Key takeaways:

• Exposure to horror movies can trigger anxiety, fear, and trauma in some teenagers, especially those who are more sensitive or vulnerable.
• Some teenagers can learn how to deal with stress and build resilience by watching a good horror movie. This is because it gives them a safe and controlled way to feel fear and anxiety.
• Developmental factors, such as age, cognitive abilities, and emotional maturity, can impact a teenager’s readiness to watch horror movies. Parents should consider these factors when determining if their teenager is ready.
• Previewing a horror movie and reading reviews from other parents can help you make an informed decision about its appropriateness for your child and can also prepare you for potentially upsetting scenes.

What attracts teens to horror movies?

One primary reason why horror movies are so alluring to teenagers is the concept of so-called safe fear. Teenagers can feel scared and anxious without being in any real danger when they watch horror movies. Fear is often unpredictable and hard to control in real life, but horror movies provide a sense of control and predictability.

This controlled environment is a safe space for teenagers to confront their fears and anxieties without any real-life consequences. The sense of the thrill and the adrenaline rush associated with scary movies can also be a form of catharsis, allowing teens to release pent-up emotions and experience a sense of relief after the movie is over.

Escaping the reality through horror movies

Horror movies can be a popular form of escapism for teenagers seeking to take a break from the stresses and pressures of their daily lives. By immersing themselves in an alternate reality of a horror film, they can detach from the world around them and experience a sense of relief from the responsibilities and challenges they face.

When it comes to a good horror movie, the feeling of suspense and fear is so intense that it necessitates a suspension of disbelief. This enables teenagers to completely immerse themselves in the world of the film and escape their problems — even if only for a little while. By suspending their disbelief, they can become fully engrossed in the story and its characters, experiencing fear and excitement as if they were a part of it themselves. This immersion can be a powerful form of escapism, giving teens a much-needed break from the stresses of their everyday lives.

Risks of watching horror movies for teens

Here are some potential risks associated with children and teenagers watching horror movies:

• Watching horror movies may lead to increased anxiety, fear, and nightmares, especially in younger children.
• Children who have been through trauma may be triggered by the themes and images in horror movies, which could make their symptoms worse.
• Exposure to graphic violence and gore can desensitize children to real-life violence and make them more accepting of aggression.
• Watching horror movies at night can disrupt sleep patterns, leading to fatigue and irritability.
• Some horror movies may have sexual themes or scenes that aren’t appropriate for kids and can make them feel confused or uncomfortable.

Horror movies – a positive impact on teens:

Despite the potential risks, there are also potential benefits. Horror movies can help teenagers develop resilience and coping skills. By exposing themselves to scary and stressful situations in a controlled environment, teens can learn to manage their emotions and fears. Horror movies can also provide a sense of control and mastery over their emotions and anxiety, which can be empowering. Likewise, the experience of successfully navigating through a horror movie can boost self-confidence and self-esteem.

When are teens ready for horror movies?

Parents and guardians should consider their child’s age and developmental level when deciding whether to allow them to watch horror movies. Age-appropriate content and themes are crucial to ensuring that teenagers are not overwhelmed or traumatized by the movies they watch. For example, younger children might be unable to tell the difference between fantasy and reality, making horror movies especially scary and possibly traumatic for them. On the other hand, older teenagers may be better equipped to handle the themes and content presented in horror movies. In addition, a teenager’s developmental level can impact their ability to process and understand the complex emotions and themes present in these films.

Is Anger Hereditary? 

Do you find yourself getting angry for no good reason? Are you wondering if you’re predisposed to become angry because of your genes? The truth is that this isn’t out of the question. While the role of genetics is still largely unclear, it’s possible that anger “runs in your blood” so to speak—especially if you struggle with a mental illness.

Many mental illnesses can run in families, such as bipolar disorder and major depression. And a common characteristic of each of these disorders is anger (or more accurately irritability when it comes to depression). If you’ve been uncharacteristically angry lately or think that a mental illness might be causing you to lash out in anger, there are a few steps you should take:

1. Look into your family’s medical history. Are you familiar with your family’s medical history? Does bipolar disorder, depression, intermittent explosive disorder, or another mental illness that would explain these angry outbursts run in your family? Don’t be afraid to consult your family members and ask them—explain that you’re concerned about your own health and also offer them support.
2. Meet with a medical or mental health professional. If you’re experiencing symptoms of a mental illness or you simply can’t come up with another explanation for your angry inclinations, meet with a medical professional. They can assess your symptoms, offer diagnosis, and help you manage any harmful symptoms (like anger). If you don’t have a mental illness, they can still help you manage your angry outbursts, especially through anger management counseling.

Did I Learn Anger? Can I Fix It?

Learned behavior might also be to blame when it comes to angry tendencies. This kind of learning can happen in two different ways:

Modeling: With modeling, children observe a behavior and then repeat it. So, if they observe violence, they are more likely to engage in violence or angry behavior. This was demonstrated in the Bobo Doll Experiment, in which different groups of children were exposed to different models: one being an aggressive model. The researchers found that the children who belonged to this aggressive model were far more likely to engage in aggressive behavior than the kids who weren’t exposed to aggression.

Reinforcement: With reinforcement, an initial aggressive act is rewarded or reinforced, which emboldens the individual to continue acting aggressively. So, for example, if lashing out in anger led to your getting what you wanted when you were a child, you’re more likely to react with anger as an adult—you learned that doing so would reap a reward.

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Research suggests that, in general, just like so many aspects of personality, we are born with a range of potentiality. For example, our genetics may determine the range of our potential intelligence, but studies have increasingly emphasized that nurture plays a major role in influencing whether intelligence settles at the lower or the higher end of that potentiality. Consequently, a child will establish a degree of intelligence consistent with functioning at the higher end of his potential when he receives cognitive stimulation, is encouraged to be curious, and develops verbal as well as visual-motor skills. By contrast, a child born with the same potential but with minimal stimulation and encouragement may function at the lower level of his potential.

With regard to temperament, some children are born “thin-skinned,” quick to be reactive to stimulation, a trait that can be associated with being emotionally reactive in general. Others are more “thick-skinned,” less reactive to stimulation, and perhaps more even-keeled in their emotions.

If the child who is thin-skinned is fortunate enough to be born to parents who are more thick-skinned, he may be sufficiently calmed and reassured and helped to learn skills to be more resilient. Additionally, parents who provide calmness, safety, and validation help a child to develop greater emotional intelligence, which includes the capacity to be self-soothing and sit with uncomfortable affect.

By contrast, a thin-skinned child whose parents are similarly thin-skinned may result in interactions that only contribute to heighten his reactivity to stimulation and excitability in general.

Clearly, children who are more thin-skinned may have a greater tendency to be reactive with anger. This makes sense since anger is about a perceived threat as well as a reaction to other negative emotions and knee-jerk appraisals regarding potentially triggering events.

Anger arises when chemicals (neurotransmitters) impact our physiology to cause an increased rate of heartbeat, higher blood pressure, more rapid breathing, etc. These neurotransmitters attach themselves to proteins called receptors and turn them on. When they reach a sufficient number, other proteins are also turned on, then leading to bodily changes. Our genes drive how these interact.

Research during the last decade has found that the relationship between our genes and anger and aggression is quite complex. One study, for example, found that people who are genetically predisposed toward aggression appear to have diminished functioning in the brain regions that help to control emotions (Denson, Dobson-Stone, Ronay, et. al., 2014). They studied the monoamine oxidase A (MAOA) gene, one that has been found to have the most robust association with aggression in humans. Men who are aggressive can have a high or low functioning version of this gene. These impact the functioning of neurotransmitters (such as serotonin and dopamine), which help regulate emotions.

One study suggests that men who have a low functioning version of the gene might be more likely to become aggressive, but only when provoked (McDermott, Tingley, Cowden, et. al.,2009). Research in this area is determined to explore the interactions of genes with brain structure and how they impact our predisposition toward anger and aggression. However, the current perspective is that our genetics can influence our quickness for anger arousal.

Research may become more precise in determining the genetic influence on anger and aggression. And, perhaps findings from such research can lead to biological interventions to better address different forms of anger and aggression.

Why does it matter?

A primary reason for identifying contributions that nature makes is in treatment planning. For example, some anti-epileptic medications have been found to be helpful with intermittent explosive disorder (IEP), a chronic disorder involving intense outbursts that include rage, irritability, and increased energy. Additionally, antidepressants have also been found to be helpful, as depression is often associated with a greater tendency toward irritability.

Additionally, knowing the belief of clients I work with is also important in treatment. For this reason, I asked Kevin a question I pose to all of my clients — “Why does it matter? What thoughts and feelings arise if you believe it’s caused by nature or if you conclude it is based on nurture?”

Some individuals immediately respond that it doesn’t matter. Others, who have achieved increased honesty with themselves — and with me — share their preference that their anger be based on genetics. “If that’s the case, I feel less responsible for my anger,” “I feel less guilty about my anger,” and, “Then, I believe I can’t change it” are a few of the typical answers when nature is viewed as the dominant contributing factor.

Others share that viewing nurture as the dominant contributing factor leaves them more hopeful regarding change. They believe that if their past experience shaped them, they can have new experiences to correct their habits. Certainly, concluding that they do not have any free will keeps many individuals from engaging in the commitment to change.

I’ve also observed that some clients with anger issues seem to hold onto them as if doing so reflects a sense of loyalty to the angry parent. With or without awareness, it can become a thread of connection, a sense of bonding, and camaraderie. This is helpful to explore as this function of anger can strongly compete with the desire for change.

Research and my clinical observation inform me that, like many aspects of our personality, anger consists of a pattern of habits in our thoughts, feelings, and physical sensations. Whether they are grounded in nature or nature or a combination of both, we can develop new habits regarding our reactivity and anger arousal. As with all habits, making a change requires commitment, patience, and time. And, it is a fact that makes some individuals angry, but those who have a genetic predisposition toward anger and aggression may just have to work harder to overcome their reactivity.

It’s important to remember that anger is a natural emotion that can be informative if we pause to reflect on it. By doing so, we can better recognize and address the negative feelings behind it, the physical tension associated with it, the distortions of thinking that influence our expectations, and the knee-jerk appraisals we make regarding certain events.

So, while anger is influenced by your genetic history and experience in your early development, you can develop more healthy ways of managing anger for a more fulfilling life. And like Kevin, the first step toward making a commitment to change your anger habits entails having the courage to admit that they contribute to suffering — whether with regard to your relationships, work, or in your daily life.

Amoebas are single-celled organisms. The so-called brain-eating amoeba is a species discovered in 1965. Its formal name is Naegleria fowleri. It usually lurks in warm freshwater bodies or untreated, contaminated waters. When it finds its way inside the human body, it causes a rare, yet deadly infection and inflammation in the brain and eventually destroys the brain tissue by “eating” it. Doctors call this disease primary amebic meningoencephalitis (PAM). You can only get it when contaminated water with the brain-eating amoeba travels up your nose.

What Is a Brain-Eating Amoeba?

There are several species of Naegleria but only the fowleri species causes PAM. It was first identified in Australia, but this amoeba is believed to have evolved here in the U.S.

N. fowleri is microscopic: 8 micrometers to 15 micrometers in size, depending on its life stage and environment. By comparison, a hair is 40 to 50 micrometers wide.

Like other amoebas, Naegleria reproduces by cell division. When conditions aren’t right, the amoebas become inactive cysts. When conditions are favorable, the cysts turn into trophozoites — the feeding form of the amoeba.

Where Are Brain-Eating Amoebas Found?

Naegleria loves very warm water. It can survive in water as hot as 115 F.

These amoebas can be found in warm places around the globe. N. fowleri is found in:

• Warm lakes, ponds, and rock pits
• Mud puddles
• Warm, slow-flowing rivers, especially those with low water levels
• Untreated swimming pools and spas
• Untreated well water or untreated municipal water
• Hot springs and other geothermal water sources
• Thermally polluted water, such as runoff from power plants
• Aquariums
• Soil, including indoor dust
• Splash pads for children
• Water parks

Naegleria can’t live in saltwater. It can’t survive in properly treated swimming pools or in properly treated municipal water. You also can’t get infected by drinking contaminated water.

Most cases of N. fowleri disease occur in Southern or Southwestern states. Over half of all infections have been in Florida and Texas.

What Are the First Symptoms Someone Might Have?

Symptoms of PAM are not specific to this disease. At first, PAM may seem like viral meningitis. Symptoms include:

• headache
• fever
• stiff neck
• loss of appetite
• vomiting
• altered mental state
• seizures
• coma

There may also be hallucinations, drooping eyelid, blurred vision, and loss of the sense of taste.

How Long Until Symptoms of a Brain-Eating Amoeba Appear?

It takes two to 15 days for symptoms to appear after N. fowleri amoebas enter the nose. Death usually occurs 3 to 7 days after symptoms appear. The average time to death is 5.3 days from symptom onset. Only a handful of patients worldwide have been reported to have survived an infection.

How Do People Get Infected With Brain-Eating Amoeba?

The term “brain-eating amoeba” makes the amoeba sound like a tiny zombie stalking your skull. But brains are accidental food for them.

According to the CDC, N. fowleri normally eats bacteria. But when the amoeba gets into humans, it uses the brain as a food source.

The nose is the pathway of the amoeba, so infection occurs most often from diving, water skiing, or performing water sports in which water is forced into the nose. But infections have occurred in people who dunked their heads in hot springs or who cleaned their nostrils with neti pots filled with untreated tap water.

A person infected with N. fowleri cannot spread the infection to another person.

How Do Amoebas Get in the Brain?

Studies suggest that N. fowleri amoebas are attracted to the chemicals that nerve cells use to communicate with one another. Once in the nose, the amoebas travel through the olfactory nerve (the nerve connected with sense of smell) into the frontal lobe of the brain.

How Frequently Do People Get Infected by a Brain-Eating Amoeba?

Even though N. fowleri amoebas are relatively common, they only rarely cause brain disease. N. fowleri disease is known as primary amoebic meningoencephalitis (PAM). It occurs from zero to eight times a year, almost always from July to September.

It’s considered a rare infection. But some cases may be unreported. A study in Virginia that looked at more than 16,000 autopsy records from patients who died of meningitis found five previously unreported cases of PAM.

Studies show that many people may have antibodies to N. fowleri. That suggests that they became infected with the amoeba but that their immune systems fought it off.

It’s not at all clear whether N. fowleri is a rare infection that always causes PAM and is almost always fatal, or a more common infection that only sometimes causes PAM.

In a 2009 study, CDC researchers suggested that the common finding of antibodies to the amoeba in humans and the frequent finding of N. fowleri in U.S. waters indicates “that exposure to the amoeba is much more common than the incidence of PAM suggests.”

Biographical

Elie Wiesel was born in 1928 in the town of Sighet, now part of Romania. During World War II, he, with his family and other Jews from the area, were deported to the German concentration and extermination camps, where his parents and little sister perished. Wiesel and his two older sisters survived. Liberated from Buchenwald in 1945 by advancing Allied troops, he was taken to Paris where he studied at the Sorbonne and worked as a journalist.

In 1958, he published his first book, La Nuit, a memoir of his experiences in the concentration camps. He has since authored nearly thirty¹ books some of which use these events as their basic material. In his many lectures, Wiesel has concerned himself with the situation of the Jews and other groups who have suffered persecution and death because of their religion, race or national origin. He has been outspoken on the plight of Soviet Jewry, on Ethiopian Jewry and on behalf of the State of Israel today.

Wiesel has made his home in New York City, and is now a United States citizen. He has been a visiting scholar at Yale University, a Distinguished Professor of Judaic Studies at the City College of New York, and since 1976 has been Andrew W. Mellon Professor in the Humanities at Boston University where he teaches “Literature of Memory.” Chairman of the United States Holocaust Memorial Council from 1980 – 1986, Wiesel serves on numerous boards of trustees and advisors.

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Acceptance Speech

Elie Wiesel held his Acceptance Speech on 10 December 1986, in the Oslo City Hall, Norway.

(The speech differs somewhat from the written speech.)

It is with a profound sense of humility that I accept the honor you have chosen to bestow upon me. I know: your choice transcends me. This both frightens and pleases me.

It frightens me because I wonder: do I have the right to represent the multitudes who have perished? Do I have the right to accept this great honor on their behalf? … I do not. That would be presumptuous. No one may speak for the dead, no one may interpret their mutilated dreams and visions.

It pleases me because I may say that this honor belongs to all the survivors and their children, and through us, to the Jewish people with whose destiny I have always identified.

I remember: it happened yesterday or eternities ago. A young Jewish boy discovered the kingdom of night. I remember his bewilderment, I remember his anguish. It all happened so fast. The ghetto. The deportation. The sealed cattle car. The fiery altar upon which the history of our people and the future of mankind were meant to be sacrificed.

I remember: he asked his father: “Can this be true?” This is the twentieth century, not the Middle Ages. Who would allow such crimes to be committed? How could the world remain silent?

And now the boy is turning to me: “Tell me,” he asks. “What have you done with my future? What have you done with your life?”

And I tell him that I have tried. That I have tried to keep memory alive, that I have tried to fight those who would forget. Because if we forget, we are guilty, we are accomplices.

And then I explained to him how naive we were, that the world did know and remain silent. And that is why I swore never to be silent whenever and wherever human beings endure suffering and humiliation. We must always take sides. Neutrality helps the oppressor, never the victim. Silence encourages the tormentor, never the tormented. Sometimes we must interfere. When human lives are endangered, when human dignity is in jeopardy, national borders and sensitivities become irrelevant. Wherever men or women are persecuted because of their race, religion, or political views, that place must – at that moment – become the center of the universe.

Of course, since I am a Jew profoundly rooted in my peoples’ memory and tradition, my first response is to Jewish fears, Jewish needs, Jewish crises. For I belong to a traumatized generation, one that experienced the abandonment and solitude of our people. It would be unnatural for me not to make Jewish priorities my own: Israel, Soviet Jewry, Jews in Arab lands … But there are others as important to me. Apartheid is, in my view, as abhorrent as anti-Semitism. To me, Andrei Sakharov‘s isolation is as much of a disgrace as Josef Biegun’s imprisonment. As is the denial of Solidarity and its leader Lech Walesa‘s right to dissent. And Nelson Mandela‘s interminable imprisonment.

There is so much injustice and suffering crying out for our attention: victims of hunger, of racism, and political persecution, writers and poets, prisoners in so many lands governed by the Left and by the Right. Human rights are being violated on every continent. More people are oppressed than free. And then, too, there are the Palestinians to whose plight I am sensitive but whose methods I deplore. Violence and terrorism are not the answer. Something must be done about their suffering, and soon. I trust Israel, for I have faith in the Jewish people. Let Israel be given a chance, let hatred and danger be removed from her horizons, and there will be peace in and around the Holy Land.

Yes, I have faith. Faith in God and even in His creation. Without it no action would be possible. And action is the only remedy to indifference: the most insidious danger of all. Isn’t this the meaning of Alfred Nobel’s legacy? Wasn’t his fear of war a shield against war?

There is much to be done, there is much that can be done. One person – a Raoul Wallenberg, an Albert Schweitzer, one person of integrity, can make a difference, a difference of life and death. As long as one dissident is in prison, our freedom will not be true. As long as one child is hungry, our lives will be filled with anguish and shame. What all these victims need above all is to know that they are not alone; that we are not forgetting them, that when their voices are stifled we shall lend them ours, that while their freedom depends on ours, the quality of our freedom depends on theirs.

This is what I say to the young Jewish boy wondering what I have done with his years. It is in his name that I speak to you and that I express to you my deepest gratitude. No one is as capable of gratitude as one who has emerged from the kingdom of night. We know that every moment is a moment of grace, every hour an offering; not to share them would mean to betray them. Our lives no longer belong to us alone; they belong to all those who need us desperately.

Thank you, Chairman Aarvik. Thank you, members of the Nobel Committee. Thank you, people of Norway, for declaring on this singular occasion that our survival has meaning for mankind.

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Ընդունման խոսք

Էլի Վիզելը 1986 թվականի դեկտեմբերի 10-ին Նորվեգիայի Օսլոյի քաղաքապետարանում անցկացրեց իր Ընդունման ելույթը:

(Ելույթը որոշ չափով տարբերվում է գրավոր խոսքից):

Խոնարհության խոր զգացումով եմ ընդունում այն ​​պատիվը, որը դուք ընտրել եք ինձ շնորհելու համար: Ես գիտեմ, որ քո ընտրությունը գերազանցում է ինձ: Սա ինձ և՛ վախեցնում է, և՛ ուրախացնում:

Դա ինձ վախեցնում է, քանի որ մտածում եմ՝ ես իրավունք ունե՞մ ներկայացնելու զոհված բազմությանը: Ես իրավունք ունե՞մ նրանց անունից ընդունելու այս մեծ պատիվը։ … Ես չեմ. Դա ամբարտավան կլիներ: Ոչ ոք չի կարող խոսել մահացածների փոխարեն, ոչ ոք չի կարող մեկնաբանել նրանց խեղված երազներն ու տեսիլքները:

Դա ինձ հաճելի է, քանի որ կարող եմ ասել, որ այս պատիվը պատկանում է բոլոր վերապրածներին և նրանց երեխաներին, և մեր միջոցով՝ հրեա ժողովրդին, որի ճակատագրի հետ ես միշտ նույնացել եմ:

Հիշում եմ՝ դա եղել է երեկ կամ հավերժություններ առաջ։ Երիտասարդ հրեա տղան հայտնաբերեց գիշերվա թագավորությունը: Հիշում եմ նրա տարակուսանքը, հիշում եմ նրա վիշտը։ Ամեն ինչ տեղի ունեցավ այնքան արագ: Գետտոն. Տեղահանությունը. Կնքված անասնագոմը. Կրակոտ զոհասեղանը, որի վրա պետք է զոհաբերվեր մեր ժողովրդի պատմությունը և մարդկության ապագան:

Հիշում եմ. նա հարցրեց հորը. «Կարո՞ղ է դա ճիշտ լինել»: Սա քսաներորդ դարն է, ոչ թե միջնադարը: Ո՞վ թույլ կտա նման հանցագործություններ կատարել։ Ինչպե՞ս կարող էր աշխարհը լռել:

Եվ հիմա տղան դիմում է ինձ. «Ասա ինձ», հարցնում է նա: «Ի՞նչ ես արել իմ ապագայի հետ: Ի՞նչ ես արել քո կյանքում»։

Եվ ես նրան ասում եմ, որ փորձել եմ։ Որ փորձել եմ հիշողությունը վառ պահել, որ փորձել եմ պայքարել նրանց հետ, ովքեր մոռանալու են։ Որովհետև եթե մոռանանք, մեղավոր ենք, հանցակից ենք։

Եվ հետո ես բացատրեցի նրան, թե որքան միամիտ ենք մենք, որ աշխարհը գիտեր ու լռում էր։ Եվ այդ պատճառով ես երդվեցի երբեք չլռել, երբ և որտեղ մարդիկ տառապեն տառապանքներին և նվաստացումներին։ Մենք միշտ պետք է կողմ լինենք։ Չեզոքությունը օգնում է ճնշողին, ոչ երբեք զոհին: Լռությունը քաջալերում է տանջողին, ոչ երբեք տանջվողին: Երբեմն մենք պետք է միջամտենք: Երբ վտանգված են մարդկային կյանքեր, երբ վտանգված է մարդկային արժանապատվությունը, ազգային սահմաններն ու զգայունությունը դառնում են անտեղի: Այնտեղ, որտեղ տղամարդիկ կամ կանայք հալածվում են իրենց ռասայական, կրոնական կամ քաղաքական հայացքների պատճառով, այդ վայրը պետք է, այդ պահին, դառնա տիեզերքի կենտրոնը:

Իհարկե, քանի որ ես հրեա եմ, որը խորապես արմատավորված է իմ ժողովուրդների հիշողության և ավանդույթների վրա, իմ առաջին արձագանքը հրեական վախերին, հրեական կարիքներին, հրեական ճգնաժամերին է: Որովհետև ես պատկանում եմ տրավմատացված սերնդին, որը զգացել է մեր ժողովրդի լքվածությունն ու մենությունը: Ինձ համար անբնական կլիներ հրեական առաջնահերթությունները իմը չդնել. Իսրայելը, խորհրդային հրեաները, հրեաները արաբական երկրներում… Բայց կան ուրիշներ, որոնք նույնքան կարևոր են ինձ համար: Ապարտեյդը, իմ կարծիքով, նույնքան զզվելի է, որքան հակասեմիտիզմը: Ինձ համար Անդրեյ Սախարովի մեկուսացումը նույնքան խայտառակություն է, որքան Յոզեֆ Բիգունի բանտարկությունը։ Ինչպես Solidarity-ի և նրա առաջնորդ Լեխ Վալեսայի այլակարծության իրավունքի ժխտումը: Եվ Նելսոն Մանդելայի անվերջ բանտարկությունը.

Այնքան անարդարություն և տառապանք կա, որ աղաղակում է մեր ուշադրությունը՝ սովի, ռասիզմի և քաղաքական հալածանքների զոհեր, գրողներ և բանաստեղծներ, բանտարկյալներ շատ երկրներում, որոնք կառավարվում են ձախերի և աջերի կողմից: Մարդու իրավունքները ոտնահարվում են բոլոր մայրցամաքներում. Ավելի շատ մարդիկ ճնշված են, քան ազատ: Եվ հետո նաև կան պաղեստինցիներ, որոնց դժբախտության նկատմամբ ես զգայուն եմ, բայց ում մեթոդները ես ափսոսում եմ: Բռնությունն ու ահաբեկչությունը լուծում չեն. Ինչ-որ բան պետք է անել նրանց տառապանքների դեմ, և շուտով: Ես վստահում եմ Իսրայելին, քանի որ հավատում եմ հրեա ժողովրդին: Թող Իսրայելին հնարավորություն տրվի, թող ատելությունն ու վտանգը հեռացնեն նրա հորիզոններից, և խաղաղություն կլինի Սուրբ Երկրում և նրա շուրջը:

Այո, ես հավատ ունեմ։ Հավատք առ Աստված և նույնիսկ Նրա ստեղծածը: Առանց դրա ոչ մի գործողություն հնարավոր չէր լինի: Իսկ գործողությունը անտարբերության միակ միջոցն է՝ ամենախորամանկ վտանգը: Սա չէ՞ Ալֆրեդ Նոբելի ժառանգության իմաստը: Պատերազմի հանդեպ նրա վախը վահան չէ՞ր պատերազմի դեմ։

Շատ բան կա անելու, շատ բան կա անելու։ Մեկ մարդ՝ Ռաուլ Վալենբերգը, Ալբերտ Շվեյցերը, մեկ ազնիվ մարդ, կարող է փոխել կյանքի և մահվան տարբերությունը: Քանի դեռ մեկ այլախոհը բանտում է, մեր ազատությունը չի լինի իրական. Քանի դեռ մեկ երեխա սոված է, մեր կյանքը կլցվի տառապանքով և ամոթով: Այս բոլոր զոհերին ամենից առաջ պետք է իմանալ, որ իրենք միայնակ չեն. որ մենք չենք մոռանում նրանց, որ երբ նրանց ձայնը խեղդվի, մենք նրանց կտանք մերը, որ թեև նրանց ազատությունը կախված է մեզանից, մեր ազատության որակը կախված է նրանցից։

Սա այն է, ինչ ես ասում եմ երիտասարդ հրեա տղային, որը մտածում էր, թե ինչ եմ արել ես իր տարիների հետ: Նրա անունով է, որ ես խոսում եմ ձեզ հետ և հայտնում եմ ձեզ իմ խորին երախտագիտությունը: Ոչ ոք այնքան ընդունակ չէ երախտագիտության, որքան նա, ով դուրս է եկել գիշերային թագավորությունից: Մենք գիտենք, որ ամեն պահ շնորհի պահ է, ամեն ժամ՝ ընծա. չկիսել դրանք կնշանակի դավաճանել նրանց: Մեր կյանքերը այլևս միայն մեզ չեն պատկանում. դրանք պատկանում են բոլոր նրանց, ովքեր մեր կարիքն ունեն:

Շնորհակալություն, նախագահ Աարվիկ: Շնորհակալություն Նոբելյան կոմիտեի անդամներ։ Շնորհակալություն ձեզ, Նորվեգիայի ժողովուրդ, այս եզակի առիթով հայտարարելու համար, որ մեր գոյատևումն իմաստ ունի մարդկության համար:

Although we can communicate with our words and tone of voice, there’s another language we all speak. 

And that’s body language.

The way we present ourselves to others via nonverbal communication cues can speak louder than words. A person’s gestures, facial expressions, and amount of eye contact all tell a story.

Learning how to interpret and understand body language helps you better understand your peers. Being aware of your own body language is also important so that you can present yourself in the way you’d like.

Understanding body language psychology isn’t always simple. But we’re going to help demystify the secrets behind body language signs.

Here’s how to read body language and the meaning behind different types of nonverbal communication.

What is body language?

If you’ve gauged a friend or stranger’s mood just by looking at their face or gestures they made, you successfully read their body language. 

The body language definition refers to nonverbal cues we consciously and unconsciously use to communicate. It includes all non-verbal communication.

The words we use when speaking make up our verbal communication.

The non-verbal cues that make up a person’s body language often communicate more than the words they use. These cues can include:

• Facial expressions
• Hand gestures
• Mannerisms
• Physical behavior
• Tone of voice

We’ll look at cues in more detail as we delve deeper into how to read body language below. 

One of the most important facts about body language signs is that we often use nonverbal signals instinctively or unconsciously. 

For this reason, body language can often tell others more about what we think or feel than the words we use.

Depending on the body language you use, you can encourage the person you’re communicating with to trust you and be relaxed in your presence. Or you can confuse or offend them. 

The types of nonverbal communication you use can even undermine or contradict what you say.

Why is understanding body language important?

So, why is body language important, and what are the benefits of learning how to understand it?

The answers to these questions become clearer when we look at the 7-38-55 rule. This rule is based on the findings of psychology professor Albert Mehrabian. The University of California professor developed the rule in the late ‘60s and early ‘70s. 

According to Mehrabian, the spoken word communicates 7% of meaning. Your tone of voice communicates 38% of meaning, and your body language communicates 55% of meaning.

Given how much we communicate via body language cues, learning how to understand them is essential if you’re serious about being a good communicator. When you know how to read body language, you can gain deeper insight into what others are really saying. 

You can also consciously improve your nonverbal communication.

Let’s explore the benefits of understanding body language:

1. Develop your emotional awareness

Being able to read body language signs allows you to better interpret the emotions and moods of other people. This enables you to understand what they really think or feel about something. 

You can then respond to them in the appropriate way.

2. Bond better with your peers

Not everyone is comfortable sharing their true feelings or thoughts. They might be going through family difficulties at home. Or they might feel that no one would listen to them anyway. 

By interpreting people’s body language, you can better understand their views. Or you can be friendly and supportive when they need support but don’t feel that they can ask for it.

3. Build trust easier

When you know how to read body language, you know how to use it to build trust. 

You can consciously use nonverbal cues that indicate you’re being open and honest. You can also avoid the cues that imply you’re distracted, dishonest, or hiding something.

4. Get your point across in the right way

Another benefit of understanding body language is that you can use it to better get your point across. You can consciously incorporate gestures and other nonverbal cues that emphasize your point rather than contradict it.

5. Make a good impression and influence people

Consciously using different types of nonverbal communication can help you appear confident, even if you don’t feel it. You can also emphasize your message and inspire trust, as mentioned. Altogether, this helps you make a good first impression and builds your influence on others. 

How to read body language according to every body part

Learning how to read body language signals isn’t limited to one or two parts of the body. 

Familiarize yourself with these parts of the body that offer important insights into a person and their message.

1. Eyes

The eyes are known as the windows of the soul. They play an important role in face-to-face communication. Take note of body language signs such as:

• Eye contact: a direct gaze indicates interest unless it’s prolonged, in which case it can be threatening. Looking away frequently or avoiding eye contact can indicate that the person is uncomfortable, trying to hide something, or distracted.
• Pupil dilation: highly dilated pupils can indicate excitement, attraction, or desire. Constricted, smaller pupils could indicate anger or a negative mood.
• Blinking: frequent blinking can indicate that the person feels uncomfortable or upset.

2. Facial expressions

Often unconscious, our facial expressions can reveal what we really think about something. 

There is no global standard for facial expressions linked to specific emotions. The meaning behind facial expressions depends on context. However, expressions can indicate a range of emotions. 

Among them are:

• Happiness
• Anger
• Sadness
• Confusion
• Contempt
• Fear
• Excitement

3. Arms

A person’s arms can also be used for non-verbal communication. Body language examples of this include:

• Keeping the arms close to the body to draw less attention
• Expanding the arms to appear more commanding, larger, or threatening
• Crossing the arms to indicate feelings of self-protection, defensiveness, or being closed-off

4. Feet and legs

Our feet and legs aren’t the first body parts that come to mind when we think about types of nonverbal communication. 

However, they also play a role in body language psychology:

• Both feet pointed toward you or in a V-shape toward you can indicate interest.
• Both feet pointed away from you, especially in an angled V-shape, can indicate disinterest.
• Crossed legs may indicate the person feels disinterested or closed-off.

5. Hands and fingers

From excitable hand-flapping to obscene gestures, we can use our hands to express a lot of emotions. Being aware of the hands and fingers is an important part of learning how to read body language.

Examples of using the hands and fingers for nonverbal communication include:

• Giving a thumbs-up as a sign of approval
• Using the index and middle fingers to form a forward-facing V-sign to indicate victory
• Raising a clenched fist to indicate anger or solidarity
• Clasping hands behind your back to indicate anxiety or boredom
• Rapidly tapping fingers to express irritation or frustration
• Standing with hands on the hips to indicate control or aggression

6. Torso

The torso also offers a few important body language examples:

• An erect posture and open torso (rather than being shielded by crossed arms) can show confidence, assertiveness, and attention.
• A slouched posture can indicate boredom, disinterest, and being closed-off.

7. Mouth

The mouth makes some of the most important body language signs. Examples include:

• Smiling to show happiness, approval, sarcasm, or cynicism
• Biting the lower lip to indicate insecurity or worry
• Covering the mouth to hide a reaction such as a genuine smile or smirk
• Pursing the lips to indicate disapproval, distrust, or annoyance

5 ways to read positive body language

Knowing how to read positive body language can help you in business and social contexts. Here are a few things to look out for:

1. Having good posture

If someone is sitting up straight, it’s a sign they’re paying attention to what you’re saying. An open posture also indicates friendliness.

2. Maintaining eye contact 

There’s a difference between maintaining eye contact and staring or glaring. 

If someone makes a healthy amount of direct eye contact with you, it means they’re engaged in the conversation and paying attention. It’s normal for them to blink and look away occasionally. 

If someone stares or glares at you, it’s usually not a positive sign.

3. Leaning in to listen

Various body language signs indicate that someone is listening to what you’re saying. If their head and torso are turned in your direction and they’re leaning toward you, it means they’re listening. 

Other positive signs include nodding their head, sitting with arms and legs uncrossed, and aiming an ear in your direction.

4. Keeping the body still

If a person’s body is still, it can mean they’re relaxed. It can also indicate that they’re focused and paying attention to what you’re saying.

If the person’s emotion or attitude isn’t clear from how still their body is, look at the other types of nonverbal behavior on display.

5. A firm handshake

If someone gives you a firm handshake, it’s a sign that they respect you. 

If they were the one to reach out to shake hands, they probably have healthy self-confidence. A firm handshake should not be painful, as that can be intimidating.

5 ways to read negative body language

Your knowledge of body language psychology should also include negative signs. 

When you can recognize the following signs in your audience, you can change tactics or express your message in another way.

If you become aware that you’re using negative nonverbal cues, you can consciously change them to positive cues. This is a way of supporting or encouraging the speaker by letting them know you’re interested — or by disguising the fact that you’re not interested.

In situations where discretion is best, you can use negative types of nonverbal communication to express distrust, disinterest, or disapproval.

Negative body language examples include:

1. Bad posture or slouching

If the person you’re communicating with is slouched or tense, it’s a sign that they’re bored. They might also feel disinterested, threatened, or worried. 

You can use verbal and nonverbal cues to reassure them or to regain their interest.

2. Avoiding eye contact

If someone avoids making eye contact with you, it could be a negative sign for one or more reasons. 

Having a lot of eye movement and not making eye contact may indicate that they’re disinterested or distracted. They might be trying to hide something, or they feel uncomfortable or guilty. 

3. Crossed arms

Interpreting crossed arms is one of the basics of learning how to read body language, as it’s one of the classic negative signs. 

Crossed arms are likely to show that the person feels defensive or closed-off to you and your message. It can also indicate aggression or anger.

4. Fidgeting and unable to keep still

If someone is fidgeting or unable to keep still, it’s a sign that they are distracted, bored, or uninterested in what you are saying. Stress can also cause fidgeting. 

Common types of fidgeting include foot-tapping, crossing and uncrossing of legs, or consistently playing with an object such as a pen.

5. Negative facial expressions

A range of facial expressions can indicate negative attitudes or emotions. Recognizing them can help you understand your audience’s actual responses to your message. 

• Frowning may indicate disagreement, anger, or confusion. 
• Pursed lips usually indicate annoyance, displeasure, and distaste. 
• Flared nostrils may show aggression or disapproval. Or they can indicate that the person is making a judgment about something.

Upskill yourself by learning how to read body language

Learning how to read body language, as well as how to use it consciously, is an important soft skill that has many benefits in the workplace and outside of it. Upskilling yourself with powerful communication skills will help you move your career forward.

Reading body language can help you better respond to your audience, whether they’re family members, friends, or coworkers. You can tailor your communication to them when you can identify what engages and interests them.

You can use different types of nonverbal communication to:

• Repeat and strengthen your verbal message
• Complement your verbal message
• Substitute for a verbal message
• Accent elements of your message

Scientists in the field of color psychology observe how different colors have different meanings, connotations, and psychological effects. Learn more about how color psychology came to be a field of study and how industries use color meanings to inform business decisions.

What Is Color Psychology?

Color psychology is the study of how certain colors impact human behavior. Different colors have different meanings, connotations, and psychological effects that vary across different cultures. Along with cultural differences, color psychology is largely impacted by personal preference. Color psychology involves the use of color theory—the practical application of mixing and matching various hues—to explore concepts like color perception and the effect of color combinations.

A Brief History of Color Psychology

During the late seventeenth century, Sir Isaac Newton discovered the color spectrum and explored how each color is defined by a different wavelength of light. In 1704, Newton developed the color wheel. In the early twentieth century, Swiss psychiatrist Carl Jung studied the effects of color on the human mind. Jung eventually developed a form of color therapy that allowed his patients to express themselves with colors and images. Today, color psychology is primarily used in marketing and advertising.

How Color Psychology Works in Marketing and Advertising

Businesses use color psychology in marketing and advertising for a number of reasons.

• Brand identity: Companies carefully choose color palettes that complement their brand personality. The right color scheme is essential for expressing the perspective of a particular brand.
• Customer targeting: Marketers conduct studies on how customers perceive different colors. By making specific color choices according to the color preferences of their target audience, businesses can hone marketing efforts toward certain demographics.
• Conversion rates: Conversion rates measure the percentage of customers who finish a task set forward by a company. The task may be pressing a call to action (CTA) button or signing up for an email newsletter. Research shows that merely changing the color of CTA buttons can increase conversion rates.

4 Examples of Color Psychology

To learn more about the psychology of color, explore these specific colors and their associations.

1. Red: The color red can increase a viewer’s heart rate and blood pressure. This primary color is associated with passion and energy. Companies sometimes use the color red to express a sense of urgency.
2. Orange: The color orange is associated with playfulness. Along with other warm colors like the color yellow, orange may express enthusiasm and other strong positive emotions.
3. Blue: Different tints or shades of the color blue have different color associations. Light blue is typically associated with peace and gentleness while dark blue represents power, strength, and dependability.
4. Green: The color green is a secondary color associated with growth and nature. Green has a calming presence along with other cool colors like the color purple.

1. Fill in the gaps choosing the correct adjectives. (1-0,1) 

1. Your English is much better than mine. (better/ best)
2. We have had much more rain this year than last year. (more/most)
3. The place that gets the most rain in the world is a mountain in Hawaii. (more/most)
4. This is harder than I thought. (harder/hardest) 
5. I don’t know much, but she knows even less than I do. (less/least) 
6. ”How is your headache?” It’s getting worse. (worse/the worst)
7. He is the oldest in the class. (old/the oldest)
8. I’m the worst tennis player in the world. (worse/worst)
9. I’ll get you an aspirin. That’ll make you feel better. (better/best)
10. People say that Rolls-Royce cars are the best in the world. (better/best)

2. Match the beginnings and the ends. (1-0.2)

1. Buy the cat food here, it’ll be cheaper.                      
2. Don’t give her your keys. She’ll only lose them.        
3. She’ll be fourteen on May 12.                                    
4. How is Jane? She is okay.                                           
5. She’ll forget about it.    

3. Write the correct tense of the verb (Present Simple or Past Simple). 

Yesterday he went to work by car.
Rachel often sleeps at 10 o’clock.
Kate bought food for dinner yesterday.
I brush my teeth every night.
John took a bus this morning.
She usually makes a sandwich for breakfast.
Did Tom play football with his friends last evening?
We worked at home two days ago.
I always get up at nine o’clock.
Did Michael swim yesterday?

4. Fill in the missing words in the text. (1-0.2)

This is Tracy’s camera. Tracy works for the Daily Mirror. Today she’s waiting for the Prince of Wales in a street corner next to Paddington Station. The Prince of Wales wanted to arrive at the station at twelve o’clock. But it is a foggy day and his train from Cardiff is late. At last he arrives. Some people get out their binoculars. But his car doesn’t come round the corner. It goes straight ahead. Tracy is stuck in the crowd. She can hardly move. Too late! Tracy isn’t able to take a photo of him.

Foggy, ahead, late, move, arrive, corner, stuck, binoculars, work, crowd

5. Put the verbs in the past continuous or simple past. (2-0,25) 

1. When the Black Knight rode out his castle, Arthur was waiting outside.       
2. Arthur was fighting the Black Knight when his sword broke.
3. The Black Knight was winning when Merlin appeared and saved Arthur.
4. While the Black Knight was sleeping, Arthur and Merlin went to fairy country.
5. The sun was shining when they arrived at the lake.
6. Arthur was standing near the lake when a hand came up out of the water.
7. When Arthur and Merlin came back, the Black Knight was sleeping on the ground.
8. When Arthur was dying, he asked a friend to throw Excalibur back into the lake. 

6. Match the sentences. (2-0.2)

We have to wear a school uniform. We aren’t allowed to play football in the school car park. We don’t have to stand up when a teacher comes in. We are allowed to go home early if we are ill. We are allowed to eat or drink in class. We don’t have to do homework every day. We aren’t allowed to play cards in our lunch break. We aren’t allowed to be late for lessons. We have to go to school on Saturdays. We aren’t allowed to run in the classroom.

The attachment theory is probably one of the most studied when it comes to parenting. That’s not surprising. Although attachment in the early years centers on the relationship of a child and their caregiver (usually Mom), it also influences future relationships — including romantic ones.

Let’s take a closer look at how you (knowingly or unknowingly) shape how your child reacts in certain situations — and how it comes down to attachment style.

What is attachment theory?

Parents have many roles: You teach your children, discipline them, and take them to the dentist. And whether you realize it or not, you also influence them just by being there.

Your presence is about making your child feel loved, safe, secure, and protected. This leads to attachment.

The attachment theory was developed in the 1960s and 1970s by British psychologist John Bowlby and American Canadian psychologist Mary Ainsworth.

It discusses how parents (specifically moms) who are present and responsive to their baby’s needs give their child a safe base from which to venture forth with confidence to explore the big, wide world — and then return to for comfort.

So, you’re building a future. And here’s why:

• Raising your child in a way that makes them believe you’re there for them means that they actually experience less fear than children who aren’t raised that way.
• This precious feeling of trust is built during infancy, childhood, and adolescence — phew, you’re granted a good few years to get it right! — and influences future relationships. Take note, however, that at 6 months oldTrusted Source, your baby is already beginning to anticipate your responses to their distress. And they’re already shaping their own behaviors to jive with those responses.
• By giving your child positive caregiver experiences, they’ll trust that others can do the same.

Ainsworth defined three main types of attachment. Later researchers added a four type. These are:

• secure attachment
• anxious-insecure attachment
• avoidant-insecure attachment
• disorganized-insecure attachment

What is secure attachment?

Secure attachment is what you’re aiming for. It happens when parents or other caregivers are:

• available
• sensitive
• responsive
• accepting

In relationships with secure attachment, parents let their children go out and about but are there for them when they come back for security and comfort.

These parents pick up their child, play with them, and reassure them when needed. So, the child learns they can express negative emotions and someone will help them.

Children who develop secure attachment learn how to trust and have healthy self-esteem. Sounds like bliss! As adults, these children are in touch with their feelings, are competent, and generally have successful relationships.

What is anxious-insecure attachment?

This type of attachment happens when parents respond to their child’s needs sporadically. Care and protection are sometimes there — and sometimes not.

In anxious-insecure attachment, the child can’t rely on their parents to be there when needed. Because of this, the child fails to develop any feelings of security from the attachment figure.

And since the child can’t rely on their parent to be there if they feel threatened, they won’t easily move away from the parent to explore.

The child becomes more demanding and even clingy, hoping that their exaggerated distress will force the parent to react.

In anxious-insecure attachment, the lack of predictability means that the child eventually becomes needy, angry, and distrustful.

What is avoidant-insecure attachment?

Sometimes, a parent has trouble accepting and responding sensitively to their child’s needs. Instead of comforting the child, the parent:

• minimizes their feelings
• rejects their demands
• doesn’t help with difficult tasks

This leads to avoidant-insecure attachment.

In addition, the child may be expected to help the parent with their own needs. The child learns that it’s best to avoid bringing the parent into the picture. After all, the parent doesn’t respond in a helpful manner.

In avoidant-insecure attachment, the child learns that their best bet is to shut down their feelings and become self-reliant.

Ainsworth showed that children with an avoidant-insecure attachment won’t turn to the parent when they’re distressed and try to minimize showing negative emotions.

What is disorganized-insecure attachment?

About 15 percent of babies in groups with low psychosocial risk — and as many as 82 percent of those in high-risk situations — develop disorganized-insecure attachment, according to 2004 researchTrusted Source.

In this case, parents show atypical behavior: They reject, ridicule, and frighten their child.

Parents who display these behaviors often have a past that includes unresolved trauma. Tragically, when the child approaches the parent, they feel fear and increased anxiety instead of care and protection.

The first three attachment styles are sometimes referred to as “organized.” That’s because the child learns how they have to behave and organizes their strategy accordingly.

This fourth attachment style, however, is considered “disorganized” because the child’s strategy is disorganized — and so is their resulting behavior.

Eventually, the child starts to develop behaviors that help them feel somewhat safe. For example, the child may:

• become aggressive toward the parent
• refuse care from the parent
• simply become super self-reliant

Example scenarios

So, how do children with different attachment styles react in any given situation?

Secure attachment

• In her famous study (The Strange Situation), Ainsworth showed that children who are securely attached go to their parent (or other caregiver) for soothing when they feel insecure and are comforted quite easily.
• The child shares how they feel: “I was shy in the new playgroup.”
• The child shows empathy for others and tries to comfort another child in distress.

Anxious-insecure attachment

• In The Strange Situation, children with anxious-insecure attachment weren’t easily comforted when distressed and took a long time to calm down.
• The child is reluctant to explore a new playground.
• The child clings and cries in an exaggerated manner when left with a new caregiver.

Avoidant-insecure attachment

• The child is at ease interacting with a stranger and won’t turn to their parent for comfort.
• The child is quite happy to run off and explore and won’t return to the safe base of their parent for a quick hug.
• The child is super self-reliant and prefers to figure out by themselves how to deal with a toy box lid that just won’t open.

Disorganized-insecure attachment

• The child may run to their parent for comfort when distressed, but at the same time will kick and struggle when the parent tries to comfort them.
• The child totally ignores the presence of the parent.
• The child appears dazed or confused when the parent is around.

Future relationships and attachment disorders

Childhood attachment styles can affect the way adults feel and behave in their relationships. While that puts quite a burden on parents’ shoulders, it’s important to remember that everyone makes their own choices.

Secure attachment

Children who experienced secure childhood attachment generally move on to successful intimate relationships as adults.

They are honest, supportive, and comfortable with sharing their feelings. Secure attachment can prepare a child for other social challenges and this, in turn, leads to their success.

Anxious-insecure attachment

Clingy children may grow into clingy adults.

Adults with an anxious-insecure attachment are more likely to become demanding and possessive in relationships and even codependent. They’re constantly second-guessing whether they’ve done too much — or too little — for their relationship.

Related: 8 tips for overcoming codependency

Avoidant-insecure attachment

Do you know someone who just won’t commit? Adults with avoidant-insecure attachment may avoid relationships, period. They’re more likely to be dismissive and fearful and keep others at a distance.

Disorganized-insecure attachment

The 2004 researchTrusted Source mentioned earlier suggested that teens who had this type of attachment with their primary caregiver as babies had higher levels of overall psychopathology at age 17.

They were also more likely to show impaired formal operational skills and have trouble with self-regulation as they got older.

Can you change or get help with your attachment style?

Bowlby believed the attachment styles that you develop in your early years remain relatively unchanged for the rest of your life. He suggests that people react according to an “if, then” paradigm: “If I am upset, then I can count on my partner to support me (or not).”

Luckily, neuroscience has shown us that things aren’t as simple as that.

We can change the way our brains work. The first step is noticing there’s a problem and deciding you want to make a change. The second is actually making that change.

A 2018 studyTrusted Source, for example, shows show that cognitive behavioral therapy may lead to significant changes.

The bottom line

Parenting is about sculpting a future for your child. Aim to be there for them — emotionally and physically — and you can encourage the secure attachment that leads to the healthiest behaviors in adulthood.

Don’t worry if you don’t always get it right. And if you feel that you’d like to work toward changing your own attachment style, remember that nothing is carved in stone.

There are so many thoughts and feelings running in my brain the second I hear “the end of the world”.

At first I thought that I’d be really scared, but then I realized that that’s not really true. I’d probably be relieved. Relieved because there is nothing left to worry about. I spend so much of my time constantly worried about people, what they think of me, how they feel, how I feel, what my future will be like, but all of that is just gone for a second when I hear “the end of the world”. And for a second my mind only concentrates on the good parts of my life. Therefore, I’m sure that the last day of the world would be filled with happiness and relief. Even If I knew I had only a few more seconds left to live I’d want to spend it with the person I love most in the whole world. Being next to them would make the whole world disappear as it always does and I’d really just have nothing else to worry about.

When people say everything has an end you don’t think that’s true until the end actually comes and you realize that you put so much of yourself into something or someone for it to just end in a second. Thinking about the last day of the world makes you feel the exact same way. Stupid. Stupid for caring too much.

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