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Tag: psychology

  • How Play Can Increase Resilience

    How Play Can Increase Resilience

    Play is a microcosm of childhood, a protective shell like a butterfly’s chrysalis that safeguards children from the slings and arrows of life, one that allows them to grow. What happens, however, when, through no fault of your own, you are born into conditions—poverty, racism, and other adversities—that groom children for bad outcomes? Can play, if nurtured and supported in such adverse conditions, create resilience? Can increased opportunities for play encourage better-than-expected life outcomes, and possibly even provide a buffer against the odds of the cycle of poverty being perpetuated?

    I think back to my own childhood; when the violence and abuse started, I think I stopped playing entirely until I managed to escape that home. For me, as for so many other children, school was no place for play, either. Once I lost the sense of safety to play at home, I had no other outlets for it.

    The classrooms I was educated in throughout K–12 schooling would be familiar to most of you: rows of desks in which students sat facing the front of the classroom; very little physical movement; a lot of time spent listening to the teacher; and then too much quiet time doing the required workbook or instructional activity alone at one’s desk.

    Read More: The Secret Power of Play

    The direct instruction setting was a nightmare for me but even more so for my teachers, who regularly pleaded with me to stop drumming on my desk or bouncing my legs up and down, which would rattle my desk and drive the teacher crazy. I often ended up in detention, where I wrote hundreds of sentences on the board or on sheets of paper, scrawling the same sentence over and over in my messy handwriting: “I will not…”

    Then one year, when I was about eight years old, we moved to a new town. There I was placed in what was called an “open classroom.” I was free to choose what I worked on, when, and with whom. I mingled and worked with and alongside kids who were a grade below and one above me and we could walk around to different work areas and choose what we worked on. What was magical was also that we often goofed around and had fun, even played a little, as we worked and in that way, we weren’t overly supervised or reprimanded for not staying 100% task focused. And for the first time ever, I blossomed. I was not in detention, my grades were nearly perfect, and I jumped ahead two years in my reading and other skills. Then, a year later, we moved again; my father was a dry-wall finisher, and we had to move to Florida, where there was more construction happening. Once again, I was back in the direct instruction classroom and back to being the problem child.

    That one blessed year in the so-called open classroom, one that was total liberation to me as a child, turned out to be a lot like an instruction model that was tested in a well-known study called the HighScope Perry Preschool Study, which was conducted in the mid-1960s. The study was a preschool instructional intervention program that focused on “at-risk” children, all of them Black youths and all living in poverty. The children were randomly assigned to either a “direct instruction” group or one of two “self-initiated” instruction conditions.

    The direct instruction program focused on teaching academic skills. Teachers led children in short, planned lessons in language, math, and reading, using prepared materials such as workbooks. In the two self-initiated models, the classroom in one model was organized into distinct interest topical areas—for example, reading, writing, math. The central experience revolved around encouraging the child’s initiative, creating and sustaining social relationships, promoting self-expression through creativity, music, movement, language and literacy, and basic mathematical operations such as classifying and counting objects.

    The second self-initiated approach was the traditional nursery school curriculum, in which the main objective was for children to learn social skills rather than academic skills. There, teachers sometimes organized class activities, discussions, and field trips. Often, the children had the freedom to choose their activities, move from one activity to another, and interact with their peers or adults. Unlike the other two models of learning, the nursery school approach encouraged play; it was a central and welcomed activity, and the children were the initiators of various forms of play.

    The results? The kids who learned—or at least tried to learn—in the direct instruction classroom fell victim to the same very bad outcomes of so many kids growing up poor in the United States. The kids who learned in the self-initiated classrooms did not become yet an- other statistic of growing up in poverty in America. Just the opposite, in fact.

    In most instances, it didn’t matter which self-initiated classroom the kids were placed in; it just mattered that they were in one of those two settings and not in the direct instruction classroom. And the difference was devastating. Some of the unfortunate outcomes that characterized the kids who had been instructed in the direct instruction classroom were higher school dropout rates, more drug-dealing arrests, an arrest sheet with five or more arrests, bearing children out of wedlock, living on public assistance, not owning a home, and unemployment. Even if those kids were able to stay employed in the future, they were sometimes not able to make $2,000 or more per year (equivalent to about $17,500 today, adjusted for inflation).

    Those unfortunate outcomes were not written in stone. The kids in the other classrooms who were lucky enough to be instructed with a play-forward mentality, by and large, were able to become successful adults. By age 27, they were more likely to own a home and to be earning a good living; they were not, on the whole, high school dropouts, single and raising children on public assistance, convicts or ex-convicts.

    Prevention worked. Giving children some self-direction and allowing them to play in an enriched environment made a world of difference in interrupting the cycle of poverty.

    Joe Frost, one of the leading play researchers, has unearthed similar findings: Children who are deprived of play when they are young are shown to demonstrate reduced resilience in adverse situations, lower levels of self-control, and difficulty relating to others both socially and emotionally. Play is no laughing matter, especially when it has been shown to help build a brighter future for our kids.

    Excerpted from Languishing: How to Feel Alive Again in a World That Wears Us Down by Corey Keyes. Copyright © 2024. Published by Crown Publishing Group, a division of Penguin Random House, LLC.

    Corey Keyes

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  • Social Anxiety Hierarchy Worksheet (PDF)

    Social Anxiety Hierarchy Worksheet (PDF)

    Conquer your social fears one step at a time by climbing up your “Anxiety Hierarchy.” Here’s a simple and powerful worksheet to get you started.


    Download:

    Social Anxiety Hierarchy Worksheet (PDF)

    Additional tools and resources

    This worksheet mentions several mental tools and relaxation techniques that are essential for making the most of your anxiety hierarchy. Here are links to learn more about each one.

    Mental Tools:

    Relaxation Techniques:

    Further Reading:


    Check out more self-improvement worksheets here!

    Steven Handel

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  • End to the ‘black hole’ through support group

    End to the ‘black hole’ through support group

    LAWRENCE — At the lowest point of his life, Kevin Skinner was able to find support and recognition in a community with the Samaritans of Merrimack Valley.

    “I’m not saying (the thoughts) don’t come through my head,” Skinner said, “but we can say that without us worrying about it now.”

    The Samaritans of Merrimack Valley hosts a support group for people who have attempted suicide. Skinner joked that it’s almost like an Alcoholics Anonymous but for suicide.

    The suicide attempt survivor support group is for people over the age of 18 to connect with each other along similar experiences.

    Suicide rates have increased by approximately 36% between 2000 and 2021, according to the Centers for Disease Control and Prevention. Suicide was the cause of 48,183 deaths in 2021, which is about one death every 11 minutes.

    The number of people who think about or attempt suicide is even higher.

    For Skinner, it felt like a “black hole” inside of him. He had just moved back to Massachusetts, following working as a “key hire” for a start-up that lost all its funding.

    “I was just feeling really down,” Skinner said. “You really don’t think rationally.”

    Skinner, who attempted suicide in 2017, said he was focused on the moving truck arriving the next day. He thought of how his wife would get angry if she could not find a check to pay for the items.

    Now, though, Skinner laughs about the situation, even calling it “a bit crazy.”

    But Skinner said he is able to do that through the support and safety he feels with the Samaritans of Merrimack Valley.

    “It’s a family,” Skinner said, adding that director Debbie Helms is the “mama bear.” “It’s just very comfortable to talk about it, and you just feel relieved.”

    Some members hang outside the meetings, going to lunch or just being there for each other, he added. They laugh and cry together, with talks ranging from serious topics to just showing a video of cats becoming scared of pickles.

    During the onset of the pandemic, Skinner said the group continued to be there for one another on Skype.

    Skinner, who did not want his photo taken, even recalled how important the group was to one woman who asked, “What will they think of me in the group” if she were to attempt again. That extra pause helped, he said.

    Suicide was among the top nine leading causes of death for people between the ages of 10 and 65 in 2021, according to the CDC. It was the second leading cause of death for people ages 10 to 14 and 20 to 34.

    For every suicide death in the past year, there were about 38 self-reported suicide attempts as well as 265 people who seriously considered suicide, according to an Substance Abuse and Mental Health Services Administration national survey in 2021.

    The CDC estimates that 12.3 million American adults seriously thought about suicide in 2021, 3.5 million planned an attempt, and 1.7 million actually attempted suicide.

    “I just feel for people who have to go through it,” Skinner said. “Suicide is a permanent solution to a temporary problem. I’m lucky that it wasn’t a permanent solution.”

    The National Suicide Prevention Lifeline is a hotline for people in crisis or for those looking to help someone else. To speak with a certified listener, call 1-800-273-8255.

    Crisis Text Line is a texting service for emotional crisis support. To speak with a trained listener, text HELLO to 741741. It is free, available 24/7, and confidential.

    To inquire about joining the survivor support group, call 978-327-6671 or complete the contact form at fsmv.org/suicide-prevention.

    Follow Monica on Twitter at @MonicaSager3

    Follow Monica on Twitter at @MonicaSager3

    By Monica Sager | msager@eagletribune.com

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  • Suicide Prevention Resources

    Suicide Prevention Resources

    If you or someone you know is thinking of suicide, call the Samaritans crisis helpline at 877-870-4673 or the National Suicide Prevention Lifeline at 800-273-TALK (8255). Those in need of mental health support or substance use crisis care in New Hampshire can call or text the NH Rapid Response Access Point at 1-833-710-6477 or visit NH988.com. Anyone needing assistance outside either state can call or text the national Suicide and Crisis Lifeline at 988.

    Here are more resources:

    Safe Place Support Group: Meets in North Andover on the second and fourth Tuesday of each month from 7 to 8:30 p.m. at St. Michael Parish, at 196 Main St.

    Attempt Survivor Support Group: Offered three to four times annually by Samaritans of Merrimack Valley, 978-327-6671.

    Family and Community Resource Center: Samaritans of Merrimack Valley, at 1 Union St. in Lawrence, 978-327-6607; 866-912-4673, www.stop-suicide.org

    Crisis Text Line: A texting service for emotional crisis support. To speak with a trained listener, text HELLO to 741741. Free, available 24/7, and confidential.

    Lahey Health Behavioral Services: Lowell Area, 800-830-5177; Haverhill area, 800-281-3223; Lawrence area: 877-255-1261; Salem area, 866-523-1216

    Eliot Community Human Services Community Behavioral Health Center in the North Shore: at 10 Harbor St., Danvers, 888-769-5201

    Massachusetts Behavioral Health Help Line: open 24/7, 833-773-2445

    Care Dimensions: Formerly Hospice of North Shore, 978-620-1250

    Compassionate Friends: assists families throughout grief following a death 1-877-969-0010

    International Association of Chiefs of Police and the National Consortium on Preventing Law Enforcement Suicide: surveymonkey.com/r/ZKZ7KHG

    National Suicide Prevention Lifeline: lifelineforattemptsurvivors.org

    Mass. Coalition for Suicide Prevention: masspreventssuicide.org

    Waking Up Alive: wakingupalive.org

    Suicide Survivors: suicidesurvivor.org

    Action Alliance for Suicide Prevention: actionallianceforsuicideprevention.org

    National Alliance on Mental Illness: namimass.org

    Mass 211: staffed by United Way and connects callers to information about critical health and human services programs, mass211.org

    The Merrimack Valley Prevention and Substance Abuse Project: mvpasap.com

    Call2Talk: national suicide prevention lifeline crisis center, 508-532-2255

    The Children’s Room: largest independent non-profit in Massachusetts dedicated to supporting grieving children, teens and families, 781-641-4741

    Follow Monica on Twitter at @MonicaSager3

    Follow Monica on Twitter at @MonicaSager3

    msager@eagletribune.com

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  • State to determine if Diaper Spa operated unlawfully

    State to determine if Diaper Spa operated unlawfully

    ATKINSON — The state is taking action against Diaper Spa owner Colleen Ann Murphy over the possible unlawful and unlicensed medical practice of her business.

    Murphy will face three public disciplinary hearings to determine if she illegally operated Diaper Spa without medical certification in psychology, general medicine and mental health practices.

    The New Hampshire Office of Professional Licensure and Certification, Division of Enforcement issued the hearing notices after holding an emergency meeting on the issue, according to documents obtained.

    Two hearings are scheduled for March 1, before the Board of Psychologists and the Board of Mental Health Practice, and will take place at the Licensure Office, 7 Eagle Square, Concord. She will go before the Board of Medicine on March 6, the Licensure Office announced on Friday. 

    The boards will decide if she engaged in the unlawful and unlicensed practices of psychology and mental health, in addition to the unlawful practice of medicine.

    The Board of Medicine hearing was previously scheduled for an earlier date. 

    The Diaper Spa, at 23 Pope Road, caters to adults aged 21 and older, serving “all diaper-wearing individuals who seek acceptance, respite, and care” in a nursery-like atmosphere.

    Public concern over the nature of the business arose on Jan. 24 as the business, which operated out of Murphy’s home, advertised services and public activities which raised eyebrows — like play dates at the local park and the “Little Friends Play Date” service.

    Both of those have since been removed from Diaper Spa’s website, along with most of the site’s first iteration.

    Murphy was denied a special exemption permit to operate a home business from Atkinson’s Zoning Board of Adjustment on Wednesday night as her business application failed to meet certain zoning requirements.

    During the public hearing, Murphy told the board that the Diaper Spa was a nonmedical practice where she does not prescribe medication or make any medical diagnoses.

    She labeled her business as a “safe place” and “nonjudgmental environment” for adult regression. Murphy said it was also a place for decompression and relaxation for those who suffered past trauma.

    The board asked her if she was a mental health counselor.

    “Counselor is not a protected term in New Hampshire or the United States,” Murphy said.

    However, she stated she performs mental health coaching through telehealth and not in-person.

    Her submitted application requested an appeal of the zoning board for a home-occupation permit for “mental health counseling.”

    Murphy told the board she is not a licensed professional counselor, but added she is an ordained minister who can perform counseling under those services.

    She said she has worked in the medical community for more than 20 years and in nursing homes and hospitals. Murphy said she has helped nurses as a nurse’s aide and the diaper changing at the Diaper Spa mimics a hospital manner.

    “It’s done in a clinical manner just as it would be done in a nursing home,” Murphy said.

    She said there would be no genital contact with adults receiving her service. ZBA Vice Chair Bob Connors told Murphy that she stated to the board she would be changing the adult diapers and there would be no sexual contact.

    “Changing an adult’s diaper and coming in contact with adults in New Hampshire law for a fee, that’s illegal,” Connors said.

    It is unclear if Murphy has or had a registered medical license in New Hampshire.

    According to the New Hampshire Online Licensing website, there is no listing for a medical license for the name Colleen Ann Murphy.

    Murphy has a medical license through the state of New York which is valid through October 2025.

    In Maine, she was licensed as a medical doctor from February 2016 to Nov. 30, 2023.

    A business application with New Hampshire was rejected in December 2023 for the Diaper Spa.

    According to her statements to the Zoning Board of Adjustment, Murphy operated the Diaper Spa for four to six weeks before the building inspector visited her home and she stopped her services.

    Murphy’s Maine medical license lapsed from December 2023 to this past Jan. 27. On Jan. 28, a new medical license was issued and lists Atkinson as her residence.

    According to her Maine license, she does not have certification in internal medicine or psychiatry.

    Editor’s note: This story was updated on Friday to reflect changes to the dates of public disciplinary hearings with the state. 

    By Angelina Berube | aberube@eagletribune.com

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  • Parenting 101: A shirt for a great cause – Spread kindness this Pink Shirt Day February 28th

    Parenting 101: A shirt for a great cause – Spread kindness this Pink Shirt Day February 28th

    Spread kindness and join Toys“R”Us in the fight against bullying in support of Pink Shirt Day, February 28th, 2024!

    We ALL wear kindness well, especially when it’s a shirt in support of anti-bullying initiatives. This year, purchase a 2024 Pink Shirt Day t-shirt at Toys“R”Us to show your community how they can contribute to anti-bullying initiatives and help empower young people globally. Proceeds from sales of the Pink Shirts will be donated to WITS Programs Foundation up to a maximum of $5,000.

    5 Facts About Bullying from WPF:

    7 out of 10 kids report having experienced bullying

    71% of Canadian kids between the ages of 12 and 17 reported having experienced bullying in some form during the previous year

    42% of young people who reported being bullied said they were bullied monthly or more frequently

    41% of kids say that social anxiety is a result of cyberbullying

    43% of young individuals involved in both bullying others and being victimized tend to exhibit elevated levels of both emotional and behavioural problems.

    Show us how you stand up to bullying and are spreading kindness this Pink Shirt Day with Toys“R”Us. Click here to buy your shirt.

    – JC

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  • ‘Collective Mind’: Researchers Examine Social Effects of Watching the Same Thing Together | High Times

    ‘Collective Mind’: Researchers Examine Social Effects of Watching the Same Thing Together | High Times

    More than 123 million people tuned in to watch the Kansas City Chiefs (and Taylor Swift) claim yet another Super Bowl triumph on Sunday, making it the most-watched television program in history.

    That’s useful grist for recently published research examining how watching the same thing can bring people together. 

    It is known as the “theory of the collective mind,” which refers to the human ability to take in a collective perspective. 

    Garriy Shteynberg, a professor of psychology at the University of Tennessee-Knoxville, published the research on the theory last year, and recently expounded upon the scholarship in a piece published last month.

    “Theory of mind research has traditionally focused on the ascription of mental states to a single individual. Here, we introduce a theory of collective mind: the ascription of a unified mental state to a group of agents with convergent experiences. Rather than differentiation between one’s personal perspective and that of another agent, a theory of collective mind requires perspectival unification across agents,” Shteynberg and his colleagues wrote in the study’s abstract last year.

    “We review recent scholarship across the cognitive sciences concerning the conceptual foundations of collective mind representations and their empirical induction through the synchronous arrival of shared information. Research suggests that representations of a collective mind cause psychological amplification of co-attended stimuli, create relational bonds, and increase cooperation, among co-attendees.”

    In his piece last month, Shteynberg noted the relevance of such research, given the increased polarization and decline in institutional trust in the United States. 

    “Only about 1 in 4 Americans said that they had trust in the nation’s institutions in 2023 – with big business (1 in 7), television news (1 in 7) and Congress (1 in 12) scraping the very bottom,” he wrote.

    “While institutional trust is decreasing, political polarization is increasing. The majority of Republicans (72%) and Democrats (64%) think of each other as more immoral than other Americans – a nearly 30% rise from 2016 to 2022. When compared with similar democracies, the United States has exhibited the largest increase in animus toward the opposing political party over the past 40 years.”

    In a context in which we can’t agree on anything where, Shteynberg wonders, does that leave us? 

    “When public trust and political consensus disappear, what remains? This question has occupied my research for the past 20 years, both as a scholar trained in social anthropology, organizational science and social cognition and as a professor of psychology,” he said.

    “Researchers don’t have all the answers, but it seems that even in the absence of public trust and agreement, people can share experiences. Whether watching a spelling bee or a football game, ‘we’ still exist if ‘we’ can witness it together.”

    Shteynberg goes on to explain that he and his colleagues have been driven to explore the “foundation of collective mind,” saying that what they study in the lab “is shared attention, instances when people experience the world with others.”

    Those lab experiments, he says, underscore the value of “shared experiences,” saying they “amplify psychological and behavioral reactions to the world” in adults.

    “My colleagues and I find that compared with attending to the world alone, or at different times than others, synchronous attention with others yields stronger memories, deeper emotions and firmer motivations. Studies show that seeing words together renders them more memorable, watching sad movies together makes them sadder, and focusing together on shared goals increases efforts toward their pursuit. Sharing attention to the behavior of others yields more imitation of that behavior,” he says.

    “Critically, those experiencing something with you need not be physically present. Although in some experiments participants sit side by side, in other studies participants believe they are attending together from different lab rooms or even across the nation. Irrespective of the location, the sense that ‘we are attending’ to something together at the same time – as compared with in solitude or on your own schedule – amplifies the experience.”

    Shteynberg highlights two examples of disparate sizes –– watching a movie in a theater or watching the Super Bowl –– as important instances of shared experiences with Americans, who are increasingly isolated in a society that conducts more and more business online.

    “Before the advent of the internet, Americans shared attention broadly – they watched the same nightly news together, even if they did not always agree whether it was good or bad. Today, with people’s attention divided into media silos, there are more obstacles than ever to sharing attention with those with whom you disagree,” he says. “And yet, even when we can no longer agree on what ‘we’ believe, sharing attention to the basic sights and sounds of our world connects us. These moments can be relatively small, like watching a movie in the theater, or large, like watching the Super Bowl. However, remembering that we are sharing such experiences with Americans of all political persuasions is important.”

    Thomas Edward

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  • Why People Love Snow So Much

    Why People Love Snow So Much


    When it’s dark outside in Anchorage, Alaska, therapist Karen Cunningham pulls on long johns, one of her 16 pairs of snow pants, a hat, gloves, her warmest coat, and snow boots, and lies down in a pile of fresh snow. “It’s pitch black, and these white things are just floating down so gently,” she says. “It’s hope for me. From the darkness comes all these infinite possibilities and creations.”

    Snow lovers like Cunningham are prone to wax poetic about how they fall for sparkling flakes again and again—even this year, as a record-setting 100-plus inches have already hit Anchorage. A humming anticipation takes hold of the city on the eve of potential storms, and “everybody prays for a snow day,” she says. “Everybody’s like, ‘Let’s shut the city down for a little bit, and go outside and play in it.’”

    What exactly makes snow so special? Psychologists and scientists have theories about why it’s the most celebrated type of precipitation. Its unpredictable nature contributes to the aura of anticipation around it—and so does the good, old-fashioned fun you can have in it.

    It reminds us of childhood

    Trevor Harley’s earliest memories revolve around the weather. When he was 4, at Christmastime, he woke up at his grandmother’s house to find a world transformed. “I don’t think I’d ever seen snow before, and it was a really thick, heavy snowfall,” says Harley, emeritus professor of psychology at the University of Dundee in Scotland and author of the book The Psychology of Weather. “It was absolutely amazing.”

    Freshly fallen snow, he believes, is one of the most beautiful things humans see in their lifetimes. Part of the appeal is its ability to turn grimy streets into something magical. “I can’t think of any other event or thing in life that has the transformative nature of snow,” Harley says. Because it happens infrequently—at least in most parts of the world—it’s a novelty, often prompting nostalgic memories: of snow days, childhood fun, and holidays spent yearning for a white Christmas. “It makes us happy,” he says. “Thinking about snow when we were young, and all the good times we had, cheers us up.”

    It’s a feast for your senses

    Snow engages all five senses, points out Cunningham, the therapist in Alaska. Not only is it easy on the eyes, but it’s fantastic at reflecting sunlight. That helps brighten the dark days in Cunningham’s city, where there are only six hours of sunlight during some parts of the year. Beyond that, “You can feel it, you can taste it, there’s a certain smell to it,” she says. “And the sound of silence—the sound of snow just floating down—is so healing.” Research suggests a couple inches of snow can absorb up to 60% of sound, which means the world really does seem quieter (and more peaceful) when it’s coated in white.

    Read More: Why Skiing Is a Ridiculously Good Workout

    It’s fleeting

    Kari Leibowitz, a health psychologist and author of the forthcoming book How To Winter: Harnessing Your Mindset To Embrace All Seasons of Life, calls herself a reformed “winter hater.” She spent a year living in northern Norway—a part of the Arctic where the sun doesn’t rise from the middle of November until the end of January—to study how people manage to thrive during such dark, cold months. Now based in Amsterdam, she’s learned to enjoy snow and especially appreciates its ephemeral nature. “It’s like a rainbow,” she says. “It’s not going to be around forever.” That forces people to seize the present moment in a way they otherwise might not.

    It breaks us out of our routines

    Snow unlocks an array of winter activities that give people license to play, notes Leibowitz. “You can ski, you can snowshoe, you can snowmobile, all of that,” she says—and is there any greater glee than sledding down a generous hill? Snow prompts an almost childlike sense of free-spirited fun.

    It’s unpredictable

    As anyone who’s ever been disappointed by an under-performing forecast knows, predicting exactly how much snow will fall is tricky: Even a slight change in factors like atmospheric temperature or wind speeds can knock a winter weather event sideways. If a storm track shifts 20 or 30 miles, a would-have-been foot of snow can turn into a dusting, says AccuWeather chief meteorologist Jonathan Porter. “I think part of the excitement around it is that snow can be very localized, with sharp variations even within a city,” he says. “That makes people interested.”

    It’s disappearing

    These days, in many parts of the world, there’s less snow in the forecast. Research published in the journal Climate in 2023 found that global annual snow cover has dropped by about 5% since 2000. That’s bad news for ice fishermen, agriculture workers, winter recreationists, and the planet as a whole. Snow plays an important role in regulating the temperature of Earth’s surface and filling rivers and reservoirs that provide drinking water; plus, winter tourism drives local economies around the world.

    “Unfortunately, it’s the season that will vanish first,” says Kathleen Gasperini, founder of the non-profit Snow Lovers, which aims to save winter for future generations by building awareness, urging businesses to adopt scientific and snow-friendly practices, and advocating for the use of clean energy sources.

    Gasperini encourages snow enthusiasts who are worried about declining snowfall to take action by contacting their local ski resorts and pushing for environmental measures, from implementing recycling programs to installing solar panels. Resorts could also offer reduced tickets for young ski clubs—ensuring that a new generation of snow lovers will understand exactly why snow matters.

    “It’s a fragile season, and that’s one of the heartbreaks of climate change,” she says. “People really, really love snow, and it would be so sad if our kids and grandkids never get to see it.”



    Angela Haupt

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  • Bullying may leave teens at greater risk of psychosis

    Bullying may leave teens at greater risk of psychosis


    Bullying may leave teens at greater risk of psychosis, research has found.

    The study from researchers at the University of Tokyo, which is published in the Journal of Molecular Psychiatry, reports that bullying was linked to a chemical change in the brain, that increased the risk of psychosis-like symptoms. Psychosis is a disconnect from reality and comes in the form of several disorders, such as schizophrenia. The researchers found that the psychotic episodes experienced by these teens did not meet the criteria needed in order to diagnose them with a psychotic disorder; however, there was a clear increased risk of hallucinations, radical change in behavior or thinking, and paranoia.

    A stock photo shows a girl being bullied by peers. A study found that teens who are bullied are more likely to have psychotic disorders.

    Daisy-Daisy/Getty

    “Studying these subclinical psychotic experiences is important for us to understand the early stages of psychotic disorders and for identifying individuals who may be at increased risk for developing a clinical psychotic illness later on,” Naohiro Okada, lead author of the study and project associate professor at the University of Tokyo’s International Research Center for Neurointelligence said in a summary of the research findings.

    To reach these findings, the researchers measured the glutamate levels in the anterior cingulate cortex (ACC) region of Japanese teenagers’ brains. The ACC is a neurotransmitter in the brain that works to regulate the body’s emotions and cognitive control. They compared the changes in glutamate levels when the teenager had experienced bullying, and when they had not experienced bullying.

    They also considered whether the teenager had sought help for the bullying.

    Along with an increased risk of psychotic episodes, the scientists found that being bullied had a significant impact on the teens’ well-being, the study reported.

    Scientists already knew that bullying at school can be highly determinantal to an adolescent’s wellbeing. But the link between bullying, the ACC, glutamate levels and teenagers, has never been studied before.

    These findings suggest that the neurotransmitter could be a future target for treatments in psychotic disorders.

    However, the researchers stress that non-medical treatment options, such as talking therapy, remain important for psychotic disorders. It is also vital to provide support to those who are experiencing bullying, the study reports.

    “First and foremost, anti-bullying programs in schools that focus on promoting positive social interactions and reducing aggressive behaviors are essential for their own sake and to reduce the risk of psychosis and its subclinical precursors,” Okada said in the summary. “These programs can help create a safe and supportive environment for all students, reducing the likelihood of bullying and its negative consequences.”

    Do you have a tip on a science story that Newsweek should be covering? Do you have a question about mental health? Let us know via science@newsweek.com.