Look at your classmate! Why can’t you be like them?
Don’t worry about others — you can skip school today!
Parents raise kids in very different ways. So, is it freedom and total emotional support, or strict rules that prepare the kid for a competitive world — which one’s better for the kid?
And yet, when strict, authoritarian control comes specifically from mothers, it causes higher stress in both girls and boys. Mostly because it fuels constant comparison with others — especially for children who feel they can’t live up to these expectations. And all they think is:
I’ll never be enough.
The opposite approach is permissive parenting: emotional warmth but few demands. It was linked to better academic performance in girls: they benefit a lot from emotional support. But there’s a catch: when too much freedom comes from fathers, it again increases stress in both boys and girls. Without clear boundaries, children struggle to build internal standards for self-evaluation, and rely more on comparison with others.
The good news is that balance exists: authoritative (democratic) parenting implies clear rules, emotional warmth, respect for independence, and open dialogue — and this approach is especially important for mothers.
In this environment, girls feel heard and supported. Boys, meanwhile, show stronger academic performance: open communication helps them compare themselves to others in a healthy way only. Instead of
Why can’t you be like them?
the message sounds more like
You see how your classmate studies? What do you think works for them, and how could you try it your own way?
Join us to explore the human mind together!
#Parenting #ParentingStyles
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You open an app for a second and lose an hour. And it’s only getting worse, as apps include short videos, online shops, mini games, all in one place.
Application addiction is different from just spending too much time on screens. Apps are designed to pull you in, affect your mood, and make you want more — because of constant feedback.
If even adults fall into this trap, what chance do teenagers have? More importantly: why doesn’t simply limiting screen time help — and what actually does?
Research shows that teens are more likely to overuse apps when they feel that their lives are unpredictable and overwhelming — which happens, in fact, most of the time during puberty. And there’re reasons why apps become their coping strategy:
▶️ short-videos are offered by algorithms to engage users emotionally, becoming a huge distraction from stress
⭐️ social media helps people deal with loneliness and low self-esteem by offering likes and comments as a temporary relief
👉 mobile games give a feeling of control and achievement, serving as an escape from stressful reality.
Yet the feeling that life is overwhelming is not exactly the reason for smartphone overuse. The real problem starts when this feeling turns into emotional distress — anxiety, low mood, and a sense of helplessness. It is this that pushes teens toward excessive smartphone use as a way to cope.
Life is full of stressful events but it doesn’t have to lead to anxiety and the need for constant scrolling. Skills like self-control help teens pause and choose how they respond — for example, they might take a breath and realize that going for a walk or talking to someone will help more. Add a belief in their ability to handle challenges — and stress becomes much easier to manage.
And remember: just trying to cut screen time rarely works. What really helps is spotting the triggers that keep you hooked — like checking your feed every time you get a notification or scrolling through an online shop when you’re bored. Realizing that can help you break the cycle.
Join us to explore the human mind together!
#SocialMediaAddiction #SocialMedia
Application addiction is different from just spending too much time on screens. Apps are designed to pull you in, affect your mood, and make you want more — because of constant feedback.
If even adults fall into this trap, what chance do teenagers have? More importantly: why doesn’t simply limiting screen time help — and what actually does?
Research shows that teens are more likely to overuse apps when they feel that their lives are unpredictable and overwhelming — which happens, in fact, most of the time during puberty. And there’re reasons why apps become their coping strategy:
Yet the feeling that life is overwhelming is not exactly the reason for smartphone overuse. The real problem starts when this feeling turns into emotional distress — anxiety, low mood, and a sense of helplessness. It is this that pushes teens toward excessive smartphone use as a way to cope.
Life is full of stressful events but it doesn’t have to lead to anxiety and the need for constant scrolling. Skills like self-control help teens pause and choose how they respond — for example, they might take a breath and realize that going for a walk or talking to someone will help more. Add a belief in their ability to handle challenges — and stress becomes much easier to manage.
And remember: just trying to cut screen time rarely works. What really helps is spotting the triggers that keep you hooked — like checking your feed every time you get a notification or scrolling through an online shop when you’re bored. Realizing that can help you break the cycle.
Join us to explore the human mind together!
#SocialMediaAddiction #SocialMedia
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Love Settings: Installed by Parents?
What shapes our love stories? Why do some of us keep worrying (anxious attachment), while others keep their distance (dismissing attachment)? Some both want and fear closeness, while others feel secure about their partner no matter what…
Much of it starts with our early relationships with parents, when we get our picture of what “family” means: how much attention to give to your closest ones, how to react to their mistakes and their feelings, and what to expect in return.
You probably heard:
But research says this is true for both men and women. The mother is usually the first and most important relationship model. So the bigger the gap between how a partner behaves and how the mother figure felt in childhood — warm vs distant, predictable vs inconsistent — the more instability there is: men more often react with emotional distance, while women can feel both distance and anxiety.
Some patterns stay with us, regardless of who our partner is. If the mother was emotionally distant, the woman may grow up feeling more anxious in relationships. Girls build their sense of femininity by identifying with their mother, so when that bond is denied, it leads to self-doubt — they would constantly look for proof that they are loved and blame themselves for every little problem in relationships.
Fathers have their say too. Like mother, a cold father for women leads to higher anxiety, while a warm and supportive one builds a sense of safety and makes communication with men easier later on. For men, a calm but unpredictable father leads to higher avoidance. When a parent feels detached and hard to understand it makes closeness feel unsafe, so a child learns to rely only on themselves.
For people with anxiety or avoidance relationships are stressful and emotionally draining. What they actually experience often looks nothing like their “ideal family” — and every miscommunication only confirms their fears. And still, everything may change — as they recognize their patterns, connect with a supportive partner, and just give it some time.
Join us to explore the human mind together!
#RomanticAttachment
What shapes our love stories? Why do some of us keep worrying (anxious attachment), while others keep their distance (dismissing attachment)? Some both want and fear closeness, while others feel secure about their partner no matter what…
Much of it starts with our early relationships with parents, when we get our picture of what “family” means: how much attention to give to your closest ones, how to react to their mistakes and their feelings, and what to expect in return.
You probably heard:
Men choose partners who remind them of their mothers.
But research says this is true for both men and women. The mother is usually the first and most important relationship model. So the bigger the gap between how a partner behaves and how the mother figure felt in childhood — warm vs distant, predictable vs inconsistent — the more instability there is: men more often react with emotional distance, while women can feel both distance and anxiety.
Some patterns stay with us, regardless of who our partner is. If the mother was emotionally distant, the woman may grow up feeling more anxious in relationships. Girls build their sense of femininity by identifying with their mother, so when that bond is denied, it leads to self-doubt — they would constantly look for proof that they are loved and blame themselves for every little problem in relationships.
Fathers have their say too. Like mother, a cold father for women leads to higher anxiety, while a warm and supportive one builds a sense of safety and makes communication with men easier later on. For men, a calm but unpredictable father leads to higher avoidance. When a parent feels detached and hard to understand it makes closeness feel unsafe, so a child learns to rely only on themselves.
For people with anxiety or avoidance relationships are stressful and emotionally draining. What they actually experience often looks nothing like their “ideal family” — and every miscommunication only confirms their fears. And still, everything may change — as they recognize their patterns, connect with a supportive partner, and just give it some time.
Join us to explore the human mind together!
#RomanticAttachment
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A teenager has been staring at their new post for over an hour… And it still has only three likes.
The longer they stare, the more flaws they see in that selfie.
It’s often said that teens who struggle to recognize and manage their emotions are more likely to fall into unhealthy social media habits. But is it really the case? And what actually helps them handle worries about the looks in the times of endless comparison online?
Research says that some teens who have difficulties dealing with emotions do overuse social media — but so do some with strong emotional skills. So, even if they’re emotionally aware and self-controlled, they’re not automatically safe from social media addiction.
Neither does it protect teens from appearance pressure online. No matter who they are — boys or girls, heavy users or casual scrollers, emotionally developed or not — many still are hyper-aware of how attractive they seem to others on social media.
Emotional intelligence may help teens deal with the feelings triggered by seeing “perfect” people online but doesn’t change how strongly they absorb the beauty standards. In fact, it can make them even more focused on how they present themselves on the Internet.
So, what really helps teens handle all this pressure?
Surprisingly, the answer isparents . When they are actively involved — helping teens question “perfect” images or supporting them after harsh online comments — teens worry less about how they are perceived online. This way they build critical thinking and stop taking everything they see online at face value.
Yet, this kind of support is of most help to girls — boys see it less often and it doesn’t seem to be as beneficial to them, so they might need a different kind of guidance. But one thing we know for sure is it’s never about strict rules or constant monitoring. It’s the quality of parental support, rather than its intensity, that makes a difference.
Join us to explore the human mind together!
#SocialMediaAddiction #EmotionalIntelligence
Is there something wrong with how I look?
The longer they stare, the more flaws they see in that selfie.
It’s often said that teens who struggle to recognize and manage their emotions are more likely to fall into unhealthy social media habits. But is it really the case? And what actually helps them handle worries about the looks in the times of endless comparison online?
Research says that some teens who have difficulties dealing with emotions do overuse social media — but so do some with strong emotional skills. So, even if they’re emotionally aware and self-controlled, they’re not automatically safe from social media addiction.
Neither does it protect teens from appearance pressure online. No matter who they are — boys or girls, heavy users or casual scrollers, emotionally developed or not — many still are hyper-aware of how attractive they seem to others on social media.
Emotional intelligence may help teens deal with the feelings triggered by seeing “perfect” people online but doesn’t change how strongly they absorb the beauty standards. In fact, it can make them even more focused on how they present themselves on the Internet.
So, what really helps teens handle all this pressure?
Surprisingly, the answer is
Yet, this kind of support is of most help to girls — boys see it less often and it doesn’t seem to be as beneficial to them, so they might need a different kind of guidance. But one thing we know for sure is it’s never about strict rules or constant monitoring. It’s the quality of parental support, rather than its intensity, that makes a difference.
Join us to explore the human mind together!
#SocialMediaAddiction #EmotionalIntelligence
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Different Worlds, Different Wounds
A 15-year-old in Moscow refreshes her feed before breakfast. A 15-year-old in Havana probably checks messages later, when the connection allows.
We often talk about social media addiction as if it’s universally the same. A group of researchers compared Russian and Cuban teens and found that the story behind their screens is very different.
For Russian teens, social media is where they learn news, make friends and build identity. So they are more dependent and feel frustrated when they can’t get online. Cuban teens have grown up with limited access to the internet, so they use social media more carefully — sometimes having to choose between chatting with friends and looking up school materials.
Still, social media addiction exists in both countries — it just plays out differently. For example, Russian teens who spend their weekends on the phone often feel low, anxious, and emotionally drained. In Cuba, extra screen time on weekends results in insomnia, bad eating habits, and clashes with the family.
Overall, in Russia, social media addiction hits mostly from the inside — more overthinking, more trouble focusing. In Cuba, it’s more visible on the outside: teens may neglect basic needs like meals and sleep, and tension with parents grows, as parents become worried about the emotional distance.
But regardless of the country, teens who feel anxious, sad, or emotionally low are more likely to experience the darker side of social media overuse, like sleep disorders, communication problems or depression. So, how teens feel while scrolling the feed is even more important than how long they do that.
Cultural differences make social media addiction look different and require different solutions. In Russia, where attention suffers, structured breaks from scrolling may help restore focus. In Cuba, where family tension rises, phone-free meals and shared screen time can rebuild connections. Yet, of course, there’s no universal cure — only one rule: look closely at what social media is actually doing in each teen’s life, and respond to that reality.
Join us to explore the human mind together!
#SocialMediaAddiction #TeenPsychology
A 15-year-old in Moscow refreshes her feed before breakfast. A 15-year-old in Havana probably checks messages later, when the connection allows.
We often talk about social media addiction as if it’s universally the same. A group of researchers compared Russian and Cuban teens and found that the story behind their screens is very different.
For Russian teens, social media is where they learn news, make friends and build identity. So they are more dependent and feel frustrated when they can’t get online. Cuban teens have grown up with limited access to the internet, so they use social media more carefully — sometimes having to choose between chatting with friends and looking up school materials.
Still, social media addiction exists in both countries — it just plays out differently. For example, Russian teens who spend their weekends on the phone often feel low, anxious, and emotionally drained. In Cuba, extra screen time on weekends results in insomnia, bad eating habits, and clashes with the family.
Overall, in Russia, social media addiction hits mostly from the inside — more overthinking, more trouble focusing. In Cuba, it’s more visible on the outside: teens may neglect basic needs like meals and sleep, and tension with parents grows, as parents become worried about the emotional distance.
But regardless of the country, teens who feel anxious, sad, or emotionally low are more likely to experience the darker side of social media overuse, like sleep disorders, communication problems or depression. So, how teens feel while scrolling the feed is even more important than how long they do that.
Cultural differences make social media addiction look different and require different solutions. In Russia, where attention suffers, structured breaks from scrolling may help restore focus. In Cuba, where family tension rises, phone-free meals and shared screen time can rebuild connections. Yet, of course, there’s no universal cure — only one rule: look closely at what social media is actually doing in each teen’s life, and respond to that reality.
Join us to explore the human mind together!
#SocialMediaAddiction #TeenPsychology
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When scars speak
Self harm can be a maladaptive way to deal with emotional pain, without the intention to end the life. And it is surprisingly common: around 1 in 5 people have done it at some point. So does it leave a mark on the rest of their lives simply because it left marks on their bodies?
Researchers found that for many people such scars turn into emotional triggers that bring back feelings of hopelessness or make them feel ashamed.
Some describe a wave of hopelessness because the way their body looks reminds them of their darkest moments. They think:
For others there’s shame. Unfortunately, stigma around self-harm is still very real, so people expect judgment before anyone even says a word. And it plays an even louder role in Russia, where a more collectivist social mindset places greater emphasis on how one is perceived. They think:
But there’s yet another angle. For some people, scars can symbolize inner strength — a reminder that they had gone through something incredibly hard, and they’re still here. This isn’t naive positivity but something that aligns with deeper psychological resources like resilience and self-compassion.
Interestingly, those who could hide their scars didn’t feel less ashamed or less hopeless. But those whose scars were visible were more likely to have positive feelings about them. Perhaps when they can’t be hidden, some people learn to live with them. What once felt like something to conceal may, over time, become nothing more than a proof that they made it through.
Of course, having scars does not automatically mean someone is anxious or socially withdrawn. But scars often carry emotional weight, even when invisible to others. Which is why compassion matters. Stay safe and be kind to each other🤍
Join us to explore the human mind together!
Self harm can be a maladaptive way to deal with emotional pain, without the intention to end the life. And it is surprisingly common: around 1 in 5 people have done it at some point. So does it leave a mark on the rest of their lives simply because it left marks on their bodies?
Researchers found that for many people such scars turn into emotional triggers that bring back feelings of hopelessness or make them feel ashamed.
Some describe a wave of hopelessness because the way their body looks reminds them of their darkest moments. They think:
“I couldn’t cope.”
“I was weak.”
“If I hurt myself before, I could do it again.”
For others there’s shame. Unfortunately, stigma around self-harm is still very real, so people expect judgment before anyone even says a word. And it plays an even louder role in Russia, where a more collectivist social mindset places greater emphasis on how one is perceived. They think:
“Are they staring?”
“Do they think I’m unstable?”
“Are they embarrassed to be around me?”
But there’s yet another angle. For some people, scars can symbolize inner strength — a reminder that they had gone through something incredibly hard, and they’re still here. This isn’t naive positivity but something that aligns with deeper psychological resources like resilience and self-compassion.
Interestingly, those who could hide their scars didn’t feel less ashamed or less hopeless. But those whose scars were visible were more likely to have positive feelings about them. Perhaps when they can’t be hidden, some people learn to live with them. What once felt like something to conceal may, over time, become nothing more than a proof that they made it through.
Of course, having scars does not automatically mean someone is anxious or socially withdrawn. But scars often carry emotional weight, even when invisible to others. Which is why compassion matters. Stay safe and be kind to each other
Join us to explore the human mind together!
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Starting school is a big step for any child. Whether it turns into a confident stride often comes down to one thing: do other children accept them? So what makes one child everyone’s favorite, while another ends up feeling like a black sheep?
Research shows that whether other kids want to be friends with a child often depends on the child’s executive function skills.
Working memory may help them keep social rules in mind, like “It’s good to share”. Inhibitory control may stop them from snapping if a classmate grabs their pencil without asking. Cognitive flexibility helps them adjust their behavior: if the classmate pushes the boundaries too far, they can quickly change tactics and stand their ground to win the authority.
In short, executive function skills help children respond in more socially accepted ways. And that often determines whether they’re invited to share a desk or end up being left out.
Moreover, children with developed self-regulation are more likely to win over the specific peers they want to connect with. And this matters even more for how happy a child feels in their group than their formal popularity status.
Interestingly, how popular a child feels depends less on their skills and more on the emotional climate they had in kindergarten. In classrooms where teachers created a supportive atmosphere and helped children work through feelings, kids grew up with the “I belong” sense — which in turn makes it easier for them to form real friendships.
Although kindergarten experiences matter, early labels aren’t as fixed as we think. A child who wasn’t the first choice for play in kindergarten might become the go-to partner for school projects. Research shows: there’s always a chance, as you step into a new environment, that the previously unnoticed qualities become exactly what others need.
Join us to explore the human mind together!
Research shows that whether other kids want to be friends with a child often depends on the child’s executive function skills.
Working memory may help them keep social rules in mind, like “It’s good to share”. Inhibitory control may stop them from snapping if a classmate grabs their pencil without asking. Cognitive flexibility helps them adjust their behavior: if the classmate pushes the boundaries too far, they can quickly change tactics and stand their ground to win the authority.
In short, executive function skills help children respond in more socially accepted ways. And that often determines whether they’re invited to share a desk or end up being left out.
Moreover, children with developed self-regulation are more likely to win over the specific peers they want to connect with. And this matters even more for how happy a child feels in their group than their formal popularity status.
Interestingly, how popular a child feels depends less on their skills and more on the emotional climate they had in kindergarten. In classrooms where teachers created a supportive atmosphere and helped children work through feelings, kids grew up with the “I belong” sense — which in turn makes it easier for them to form real friendships.
Although kindergarten experiences matter, early labels aren’t as fixed as we think. A child who wasn’t the first choice for play in kindergarten might become the go-to partner for school projects. Research shows: there’s always a chance, as you step into a new environment, that the previously unnoticed qualities become exactly what others need.
Join us to explore the human mind together!
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A calm and focused teacher can turn a stressful morning into a playful learning moment. A tired one who hates their job will hardly do the same. The way teachers feel about their work directly affects the quality of the learning environment. So what protects them from burnout when their work requires full emotional involvement every single day?
Research found that preschool teachers are more satisfied with their work than one might expect. In both Russia and Serbia, they report strong positive well-being and relatively few negative emotional states. And it is thanks to the psychological resources they bring to their work — although these look differently in each country.
Serbian preschool teachers spoke more about the meaning and deep interest they find in their work and the positive emotions they get from it. Russian teachers, by contrast, tend to focus more on their achievements at work and are more willing to admit that the job can bring difficult emotions.
Serbian culture places emphasis on community, and enjoyment of life. In Russia, people often highlight personal achievement and perseverance, and success is sometimes defined by the ability to overcome difficulties — so, higher negative emotions may reflect a cultural tendency to acknowledge struggle as part of meaningful work.
The things that keep teachers engaged in their work also differ slightly. In Serbia, teachers feel more involved when they are happy at work, feel a sense of accomplishment, and deal with fewer negative emotions. For Russian teachers, positive emotions and a sense of achievement also matter — but another strong driver is meaning.
Interestingly, although Serbian teachers have a higher sense of meaning in their work, meaning played a bigger role in motivating Russian teachers. When Russian teachers feel that what they do truly matters — that they are helping children grow and learn — their engagement grows strongest.
Join us to explore the human mind together!
#TeacherWellbeing
Research found that preschool teachers are more satisfied with their work than one might expect. In both Russia and Serbia, they report strong positive well-being and relatively few negative emotional states. And it is thanks to the psychological resources they bring to their work — although these look differently in each country.
Serbian preschool teachers spoke more about the meaning and deep interest they find in their work and the positive emotions they get from it. Russian teachers, by contrast, tend to focus more on their achievements at work and are more willing to admit that the job can bring difficult emotions.
Serbian culture places emphasis on community, and enjoyment of life. In Russia, people often highlight personal achievement and perseverance, and success is sometimes defined by the ability to overcome difficulties — so, higher negative emotions may reflect a cultural tendency to acknowledge struggle as part of meaningful work.
The things that keep teachers engaged in their work also differ slightly. In Serbia, teachers feel more involved when they are happy at work, feel a sense of accomplishment, and deal with fewer negative emotions. For Russian teachers, positive emotions and a sense of achievement also matter — but another strong driver is meaning.
Interestingly, although Serbian teachers have a higher sense of meaning in their work, meaning played a bigger role in motivating Russian teachers. When Russian teachers feel that what they do truly matters — that they are helping children grow and learn — their engagement grows strongest.
Join us to explore the human mind together!
#TeacherWellbeing
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Not all who scroll are lost
Does scrolling through their phone between classes change how teens experience school – their main “training ground” for life?
Research suggests it does. The more time teens spend online and the closer it gets to addiction – the less they enjoy school. They feel out of place, get worse grades, and even more than that, they are not satisfied with their life altogether.
But it’s not that simple.
Screentime alone does not cause problematic social media use or all the problems that come with it. In fact, for Russian students, more time online even leads to better math grades. A phone can be a study tool or a way to decompress after a stressful day. The problem starts when it mixes with something else like loneliness or lack of support. That’s when it can spiral into addiction.
And there’s an even bigger factor at play – school motivation. Teens who are genuinely curious, who learn because they want to, are far less vulnerable to the downsides of digital life. After all, picture a student who loves physics: they can spend time online binging on YouTube videos about space or chatting on popular science forums. That kind of screen time is certainly different from scrolling TikTok – and will affect their lives differently.
So no, you can’t just take their phone away. Because the real question isn’t how much teens use their phones – it’s why. Give a curious student a phone, and they’ll use it to explore the world. Give a pressured one the phone, and they’ll use it to hide from it. Seems like the real job is not cutting screen time but helping them spark their curiosity.
Join us to explore the human mind together!
#TeenWellBeing #SocialMediaAddiction
Does scrolling through their phone between classes change how teens experience school – their main “training ground” for life?
Research suggests it does. The more time teens spend online and the closer it gets to addiction – the less they enjoy school. They feel out of place, get worse grades, and even more than that, they are not satisfied with their life altogether.
But it’s not that simple.
Screentime alone does not cause problematic social media use or all the problems that come with it. In fact, for Russian students, more time online even leads to better math grades. A phone can be a study tool or a way to decompress after a stressful day. The problem starts when it mixes with something else like loneliness or lack of support. That’s when it can spiral into addiction.
And there’s an even bigger factor at play – school motivation. Teens who are genuinely curious, who learn because they want to, are far less vulnerable to the downsides of digital life. After all, picture a student who loves physics: they can spend time online binging on YouTube videos about space or chatting on popular science forums. That kind of screen time is certainly different from scrolling TikTok – and will affect their lives differently.
So no, you can’t just take their phone away. Because the real question isn’t how much teens use their phones – it’s why. Give a curious student a phone, and they’ll use it to explore the world. Give a pressured one the phone, and they’ll use it to hide from it. Seems like the real job is not cutting screen time but helping them spark their curiosity.
Join us to explore the human mind together!
#TeenWellBeing #SocialMediaAddiction
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Run, brain, run!
Sports helps kids stay fit – and also be more focused, in control of themselves and even memorize things better. But only specific kinds of sports.
Research shows that when kids do aerobic exercise like running or playing energetic games it improves how well they manage their impulses. It works in two ways.
First, biology: when kids move a lot, more oxygen reaches the brain, the prefrontal cortex in particular – the very part that’s responsible for decision-making. The brain also starts producing a special protein that makes it easier to build new connections.
Second, psychology: take a game like skipping rope. A child is jumping in a certain rhythm, and it’s easy to get carried away, go too fast or too slow. To keep playing, they have to hold themselves back and not rush, learning to control their reactions.
Another type of activity that boosts self-control is balance. Imagine a child trying to stay on one foot during a game, wobbling a little but keeping steady. Every tiny adjustment they make to keep them from falling trains their brain to control their body even while it"s on the move.
Moreover, activities that improve agility, speed and power also improve memory. When kids are jumping or dodging in a game, they have to remember the sequence of moves, plan what comes next, and react right away. They’re training their brain to hold onto information and use it in the moment.
In any case, the best option is activities that mix thinking with moving. For example, a game like “Red light, Green light” where they have to remember the rules and make quick decisions while being active — such games build thinking skills more effectively than exercise alone.
And remember: kids learn a lot by watching the grown-ups around them. In kindergartens, children move more when teachers move too. So maybe the best place to start is with us, adults.
Join us to explore the human mind together!
#ExecutiveFunctions #PreschoolerDevelopment
Sports helps kids stay fit – and also be more focused, in control of themselves and even memorize things better. But only specific kinds of sports.
Research shows that when kids do aerobic exercise like running or playing energetic games it improves how well they manage their impulses. It works in two ways.
First, biology: when kids move a lot, more oxygen reaches the brain, the prefrontal cortex in particular – the very part that’s responsible for decision-making. The brain also starts producing a special protein that makes it easier to build new connections.
Second, psychology: take a game like skipping rope. A child is jumping in a certain rhythm, and it’s easy to get carried away, go too fast or too slow. To keep playing, they have to hold themselves back and not rush, learning to control their reactions.
Another type of activity that boosts self-control is balance. Imagine a child trying to stay on one foot during a game, wobbling a little but keeping steady. Every tiny adjustment they make to keep them from falling trains their brain to control their body even while it"s on the move.
Moreover, activities that improve agility, speed and power also improve memory. When kids are jumping or dodging in a game, they have to remember the sequence of moves, plan what comes next, and react right away. They’re training their brain to hold onto information and use it in the moment.
In any case, the best option is activities that mix thinking with moving. For example, a game like “Red light, Green light” where they have to remember the rules and make quick decisions while being active — such games build thinking skills more effectively than exercise alone.
And remember: kids learn a lot by watching the grown-ups around them. In kindergartens, children move more when teachers move too. So maybe the best place to start is with us, adults.
Join us to explore the human mind together!
#ExecutiveFunctions #PreschoolerDevelopment
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If you are a mental health worker and you feel tired – you’re not alone. Almost half of your colleagues around the globe feel emotionally drained, and 1 in 3 are considering leaving the profession, especially those just starting out.
If you are gentle with yourself and feel rewarded in your career – that definitely helps. But research talks about something else: volunteering.
Therapists who put their energy into volunteer work often feel better both physically and mentally. And there are three reasons for it.
Protects against burnout. Volunteer sessions are built around a shared goal like helping a community or responding to a crisis. This creates a sense of connection and reminds you that you’re part of something bigger. Yet, it works best as prevention – if someone is already burned out, volunteering might not be enough.
Helps move beyond the professional role. In everyday practice, it’s easy to get stuck in expectations – how you should act or what you should say. While volunteering, you show up more as a person, and reconnect with why you chose this path in the first place.
Brings meaning on a neurological level. When we help others, areas in our brain linked to social connection become more active. Positive interactions strengthen that response and leave us feeling more fulfilled and purposeful, and less stressed.
True, therapists who already feel better have more energy to volunteer. But in fact, it’s a two-way street. Because it helps you reconnect with why you started in the first place – compassion, acceptance, and readiness to help.
Join us to explore the human mind together!
#TherapistWellbeing
If you are gentle with yourself and feel rewarded in your career – that definitely helps. But research talks about something else: volunteering.
Therapists who put their energy into volunteer work often feel better both physically and mentally. And there are three reasons for it.
Protects against burnout. Volunteer sessions are built around a shared goal like helping a community or responding to a crisis. This creates a sense of connection and reminds you that you’re part of something bigger. Yet, it works best as prevention – if someone is already burned out, volunteering might not be enough.
Helps move beyond the professional role. In everyday practice, it’s easy to get stuck in expectations – how you should act or what you should say. While volunteering, you show up more as a person, and reconnect with why you chose this path in the first place.
Brings meaning on a neurological level. When we help others, areas in our brain linked to social connection become more active. Positive interactions strengthen that response and leave us feeling more fulfilled and purposeful, and less stressed.
True, therapists who already feel better have more energy to volunteer. But in fact, it’s a two-way street. Because it helps you reconnect with why you started in the first place – compassion, acceptance, and readiness to help.
Join us to explore the human mind together!
#TherapistWellbeing
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How do you cope with burnout?
Anonymous Poll
19%
I'm not burnt out
14%
hobbies and life outside work
10%
supervision and peer support
0%
volunteering
29%
my own way
29%
I don't :(
Hungry for more than food: Where eating disorders really begin
Mary wants to lose weight. She keeps a strict diet, and it works. But the moment the diet ends, she finds herself reaching for pies, croissants – everything “forbidden” that she’d denied herself.
The eating disorder pattern Mary falls into is called restrictive overeating. Research shows that the higher a person’s weight, the stricter the limits they set for themselves. And the stricter the limits, the more likely they are to be broken – followed by overeating and guilt.
Another type of eating disorder is external overeating. Imagine you’ve just eaten, but then you see a fresh pastry or a friend eating fries, and suddenly you need to try it. People in this pattern often see their past as “good” but feel frustrated by the present, so food becomes a quick distraction.
Emotional overeating is yet another pattern – when stress triggers the urge to eat. People in this cycle often feel stuck in life overall: past experiences weigh on them, and the future feels out of their control. So food becomes a way to feel something good in the present.
In short, eating disorders rarely come down to people’s relationship with food – they involve how a person feels about their life in general. Many people with this problem feel dissatisfied and helpless. Life feels predetermined, stress feels constant, and food becomes the easiest way to cope here and now. That’s why this isn’t just about willpower or discipline.
Eating disorders are serious, and getting professional help is important. But there’s hope: this cycle is rooted in feeling powerless, and that’s something you can change. It starts with one belief – that you can influence your life. And suddenly, food stops being the only escape.
Join us to explore the human mind together!
#EatingDisorder
Mary wants to lose weight. She keeps a strict diet, and it works. But the moment the diet ends, she finds herself reaching for pies, croissants – everything “forbidden” that she’d denied herself.
The eating disorder pattern Mary falls into is called restrictive overeating. Research shows that the higher a person’s weight, the stricter the limits they set for themselves. And the stricter the limits, the more likely they are to be broken – followed by overeating and guilt.
Another type of eating disorder is external overeating. Imagine you’ve just eaten, but then you see a fresh pastry or a friend eating fries, and suddenly you need to try it. People in this pattern often see their past as “good” but feel frustrated by the present, so food becomes a quick distraction.
Emotional overeating is yet another pattern – when stress triggers the urge to eat. People in this cycle often feel stuck in life overall: past experiences weigh on them, and the future feels out of their control. So food becomes a way to feel something good in the present.
In short, eating disorders rarely come down to people’s relationship with food – they involve how a person feels about their life in general. Many people with this problem feel dissatisfied and helpless. Life feels predetermined, stress feels constant, and food becomes the easiest way to cope here and now. That’s why this isn’t just about willpower or discipline.
Eating disorders are serious, and getting professional help is important. But there’s hope: this cycle is rooted in feeling powerless, and that’s something you can change. It starts with one belief – that you can influence your life. And suddenly, food stops being the only escape.
Join us to explore the human mind together!
#EatingDisorder
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Do you believe that your life is in your hands? Or does it feel like things just happen to you?
That’s called locus of control, and it shapes more than we think: how we deal with stress, adapt to change or fall into harmful habits. It starts in childhood – back then, it can change quickly but one thing makes a real difference.
Research says that children who feel loved and accepted by parents are more likely to grow up believing: “I’m in charge of my own success.” And here’s why: how close and safe kids feel with their parents is often linked to the parents’ own mindset about control.
Parents who believe they can influence their lives usually have stronger, healthier relationships with their children – and both sides tend to notice it. They feel responsible for their child’s emotional development, so they show support and avoid reacting in unpredictable ways.
On the contrary, when parents feel that everything depends on luck, circumstances, or other people, they tend to be less consistent, more reactive, and rely more on punishment. For a child, that can feel unpredictable, like nothing they do really matters.
Moreover, mothers have a stronger influence here – their attitude towards control can shape the father’s behavior too.
Sometimes we all need a small pause moment – to ask ourselves: Do I feel in control of my life? If not – what small things could I start changing today? Because even tiny shifts can grow into something bigger – for us, and for the people who learn from us every day.
Join us to explore the human mind together!
#FamilyEnvironment #Parenting
That’s called locus of control, and it shapes more than we think: how we deal with stress, adapt to change or fall into harmful habits. It starts in childhood – back then, it can change quickly but one thing makes a real difference.
Research says that children who feel loved and accepted by parents are more likely to grow up believing: “I’m in charge of my own success.” And here’s why: how close and safe kids feel with their parents is often linked to the parents’ own mindset about control.
Parents who believe they can influence their lives usually have stronger, healthier relationships with their children – and both sides tend to notice it. They feel responsible for their child’s emotional development, so they show support and avoid reacting in unpredictable ways.
On the contrary, when parents feel that everything depends on luck, circumstances, or other people, they tend to be less consistent, more reactive, and rely more on punishment. For a child, that can feel unpredictable, like nothing they do really matters.
Moreover, mothers have a stronger influence here – their attitude towards control can shape the father’s behavior too.
Sometimes we all need a small pause moment – to ask ourselves: Do I feel in control of my life? If not – what small things could I start changing today? Because even tiny shifts can grow into something bigger – for us, and for the people who learn from us every day.
Join us to explore the human mind together!
#FamilyEnvironment #Parenting
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What makes someone vulnerable to violent ideas and radical ideology? It’s easy to assume it’s just aggression or intolerance.
🔗 Yet research of military cadets shows it’s more complicated. Youngsters preparing for military services had some similarities: many of them shifted responsibility to uncontrollable forces, kept emotional distance and saw norms as something flexible, to be changed when there’s a bigger cause at stake.
These patterns help people cope with uncertainty and stress. But they also push people toward clear, decisive explanations – something radical ideologies readily provide.
Simple answers are comforting and bring clarity where there was confusion. So, underneath radical views, there’s often anxiety, not aggression.
Paradoxically, violent ideas rarely begin with hatred. On the contrary, they start with a need to belong: people look for groups that understand them and share their views. Yet, accompanied by catastrophic perception of the world and cynicism, it can draw them toward more extreme circles. Online echo chambers make it easier, surrounding people with messages that only confirm what they already believe.
So violent ideology isn’t so much about beliefs – often it’s a way to cope and be part of something. That’s why prevention lies in offering communities where people feel seen and valued, like sports teams, creative spaces, volunteer groups – places where belonging doesn’t come with an enemy. And just as important is building critical thinking. When someone has both real connection and clarity of thought, extreme answers lose their appeal.
Join us to explore the human mind together!
#ConflictBehavior
These patterns help people cope with uncertainty and stress. But they also push people toward clear, decisive explanations – something radical ideologies readily provide.
“Us vs. them.”
“Good vs. evil.”
Simple answers are comforting and bring clarity where there was confusion. So, underneath radical views, there’s often anxiety, not aggression.
Paradoxically, violent ideas rarely begin with hatred. On the contrary, they start with a need to belong: people look for groups that understand them and share their views. Yet, accompanied by catastrophic perception of the world and cynicism, it can draw them toward more extreme circles. Online echo chambers make it easier, surrounding people with messages that only confirm what they already believe.
So violent ideology isn’t so much about beliefs – often it’s a way to cope and be part of something. That’s why prevention lies in offering communities where people feel seen and valued, like sports teams, creative spaces, volunteer groups – places where belonging doesn’t come with an enemy. And just as important is building critical thinking. When someone has both real connection and clarity of thought, extreme answers lose their appeal.
Join us to explore the human mind together!
#ConflictBehavior
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Teens who engage in environmental activism have worse mental health.
That’s what recent research suggests. Wait. If you care enough to act, shouldn’t it make you feel better?
The picture is more complicated. Climate awareness is widespread among teenagers, whether they take action or not. What really makes one an activist is internal pressure
Young people who think that way feel more confident in their ability to make a difference – both individually and as a group. Meanwhile, those who are concerned but not active feel the opposite: their efforts wouldn’t matter because older generations don’t fully grasp the crisis. Gloomy picture, right?
Yet that sense of “I can make a difference” doesn’t always bring positivity either. On the contrary, when young people believe change is possible, they also feel more personally responsible for making it happen. That brings huge emotional weight with it and can actually intensify the worry.
And indeed, activists report higher levels of climate worry. It pushes them to act, but it can also turn into constant background anxiety and even persistent fear about the future.
So yes, climate worry can drive action but it comes at a cost. The answer, however, is not to step back from activism. It’s to support the people doing it, helping them deal with emotions and hold on to a sense of hope.
Join us to explore the human mind together!
#ClimateWorry #TeenWellbeing
That’s what recent research suggests. Wait. If you care enough to act, shouldn’t it make you feel better?
The picture is more complicated. Climate awareness is widespread among teenagers, whether they take action or not. What really makes one an activist is internal pressure
“I should do something.”
Young people who think that way feel more confident in their ability to make a difference – both individually and as a group. Meanwhile, those who are concerned but not active feel the opposite: their efforts wouldn’t matter because older generations don’t fully grasp the crisis. Gloomy picture, right?
Yet that sense of “I can make a difference” doesn’t always bring positivity either. On the contrary, when young people believe change is possible, they also feel more personally responsible for making it happen. That brings huge emotional weight with it and can actually intensify the worry.
And indeed, activists report higher levels of climate worry. It pushes them to act, but it can also turn into constant background anxiety and even persistent fear about the future.
So yes, climate worry can drive action but it comes at a cost. The answer, however, is not to step back from activism. It’s to support the people doing it, helping them deal with emotions and hold on to a sense of hope.
Join us to explore the human mind together!
#ClimateWorry #TeenWellbeing
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A student struggles to make sense of a paragraph – the words blur together, and by the time they get through it, the class has already moved on. Dyslexia is just one example of why some children may need extra support in the classroom. But are teachers ready to create an environment that sees each student with their strengths and challenges?
Research shows that the key factor is emotional awareness – the ability to understand and reflect on one’s own feelings. Teachers with this skill are better at accepting differences and creating a more supportive, human learning space.
Another important piece is communication style. Teachers who mostly lecture without interaction and don’t tune in to students’ reactions often miss those who are struggling.
But the opposite doesn’t work either. Teachers who worry too much about how they appear in class can also create barriers – for example, if a student points out they didn’t understand something and the teacher takes it personally, the student is less likely to speak up again.
Interestingly, some level of firmness – a so-called “dictatorial style” – actually supports inclusivity. Clear rules and structured guidance can work well, especially in settings like universities.
Still, structure is good for inclusivity only when combined with emotional awareness and a couple of other things: teachers need to recognize students’ emotions, notice who needs extra support, stay open, and feel confident in their role.
In the end, inclusive teaching is all about everyday interactions. So, if we want classrooms where every student has a real chance, we need teachers who are not just knowledgeable, but emotionally aware, reflective, and genuinely open to others.
Join us to explore the human mind together!
#Inclusivity
Research shows that the key factor is emotional awareness – the ability to understand and reflect on one’s own feelings. Teachers with this skill are better at accepting differences and creating a more supportive, human learning space.
Another important piece is communication style. Teachers who mostly lecture without interaction and don’t tune in to students’ reactions often miss those who are struggling.
But the opposite doesn’t work either. Teachers who worry too much about how they appear in class can also create barriers – for example, if a student points out they didn’t understand something and the teacher takes it personally, the student is less likely to speak up again.
Interestingly, some level of firmness – a so-called “dictatorial style” – actually supports inclusivity. Clear rules and structured guidance can work well, especially in settings like universities.
Still, structure is good for inclusivity only when combined with emotional awareness and a couple of other things: teachers need to recognize students’ emotions, notice who needs extra support, stay open, and feel confident in their role.
In the end, inclusive teaching is all about everyday interactions. So, if we want classrooms where every student has a real chance, we need teachers who are not just knowledgeable, but emotionally aware, reflective, and genuinely open to others.
Join us to explore the human mind together!
#Inclusivity
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Monday blues?
We tend to think that Mondays are the hardest days. But is that really so?
Research found that during a 5/2 work week, Monday, Tuesday, and Friday are actually the days when we’re more likely to feel calm, focused and interested.
Yet at the same time Monday often comes with low-energy: fatigue, apathy. Friday isn’t as carefree either: it’s one of the most emotionally overloaded days – anxiety peaks, perhaps as deadlines pile up and people try to wrap up the week.
Interestingly, we cope with stress differently depending on the day. On Mondays, people push themselves into action: working out and thinking positively. By midweek, we seek distraction. It’s when we use the widest range of coping techniques – from positive self-talk to socializing or active relaxation. By Friday, we try to focus on positive thoughts, trying to finish the week on a lighter note.
Our minds also seem to become more structured at the beginning and end of the work week, especially by Friday. And the more mentally organized we feel, the better we are at choosing what actually helps us cope.
There’s another layer to it. The way we experience the week is in fact very much influenced by how we see ourselves and our lives. People who feel that their life has direction, understand why they do what they do, and regularly reflect on their experiences cope with things better – especially on Mondays and Fridays, when emotions are usually the most unstable.
Maybe Monday blues aren’t really about Mondays. Maybe they’re about moving through the week on autopilot. Whereas finding meaning in the everyday starts with simply slowing down and reflecting on what we’re going through.
Join us to explore the human mind together!
We tend to think that Mondays are the hardest days. But is that really so?
Research found that during a 5/2 work week, Monday, Tuesday, and Friday are actually the days when we’re more likely to feel calm, focused and interested.
Yet at the same time Monday often comes with low-energy: fatigue, apathy. Friday isn’t as carefree either: it’s one of the most emotionally overloaded days – anxiety peaks, perhaps as deadlines pile up and people try to wrap up the week.
Interestingly, we cope with stress differently depending on the day. On Mondays, people push themselves into action: working out and thinking positively. By midweek, we seek distraction. It’s when we use the widest range of coping techniques – from positive self-talk to socializing or active relaxation. By Friday, we try to focus on positive thoughts, trying to finish the week on a lighter note.
Our minds also seem to become more structured at the beginning and end of the work week, especially by Friday. And the more mentally organized we feel, the better we are at choosing what actually helps us cope.
There’s another layer to it. The way we experience the week is in fact very much influenced by how we see ourselves and our lives. People who feel that their life has direction, understand why they do what they do, and regularly reflect on their experiences cope with things better – especially on Mondays and Fridays, when emotions are usually the most unstable.
Maybe Monday blues aren’t really about Mondays. Maybe they’re about moving through the week on autopilot. Whereas finding meaning in the everyday starts with simply slowing down and reflecting on what we’re going through.
Join us to explore the human mind together!
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Children who took music classes became much better at understanding emotions than those who did not – as found in a recent paper.
Imagine a child learning to sing: to bring out the right mood for “Twinkle, Twinkle, Little Star”, the teacher might ask them to imagine the night sky, the stars glowing, the calm and wonder of the scene…
Emotions are deeply woven into music, and songs are never performed mechanically. As children learn to sing or play, they are encouraged to imagine the stories and feelings behind the music. Through this, they begin to understand that emotions can come from memories, thoughts, and experiences.
Music also helps children understand that there’re hidden emotions – sometimes people may show different feelings from what they are actually experiencing. A performer may smile and play joyfully even if they feel tired or upset.
Moreover, as kids learn to notice subtle changes in rhythm, pace, tone, and expression in music, they also become better at understanding emotional cues in people’s voices – like excitement, sadness, tension, or joy.
More strikingly, children who did not take music classes actually got worse at understanding emotions than they had been the year before. This may partly be linked to self-control: kids involved in music training may become more attentive, while others can lose concentration easily during tasks
So, music lessons can shape much more than musical ability – they help children notice emotions, express themselves, and connect with other people.
But in the end, music is just one possible path. For one child it may be piano, for another chess or even capoeira. The most important thing is to give children the chance to explore the world emotionally – to discover what moves them, excites them, and makes them feel truly alive!
Join us to explore the human mind together!
#EmotionComprehension
Imagine a child learning to sing: to bring out the right mood for “Twinkle, Twinkle, Little Star”, the teacher might ask them to imagine the night sky, the stars glowing, the calm and wonder of the scene…
Emotions are deeply woven into music, and songs are never performed mechanically. As children learn to sing or play, they are encouraged to imagine the stories and feelings behind the music. Through this, they begin to understand that emotions can come from memories, thoughts, and experiences.
Music also helps children understand that there’re hidden emotions – sometimes people may show different feelings from what they are actually experiencing. A performer may smile and play joyfully even if they feel tired or upset.
Moreover, as kids learn to notice subtle changes in rhythm, pace, tone, and expression in music, they also become better at understanding emotional cues in people’s voices – like excitement, sadness, tension, or joy.
More strikingly, children who did not take music classes actually got worse at understanding emotions than they had been the year before. This may partly be linked to self-control: kids involved in music training may become more attentive, while others can lose concentration easily during tasks
So, music lessons can shape much more than musical ability – they help children notice emotions, express themselves, and connect with other people.
But in the end, music is just one possible path. For one child it may be piano, for another chess or even capoeira. The most important thing is to give children the chance to explore the world emotionally – to discover what moves them, excites them, and makes them feel truly alive!
Join us to explore the human mind together!
#EmotionComprehension
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When students have to solve an assignment in groups, some classrooms get loud with discussions, others fall silent waiting for someone to take charge, while in others students barely interact, each trying to find their own solution.
Research says whether kids can work together very much depends on how exactly they’ve been taught.
The Elkonin–Davydov system is based on group work – so it’s only natural that kids taught in this system were 3 times more effective at solving collective tasks than students from traditional schools. They could openly discuss ideas, divide responsibilities, and even abandon their individual answers to build a new solution as a team.
Waldorf classrooms also handled group tasks successfully but using a different strategy: kids carefully analysed each idea before moving forward. This system focuses on the emotional, creative, and personal development of each individual, while avoiding grades and competition.
But there was a darker side to the Waldorf classrooms. Since it places emphasis on individual development and avoids formal structures like grades, the class becomes polarised: about a quarter of students were very popular, while another quarter were outcasts.
Yet, the traditional educational system showed the weakest results overall. In classrooms where learning is mostly built around top-down teacher instruction, students had problems with group problem-solving and their relationships were surface-level.
The warmest social atmosphere was found in the Elkonin–Davydov classrooms. Most students felt accepted by their classmates, friendships were more mutual, and the class was less divided into “popular kids” and outsiders.
The ability to cooperate academically seems to go hand in hand with the ability to build balanced human connections. So, it’s important for kids to learn not only how to solve problems, but how to solve them together. Classrooms that make space for dialogue, shared thinking, and teamwork both create better students and help children build healthier relationships with each other.
Join us to explore the human mind together!
#ClassroomEnvironment #InterpersonalCommunication
Research says whether kids can work together very much depends on how exactly they’ve been taught.
The Elkonin–Davydov system is based on group work – so it’s only natural that kids taught in this system were 3 times more effective at solving collective tasks than students from traditional schools. They could openly discuss ideas, divide responsibilities, and even abandon their individual answers to build a new solution as a team.
Waldorf classrooms also handled group tasks successfully but using a different strategy: kids carefully analysed each idea before moving forward. This system focuses on the emotional, creative, and personal development of each individual, while avoiding grades and competition.
But there was a darker side to the Waldorf classrooms. Since it places emphasis on individual development and avoids formal structures like grades, the class becomes polarised: about a quarter of students were very popular, while another quarter were outcasts.
Yet, the traditional educational system showed the weakest results overall. In classrooms where learning is mostly built around top-down teacher instruction, students had problems with group problem-solving and their relationships were surface-level.
The warmest social atmosphere was found in the Elkonin–Davydov classrooms. Most students felt accepted by their classmates, friendships were more mutual, and the class was less divided into “popular kids” and outsiders.
The ability to cooperate academically seems to go hand in hand with the ability to build balanced human connections. So, it’s important for kids to learn not only how to solve problems, but how to solve them together. Classrooms that make space for dialogue, shared thinking, and teamwork both create better students and help children build healthier relationships with each other.
Join us to explore the human mind together!
#ClassroomEnvironment #InterpersonalCommunication
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Imagine hearing comments about your looks all the time and being reminded that every extra kilogram matters.
That's the daily routine of many athletes – female rhythmic gymnasts in particular. Their weight is monitored by coaches, parents, fellow athletes, journalists… It cancreate a gap between how they see themselves and the body standards they are expected to meet – thus, lower self-esteem and heightened sensitivity to rejection – anxious anticipation of negative judgments, when people pay close attention to looks or comments by others and see criticism even in neutral ones.
Yet, research says rhythmic gymnasts are no more vulnerable in this regard than their non-athletic peers. What's more, their self-esteem is just as high – slightly above average in both groups. Perhaps, gymnasts adapt to years of criticism throughout their career and focus on changing the situation rather than dwelling on negative emotions.
And still, some signs are worrying.
First of all, 73% of gymnasts reported following a diet, compared with 37% of non-athletes – which is still a lot by the way: taken together more than half of the 20-year-old women surveyed were dieting. Of course, one could argue that athletes simply monitor their weight to optimize performance or reduce the risk of injury.
Another concern is how gymnasts perceive their own bodies. Gymnasts are more likely to overestimate their weight and misjudge how their body compares to objective BMI measures.
Moreover, among gymnasts, even a small weight gain does not merely affect how they see themselves – it increases their anticipation of criticism. They view it as a social risk – something that could trigger comments from coaches, criticism from parents, or even lower scores from judges. And suddenly it’s easier to understand why many develop a harsher and less accurate view of their own bodies.
What does this story teach us? First, high self-esteem does not necessarily mean someone is unaffected by pressure – people may be still carrying hidden anxieties. Second, when too much importance is placed on our bodies, it can create a constant fear of being judged for even minor weight gain. So perhaps the takeaway is simple: be kinder to others – and to yourself.
Join us to explore the human mind together!
That's the daily routine of many athletes – female rhythmic gymnasts in particular. Their weight is monitored by coaches, parents, fellow athletes, journalists… It can
Yet, research says rhythmic gymnasts are no more vulnerable in this regard than their non-athletic peers. What's more, their self-esteem is just as high – slightly above average in both groups. Perhaps, gymnasts adapt to years of criticism throughout their career and focus on changing the situation rather than dwelling on negative emotions.
And still, some signs are worrying.
First of all, 73% of gymnasts reported following a diet, compared with 37% of non-athletes – which is still a lot by the way: taken together more than half of the 20-year-old women surveyed were dieting. Of course, one could argue that athletes simply monitor their weight to optimize performance or reduce the risk of injury.
Another concern is how gymnasts perceive their own bodies. Gymnasts are more likely to overestimate their weight and misjudge how their body compares to objective BMI measures.
I can't believe I've gotten up to 52 kilos!
Moreover, among gymnasts, even a small weight gain does not merely affect how they see themselves – it increases their anticipation of criticism. They view it as a social risk – something that could trigger comments from coaches, criticism from parents, or even lower scores from judges. And suddenly it’s easier to understand why many develop a harsher and less accurate view of their own bodies.
What does this story teach us? First, high self-esteem does not necessarily mean someone is unaffected by pressure – people may be still carrying hidden anxieties. Second, when too much importance is placed on our bodies, it can create a constant fear of being judged for even minor weight gain. So perhaps the takeaway is simple: be kinder to others – and to yourself.
Join us to explore the human mind together!
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