Beginners Guide To Managing Emotion, Morals and values, Depression, Nature vs. nurture, Parenting, Sports Psychology | Print | No Comments »

Put-downs in High School Make It Harder For Students To Learn, U. of Illinois Study Says

3. September 2009 by John Schinnerer.

 

From ScienceDaily (Sep. 2, 2009) 

 

High-school put-downs are such a staple of teen culture that many educators don’t take them seriously. However, a University of Illinois study suggests that classroom disruptions and psychologically hostile school environments can contribute to a climate in which good students have difficulty learning and students who are behind have trouble catching up.

 

“We need to get away from the idea that bullying is always physical. Bullying can also include verbal harassment, which can be just as damaging and detrimental to student learning,” said Christy Lleras, a U of I assistant professor of human and community development.

 

The study used data from the National Educational Longitudinal Study and included 10,060 African American, Latino, and white tenth graders in 659 U.S. high schools. It is one of the first to look at the national incidence of verbal harassment in public and private high schools, she said.

 

“In looking at whether students felt safe at school, students’ fear for their physical safety was actually pretty low. But 70 percent of the students said they were bothered by disruptions in their classroom, and one in five students said that they were often put down by their peers in school,” she said.

 

Lleras came to three interesting conclusions as she reviewed the data.

 

1. One was that smaller, private, and more affluent schools do very little to protect students from verbal abuse.

 

“I assumed that the sorts of school environments that protect students from physical harm would also protect students from emotional harm, and that was not the case. These ’safe’ schools are not significantly reducing the likelihood that students will experience harassment by their peers,” she said.

 

2. This was especially true for adolescent boys. The results showed that boys experience verbal harassment from peers more often than girls, particularly if they are in private schools, Lleras said.

 

3. Lleras also found that African American high-school students who thought of themselves as very good students were more likely to experience verbal put-downs from their peers, but only when they were in high-minority schools.

 

Why would high-achieving African-American students in high-minority schools face more verbal harassment? Lleras doesn’t believe it can be entirely attributed to the oppositional culture hypothesis—namely, that high-achieving minority students are more likely to be negatively sanctioned by their peers for their efforts than white students.

 

She speculates that verbal put-downs in these schools may be a coping strategy that students use when they don’t have the skills to do the work and have little hope of acquiring them in their academic environment.

 

“When high-achieving minority kids are put down by their peers, it can contribute to a climate in which lower-achieving kids fall farther and farther behind and must struggle to catch up. This hostile school climate isn’t a cause of the racial achievement gap–we see evidence of the achievement gap well before middle school–but it contributes to it,” she said.

 

“Sadly, verbal harassment is just one more thing these students have to deal with, and as long as we accept it because it’s not physical bullying, we’re doing a grave disservice to the kids who need non-disruptive and focused learning environments the most,” she said.

 

The study was published in the Journal of School Violence.

Posted in Emotional management, Depression, Managing Anxiety, Resiliency, Emotion & learning, Raising optimistic children, Victims of bullying, School age bullies, Dr. John Schinnerer, Managing stress, Guide to Self, Anxiety, School psychology, Bullies | Print | No Comments »

Realistically Optimistic Students Learn Better, Have Less Depression

10. August 2009 by John Schinnerer.

A beautiful article from Science Daily on the importance of teaching realistic optimism and resilience to students…

ScienceDaily (Aug. 9, 2009) — Teaching children how to be more resilient along with regular classroom instruction can improve children’s outlook on life, curb depression and boost grades, according to a researcher who spoke at the American Psychological Association’s convention August 8.

“In the last 50 years, the U.S. population has seen an increase in their standard of living, such as having more money, owning more homes and cars and living longer. But our sense of meaning, purpose and satisfaction with life have not gone up, they have gone down,” said psychologist Martin Seligman, PhD, of the University of Pennsylvania. “This has been especially detrimental to children. Nearly 20 percent of young people experience depression.”

The effects can carry over to adulthood and cause early death, more health problems, less satisfaction with jobs and relationships and higher rates of depression, he added.

Speaking at the APA’s 117th annual convention, Seligman showed how teaching resilience, positive emotion, and a sense of purpose in school can protect children against depression, increase their life satisfaction and improve their learning power.

The researchers looked at two evidence-based programs, the Penn Resiliency Program (PRP) and the Positive Psychology Program (PPP). The PRP sought to increase students’ ability to handle day-to-day stressors and problems that are common for adolescents. This program was designed to prevent depression.

The PRP promotes optimism by teaching students to think more realistically and flexibly about the problems they encounter. PRP also teaches assertiveness, creative brainstorming, decision-making, relaxation and other coping and problem-solving skills.

Read the full article here  http://www.sciencedaily.com/releases/2009/08/090807135054.htm

Have a Marvelous Monday!

John Schinnerer, Ph.D.

 

 

Posted in Alexithymia, Managing Sadness, Anger Management, Managing Anxiety, The human brain, Resiliency, National speakers, Raising optimistic children, Gratitude, Emotional management, Emotional mind, Dr. John Schinnerer, Managing stress, Realistic optimism, Guide to Self, Anxiety, Happiness, School age bullies, School psychology, Positive Psychology | Print | No Comments »

Immediate Rewards For Correct Answers Lead to Quicker Learning

29. July 2009 by John Schinnerer.

‘People who are rewarded for making correct decisions learn quickly. While the “carrot” approach may produce favourable results, little is understood about how rewards facilitate the learning process.

Now, in a paper recently published in the online open-access journal PLoS Biology, a team headed by Dr. Burkhard Pleger of the Max Planck Institute for Human Cognitive and Brain Sciences, Leipzig, and the University College London have demonstrated that the “reward effect” not only supports the improvement of higher cognitive abilities, but also how brain function in the cortex can be enhanced. Intriguingly, they see that the reward effect can be strengthened using dopaminergic compounds. Targeted manipulation of dopamine levels, thereby enhancing the “teaching signal” in the brain, could open up new possibilities in the treatment of patients, for example, after a stroke.’

Carrot approach may be more effective than old school stick approach with regards to learning new material. Findings seem to support positive approach to new learning.

Story here

http://www.sciencedaily.com/releases/2009/07/090727203624.htm

Cheers,

John Schinnerer, Ph.D.

Guide To Self, Inc.

Posted in Emotion & learning, School psychology, Dr. John Schinnerer, Positive Psychology | Print | No Comments »

Raising Optimistic & Resilient Children Under Pressure - Dr. John Schinnerer Presents 7/15/09 in Alameda CA

14. July 2009 by John Schinnerer.

RAISING RESILIENT, OPTIMISTIC CHILDREN 

Does your child give up easily?Does your child get frustrated frequently?Is your child pessimistic?If you answered ‘YES’ to any of these questions, you owe it to yourself to attend this presentation. 

 

Dr. John Schinnerer, a UC Berkeley-trained psychologist and award-winning author will share the latest methods to raise children to lead happy, thriving, meaningful lives on July 15th 2009 at 6:30 pm at the Alameda Library to help kick off the Alameda Light Opera Company’s run of the musical Annie. 

Learn how you can teach your children to be realistically optimistic, so they:¨      get better grades¨      are more resilient¨      achieve in keeping with their ability¨      stay calm under pressure¨      have more friends 

Cost: Free

Time: 6:30 pm Place: Alameda Library

Date: Wednesday, July 15^th, 2009

In conjunction with the Alameda Light Opera Company

Posted in Mindfulness, Resiliency, Managing Sadness, Assertiveness, Hope, Raising optimistic children, Science of love, Emotional management, Parenting, Dr. John Schinnerer, Managing stress, Realistic optimism, Life coach, Guide to Self, Happiness, School psychology, Positive Psychology | Print | No Comments »

Boys at greater risk than girls in U.S. for lower literacy, lower grades, school dropout, suicide, premature death, injuries, arrests & more.

11. June 2009 by John Schinnerer.

    

Boys more at risk than girls in US for lower literacy, lower grades, school dropout, suicide, premature death, injuries, arrests & more. Research article here  http://bit.ly/vRSLv

Serious issues for boys are largely being ignored & neglected. Much of research and funding directed towards girls likely as a result of the feminist movement. This is neither bad nor good in and of itself, more like a pendulum swing.  

In my opinion, it’s time for the pendulum to swing back towards focusing on assisting young boys and men (but not to the exclusion of assisting girls and women). A middle ground always works well for me.

Much of the intense physically aggressive behavior in boys and men seem to be connected to the ‘warrior gene’ MAOA. Recent study just connected the expression of MAOA to greater gang involvement and higher likelihood of use of violence and weapons. Research study here http://bit.ly/13UHMU

 Keeping it real,

Dr. John Schinnerer

Posted in Parenting, Anger Management, Men's emotions, The human brain, Nature vs. nurture, Guide To Self Beginners Guide To Managing Emotion, Dr. John Schinnerer, Emotional IQ, School psychology, School age bullies, Bullies | Print | No Comments »

ADHD Children Need to Move More When Using Higher Order Thinking Skills says UCF study

27. May 2009 by John Schinnerer.

ADHD Children Need to Fidget More When Using Higher Order Thinking Skills says UCF study http://tinyurl.com/ppqkqa

Posted in ADHD, Parenting, School psychology | Print | No Comments »

How To Manage Anger in Your Children - Dr. John Schinnerer Speaking at Parenting 2009 and Beyond

21. February 2009 by John Schinnerer.

Dr. Schinnerer will be speaking on Saturday, Feb. 28th at the San Ramon Valley Unified School District Parenting 2009 And Beyond Conference. It takes place at Dougherty Valley High School, 10550 Albion Road, in San Ramon.  Cost is a modest $35 for a day of worthwhile information on how to raise resilient, happy, thriving children. This cost also includes breakfast and lunch.

Dr. Schinnerer will speak on ‘How To Manage Anger in Your Child’ at 10:45 am.

For more info, go to https://www.signmeup.com/site/reg/register.aspx?fid=D42V7K7.

Only four seats left for Dr. John’s talk!

Posted in Emotional mind, Parenting, Emotional management, Anger Management, Mindfulness, Resiliency, Depression, Happiness, Dr. John Schinnerer, Positive Psychology, Guide to Self, Staying calm, School age bullies, School psychology, Bullies | Print | No Comments »

Preventing Bullies from Becoming Prisoners

25. August 2008 by John Schinnerer.

Prevent Bullies Before They Become Prisoners: Sixty Percent of Bullies Have One Conviction by the Age 24

John Schinnerer, Ph.D.

www.GuideToSelf.com

A ten-year-old boy is told repeatedly that he is a “weakling” and a “girly man,” yelled at and teased in a tone of voice tinged with disgust and disdain. Is this bullying? What if it leads to a fist fight? How do you know when someone crosses the line between cruel teasing and bullying? Does emotional bullying have any “real” physical consequences? And perhaps, most importantly, if you are dealing with a true bully, what do you do about it? Let’s start by figuring out what bullying is and then move on to what the consequences are and the best ways to deal with it.

Bullying Defined

Bullying takes place when a one or more kids repeatedly harass, intimidate, hit, or ignore another youngster who is physically weaker, smaller or has a lower social status. Realize that adults can also engage in bullying, particularly what I call emotional bullying. However, today we’ll focus on young people.

Note that a single fistfight between two kids of similar size and social power is not bullying; neither is the occasional teasing.

Physical bullying is seen in both boys and girls, but it is more common among boys. Girls typically use emotional bullying more so than boys. Bullying can take a number of forms.

• Bullying can be physical (hitting, shoving, or taking money or belongings) or emotional (Causing fear by threats, insults and/or exclusion from conversations or activities).

• Boys tend to use physical intimidation (hitting or threatening to hit) as well as insults, and they often act one-on-one. Girls are more likely to bully in groups by using the silent treatment towards another girl or gossiping about her.

• Kids are often bullied through putdowns about their appearance, such as being teased about being different than other children or for the way they talk, dress, their size, their appearance and so on. Making fun of children’s religion or race occurs far less frequently.

Bullying begins in elementary school and is most common in middle school; it fades but not completely in high school. It usually occurs in school areas that are not well supervised by teachers or other adults, such as on playgrounds, lunch rooms, and bathrooms. Much of it takes place after school at a location known to students and unsupervised by adults. When I was in middle school, there was a Christmas tree farm where all fights took place. When I was a psych at a middle school, there was a dry creek bed nearby where fights took place. There is always a certain spot that is well known to the students where altercations occur. One way to prevent bullying is to be aware of this spot and police it regularly after school. And realize that the spot will move as soon as the adults become aware of it.

Bullying is aggressive behavior that is intended to cause harm or distress, occurs repeatedly over time, and occurs in a relationship in which there is an imbalance of power or strength. Bullying can take many forms, including physical violence, teasing and name-calling, intimidation, and social exclusion. It can be related to hostile acts perpetrated against racial and ethnic minorities, gay, lesbian, and bi-sexual youth, and persons with disabilities.

Ninety percent of 4th through 8th graders report being victims of some form of bullying at some time in their past. Boys are typically more physically aggressive (physical bullying), whereas girls rely more on social exclusion, teasing, and cliques (verbal or emotional bullying). Bullying can also take the form of cyber communication, e.g., via email (cyber bullying). It is estimated that one in four boys who bully will have a criminal record by age 30.

Who are the bullies?

Children who regularly bully their peers tend to be impulsive, easily frustrated, dominant in personality, have difficulty conforming to rules, view violence positively and are more likely to have friends who are also bullies. Boys who bully are usually physically stronger than their peers.Moreover, several risk factors have been associated with bullying, including individual, family, peer, school, and community factors. With respect to family factors, children are more likely to bully if there is a lack of warmth and parent involvement, lack of parental supervision, and harsh corporal discipline. Some research suggests a link between bullying behavior and child maltreatment. Also, schools that lack adequate adult supervision tend to have more instances of bullying. Psychological research has debunked several myths associated with bullying, including one that states bullies are usually the most unpopular students in school. A 2000 study by psychologist Philip Rodkin, PhD, and colleagues involving fourth-through-sixth-grade boys found that highly aggressive boys may be among the most popular and socially connected children in elementary classrooms, as viewed by their fellow students and even their teachers. Another myth is that the tough and aggressive bullies are basically anxious and insecure individuals who use bullying as a means of compensating for poor self-esteem. Using a number of different methods including projective tests and stress hormones, Olweus concludes that there is no support for such a view. Most bullies had average or better than average self-esteem. Who is being bullied? Children who are bullied are often cautious, sensitive, insecure, socially isolated, and have difficulty asserting themselves among their peers. Boys who are bullied tend to be physically weaker than their peers. Children who have been victims of child abuse (neglect, physical, or sexual abuse) or who have disabilities are also more likely to be bullied by their peers. How common is bullying? In 2002, it was reported that 17 percent of students reported having been bullied “sometimes” or more frequently during the school term. About 19 percent reported bullying others “sometimes” or more often. And six percent reported both bullying and having been bullied. However, in a 2003 study from UCLA, it was reported that almost 50% of sixth graders in two Los Angeles-area public schools report being bullied by classmates during a five-day period.New research from the Secret Service and the U.S. Department of Education on 37 school shootings, including Columbine, found that almost three-quarters of student shooters felt bullied, threatened, attacked or injured by others. In fact, several shooters reported experiencing long-term and severe bullying and harassment from their peers.What’s more, roughly 45% of teachers report having bullied a student in their past. This comes from a 2006 study which defined bullying “using power to punish, manipulate, or disparage a student beyond what would be a reasonable disciplinary procedure.”

The Effects of Bullying

Bullying exerts long-term and short-term psychological effects on both bullies and their victims. Bullying behavior has been linked to other forms of antisocial behavior, such as vandalism, shoplifting, skipping and dropping out of school, fighting, and the use of drugs and alcohol.Victims of bullying experience loneliness and often suffer humiliation, insecurity, loss of self-esteem, and thoughts of suicide. Furthermore, bullying can interfere with a student’s engagement and learning in school. The impact of frequent bullying often accompanies these victims into adulthood. A study done in 2003 found that emotional bullying such as repeated name-calling has as much of a damaging impact on well-being as being beat up. Dr. Stephen Joseph, from the University of Warwick, states, “Bullying and particularly name calling can be degrading for adolescents. Posttraumatic stress is an anxiety disorder that can develop after exposure to a frightening event or ordeal in which physical harm occurred or was threatened, and research clearly suggests that it can be caused by bullying. It is important that peer victimization is taken seriously as symptoms such as insomnia, anxiety and depression are common amongst victims and have a negative impact on psychological health.”As with smoking and drinking, youthful bullying can have serious long-term effects. Norwegian psychologist Dan Olweus, PhD, for example, reported in “Bullying at School: What We Know and What We Can Do” (Blackwell, 1993) that 60 percent of boys who bully had at least one conviction by age 24, and 40 percent had three or more convictions.

Other studies found that about 20 percent of American middle school children say they bully others sometimes. Such youngsters tend to have multiple problems: They’re more likely to fight, steal, drink, smoke, carry weapons and drop out of school than non-bullies.

That said, recent research has exploded some common myths about bullies: in particular, that they’re isolated loners with low self-esteem. In fact, many bullies are reasonably popular and tend to have “henchmen” who aid their negative behaviors.

New and innovative research

A nationally representative study of 15,686 students in grades six through 10, published last year in the Journal of the American Medical Association (Vol. 285, No. 16) is among the most recent to document the scope of bullying in U.S. schools.This study found that:* Bullying occurs most frequently from sixth to eighth grade, with little variation between urban, suburban, town and rural areas.

* Males are more likely to be bullies and victims of bullying than females. Males are more likely to be physically bullied, while females are more likely to be verbally or psychologically bullied, although there is recent evidence (Sept. 2008) that shows that females are just as likely to use physical violence as males.

* Bullies and victims of bullying have difficulty adjusting to their environments, both socially and psychologically. Victims of bullying have greater difficulty making friends and are lonelier.

* Bullies are more likely to smoke and drink alcohol, and to be poorer students.

* Bully-victims–students who are both bullies and recipients of bullying–tend to experience social isolation, to do poorly in school and to engage in problem behaviors such as smoking and drinking.

In the past, bullying behavior was looked at in an either/or fashion – either you are a bully or you are a victim. However, some children report that they’re both a bully and a victim at different times.

Bully-victims experience higher levels of depression and anxiety than the bully-only group or the victim-only group. Those who fall into the bully-victim subgroup are more troubled in terms of internal problems. They carry a great deal of anger, fear and sadness within them and don’t have any tools to release it. Studies have shown that, despite thinking they know how to identify bullies, teachers aren’t all that good at actually doing so. Administrators and teachers in schools overestimate their effectiveness in identifying and intervening in bullying situations.

This can have troubling implications. For example, to contain costs, some schools hold intervention programs in group settings. If bully-victims are in the group, they may cause problems for students who are solely victims. It’s more productive for bully-victims to be treated separately.

Mediation programs for bullies and victims are also problematic. Peer mediation may be appropriate in resolving conflict between students with equal power, but bullying is a type of victimization. Just as child abuse is a form of victimization between parties of unequal power, so too is bullying.

Solutions for bullying

Many anti-bullying programs don’t use research and are thus are likely to fail. Those that work off the myth that the root of bullying is low self-esteem may produce more confident bullies but they probably won’t have a significant effect on any bullying behavior.

What’s more, the common approach of grouping bullies together for group counseling tends to increases their bullying. You’ve just put them in a peer group of bullies who reinforce their destructive behaviors.

And conflict resolution or mediation–which assumes equal power between bullies and their victims–may retraumatize those who have been bullied. Pop treatments usually fail because they focus on only one aspect of the problem.

Bullying is a complex problem. There are multiple reasons for bullying. Successful programs take a holistic approach to preventing bullying. This means that they create new school norms for acceptable behavior, involving all facets of the school–students, parents and teachers, psychologists and more.

Global buffers

Indeed, key to the success of any intervention is appropriate adult guidance and support, presenters agreed. Adults supervise their children about 40 percent less than they did 30 years ago, statistics show, and this and related phenomena have been correlated with problem behaviors. The trend, they added, occurs at a time when teens report wanting more parental attention and family time.

Research shows that parents can be effective interventionists. In a 2001 article, when parents learned to effectively communicate information on binge drinking to their precollege teens, the young people returned from their first semester of college significantly less likely to drink than a control group.

Teaching your children emotional intelligence (EQ), or how to manage one’s emotions, results in less illicit drug use and far less physical violence. Those with lower EI had more substance abuse problems and more frequent fights.

The biggest challenge for teens is to develop the self-regulatory abilities implied by high EQ, and that adults can aid in that process. It’s important to help children and teens find ways to identify their emotions - deep breathing,  journaling, greater bodily awareness, exercise, yoga, meditation and so on. These are all ways to become more aware of your emotions, so you can in turn manage your emotions more effectively. It’s all about emotional intelligence. Parents must also be involved in their children’s lives and intervene in a supportive and empathetic nature if they believe their child or another child is being bullied. To help prevent bullying, parents should enforce clear and concise behavioral guidelines and reward children for positive, inclusive behavior. Furthermore, parents should seek assistance from the school’s principal, teachers, and counselors if concerns regarding their child’s or another child’s behavior arises.

Sometimes bullying is easy to spot–a child pushing another on the playground or shoving a classmate’s face into the water fountain. Other times bullying is less overt–children spreading rumors, teasing peers or excluding a classmate from games at recess. This veiled type of bullying–known as relational or covert aggression–can be harder for parents and teachers to see and prevent. What’s more, previous research suggests that relational aggression increases and intensifies as children get older and become more emotionally and socially sophisticated.

Studies report that the rates of aggression are rising in middle school girls. “It’s always been the case that we expect rates of aggression and delinquency to increase for boys, while girls were considered somewhat protected,” said Julia Graber, a UF psychologist who did the research. “In this study, it’s clear that the differences between girls and boys are diminishing.”

Unlike boys, girls in the study reported feeling increasing amounts of anger between sixth and seventh grades, she said. Both groups reported a decline in self-control. The study of 1,229 students at 22 public and parochial schools in New York City found that the proportion of girls committing five or more aggressive acts in a month, such as “hitting someone” or “pushing or shoving someone on purpose” jumped from 64 percent to 81 percent between sixth and seventh grades. For boys, it rose from 69 percent to 78 percent.

“Girls’ entry into adolescence is generally thought of as a vulnerable time for depression, and studies tend to focus on girls’ emotional experiences with sadness and depressed moods,” Graber said. “What’s interesting about this study is that we see an increase in a different negative emotional experience, and that’s anger.”

Bullying among primary school age children has become recognized as an antecedent to more violent behavior in later grades. Statistics on violence in our country tell a grim story with a clear message. Some children learn how to dominate others by foul means rather than by fair, setting a pattern for how they will behave as adults (bullies). Other children are more easily dominated, suffer miserably, often in silence, and develop a victim mentality that they may be unable to over-come as adults (victims). Action is needed to end purposeful harassment, and bullying.

Signs that a child is being bullied

Children who are being bullied may be embarrassed to talk about what is going on. Parents (or other adults) may notice signs that point to bullying. Your child may:

• Have scrapes, bruises or other signs of physical injury.

• Come home from school without some belongings such as clothes, or money.

• Come home from school quite hungry, saying they lost his or her lunch.

• Develop ongoing physical problems, such as headaches or stomachaches.

• Have sleep disturbances and nightmares.

• Pretend to be sick or make other excuses to avoid school or other situations.

• Change their behavior, such as withdrawing, becoming sad, angry or aggressive.

• Cry often.

• Become more fearful when certain people or situations are mentioned.

• See a sudden drop in grades or have more difficulty learning new material.

• Talk about suicide as a way out.

How to help the child who is being bullied

The key to helping your child deal with bullying is to help him or her regain a sense of dignity and recover damaged self-esteem. To help ward off bullies, give your child these tips:

• Temporarily hold the anger. It’s natural to want to get really angry with a bully, but that’s exactly the response the bully is aiming for. Not only will getting angry or aggressive not solve the problem, it will only make it worse. Bullies want to know they have control over your child’s emotions. Each time they get a reaction from your child, it adds fuel to the bully’s fire - getting angry just makes the bully feel more powerful. Remind your child that anyone that makes you angry has control over you. Help your child work at staying calm through deep breathing and turning their attention to more pleasant thoughts while being picked on.

• Never get physical or bully back. Emphasize that your child should never use physical force (like kicking, hitting, or pushing) to deal with a bully. Not only does that show anger, your child can never be sure what the bully will do in response. Tell your child that it’s best to hang out with others, stay safe, and get help from an adult.

• Act brave, walk away, and ignore the bully. Tell your child to look the bully in the eye and say something like, “I want you to stop right now.” Counsel your child to then walk away and ignore any further taunts. Encourage your child to “walk tall” and hold his or her head up high (using this type of body language sends a message that your child isn’t vulnerable). Bullies thrive on the reaction they get, and by walking away, or ignoring hurtful emails or instant messages, your child will be telling the bully that he or she just doesn’t care. Sooner or later, the bully will probably get bored with trying to bother your child.

• Use humor. If your child is in a situation in which he or she has to deal with a bully and can’t walk away with poise, tell him or her to use humor or give the bully a compliment to throw the bully off guard. However, tell your child not to use humor to make fun of the bully.

• Tell an adult. If your child is being bullied, emphasize that it’s very important to tell an adult. Teachers, principals, parents, and lunchroom personnel at school can all help to stop it. Studies show that schools where principals crack down on this type of behavior have less bullying.

• Talk about it. It may help your child to talk to a guidance counselor, teacher, or friend - anyone who can give your child the support he or she needs. Talking can be a good outlet for the fears and frustrations that can build when your child is being bullied.

• Use the buddy system. Enlisting the help of friends or a group may help both your child and others stand up to bullies. The bully wants to be recognized and feel powerful, after all, so a lot of bullying takes part in the presence of peers. If the bully is picking on another child, tell your child to point out to the bully that his or her behavior is unacceptable and is no way to treat another person. This can work especially well in group situations (i.e., when a member of your child’s circle of friends starts to pick on or shun another member). Tell your child to make a plan to buddy up with a friend or two on the way to school, on the bus, in the hallways, or at recess or lunch - wherever your child thinks he or she might meet the bully. Tell your child to offer to do the same for a friend who’s having trouble with a bully. When one person speaks out against a bully, it gives others license to add their support and take a stand, too.

• Develop more friendships by joining social organizations, clubs, or sports programs. Encourage regular play visits with other children at your home. Being in a group with other kids may help to build your child’s self-esteem and give your child a larger group of positive peers with whom to spend time.

Of course, you may have to intervene in persistent cases of bullying. That can involve walking to school with your child and talking to your child’s teacher, school counselor, or principal. Safety should be everyone’s concern. If you’ve tried the previous methods and still feel the need to speak to the bullying child’s parents, it’s best to do so within the context of the school, where a school official, such as a counselor, can mediate.

If your child is the bully

Learning that your child is a bully can be shocking. But it’s important to remain calm and avoid becoming defensive, as that can make a bad situation worse. You may have a greater impact if you express disappointment - not anger - to your child. Because bullying often stems from unhappiness or insecurity, try to find out if something is bothering your child. Children who bully aren’t likely to confess to their behavior, but you’ll need to try to get your child to talk by asking some specific, hard-hitting questions, such as:

• How do you feel about yourself?

• How do you think things are going at school and at home?

• Are you being bullied?

• Do you get along with other kids at school?

• How do you treat other children?

• What do you think about being considered a bully?

• Why do you think you’re bullying?

• What might help you to stop bullying?

To get to the bottom of why your child is hurting others, you may also want to schedule an appointment to talk to your child’s school counselor or another mental health professional (your child’s doctor should be able to refer you to someone). If you suspect that your child is a bully, it’s important to address the problem to try to mend your child’s mean ways. After all, bullying is violence, and it often leads to more antisocial and violent behavior as the bully grows up. In fact, as many as one out of four elementary school bullies have a criminal record by the time they’re 30.

Helping your child stop bullying

Although not all bullying stems from family problems, it’s a good idea to examine the behavior and personal interactions your child witnesses at home. If your child lives with taunting or name-calling from a sibling or from you or another parent, it could be prompting aggressive or hurtful behavior outside the home. What may seem like innocent teasing at home may actually model bullying behaviors. Children who are on the receiving end of it learn that bullying can translate into control over children they perceive as weak.

Constant teasing - whether it’s at home or at school - can also affect a child’s self-esteem. Children with low self-esteem can grow to feel emotionally insecure. They can also end up blaming others for their own shortcomings. Making others feel bad (bullying) can give them a sense of power.

Of course, there will be moments that warrant constructive criticism: for example, “I counted on you to put out the trash and because you forgot, we’ll all have to put up with that stench in the garage for a week.” But take care not to let your words slip into criticizing the person rather than the behavior: “You’re so lazy. I bet you just pretend to forget your chores, so you don’t have to get your hands dirty.” Focus on how the behavior is unacceptable, rather than the person. Home should be a safe haven, where children aren’t subjected to uncomfortable, harsh criticism from family and loved ones.

In addition to maintaining a positive home atmosphere, there are a number of ways you can encourage your child to give up bullying:

• Emphasize that bullying is a serious problem. Make sure your child understands you will not tolerate bullying and that bullying others will have consequences at home. For example, if your child is cyber bullying, take away the technologies he or she is using to torment others (i.e., computer, cell phone to text message or send pictures). Or instruct your child to use the Internet to research bullying and note strategies to reduce the behavior. Other examples of disciplinary action include restricting your child’s curfew if the bullying and/or teasing occur outside of the home; taking away privileges, but allowing the opportunity to earn them back; and requiring your child to do volunteer work to help those less fortunate.

• Teach your child to treat people who are different with respect and kindness. Teach your child to embrace, not ridicule, differences (i.e., race, religion, appearance, special needs, gender, economic status). Explain that everyone has rights and feelings.

• Find out if your child’s friends are also bullying. If so, seek a group intervention through your child’s principal, school counselor, and/or teachers.

• Set limits. Stop any show of aggression immediately and help your child find nonviolent ways to react.

• Observe your child interacting with others and praise appropriate behavior. Positive reinforcement is more powerful than negative discipline.

• Talk with school staff and ask how they can help your child change his or her bad behavior. Be sure to keep in close contact with the staff.

• Set realistic goals and don’t expect an immediate change. As your child learns to modify his or her behavior, assure your child that you still love him or her - it’s the behavior you don’t like.

Be aware that bullying also takes place between adults, as well as between adults and children. Anywhere there is a power imbalance; there is the risk of bullying. Athletic coaching is a fertile ground for bullying young athletes. As more is learned about bullying and the serious consequences of it, more and more zero tolerance policies will be adopted. Until then, stay aware of subtle cues of bullying in children. The first step is awareness. With greater awareness, bullying can be nipped in the bud.
 

About the Author

John Schinnerer, Ph.D.Dr. John Schinnerer is Chief Communication Officer at Emotion Mining Company, which has a powerful and patented method to measure conscious and subconscious emotions. This method is used for marketing and branding, leadership development, organizational change, and individual counseling and coaching.Prior to this, Dr. Schinnerer was President of Guide To Self, a company that focuses on coaching individuals and groups to their potential using the latest in psychology, psychoneuroimmunology and physiology. Most recently, Dr. John Schinnerer hosted over 200 episodes of Guide To Self Radio, a prime time radio show, in the San Francisco Bay Area. He graduated summa cum laude from U.C. Berkeley with a Ph.D. in psychology. Dr. Schinnerer has been a coach and psychologist for over 10 years.

Dr. Schinnerer is also President of Infinet Assessment, a psychological testing company to help firms select the best applicants. Infinet was founded in 1997 and has worked with companies such as UPS, CSE Insurance Group and Schreiber Foods. Dr. Schinnerer’s areas of expertise range from positive psychology, to emotional awareness, to moral development to sports psychology. He is a noted speaker and author on topics such as emotional intelligence, sports psychology, and executive leadership.

Dr. Schinnerer wrote, “Guide To Self: The Beginner’s Guide To Managing Emotion and Thought,” which was recently awarded the “Best Self-Help Book of 2007” by East Bay Express. He has written articles on corporate ethics and EQ in the workplace for Workspan magazine, HR.com, and Business Ethics. He has given numerous presentations, radio shows and seminars to tens of thousands of people for organizations such as SHRM, NCHRA, KNEW and KDIA.

Posted in Nervousness, Social anxiety disorder, Social phobia, School psychology, Victims of bullying, School age bullies, Staying calm, Anxiety, Forgiveness, Counseling, Managing stress, Dr. John Schinnerer, Emotional IQ, Guide to Self, Bullies | Print | No Comments »

Parenting Three Boys In a Girls’ World

22. March 2006 by John Schinnerer.

Dr. John chats with Amy about parenting boys in this day and age where boys are often expected to act like little girls - quiet, restrained, and self-reflective. We’ve discussed the disservice we’ve done to our boys and men by shaming them into suppressing their feelings. After being shamed numerous times with looks of contempt and disgust, suppressing emotions becomes automatic. Once their behavior is automatic, then boys have two choices to respond to a perceived threat – silence or violence. They either get very quiet, withdraw or lash out physically.

Some boys have a terribly hard time managing their anger due to ADHD or simply to the fact that boys have more physical energy than girls.
So the question is how do you deal with this energy level particularly in the classroom? Tune in to find out.

Guide To Self can be heard Monday through Friday on KDIA 1640 AM at 5 pm in the SF Bay Area or via the web at http://www.kdia.com.

More information is available at http://www.guidetoself.com or by calling 925.944.3440.

Guide To Self is sponsored in part by Infinet Assessment, the best in employee testing. http://www.InfinetAssessment.com.

MP3 File

Copyright 2005-06 Guide To Self, John Schinnerer, PhD.

Posted in Nature vs. nurture, Parenting, Men's emotions, The human brain, Guide To Self Beginners Guide To Managing Emotion, Happiness, Guide to Self, Emotional IQ, School psychology, Dr. John Schinnerer | Print | No Comments »