Thankful For...

I hope that you all had a wonderful Christmas, are having a lovely winter break if you don't celebrate, or if you are working thank you for your services or for sacrificing your time to allow others to have the chance to celebrate and I really hope that you have managed to or will get the chance to spend some time for yourself.

For me, Christmas has always been a time of being grateful for so much more than the material gifts, especially now that I'm older there's really no need to waste money for the sake of it. Of course, some material gifts are also such a blessing to have. This year especially, this has been something that I have constantly reflected upon. A lot of people will say to focus on the positives when we're feeling a low, but I believe that going through difficult phases in our lives does exactly that. They make us more captivated to all the good things that happen when they do.

I was initially going to do this in an A - Z format but it wasn't working very well! I had multiple ones for one letter (especially s!) whilst others like z and y I struggled to think of something. However, I wanted this to be a genuine and meaningful list so resorted to just scribbling down the first 30 things that I thought of instead (30 rounding up from the 26 that would have been listed in an alphabet format). So, here they are:

1. Guidance - coming to uni I honestly thought that I would be left to sort myself out but that could not be further from the case and I am so thankful for the sheer amount of advice and direction I continue to receive.
   
   
2. Acceptance - how you feel, your strengths, your needs, the paths you would like to take, and so on. Being able to be accepted and feel accepted in yourself has to be one of the most relieving feelings.
   
   
3. A Roof - it's such a privilege. Not knowing where you're going to live or if you will have anywhere to live in the near future has to be one of the most frightening situations to be faced with.
   
   
4. Sleep - to be able to get a decent night sleep now is a true blessing. For the good dreams that we have during sleep as well that help us to time travel to re-live the good ol' times.
   
   
5. Animals - they bring us so much joy, whether that's by making us a smile as they walk/ waddle/ swim past or watching videos of them doing the most hilarious things.
   
   
6. Emails - for those of us who would rather email before making a phone call conversation, or an efficient way of asking quick questions and receiving updates about all sorts. I don't know what I would do without this invention!
   
   
7. Kindness - strangers telling me to have a good day, helping someone in need, charity donations, including someone in a conversation; making a positive comment. They all seem basic but mean the world.
   
   
8. Laughter - moments of genuine laughter that help you to forget about everything else that is happening and to simply live in the moment are special times.
   
   
9.  Medication - something that many of us use to manage various health conditions or even for the odd headache that stops up from sleeping, the stomach upsets, the flu, and so on.
   
   
10. Privacy - I'm at an age where I can have my own space and people don't have a choice but to respect that (although it's a bit of a  struggle at times!). What I want to keep private can stay private and it's great.
    
    
11. Warmth - although it could be so much worse, I have a really bad cold intolerance, so I really value the moments when I'm not cold or shivering as I'm trying to get to sleep.
    
    
12. Research - most of what we understand comes from all kinds of research. It enables what we already know to be challenged and updated, advancing treatments, knowledge about human behaviour and cognition, and improving public services. 
    
    
13. Psychology - if you have read my posts you will know that I have a new-founded appreciation for Psychology and so much of my blog is dedicated to exactly that, so I'll leave this point here.
    
    
14. Scarves - when am I ever seen without one? They keep you warm and acts as a blanket in cold lecture theatres! It's also saved me from dropping stuff on my top/ lap and leaving a stain!
    
    
15. Hugs - not something I get often but when I do get them it's like a moment where all the bricks from the wall you have built up collapse. Hugs do wonders.
    
    
16. Respect - I know that I have mentioned university a few times now, but it makes you feel a sense of worth (if that's the right word) when you are able to speak to people with a mutual level of respect both ways.
    
    
17. Creativity - why creative arts are counted as a 'soft subjects' is beyond me. After all, doesn't almost everything first develop through creative or abstract thought? Then there's the artistic side similar to...
    
    
18. Music - instrumental and lyrical. It has this extraordinary ability to comprehend the emotions which we can't describe and provide words to explain those which we can't articulate.
    
    
19. Umbrellas - I'm sure it constantly rains in the West Midlands. Even with an umbrella (and a hood) I walk into uni soaked and needing a hairdryer. Nevertheless, umbrellas still save us from being completely drowned!
    
    
20. Sentiment - to feel sentimental is one of those emotions that can't be described. Usually it's bitter-sweet and carries some highly valuable meaning.
    
    
21. Children - I have said this too many times, but they are so precious. Often a soft reminder of the beauty that life can bring and the things that we need to work on as adults.
    
    
22. Internet - there's always so much negativity surrounding the online world, but it can also be a place which makes you feel the least alone, a learning platform; a place where you can take a needed break and disassociate yourself from reality.
    
    
23. Development - our brains may stop developing quite early on, but that doesn't actually stop us from continuously gaining from the experiences that we live through and that's something I will forever appreciate.
    
    
24. Opportunities - to aid in the above but to also help guide us in the right direction and be able to experience all sorts of things, whether that's through travelling or career-related activities.
    
    
25. Challenges - one of the best feelings is to overcome or see someone else overcome a challenge, whether that's a statistics assignment or a personal life event. They help to shape our perspectives and see everything in a new and motivating light.
    
    
26. Planners - If you live without a planner, how? They don't only help you to organise your schedule, but a place to keep track of your wellbeing to (more on this in a post for the New Year!)
    
    
27. Photographs - like the comment about having good dreams, they give you a chance to re-live some of those happy moments in your life. A snapshot can really speak a thousand words.
    
    
28. Trees - they quite literally help us to recycle the air and help us to breathe. Also, they are really pretty and give homes to all sorts of wildlife so enough said.
    
    
29. Smiley Faces - I don't know what it is about them, but it brings me so much happiness when I get a smiley face at the end of an email. This doesn't happen too often, but when it does it makes my day!
    
    
30. Support - I cannot fathom how thankful I am for those people who continuously check up to make sure than I'm doing okay and who help to hold me up. You are all amazing.

What are the things that you are most grateful for coming out of this year?

I'll be back with another post in the New Year. For now, take care and:

Understanding Yourself and Others Through Social Psychology!

It's been a while since I've written a proper post. So much has happened. There are going to be some changes to my schedule for the next term, so I'm going to reconsider my upload day to for this because Wednesdays aren't going to work very well!

This post is going to be a Psychology related one.
Studying Psychology at Warwick has not only completely shifted my perspective on psychology as a discipline, but also specific fields of Psychology as well. The more I learn, the more I enjoy it - even the fields which I wouldn't have previously chosen to study if I had a choice. If you knew me in Sixth Form, Social Psychology wasn't my favourite thing in the world, although it forms the foundational knowledge of how human behaviour and experiences (such as thoughts and feelings) are affected by the environment and the people around us. I completely take that back because Social Psychology classes (on a Monday morning) were actually quite interesting (enough hat I want to write a post on it! Our lecturer presented some compelling concepts in a really engaging way, and we covered so many topics within the 10 weeks.

So,  I'm going to present to you 10 concepts that we covered across the module. Hopefully this will give you a broad overview of the areas that I learned about.

TW: 
I will cite some studies for clarity (from lectures and personal reading) which may be of a sensitive nature to you . 
Please note that these are for purposes of comprehension only. If you would like to read into them further, you can find the references (with direct links to the papers attached) at the bottom of the post.

1. Reactance
   This is when you make an attempt to persuade someone to comply to doing something using emotional appraisal, but if this creates too much emotional arousal so that the individual feels like their freedom is being threatened, it can actually decrease compliance.
   As opposed to obedience (following an explicit request made by someone with higher authoritative power) and conformity (attitude change resulting from indirect external pressure such social cues), compliance refers to following a request of what someone wants from you.
   

   

   via GIPHY

   This type of emotional persuasion is commonly seen in advertisements relating to anti-drug use, anti-smoking, and similar. We also see this on cigarette packets as well.
   
   Leventhal, Watts, and Pagano (1967) conducted a study focused on anti-smoking where smokers were put into three conditions: reading a leaflet instructions on how to stop smoking, watching a graphic film on lung cancer, or reading the leaflet and watching the film. Whilst participants who just watched the film smoked less cigarettes a day than participants who only read the leaflet, those who read the leaflet and watched the film both showed significantly more progress than the other two conditions 3 months later.
   
   Therefore, next time you want to persuade someone to stop doing something or create an advert of a similar nature, keep in mind that using too much emotion can may lead them to lose sight of the actual message. Although using some emotion does get through to people, the induction of instructions alongside may have an even greater effect!
   
   
   
2. Pluralistic Ignorance
   Provides another explanation of the Bystander Effect (Darley & Latané, 1968). Alternative to the diffusion of responsibility argument, pluralistic ignorance occurs when an individual thinks that they hold values and beliefs, which they perceive others to not have. Therefore, if someone is placed in a situation where those around them don't exert their beliefs, they don't either to avoid social discomfort. For example, when you assume that everyone in the class understands the material as no one else is asking questions, so you don't ask for clarity to avoid embarrassment when really very few people actually understand what is being said.
   
   Sandstrom, Makover, and Bartini (2013) applied this to bullying. 448 fourth and eighth graders (equivalent Years 5 and 9 in the England school system). Pupils completed a survey measuring their attitudes and perceived attitudes of peers about bullies and victims of bullying, and also reported what their position in the situation was likely to be (bully, victim, bystander, defender). Questions were adapted from pre-existing questionnaires and scales (see paper).
   Analysis reported that children significantly viewed themselves as more pro-social than their peers, with females significantly reporting to be more pro-social than males. The more that pupils underestimate the beliefs of their peers, the more likely they reported to join in with the bullying and the less likely they were to intervene.
   
   It's easy to say that you would intervene in such a situation. However, even being aware of this effect there is still discomfort with standing up when no one else does if it comes to it, even with the knowledge that someone in the crowd will support you.
   
   
   
3. Affective Forecasting
   This is when we make predictions about how we would react emotionally to a potential event. It turns out that we are pretty bad at this!
   

   

   Myriam Zilles | Pixabay

   
   One reason is immune neglect. We forget that we have a psychological immune system that helps us to overcome negative (and positive!) states over time. We are more resilient than we think we are.
   
   Gilbert, Pinel, Wilson, Blumberg, and Wheatley (1998) conducted 6 studies looking into immune neglect and the durability bias (over predicting how long emotion would last) using self-report scales/ questionnaires. Scenarios included: relationships breakups, receiving or not receiving a tenure (professors), when their personalities are devalued, and rejection from a job application. In all 6 studies, participants over predicted the duration of their emotional response with immune neglect playing a role in half of these where potential casual relationships were not clearly established.
   
   Another reason is focalism, which is where we focus so much on one events that we forget that other things will happen which will affect how we feel also.
   Wilson, Wheatley, Meyers, Gilbert, and Axsom (2000) hypothesised that encouraging participants to think about other future events in addition to the event in focal will reduce this durability bias. They tested this in studies focusing on results of football games (study 1-3), spaceship tragedy (study 4), and the US winning a war giant another country (study 5). Results supported their hypothesis.
   
   Just something to think about next time you make affective forecasts!
   
   
   
4. Self-Discrepancy Theory
   Relates to self-regulation of inconsistencies between our 3 selves: actual, ideal, and ought selves.
   Higgins, Roney, Crowe, and Hymes (1994) conducted a study to explain the difference between the types of selves:
   Our ideal self is who we want to be and is promotion focused, meaning that we are motivated to aim towards desirable outcomes and reward promotes this further. e.g.: I want to do well in this exam, so I'm going to aim to get x%.
   Our ought self is our perception of who we should be based on how others perceive us and is prevention focused, meaning that we aim to avoid undesirable outcomes. It also relates to punishment sensitivity. e.g.: I should be smart, therefore I can't fail this exam.
   
   I've had phrases of not quite knowing who I am throughout the year, so it really makes me wonder, what is our actual self? How do we know what our actual self is? Do we even have one and can it be scientifically tested? It's all so mind-muddling!
   
   
   
5. Conjunction Fallacy
   Was covered in our social cognition lecture and it's the idea that we make the mistake of thinking that the likelihood of two events occurring, are greater than that of one event. considering the base rate, this does not statistically add up.
   
   This concept was developed by the Linda Study, conducted by Tversky and Kahneman (1983).
   Participants were provided with the following description: 'Linda is 31 years old, single, outspoken, and very bright. She majored in philosophy. As a student, she was deeply concerned with issues of discrimination and social justice, and also participated in anti-nuclear demonstrations. Which is more probable?'
   The options were: 'Linda is a bankteller' or 'Linda is a bank teller and is active in the feminist movement'. 80% chose option 2, although option 1 is more likely!
   
   One reason for this is that it's much easier to imagine specific events than vague ones. This is kind of like when we anticipate future events and come up with all kind of very specific scenarios of what may happen. What are the statistically chances of something so specific actually happening? Yet we still manage to convince ourselves that the next time we do a presentation, for example, we're going to not only fall over on our way up to the front of the audience, but that we'll also stumble on our words every second, lose our place in our notes and forget what we're saying, shake so badly that everyone will notice, and technology with fail us.
   When you try to convince yourself that this very specific event is unlikely to happen, remind yourself that you're probably statistically correct.
   
   
   
6. Self-Serving Bias and Self-Handicapping
   Where self-serving bias is a cognitive process of attributing positive outcomes to dispositional (internal) factors and negative outcomes to external factors , self-handicapping facilities this bias in order to help us maintain our self-esteem. It works by putting (potential) failures to blame on factors which we claim to have limited control over, whilst enhancing crediting of success to personal attributes. People may even create barriers if they predict that they will not do well.
   
   For example: Justifying a potential bad grade by saying that you weren't able to do enough revision because you were ill for a fee days leading up to the class test, even though you had weeks to revise (but didn't do enough) and wasn't actually that ill. If you get a bad mark, it's justified, and your peers' impression of your competence isn't harmed. If you end up doing well, then this enhances your self-esteem.
   
   In their 2 studies, Beck, Koons, and Milgrim (2000) obtained a positive correlation between self-handicapping and procrastination in the context of exam performance in college students. Those who engaged in high levels of self-handicapping were also more likely to delay studying for an exam.
   
   Stewart and De George-Walker (2014) attempted to build a framework by using previous research which has offered links between dispositional characteristics to self-handicapping. Student completed a questionnaire containing pre-existing scales to measure these links. They found that external locus of control and maladaptive perfectionism positively correlated with self-handicapping. However, researchers wanted to emphasise that more empirical research needs to be done in order to cohesively establish these links.
   
   Are your reasons really justifiable or are you just trying to manipulate yourself? It may provide some shor- term relief but maybe think about the long-term consequences of self-handicapping.
   After all, it may not actually work in your favour, due to the....
   
   
   
7. Fundamental Attribution Error (Correspondence Bias)
   Lewin's (1939) equation - B = f(E, P) - states that Behaviour is a function of the Environment and the Person. However, the FAE model points out that we tend to overestimate the influence of dispositional characteristics in a situation and don't take into account the situational constraints as much. It's human nature to automatically attribute observed behaviour to the person themselves as we're always trying to work people out, even when the situational influence is blatantly obvious!
   
   

   

   Pxhere |  CC0 1.0

   Jones and Harris (1967) conducted a study whereby students read an anti- or pro-Castro essay (Fidel Castro was a communist leader of the Republic of Cuba. Half of the participants were told that the student writing the essay didn't have a choice, and the other half were told that they could freely choose which position they took. Even when those who had explicitly been told that the student who had written the essay had no choice, they attributed the political stance of the student to the stance that their essay took.
   
   However, with motivation, effort, and enough cognitive resources to spare we are able to re-evaluate our attributions and take into account external variables. Maybe we could all take a step back from our initial (and often biased) reactions and see whether this changes the way we view the situation.
   
   
   
8. Actor-Observer Effect
   Is an explanation of the FAE Model. It is the idea that depending on our position, we will attribute behaviours more to the situation or to internal characteristics. We can see this like an auditorium filled with an audience and the performer on the stage.
   As an actor, we are much more aware of our surroundings and we can't directly see our behaviours leading us to be more likely to make external attributions.
   However, as an observer (audience member) we can directly see the behaviours of others but maybe don't have access potential situational influences, so make internal attributions in this case.
   
   Frank and Gilovich (1989) did an interesting bit of research into this effect. They found that when participants were asked to recall a memory in 3rd person (i.e.: they, he; she), they attributed behaviours more to personal attributes, than if they were to be recalled in first person.
   
   You can imagine the amount of arguments that are caused because of this effect, especially when it comes to subjective perspectives of a given context. Sometimes we may find it hard to not immediately bite back when someone critiques the way we have behaved in a certain situation, but maybe the best thing to do is to take a moment, see it from the observer perspective and fill them in on your (the actor) perspective.
   
   
9. Misattribution of Arousal
   This is when we incorrectly attribute our physiological responses to something that didn't actually cause the response.
   
   One of the first studies examining this effect was done by Schachter and Singer (1962). Participants were given an adrenaline or saline (placebo) injection, which participants thought was 'vitamins' and were told that they would produce side effects similar to adrenaline (informed), may cause 'headaches' and 'numbness' (misinformed), or were given no information regarding the side effects (ignorant). They were then led into a room to fill out a questionnaire that asked some personal questions, but there was also an angry confederate present.
   Whilst there was a difference in the physiologically responses between the placebo and adrenaline groups, researchers also found that the ignorant group were significantly more likely to use the behaviour of the confederate as a cue to establish their arousal levels in comparison to the misinformed and informed conditions. These participants misattributed their arousal.
   
   

   

   Andre A. Xavier | Unsplash

   To give a simpler example, many studies have applied this to the context of romantic attraction. In Dutton and Aron's (1974) 'Shaky Bridge' experiment, males were asked to fill out a questionnaire by an 'attractive' woman after crossing either a shaky and unstable bridge or a stable bridge. Participants were then given the woman's number in case they had any questions about the study she was conducting. Participants who crossed the shaky bridge called the woman significantly more than those who crossed the stable bridge, misattributing their arousal caused by fear to attraction.
   
   Furthermore, Savitsky, Medvec, Charlton, and Gilovich (1998) found that when participants were able to attribute their arousal (nerves and lack of confidence) to a 'subliminal noise' (which they were told could make them more nervous) expressed greater confidence than those who didn't.
   
   Makes me wonder often we do this in our daily lives! Am I feeling anxious or excited? What event is my sympathetic nervous system actually reacting to?
   
   
   
10. Attitude Inoculation
    You know how some people are very fixed on their attitudes and beliefs about something and you can't seem to change their standing point? Attitude inoculation is when someone is exposed to counter-arguments and they are able to use these to build a resistance against them contrary to what you would like this to achieve. Again, this uses the analogy of the immune system.
    
    McGuire and Papageorgis (1961) explored this through cultural truisms (beliefs which members of a cultural group have accepted without questioning it). Participants rated their support for cultural truisms and were not given a counter-argument to prepare a defence against (control), given a counter-argument which they could prepare a defence against (defence inoculation), or were given the counter-argument but told to not do anything with it. Support for the cultural truism decreased the most for the control group and the least for those in the defence inoculation condition.
    More recently, similar studies looking into this using more extreme beliefs (such as those relating to politics and morals) have shown otherwise.
    
    I think this was an interesting point to be raised, because we've all come across situations where someone hasn't been able to provide a clear rational for their beliefs or attitudes. It also makes me wonder how many of our own attitudes and beliefs could be easily challenged up-front because we can't provide a clear line of argument to why we support them?

I hope that you have found some of these as thought-provoking as I did. If you're studying social psychology for A Levels now, I hope that this has helped you to open your eyes to the other topics within social psychology that you may not be covering. Human behaviour, thought, feelings, and cognition is so fascinating, and this is just from a small part of it from one area of psychology alone!

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REFERENCES 

(These are place in alphabetical order. Some of them are open access, but you will need access to a majority of them).

Beck, B. L., Koons, S. R., & Milgrim, D. L. (2000). Correlates and consequences of behavioural procrastination: The effects of academic procrastination, self-consciousness, self-esteem and self-handicapping. Journal of social behavior and personality, 15(5), 3.

Darley, J. M., & Latané, B. (1968). Bystander intervention in emergencies: Diffusion of responsibility. Journal of personality and social psychology, 8(4), 377-383.

Dutton, D. G., & Aron, A. P. (1974). Some evidence for heightened sexual attraction under conditions of high anxiety. Journal of personality and social psychology, 30(4), 510.

Frank, M. G., & Gilovich, T. (1989). Effect of memory perspective on retrospective causal attributions. Journal of Personality and Social Psychology, 57(3), 399–403.

Gilbert, D. T., Pinel, E. C., Wilson, T. D., Blumberg, S. J., & Wheatley, T. P. (1998). Immune neglect: a source of durability bias in affective forecasting. Journal of personality and social psychology, 75(3), 617.

Higgins, E. T., Roney, C. J., Crowe, E., & Hymes, C. (1994). Ideal versus ought predilections for approach and avoidance distinct self-regulatory systems. Journal of personality and social psychology, 66(2), 276.

Jones, E. E., & Harris, V. A. (1967). The attribution of attitudes. Journal of experimental social psychology, 3(1), 1-24.

Leventhal, H., Watts J. C., & Pagano F. (1967). Effects of fear and instructions on how to cope with danger. Journal of Personality and Social Psychology, 6(3), 313–321.

Lewin, K. (1936). Principles of topological psychology (Heider, F & Heider, G. M, Trans). New York: McGraw-Hill.

McGuire, W. J., & Papageorgis, D. (1961). The relative efficacy of various types of prior belief-defense in producing immunity against persuasion. The Journal of Abnormal and Social Psychology, 62(2), 327.

Sandstrom, M., Makover, H., & Bartini, M. (2013). Social context of bullying: Do misperceptions of group norms influence children's responses to witnessed episodes?. Social Influence, 8(2-3), 196-215.

Savitsky, K., Medvec, V. H., Charlton, A. E., & Gilovich, T. (1998). "What, me worry?": Arousal, misattribution, and the effect of temporal distance on confidence. Personality and Social Psychology Bulletin, 24(5), 529-536.

Schachter, S., & Singer, J. (1962). Cognitive, social, and physiological determinants of emotional state. Psychological review, 69(5), 379.

Stewart, M. A., & De George-Walker, L. (2014). Self-handicapping, perfectionism, locus of control and self-efficacy: A path model. Personality and Individual Differences, 66, 160-164.

Tversky, A., & Kahneman, D. (1983). Extensional versus intuitive reasoning: The conjunction fallacy in probability judgement. Psychological Review, 90(4), 293–315.

Wilson, T. D., Wheatley, T., Meyers, J. M., Gilbert, D. T., & Axsom, D. (2000). Focalism: A source of durability bias in affective forecasting. Journal of personality and social psychology, 78(5), 821.

Quotes of the Month: November

Two in a row because I posted the last one very late (my bad!). I promise that my next post will be a proper post - I'm in the midst of working on it right now!

This one speaks for itself.
Laughter is a blessing. It's wonderful to have things which completely take your mind off the chaos and stress that you may be in the midst off. It's simple things like reading a funny post, watching a video of a dog blowing bubbles with his/her nose, or even a lecturer making you laugh in the middle of class that can shift the atmosphere in an instant.

If you look up the word 'brave' in its definition is the word 'courage'. In some definitions it is explained as the ability to fight against fear, in others it's to face something without 'showing any fear'. Not it states 'show' and not 'not having' any fear. In my opinion, to make a conscious effort to face anything is brave, and that usually always involves some element of fear in the fear - bravery spectrum. I don't believe that feeling afraid makes anyone any less brave. According to Ekman and Friesen (1971), there are 6 universal emotions (see reference at the bottom of the page). Fear is one of them. We all experience fear, yet people still degrade each other for experiencing this emotion. It's normal and a necessary emotion to have. Allow people to experience and express it so that they can accept what they are feeling without shame.

This relates to the clique saying of "don't believe everything you see/hear". Now that we have the basics of statistics down from Year 1, things are now getting more complex and we are being encouraged to question statistical evidence that is being reported. Everyone sees mathematical evidence as objective, but should we really take a p < .001 and just believe that the result is strongly significant? This quote perfectly sums up a key message that we are being taught. It's the whole idea of critical thinking and keeping an open mind. In a way, sometimes scientific evidence should somewhat be treated like subjective assumptions where the process of acquiring the outcomes are challenged and deeply analysed. Again, it's that whole idea of critical thinking and always keeping an open mind. I've really enjoyed building on this aspect of academics, and I think that engaging in this type of skill in these different contexts helps you to keep and open mind in areas outside of academics to. It's quite eye-opening!

 
This kind of relates to one of the quotes I had in the last of these posts. It feels me with delight when a lecturer tells us that they have enjoyed teaching us or you can see the enthusiasm that they have for the material that they are delivering. Obviously, there are still going to be rough patches, but I now find myself (generally) loving what I'm learning, actually wanting to go to my lectures, and having a genuine interest in the material that is being presented (even those which I had zero motivation to explore when I had first encountered them before uni). It's amazing how much difference it makes to your experience of education when you are being taught by people who have a real zest for what they do. It's really touching.





Reference:
Ekman, P. & Friesen, W. V. (1971). Constants Across Cultures in the Face and Emotion. Journal of Personality and Social Psychology, 17(2) , 124-129

Quotes of the Month: October 2019

I'm really enjoying finding these little quotes each day. Being a really analytical person, they really make me think about things in a new perspective. Also, you seem to like them to, so here's the second round!

We have all had phrases of not feeling quite right and being seemingly unaware for the reasons behind why. It is so frustrating. We all also push things at the back of our minds, get told to "ignore" how we feel, and convince ourselves that we "don't care" about things that really do bother us. The thing is, that suppression bubble is going to burst eventually, whether that be any moment now or years down the line. It's such an uncomfortable process to open up about those thoughts and it doesn't come easy either. That day that you finally let it all out will break the ice. Other people find themselves slowly cracking the surface over time. At that moment in time you may feel the worst you have ever felt, but it will enable you to accept and acknowledge that question of why. Then you can tackle it all from a new perspective and begin the process of building yourself back up. Honesty will open the door and let you out of that room that you have been trapped inside of for so long.




 
Since coming to university, I've gotten a lot more sentimental about everything. My friends take the mick out of me because of how easily amused I get at random things and how easy it is for something to emotionally touch me. However, I'm so grateful that this is something I am able to experience. Amongst the chaos of life, it's lovely to get those few seconds of detachment from everything else that's going on. In the first of my QOTM, I mentioned the joy of seeing little toddlers and children running around and just being kids. Another example is that seeing squirrels running past and the geese swimming or waddling around on campus seems to light a flicker or spark in me. Those odd random conversations with a friendly local will make my day. Take in and cherish those moments, because they are the moments that will stick with you.

I now have a completely new perspective of the process of learning. At school, we are given a tight specification we have to learn from and there's no point learning anything outside of it because it won't help you. It feels like you're constantly regurgitating words from a textbook. At university, your course will open your eyes to all these intriguing areas of the field that you had no idea even existed. It will blow your mind. Especially in a field like psychology, one concept can be explored from so many different angles and you're free to research and delve into it in a way that interests you rather than being set specific texts which don't appeal to you. Sure, there have been topics that I wasn't initially drawn into but because of that freedom you have with the material that you're given, you can always turn that around. I can truly say that a lot of the material that I have covered has stuck with me as a results and learning is much more of a positive experience now.







Reading it says it all. I find that sometimes the harder you try to get rid of anxious thoughts, the more vigorously the chair rocks. Sometimes you may feel like you're strapped into the chair and can't escape. Then there are the avoidance behaviours - knowing you need to do something but avoiding it only to extend that worry. I don't know why we do it to ourselves when we could just do it and get it over and done with but that's the mystery of human behaviour for you! Anyways, point is, you can't just wish worry away. You have to actually do something, even if it's just taking baby steps to calm the rocking down or simply acknowledging that you're worried about something even if you don't quite know what that something is. Of course, sometimes a little bit of rocking can do some good as long as you can maintain control.

Finally, to end on a positive note here's one from Wicked! Obviously, there's a line between when you should and should not follow rules, but if there's one thing I have learned from my transition between school and university it's to not let other people dictate what you can or can't do. You'll be surprised at what you can do when you break the standards that everyone else has put upon you. Chances are, these people who are putting up these barriers aren't going to be relevant to you much longer so why let them control you? Remind yourself about all the things you have accomplished that other people had told you that you couldn't. Where would you be now if you had allowed that to turn into a self-fulfilling prophecy? Remember that opinions are just opinions, and they don't provide a reliable or valid measure of your capabilities whatsoever.

I'll be back with another one from this current month soon!

If you enjoyed this, check out my QOTM from this September! 😊