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Focus on advocacy and communication about diagnosis

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Focus on advocacy and communication about diagnosis

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Danielle

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By Mary Land and Cheryll Duquette
Self-Determination

Self-determination stems from the notion of empowerment (Pennell, 2001), and Pocock and his associates (2002) explain that self-determination is knowledge about one's strengths and limitations. They contend that it is necessary to foster a belief in oneself as capable, effective, and successful. Self-determination is also described as the extent to which a person assumes responsibility for his or her own goals, accomplishments, and setbacks (Ward, 1988).

Self-determination is considered essential for adolescents with learning disabilities (LDs) to achieve successful transition to postsecondary education and employment (Durlak, Rose, & Bursuck, 1994; Merchant & Gajar, 1997; Zhang, 2001) and is associated with greater quality of life and positive adult outcomes (Wehmeyer & Schwartz, 1997).

Self-Advocacy

Although self-advocacy is a related term and is often used interchangeably with self-determination (Field, 1996); it is generally considered to be a key component of self-determination (Mishna, Muskat, Farnia, & Wiener, 2011; Wehmeyer & Berkobien, 1991). Self-advocacy is defined by Kotzer and Margalit (2007) as the ability to speak on one's behalf and represent personal needs and interests. It involves understanding one's learning strengths and developing the ability to communicate learning needs and required accommodations (Merchant & Gajar, 1997). According to Mishna and her colleagues (2011), self-advocacy is especially important for students with LDs, and is necessary to achieve maturity, confidence, and a sense of identity (Phillips, 2001).

While in school, students with LDs often rely on parents and teachers to make choices for them and to advocate on their behalf (Mishna et al., 2011; Zhang, 2001). They may not be aware of their strengths because previous experiences may have been too focused on their learning weaknesses (Vogel & Adelman, 1993). As well, learning disabilities are a 'hidden disability' and some people may perceive individuals with LDs as unsuited for postsecondary education or limited in employment choices (Egly, 1987).

Self-advocacy skills are regarded as a means of helping adolescents adjust to making decisions on their own and speaking out about their academic needs (Field, Sarver, & Shaw, 2003; Phillips, 2001). However, only a few adolescents with LDs acquire self-advocacy skills without instruction (Michaels, 1994). Schools, therefore, are viewed as an ideal venue to teach and practice these important skills (Mishna et al., 2011).

Teaching Self-Advocacy

Self-advocacy skills include (Durlak et al., 1994; Merchant & Gajar, 1997; Walker & Test, 2011):

1. knowledge of academic strengths and weaknesses,

2. an awareness of required accommodations and services that are available,

3. knowledge of individual rights, and

4. the ability to request information, assistance, and accommodations when required.

They should be taught explicitly and practiced in school settings, such as at individual education plan (IEP) meetings (Van Ruesen & Bos, 1994; Kotzer & Margalit, 2007) or when requesting accommodations (Durlak et al., 1994; Prater et al., 2014). Teachers in high school classrooms usually deliver instruction on self-advocacy skills; however, research shows that they may be taught to students with LDs in middle school (Mishna et al., 2011) and in an online format (Kotzer & Margalit, 2007; Lancaster, Schumaker, & Deshler, 2002).

Self-Advocacy in IEP Participation

In a study by Van Reusen and Bos (1994), high school students with LDs received self-advocacy strategy instruction on how to prepare for and participate in an IEP conference. These conferences are similar to Ontario's Identification, Placement and Review Committee (IPRC) meetings. Within this study, students from two high schools and their parents were randomly assigned to one of two intervention groups. The contrast group (n=10) was provided with an informal group discussion about the procedures and goals of an IEP conference. It lasted approximately 2 h and was held outside of regular school time. The treatment group (n=11) participated in a similar discussion, but the students with LDs also received an additional three, 50-minute sessions delivered over three consecutive days to groups of 3 to 5 students during school hours.

Researchers provided explicit instruction in the use of the IEP participation strategy (IPARS). Students were taught to:

I - Inventory their strengths and needs

P - Provide this inventory information during the IEP conference

A - Ask questions

R - Respond to questions

S - Summarize the IEP goals

These skills were practiced in an IEP meeting that followed soon after the training.

The researchers reported that there was a significant difference in the number of goals identified by the two groups. The treatment group averaged almost five goals, whereas the contrast group averaged three goals. There were also significant differences between the two groups for verbal contributions during the conference that were related to describing learning strengths and weaknesses. The researchers concluded, therefore, that this type of strategy instruction is beneficial to adolescents with LDs and can increase their participation and self-advocacy during an IEP meeting.

Using Technology to Teach Self-Advocacy Skills

While the IPARS technique proved to be helpful, it also required a large investment of instructional time (to teach and practice each component of the technique). Lancaster, Schumaker, and Deshler (2002) investigated the use of an interactive hypermedia (IH) program that would reduce the amount of teacher time needed to teach self-determination skills. IH is a computer program that can include video and audio segments, texts, graphics, and animation, and it responds to the learner with individualized feedback and controls learners' movement through the program based on their progress.

In this study of 22 students with LDs, six in a control group received no instruction, eight students were given live instruction by a teacher, and eight students used interactive hypermedia to learn about self-advocacy skills. The skills in this program had two separate components: SHARE and IPLAN.

The SHARE technique steps were:

Once these skills had been learned, instruction in the IPLAN steps began:

The IPLAN steps were based on an earlier model of strategy training developed by Van Reusen, Deshler, and Schumaker (1989) and are similar to the IPARS approach described above. Students in both the IH and live groups had opportunities to practice the skills with a teacher before their IEP meetings.

Data analyzed after the IEP meetings showed that the IH program involving a small amount of teacher instruction (one hour) was just as effective as the live instruction (three hours). In both cases, there were substantial increases in student responses, sharing information (e.g., strengths, weaknesses, learning and testing preferences, and goals), and participation in the IEP process after receiving these interventions. This study demonstrated that self-advocacy skills designed for IEP meeting participation can be taught using a computer program.

Explicit Instruction for IEP Conferences

Procedures to instruct self-advocacy skills for IEP/IPRC meetings:

Orientation stage - An overview of the strategy is provided.

Describe stage - Discuss the IEP/IPRC process and available services and accommodations, describe the major behaviours associated with the strategy, and provide a rationale for each step.

Model and Prepare stage - Participants complete the inventory form (learning strengths, weaknesses, and preferences; interests), the next steps in the strategy are modeled, and good and poor examples of the behavior are discussed.

Verbal Rehearsal stage - Participants memorize and elaborate on their understanding of the steps in the strategy and the behaviours.

Strategy Practice and Feedback stage - Participants are given a brief overview of the IEP conference and participate in a simulated conference, feedback is provided.

Generalization stage - Just before the IEP/IPRC meeting, there is a discussion of how these steps could be used in other situations, steps in the strategy are reviewed, and answers to questions that would be asked in the IEP are practiced. (Adapted from Ellis, Deshler, Lenz, Schumaker, & Clark, 1991)

Self-Advocacy when Requesting Accommodations

Students with LDs should be aware of their learning profiles and encouraged to participate in the IEP/IPRC process. They also need to learn to self-advocate for the accommodations written on their IEPs (Prater, Redman, Anderson, & Gibb, 2014). The work of Prater and her associates (2014) outlines specific lesson plans that were designed to teach self-advocacy skills, and in particular, the FESTA steps for requesting instructional accommodations.

Students are taught to:

F - Face the teacher

E - Maintain eye contact

S - State the accommodation they require and the reason they are asking for it

T - Thank the teacher

A - Use the accommodation

In their research, a series of four, 80-minute lessons were taught to three classes of high school students with LDs on alternate days. The lessons followed a direct instruction format: use of a verbal advance organizer outlining the objectives of the day, the teacher models the skill and students practice, corrective feedback is provided to students, and the teacher discusses how the skill could help them improve their school work. The classes ranged from 8 to 15 students and four of the participants were followed for observation when requesting accommodations in general education classes.

The data revealed that the four students requested every accommodation they needed, but did not always follow the FESTA steps. Their teachers noted anecdotally that the students became more confident in their abilities and participated more frequently in the classroom following the self-advocacy instruction.

Durlak, Rose, and Bursuck (1994) also examined the effect of a training program designed to instruct high school students with LDs how to request accommodations. In their study, eight high school students were divided into two groups for training. Each group received twice weekly, then weekly, direct instruction on seven self-awareness and self-advocacy skills. The participants were able to practice and receive feedback individually within the sessions, and they all used the skills in non-training settings in the high school. Although none of the analyses of the pre- and post-test measures was statistically significant, the students all acquired the skills as a result of the direct instruction provided.

However, the researchers noted that the students felt some discomfort discussing their learning disabilities and accommodations. They therefore recommended that students with LDs receive repeated practice describing their learning disabilities and communicating clearly the required accommodations in order to become more comfortable and confident when discussing them with instructors or service providers.

Explicit Instruction for Requesting Accommodations

Procedures for teaching how to request accommodations:

The teacher describes the target behavior while the students follow on the printed material.

The students are taught the vocabulary to use when describing their learning disabilities to ensure clarity in their communication.

The teacher assumes the role of a student and demonstrates the behavior with the paraprofessional playing the role of the teacher or service provider.

The teacher gives students the opportunity to ask questions or clarify specific points.

The students rehearse the steps in describing their learning disabilities and requesting accommodations.

Peers and staff provide immediate feedback.

Students repeat the steps until mastery is demonstrated.

Students then practice requesting accommodations in their classes. (Adapted from Durlak, et al., 1994)

Summary of the level of evidence

A comprehensive search was conducted to find research that involved self-advocacy or self-determination strategies for students with LDs. Articles from peer-reviewed literature were read to identify studies that involved either an experimental design with a control or comparison group, or a single-subject design. Some studies were related to self-advocacy skills that could be used in IEP meetings and others focused on strategies for requesting accommodations in regular education classrooms.

Related Resources on the LD@school Website

Click here to access the article Supporting the Development of Self-Advocacy.

Click here to access the article A Teacher's Journey with Student Self-Advocacy.
Click here to access the response to the question What does a student need to know about learning disabilities in order to be a self-advocate? Click here to access the video Our Self-Advocacy Pamphlet Journey.
Click here to access the tip sheet for Fostering Self-Advocacy.

Click here to access the podcast Supporting Students on their Self-Advocacy Journey.
Click here to access the podcast The Journey to Becoming a Self-Advocate: Three Students' Perspectives.
References

Durlak, C., Rose, E., & Bursuck, W. (1994). Preparing high school students with learning disabilities for the transition to postsecondary education: Teaching the skills of self-determination. Journal of Learning Disabilities, 27(1), 51-59.

Egly, N. (1987). Self-advocacy and assertiveness for the disabled college student and how to use self-advocacy skills. ERIC Document Reproduction Service No. ED 286 311. University of Nebraska, Lincoln.

Ellis, E., Deshler, D., Lenz, B., Schumaker, J., & Clark, F. (1991). An instructional model for teaching learning strategies. Focus on Exceptional Children, 23(6), 1-24.

Field, S. (1996). Self-determination instructional strategies for youth with learning disabilities. Journal of Learning Disabilities, 29(1), 40-52.

Field, S., Sarver, M., & Shaw, S. (2003). Self-determination: A key to success in postsecondary education for students with learning disabilities. Remedial and Special Education, 24(6), 339-349.

Kotzer, E., & Margalit, M. (2007). Perception of competence: risk and protective predictors following an e-self-advocacy intervention for adolescents with learning disabilities. European Journal of Special Needs Education, 22(4), 443-457.

Lancaster, P., Schumaker, J., & Deshler, D. (2002). The development and validation of an interactive hypermedia program for teaching a self-advocacy strategy to students with disabilities. Learning Disability Quarterly, 25(4), 277-302.

Merchant, D., & Gajar, A. (1997). A review of the literature on self-advocacy components in transition programs for students with learning disabilities. Journal of Vocational Rehabilitation, 8(3), 223-231.

Michaels, C. (1994). Transition strategies for persons with learning disabilities. San Diego, CA: Singular Publishing Group, Inc.

Mishna, F., Muskrat, B., Farnia, F., & Weiner, J. (2011). The effects of a school-based program on the reported self-advocacy knowledge of students with learning disabilities. Alberta Journal of Educational Research, 57(2), 185-203.

Pennell, R. (2001). Self-determination and self-advocacy: Shifting the power. Journal of Disability Policy Studies, 11(4), 223-227.

Phillips, P. (2001). A self-advocacy plan for high school students with learning disabilities: A comparative case study analysis of students', teachers', and parents' perceptions of program effects. Journal of Learning Disabilities, 23(8), 466-471.

Pocock, A., Lambros, S., Karvonen, M., Test, D., Algozzine, B., Wood, W., & Martin, J. (2002). Successful strategies for promoting self-advocacy among students with LD: The LEAD group. Intervention in School and Clinic, 37(4), 209-216.

Prater, M., Redman, A., Anderson, D., & Gibb, G. (2014). Teaching adolescent students with learning disabilities to self-advocate for accommodations. Intervention in School and Clinic, 49(5), 298-305.

Van Reusen, A., Deschler, D., & Schumaker, J. (1989). Effects of a student participation strategy in facilitating the involvement of adolescents with learning disabilities in the individualized educational program planning process. Learning Disabilities, 1(2), 23-34.

Van Reusen, A., & Bos, C. (1994). Facilitating student participation in individualized education programs through motivation strategy instruction. Exceptional Children, 60(5), 466-475.

Vogel, S., & Adelman, P. (1993). Success for college: Students with learning disabilities. New York, NY: Springer-Verlag.

Walker, A. & Test, D. (2011). Using a self-advocacy intervention on African-American college students' ability to request academic accommodations. Learning Disabilities Research & Practice, 26(3), 134-144.

Ward, M. (1988). The many facets of self-determination. NICHCY Transition summary. National Center for Children and Youth with Disabilities, 5, 2-3.

Wehmeyer, M., & Berkobien, R. (1991). Self-determination and self-advocacy: A case of mistaken identity. The Association for Persons with Severe Handicaps Newsletter, 17(7), 4.

Wehmeyer, M., & Schwartz, M. (1997). Self-determination and positive adult outcomes: A follow-up study of youth with mental retardation or learning disabilities. Exceptional Children, 63(2), 245-255.

Zhang, D. (2001). The effect of Next S.T.E.P. instruction on the self-determination skills of high school students with learning disabilities. Career Development for Exceptional Individuals, 24(2), 121-132.

Other Relevant Resources

The CanLearn Society has produced a resource for educators that will help them teach students understand their strengths and needs and how to communicate their needs to others. Click here to view the resource.

Chambers, C., Wehmeyer, M., Saito, Y., Lida, K., Lee, Y., & Singh, V. (2007). Self-determination: What do we know? Where do we go? Exceptionality: A Special Education Journal, 15(1), 3-15.

Kelley, K., Bartholomew, A., & Test, D. (2013). Effects of the self-directed IEP delivered using computer-assisted instruction on student participation in educational planning meetings. Remedial and Special Education 34(2), 67-77.

Representatives from the York Region District School Board and the Learning Disabilities of York Region created a tip sheet to help educators teach their students with learning disabilities how to self-advocate for themselves. Click here to view the tip sheet on the LD@school website.
Cheryll Duquette's research in the area of special education reflects her interest in the experiences of students with exceptionalities in inclusive classrooms. As a former teacher, she focuses particularly on strategies that may be used by classroom teachers to facilitate inclusion. Dr. Duquette is also the author of Students at Risk (2nd ed.), a book containing practical suggestions for working with students with exceptionalities and their parents. She teaches teacher education and graduate courses in special education at the Faculty of Education. Mary Land is currently a graduate student in the Faculty of Education at the University of Ottawa. She worked for a several years as a high school teacher before returning to pursue graduate studies full-time. Her experiences in the classroom have encouraged her varied interests in the field of education, including literacy and language arts instruction for all students.

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Explicit Instruction of Self-Advocacy Skills

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By Mary Land and Cheryll Duquette Self-Determination Self-determination stems from the notion of empowerment (Pennell, 2001), and Pocock and his associates (2002) explain that self-determination is knowledge about one's strengths and limitations. They contend that it is necessary to foster a belief in oneself as capable, effective, and successful.

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She is a 21 year old influencer that promotes body image for young girls and teens!!

Roey

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According to UNICEF young people mental health is finally getting the attention after the COVID pandemic.

Roey

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The COVID-19 pandemic, a UNICEF report and a review of the latest research all highlight the urgent need for better prevention and treatment of youth anxiety and depression.

Worldwide, at least 13% of people between the ages of 10 and 19 live with a diagnosed mental-health disorder, according to the latest State of the World's Children report, published this week by the United Nations children's charity UNICEF. It's the first time in the organization's history that this flagship report has tackled the challenges in and opportunities for preventing and treating mental-health problems among young people. It reveals that adolescent mental health is highly complex, understudied - and underfunded. These findings are echoed in a parallel collection of review articles published this week in a number of Springer Nature journals.

Anxiety and depression constitute more than 40% of mental-health disorders among young people (those aged 10-19). UNICEF also reports that, worldwide, suicide is the fourth most-common cause of death (after road injuries, tuberculosis and interpersonal violence) among adolescents (aged 15-19). In eastern Europe and central Asia, suicide is the leading cause of death for young people in that age group - and it's the second-highest cause in western Europe and North America.

Sadly, psychological distress among young people seems to be rising. One study found that rates of depression among a nationally representative sample of US adolescents (aged 12 to 17) increased from 8.5% of young adults to 13.2% between 2005 and 2017. There's also initial evidence that the coronavirus pandemic is exacerbating this trend in some countries. For example, in a nationwide study from Iceland, adolescents (aged 13-18) reported significantly more symptoms of mental ill health during the pandemic than did their peers before it. And girls were more likely to experience these symptoms than were boys.

Although most mental-health disorders arise during adolescence, UNICEF says that only one-third of investment in mental-health research is targeted towards young people. Moreover, the research itself suffers from fragmentation - scientists involved tend to work inside some key disciplines, such as psychiatry, paediatrics, psychology and epidemiology, and the links between research and health-care services are often poor. This means that effective forms of prevention and treatment are limited, and lack a solid understanding of what works, in which context and why.

This week's collection of review articles dives deep into the state of knowledge of interventions - those that work and those that don't - for preventing and treating anxiety and depression in young people aged 14-24. In some of the projects, young people with lived experience of anxiety and depression were co-investigators, involved in both the design and implementation of the reviews, as well as in interpretation of the findings.

Quest for new therapies

Worldwide, the most common treatment for anxiety and depression is a class of drug called selective serotonin reuptake inhibitors, which increase serotonin levels in the brain and are intended to enhance emotion and mood. But their modest efficacy and substantial side effects have spurred the study of alternative physiological mechanisms that could be involved in youth depression and anxiety, so that new therapeutics can be developed.

For example, researchers have been investigating potential links between depression and inflammatory disorders - such as asthma, cardiovascular disease and inflammatory bowel disease. This is because, in many cases, adults with depression also experience such disorders. Moreover, there's evidence that, in mice, changes to the gut microbiota during development reduce behaviours similar to those linked to anxiety and depression in people. That suggests that targeting the gut microbiome during adolescence could be a promising avenue for reducing anxiety in young people. Kathrin Cohen Kadosh at the University of Surrey in Guildford, UK, and colleagues reviewed existing reports of interventions in which diets were changed to target the gut microbiome. These were found to have had minimal effect on youth anxiety. However, the authors urge caution before such a conclusion can be confirmed, citing methodological limitations (including small sample sizes) among the studies they reviewed. They say the next crop of studies will need to involve larger-scale clinical trials.

By contrast, researchers have found that improving young people's cognitive and interpersonal skills can be more effective in preventing and treating anxiety and depression under certain circumstances - although the reason for this is not known. For instance, a concept known as 'decentring' or 'psychological distancing' (that is, encouraging a person to adopt an objective perspective on negative thoughts and feelings) can help both to prevent and to alleviate depression and anxiety, report Marc Bennett at the University of Cambridge, UK, and colleagues, although the underlying neurobiological mechanisms are unclear.

In addition, Alexander Daros at the Campbell Family Mental Health Institute in Toronto, Canada, and colleagues report a meta-analysis of 90 randomized controlled trials. They found that helping young people to improve their emotion-regulation skills, which are needed to control emotional responses to difficult situations, enables them to cope better with anxiety and depression. However, it is still unclear whether better regulation of emotions is the cause or the effect of these improvements.

Co-production is essential

It's uncommon - but increasingly seen as essential - that researchers working on treatments and interventions are directly involving young people who've experienced mental ill health. These young people need to be involved in all aspects of the research process, from conceptualizing to and designing a study, to conducting it and interpreting the results. Such an approach will lead to more-useful science, and will lessen the risk of developing irrelevant or inappropriate interventions.

Science careers and mental health

Two such young people are co-authors in a review from Karolin Krause at the Centre for Addiction and Mental Health in Toronto, Canada, and colleagues. The review explored whether training in problem solving helps to alleviate depressive symptoms. The two youth partners, in turn, convened a panel of 12 other youth advisers, and together they provided input on shaping how the review of the evidence was carried out and on interpreting and contextualizing the findings. The study concluded that, although problem-solving training could help with personal challenges when combined with other treatments, it doesn't on its own measurably reduce depressive symptoms.

The overarching message that emerges from these reviews is that there is no 'silver bullet' for preventing and treating anxiety and depression in young people - rather, prevention and treatment will need to rely on a combination of interventions that take into account individual needs and circumstances. Higher-quality evidence is also needed, such as large-scale trials using established protocols.

Along with the UNICEF report, the studies underscore the transformational part that funders must urgently play, and why researchers, clinicians and communities must work together on more studies that genuinely involve young people as co-investigators. Together, we can all do better to create a brighter, healthier future for a generation of young people facing more challenges than ever before.
doi: https://doi.org/10.1038/d41586-021-02690-5

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Young people's mental health is finally getting the attention it needs

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The COVID-19 pandemic, a UNICEF report and a review of the latest research all highlight the urgent need for better prevention and treatment of youth anxiety and depression. The COVID-19 pandemic, a UNICEF report and a review of the latest research all highlight the urgent need for better prevention and treatment of youth anxiety and depression.

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This article talks about how to promote and maintain healthy relationships.

Roey

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Every relationship represents a leap of faith for at least one partner, and even in the happiest couples, the very traits that once attracted them to each other can eventually become annoyances that drive them apart. Acquiring the skills to make a connection last is hard work, and threats may spring up without notice. In short-term, casual relationships, neither partner may see a truly viable long-term future together, but often only one takes action, in some cases ghosting the other, walking out of their lives with no communication, not even a text.

For some couples, infidelity is both the first and last straw, but a surprising number of relationships survive betrayal, some only to have their connection upended by everyday threats such as a loss of interest in physical intimacy, or a waning of positive feeling in the wake of constant criticism, contempt, or defensiveness. Even staying together for decades is no guarantee that a couple will remain connected: The divorce rate for couples over 50 has doubled since 1990.

Some people can walk away from years of marriage and instantly feel unburdened. For others, the end of a relationship that lasted just a few dates can trigger emotional trauma that lingers for years. However a breakup plays out, it can be a major stressor with an effect on ego and self-esteem that cannot be ignored.
To learn more, see Relationship Challenges and The End of Relationships.

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Love is one of the most profound emotions known to human beings. There are many kinds of love, but many people seek its expression in a romantic relationship with a compatible partner (or partners). For these individuals, romantic relationships comprise one of the most meaningful aspects of life, and are a source of deep fulfillment.

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This article talks about how to build wealth that will last in the future and support the next generation(s) of our family.

Danielle

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Many parents I speak with would like to leave something to their children after they die. They'd like their children to have an easier and more carefree existence than they did. A little extra financial stability might provide that benefit. These are six steps to take to build generational wealth.

Talk About Money

Many families have a complicated relationship with money. This can lead to money being a taboo topic. If you want to foster a healthy relationship with money in the next generation of your family, it's important to embrace the topic of money, provide lessons, and share your experience.

Children get cues from their parents about how to feel about money. Money lessons can be as small as offering your child a weekly allowance and helping them with their budgeting for things they want and need instead of buying whatever they ask for.

Invest For The Future

Many wealthy people I meet have done big things like built a company from the ground to eventually sell it and then sit in cash. It is understandable to want to protect money that you've worked so hard to grow over time but remaining in cash over many years is an easy way to lose purchasing power and diminish that wealth.

Instead of holding the sales proceeds without reinvestment, invest funds with a goal in mind. Is the goal to grow money as much as possible over time to pass it to the next generation? If it is, then you may have a portfolio that is more heavily invested in stocks, which tend to appreciate significantly over time. It's ideal to only have enough cash for three to six months of emergency reserves and for planned major purchases within two years.

Use Debt Responsibly

Like teaching your child about budgeting, encouraging your child to have a healthy relationship with debt can do wonders for wealth creation. Consider speaking with your child about what different lines of credit mean and keeping your own utilization ratio low. When your children turn 18 years old, talk to them about opening a college credit card to responsibly pay off regularly. If they'll need any school loans, walk through the applications with them, explaining implications of the interest rates and directing them to resources to learn more.

Have An Estate Plan

Estate planning is the process whereby individuals decide how their assets will be managed or distributed in the event of incapacitation or death. Having an updated and funded estate plan can allow not only the most wealth to pass to the next generation, but it also protects families from the arduous and painful process that is probate. Consult a qualified estate planning attorney to prepare your plan.

Use Life Insurance

Life insurance provides a tax-free benefit for the next generation in the event of your death. Even if you haven't been able to accumulate many assets for your heirs during your life, the death benefit from a life insurance policy can create wealth where none existed before. Consult a qualified insurance agent to find the type of life insurance that would work best for your family.

Use The Laws In Your Favor

Tax and estate laws are subject to change but there are many ways that people can optimize what goes to the next generation. Currently, when you die, some of the least tax-efficient assets for your heirs would be pre-tax retirement accounts. Most heirs of a retirement account will be forced to distribute the assets within 10 years and pay the associated income taxes. When I speak with people, I encourage them to plan to spend down their pre-tax retirement accounts during life and if they want to pass some assets on, considering their non-retirement investments.

Investment portfolios and properties receive a step-up in basis upon death, meaning that the heir's tax basis in the asset is equal to the value of the asset at death. This means the heir would be responsible for no capital gains taxes if that person sold the asset immediately at the date-of-death value.

Conclusion

It can be difficult to know where to start when it comes to creating generational wealth. Speaking with your children about money, investing for the future, moderating debt, having an estate plan, utilizing life insurance, and using current laws in your favor are steps you can take to create generational wealth.

Follow me on LinkedIn. Check out some of my other work here.

This informational and educational article does not offer or constitute, and should not be relied upon as, tax or financial advice. Your unique needs, goals and circumstances require the individualized attention of your own tax and financial professionals whose advice and services will prevail over any information provided in this article. Equitable Advisors, LLC and its associates and affiliates do not provide tax or legal advice or services. Equitable Advisors, LLC (Equitable Financial Advisors in MI and TN) and its affiliates do not endorse, approve or make any representations as to the accuracy, completeness or appropriateness of any part of any content linked to from this article.

Cicely Jones (CA Insurance Lic. # 0K81625) offers securities through Equitable Advisors, LLC (NY, NY 212-314-4600), member FINRA, SIPC (Equitable Financial Advisors in MI & TN) and offers annuity and insurance products through Equitable Network, LLC, which conducts business in California as Equitable Network Insurance Agency of California, LLC). Financial Professionals may transact business and/or respond to inquiries only in state(s) in which they are properly qualified. Any compensation that Ms. Jones may receive for the publication of this article is earned separate from, and entirely outside of her capacities with, Equitable Advisors, LLC and Equitable Network, LLC (Equitable Network Insurance Agency of California, LLC). AGE-6146634.1 (12/23)(exp. 12/25)

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How To Build Generational Wealth In 6 Steps

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Many parents I speak with would like to leave something to their children after they die. These are six steps to take in order to build generational wealth.

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Armani

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10 steps to boost your financial health -- that you can do in a day | Your Money and Your Mind

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Change bad spending habits in five steps 

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Change bad spending habits in five steps 

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Change bad spending habits in 5 steps | Your Brain on Money

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The difference between sativa and indica

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The difference between sativa and indica

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Celeste

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Financial health definition and key takeaways 

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Financial health definition and key takeaways 

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What Is Financial Health?

Financial health is a term used to describe the state of one's personal monetary affairs. There are many dimensions to financial health, including the amount of savings you have, how much you're putting away for retirement, and how much of your income you are spending on fixed or non-discretionary expenses.

Understanding Financial Health

Financial experts have devised rough guidelines for each indicator of financial health, but each person's situation is different. For this reason, it is worthwhile to spend time developing your own financial plan to ensure that you are on track to reach your goals and that you're not putting yourself at undue financial risk if the unexpected occurs.

Measure Your Financial Health

To get a better grasp of your financial health, it might help to ask yourself a few key questions-consider this a self-assessment of your financial health:

How prepared are you for unexpected events? Do you have an emergency fund?

What is your net worth? Is it positive or negative?

Do you have the things you need in life? How about the things you want?

What percent of your debt would you consider high interest, such as credit cards? Is it more than 50%?

Are you actively saving for retirement? Do you feel you're on track to meet your long-term goal?

Do you have enough insurance coverage-whether it be health or life?

How Financial Health Is Determined

An individual's financial health can be measured in a number of ways. A person's savings and overall net worth represent the monetary resources at their disposal for current or future use. These can be affected by debt, such as credit cards, mortgages, and auto and student loans. Financial health is not a static figure. It changes based on an individual's liquidity and assets, as well as the fluctuation of the price of goods and services.

For example, an individual's salary might remain constant while the costs for gasoline, food, mortgages, and college tuition increase. Despite the good state of their initial financial health, the person may lose ground and lapse into decline if they do not keep pace with rising costs of goods.

Typical signs of strong financial health include a steady flow of income, rare changes in expenses, strong returns on investments that have been made, and a cash balance that is growing and is on track to continue to grow.

Improving Your Financial Health

To improve your financial health you must first take a hard, realistic look at where you're currently at. Calculate your net worth and figure out where you stand. This includes taking everything you own, such as retirement accounts, vehicles, and other assets and subtracting any and all debts.

Then you need to create a budget. With your budget, it's not enough just to plan for where you'll be spending, but it's also important to take a hard and close look at where you already spend. Are there areas where you could cut back? Recurring subscriptions that you don't really need-such as cable? It's fortuitous to understand what your "needs" are versus what your "wants" are.

Use spreadsheets or mobile apps to help set up a budget. Or, use the time-tested envelope method, which has you create an envelope for each budget item, such as groceries, and keeping the allocated cash in the respective envelope.

One of the major keys to a budget, and maintaining your financial health, is to stick to your budget regardless of whether you start making more money or bringing in more income. Lifestyle creep, which includes spending more money as you make more money, is detrimental to your financial health.

Emergency Fund

Building an emergency fund can materially boost your financial health. The fund is meant to be money that is saved and readily available for emergencies, such as car repairs or job loss. The goal should be to have three to six months' worth of living expenses in your energy fund.

Pay down your debt. Use either the avalanche or snowball methods. The avalanche method suggests paying as much as possible toward the highest interest debt while paying the minimum on all others. The snowball, meanwhile, suggests taking the smallest debt balance first and then work your way up to the largest debt. There are pros and cons of each; pick the one that works the best for your debt load and your money-handling preferences.

Rules and Tips for Financial Health

When it comes to effective personal finance-keeping your financial health in tip-top shape isn't always easy. We get caught up with living life. However, here are a few quick rules and tips that you can follow to either improve or keep you in good financial health.

Automate your bill pay and savings-that is, set up automatic transfers to a savings account and auto-pay all your bills.

Always look for free checking and free accounts.

Shop around for insurance, cable or and other recurring expenses. This includes if you already have these items.

Use a budgeting method, such as 50/30/20, which says you should be spending 50% on needs, 30% on wants and saving 20% of your income. This 20% could include debt reduction if you have high-interest debts.

Try to limit spending on housing (rent or mortgage) to not more than 40% of your income.

Invest early and often. That is, try to put 10-15% of your income directly into a retirement account.

Business Financial Health

The financial health of businesses can be gauged by comparable factors to assess the viability of a company as a going concern. For instance, if a company has revenue coming in and cash in the bank, yet is spending its resources on new investments in production equipment, office space, new hires, and other business services, it may raise questions about the long-term financial health and survivability of the company.

If more money is spent that does not contribute to the overall stability and potential growth of the business, it can lead to a decline that makes it difficult to pay regular expenses such as utilities and employee salaries. This may force businesses to freeze or cut salaries in order to give the company the ability to continue operations.

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Financial Health: Definition and How to Measure and Improve It

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The state and stability of an individual's personal finances is called financial health. Here are a few ways to improve it.

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Moses

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What Pot Really Does to the Teen Brain

How much should we worry?

By Claudia Wallis

American parents have been warning teenagers about the dangers of marijuana for about 100 years. Teenagers have been ignoring them for just as long. As I write this, a couple of kids are smoking weed in the woods just yards from my office window and about a block and a half from the local high school. They started in around 9 A.M., just in time for class.

Exaggerating the perils of cannabis-the risks of brain damage, addiction, psychosis-has not helped. Any whiff of Reefer Madness hyperbole is perfectly calibrated to trigger an adolescent's instinctive skepticism for whatever an adult suggests. And the unvarnished facts are scary enough.

We know that being high impairs attention, memory and learning. Some of today's stronger varieties can make you physically ill and delusional. But whether marijuana can cause lasting damage to the brain is less clear.

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A slew of studies in adults have found that nonusers beat chronic weed smokers on tests of attention, memory, motor skills and verbal abilities, but some of this might be the result of lingering traces of cannabis in the body of users or withdrawal effects from abstaining while taking part in a study. In one hopeful finding, a 2012 meta-analysis found that in 13 studies in which participants had laid off weed for 25 days or more, their performance on cognitive tests did not differ significantly from that of nonusers.

But scientists are less sanguine about teenage tokers. During adolescence the brain matures in several ways believed to make it more efficient and to strengthen executive functions such as emotional self-control. Various lines of research suggest that cannabis use could disrupt such processes.

For one thing, recent studies show that cannabinoids manufactured by our own nerve cells play a crucial role in wiring the brain, both prenatally and during adolescence. Throughout life they regulate appetite, sleep, emotion, memory and movement-which makes sense when you consider the effects of marijuana. There are "huge changes" in the concentration of these endocannabinoids during the teenage years, according to neurologist Yasmin Hurd of the Icahn School of Medicine at Mount Sinai, which is why she and others who study this system worry about the impact of casually dosing it with weed.

Brain-imaging studies reinforce this concern. A number of smallish studies have seen differences in the brains of habitual weed smokers, including altered connectivity between the hemispheres, inefficient cognitive processing in adolescent users, and a smaller amygdala and hippocampus-structures involved in emotional regulation and memory, respectively.

More evidence comes from research in animals. Rats given THC, the chemical that puts the high in marijuana, show persistent cognitive difficulties if exposed around the time of puberty-but not if they are exposed as adults.

But the case for permanent damage is not airtight. Studies in rats tend to use much higher doses of THC than even a committed pothead would absorb, and rodent adolescence is just a couple of weeks long-nothing like ours. With brain-imaging studies, the samples are small, and the causality is uncertain. It is particularly hard to untangle factors such as childhood poverty, abuse and neglect, which also make their mark on brain anatomy and which correlate with more substance abuse, notes Nora Volkow, director of the National Institute on Drug Abuse and lead author of a superb 2016 review of cannabis research in JAMA Psychiatry.

To really sort this out, we need to look at kids from childhood to early adulthood. The Adolescent Brain Cognitive Development study, now under way at the National Institutes of Health, should fill the gap. The 10-year project will follow 10,000 children from age nine or 10, soaking up information from brain scans, genetic and psychological tests, academic records and surveys. Among other things, it should help pin down the complex role marijuana seems to play in triggering schizophrenia in some people.

But even if it turns out that weed does not pose a direct danger for most teens, it's hardly benign. If, like those kids outside my window, you frequently show up high in class, you will likely miss the intellectual and social stimulation to which the adolescent brain is perfectly tuned. This is the period, Volkow notes, "for maximizing our capacity to navigate complex situations," literally building brainpower. On average, adolescents who partake heavily wind up achieving less in life and are unhappier. And those are things a teenager might care about.

This article was originally published with the title "Marijuana and the Teen Brain" in Scientific American Magazine Vol. 317 No. 6 (), p. 25
doi:10.1038/scientificamerican1217-25

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How to Analyse the Health of a Company/Business!

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Jenna

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March 15, 2023

The singer's music speaks for self-love, women's empowerment and loving your figure, whatever shape or size it might be. Here's how she rose to fame.

If there was a ranking for singers preaching self-love, Lizzo would certainly be at the top. The 34-year-old unabashedly wears skin-tight glitter onesies, and celebrates her curvy figure on stage during her performances and in the media. Her message is simple: Love yourself - you're great just the way you are. With her anthems of self-empowerment, Lizzo is one of the most interesting - and sought-after - people in the music world today. On March 16 she will wrap up her European tour with a final gig in London.

Packaged with catchy beats and heartfelt lyrics, Lizzo has captivated listeners around the world in recent years. Her songs regularly go viral on TikTok and she wins awards left and right - she recently won her fourth Grammy. Lizzo is currently busy touring Europe with her mix of pop, rap and R&B tunes. She recently gave three concerts in Germany, which even included a techno-inspired performance of Rammstein's song "Du Hast." After a twerk dance routine, she made her message of love clear, telling the audience "I love you!" in German.

With her appeal for more self-love, Lizzo is an icon in an era in which beauty norms are being questioned and people of color and other marginalized groups are increasingly being represented in movies, TV and in the music world. Fans celebrate Lizzo for her confidence as a Black woman. "I love you, don't forget it, you beautiful black masterpiece!" she says in her song "Skin."

In an October 2022 interview in Vanity Fair magazine Lizzo said: "I'm a Black woman, I make music from my own Black experience. If I can help other people with that, then that's good. Because we're the most marginalized and neglected group in this country. We need self-love and self-love anthems more than anyone."

Becoming a body positivity icon

Lizzo was born Melissa Viviane Jefferson in April 1988 and grew up in Detroit, Michigan and Houston, Texas. She studied classical flute performance at university in Texas before moving to Minneapolis, where she got involved in the rap and hip-hop scenearound 2011. She released her first album, "Lizzobangers," in 2013.

As a child, Lizzo was bullied because of her figure, and found solace in music. Today, Lizzo campaigns against body shaming, for many she is an icon of the body positivity movement. While Lizzo has become a messenger for loving your own body, she was not always comfortable in hers, and her personal journey from shaming her body to embracing it began not with a glamorous photo shoot but with a traumatic accident.

Body positivity: Everyone is beautiful

In an interview with US public radio broadcaster NPR, Lizzo said she had been swinging on a rope into a river when the rope suddenly broke and she flew to the ground, severely scraping herself up. While she was healing, she realized then that her skin was her favorite thing about herself.

"It was in that moment where I realized I damaged my skin where I saw the value in it. And that was the first time I'd ever discovered my body love," she said. The revelation inspired her song "My Skin" about learning to love one's own body as it is.

Body positivity 'commercialized'

She describes herself as fat and says she wants to normalize and destigmatize larger bodies. Yet, in an interview with People magazine in 2022, she said she's gotten tired of people constantly talking about her body size. "I know I'm fat. It doesn't bother me. I like being fat, and I'm beautiful and I'm healthy. So can we move on?"

Yet Lizzo has consistently been a spokesperson or body positivity, and her influence hasn't diminished with her rising fame. In an interview with Vogue, she said the body positivity movement had become "commercialized" and "appropriated" in recent years and used mainly by slim, white women. As a result, those for whom the movement was actually intended no longer benefit from it, according to her.

Changing the narrative via various channels

Lizzo aims to change the narrative with projects like her reality TV show "Lizzo's Watch Out for the Big Grrrls." In the series, which won an Emmy in 2022, she searches for backup dancers. Lizzo's performances are notorious for placing Black, trans or curvy dancers on stage alongside her.

The artist also has her own shapewear collection designed for all body types called "Yitty" which she released in 2022. It offers plus sizes up to 6XL. Contrary to what the term shapewear might suggest, customers should not be forced into a questionable ideal of beauty. "I got tired of seeing this sad, restrictive shapewear that literally nobody wanted to wear," Lizzo wrote in a press release. "I decided to take on the challenge of enabling women to feel uncompromisingly good again."

Critical voices could see it as the commercialization of body positivity that Lizzo herself denounces. But for the singer, the collection is another important step in her quest to celebrate all body shapes.
This article was translated from German.

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Why Lizzo is an icon of body positivity - DW - 03/15/2023

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The singer's music speaks for self-love, women's empowerment and loving your figure, whatever shape or size it might be. Here's how she rose to fame.

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Anthony L

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Boundaries can help you retain a sense of identity and personal space, and they're easier to create and maintain than you might think.

You'll find boundaries in every kind of relationship - from friends and family to colleagues and brief acquaintances. While they're important in all areas, boundaries come up a lot in romantic partnerships.

Boundaries are clear guidelines that are established to help you clearly communicate behavior you will accept from other people and behavior other people can expect from you.

You can't see them, but these lines help you stay "you" and provide a sense of mutual respect, protection, expectations, and support.

"When it comes to your life as a couple, consider that there are actually three entities involved: yourself, your partner, and the relationship itself - and boundaries need to be defined for each," says Dr. Jacqui Gabb, professor of sociology and intimacy at The Open University and chief relationships officer with the couples app Paired.

"Each of those three parties needs to be sustained, nourished, and feel respected," Gabb says.

While there are some basic rules to consider when building and maintaining healthy boundaries, what works for one person might not be so ideal for someone else.

For example, your partner may have different expectations of:

the amount of time you spend together

the frequency of communication when you're apart

what's considered to be cheating in a committed relationship

lines being crossed when discussing finances

And this is likely to change throughout the relationship. It can be helpful to discuss what your guidelines are and set clear boundaries that align with both of your needs.

To do this, it's important that you and your partner honestly communicate your expectations, and focus on how honoring those boundaries can help you create a relationship that allows you to feel safe.

"Everyone's got their own space and comfort levels when it comes to boundaries," explains James Preece, dating coach and author of " The Five Rules Of Dating In The New Normal." "It's [about] respect, and showing them 'I love you for who you are, and I'm going to give you the space you need.'"

While it's a good idea to set some boundaries, some don't work and can ultimately have a negative effect on one or both partners. These tend to be founded in control when one person tries to restrict or command the actions of the other - and there are some definite red flags to look out for.

"Anything that limits a person's options" is an unhealthy boundary, Preece explains. "It could be around time, the way they act, even the way they dress." Crossing these lines, he adds, "can be dangerous."

This is something Gabb agrees with.

"We shouldn't confuse boundaries and control - they're not the same thing," she says. "If someone feels a partner is putting up boundaries in a controlling way - 'These are my boundaries, and this is what you must do' - then there's a problem with communication around boundaries being established."

If you or someone you know are experiencing controlling behavior or domestic violence, you can:

There are a variety of different ways you can go about setting boundaries. Here are four approaches to get you started:

1. Begin early

It's much easier to introduce boundaries at the start of or earlier on in a relationship, rather than years down the road - especially once habits and routines have been established and both partners are more emotionally invested.

But if it's a little late for that tip, don't worry. Installing boundaries at any point is still better than imposing upon each other until it frays your bond completely.

2. Conversation is key

No matter how awkward you might feel talking about your emotions or bringing up trickier subjects, a two-way discussion is vital in boundary setting.

"Communication is key to relationships," Gabb says, and "you do need to have [conversations], even if they're really difficult things to talk about, like sex."

Not only do these discussions help both partners understand the extent and rules of the boundary, but they provide an opportunity to explain why you value a particular boundary.

Plus, 2016 research suggests that couples who check in regularly and open up experience greater relationship satisfaction overall.

3. Use 'I' statements

"I think all communication should start with 'I feel,'" Gabb states. If you lead with superlative or accusatory statements (like "you always" or "you never"), then "you're going to be hit with a brick wall of 'That's not what I think.'"

"Nobody wants to be criticized or rejected," adds Preece.

And once those defensive barriers come up, it can be hard to get the conversation back on track. Treat others how you like to be treated, so aim to set boundaries with kindness.

Giving more specific examples can also help support your point and make it seem less of an overarching attack.

4. It's OK to ask for space

Whether you're just starting out with a partner or have been with them for a while, it's totally acceptable to desire -and ask for - some me time.

"It might be that you have a really demanding job, and you need half an hour of debrief time when you come home where you don't talk," Gabb says. "It's about 'This is what I need, how can we make it happen?'"

There's a chance your partner might see this request as a form of rejection, so it's important to take their feelings into account and explain this isn't the case.

"Talk about why you need it and why it's meaningful to you," suggests Gabb. "Recognize how the other person may feel, and work with them [through] that."

Think of boundaries as a framework rather than rigid guidelines. Events, such as having children or coping with loss, can occur throughout your relationship that'll cause boundaries to shift, notes Gabb.

Having boundaries is an expected and healthy aspect of good relationships. So don't be afraid to determine where they lie for yourself, for your partner, and as a couple.

All guidelines that are established should make you and your partner feel heard, respected, and comfortable.

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No Rules, Just Healthy Boundaries: Talking Relationsips

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Boundaries aren't rules, let's start there. See what principles are healthful and needed for a rock-solid relationship.

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society’s pressure on women.

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Why Are Women Struggling With Mental Health?

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cali

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Cannabis health risks, obesity issues, anti-depressant use; Tracking the latest health news

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Anthony L

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If you've ever asked someone how to be healthy, you've probably heard this advice: Eat a healthy diet. Really, though, what does that even mean? If you ask many followers of the trendy ketogenic diet, it means shunning sweet potatoes and quinoa in favor of cheese and coconut oil. For another person, it might mean avoiding sugary foods like ice cream and candy at all costs. And someone else may tell you to avoid all dairy and nix gluten.

The problem is, this back-and-forth about what's truly healthy can cause a whole lot of confusion, not to mention prompt people to try unsustainable and unnecessarily restrictive diets in the name of health. If that's you, there's no need for embarrassment: Just be relieved to learn that healthy eating is far simpler than you may think.

Healthy vs. Unhealthy Eating Habits: What's the Difference?

"What I promote to clients is a whole-foods diet, meaning, eat foods as close to their original form as possible," says Alicia Galvin, RD , who's based in Dallas. When food is processed or refined, it's stripped of most of its fiber, vitamins, and minerals, and often preservatives are added in their place, she explains.

A plant-based eating pattern is the way to go. "Studies show that people who consume a more plant-based diet have a lower risk of all the chronic diseases," says Heller. Case in point: A study published in August 2019 in the Journal of the American Heart Association found that people who stick with plant-based eating patterns have a 16 percent lower risk of developing heart disease, possibly because these diets tend to include more heart-healthy fiber and nutrients like potassium, while limiting intake of saturated fat and cholesterol. The definition of plant-based eating can vary, but can include vegan (no animal products), raw vegan (no animal products and only raw foods), vegetarian (no meat), or even flexitarian (eating vegetarian most of the time).

Also key: cultivating a happy relationship with food. "Food is not the enemy," says Galvin. Rather than focus on what you shouldn't be eating, think about what you can add to your plate that will improve your health, like nuts for heart-healthy monounsaturated fatty acids or raspberries for their fiber and antioxidants.

Why Should I Make Healthy Food Choices?

Food is one of the most important tools for a life lived well - and long, says Galvin.

A Healthy Diet Can Help Prevent Disease

"In the United States, the top leading causes of death are related to chronic disease, which comes from having an unhealthy lifestyle," she says. Smoking, poor nutrition, lack of exercise, and excessive alcohol use are the top causes of chronic disease, which includes heart disease, cancer, and diabetes, according to the Centers for Disease Control and Prevention (CDC).

Food Choices Affect Your Mental Health

It's not just our physical health that can see a boost when we prioritize a healthy diet. Research shows that food choices also affect mental health. In a review published in July 2016 in Clinical Nutrition Research, study authors report that a diet rich in vitamins and minerals is associated with a lower risk for mental health disorders including anxiety, depression, and attention-deficit/hyperactivity disorder (ADHD).

Eat a Healthy Diet, and You May Lose Weight

Being overweight or having obesity are associated with increased risk of these health conditions, per the CDC, so weight loss can be important if you have a high body mass index (BMI). Fortunately, following a high-quality diet in which you pay attention to portion sizes can also help you reach a healthy weight, according to the Mayo Clinic. Another piece of the puzzle: eating mindfully. Stop eating when you're full, and don't eat too fast or for emotional reasons, notes Mayo.

Why Should I Strive for a Healthy Lifestyle?

In sum, the payoff of a healthy lifestyle is huge. "Over time, when you make healthy decisions about food, you are at a lower risk for cardiovascular disease, certain cancers, type 2 diabetes, obesity, and even anxiety and depression. You will have more energy, feel better, and may even be in a better mood on a daily basis," says Samantha Heller, RD, a senior clinical nutritionist at NYU Langone Health in New York City.

Again, it comes down to the length and quality of your life. In a review published in June 2017 in the American Journal of Clinical Nutrition, a healthy diet was found to decrease the risk of early death from any cause by 56 percent. Researchers defined a healthy diet as one that focuses on eating whole grains, vegetables, fruits, nuts, and fish. On the other hand, a higher intake of red or processed meats increased the risk of early death by twofold.

How to Improve and Change Your Eating Habits

If your goal is to eat healthier, it can feel overwhelming to think that you have to change up your eating habits all at once. Here are six tips on how to start.

1. Make a Plan for Your New Healthy Diet

The first step is to develop a concrete and specific plan of action, says Heller. For instance, tomorrow morning when it's time to eat breakfast, plan to skip the fast-food breakfast sandwich and eat a piece of whole grain toast with peanut butter at home.

2. Save Your Lunch Money

Bringing your lunch to school or work has more than one perk. It's a good way to save money and use up what you have in the house, and it will likely be more nutritious. One easy way to do that, suggests Heller: Pack leftovers from last night's dinner.

3. Keep Unhealthy Foods Out of Sight

Purge your pantry and fridge of any unhealthy food, and start thinking about getting only the good stuff into your kitchen. That way, you'll have more of a chance of eating healthy and much less of a chance of eating junk. Make a shopping list so that you can pick up all the vegetables, fruit, and other plant-based foods that you need for the next three days, says Heller.

5. Take Baby Steps

Set small, doable goals, says Galvin. For instance, you're going to eat three more servings of vegetables this week. How can you make that happen? Maybe that's by adding one extra serving of veggies to dinner just three nights this week. Or, you're going to make one meal that's bean-based, like chili for lunch just one day this week.

6. Start a Journal to Monitor Food Choices

A food diary is one way to eat healthier, says Heller. It's not to track calories or carbohydrates - instead, writing down your food habits will help you better understand the why behind what you ate. Getting to this root reason is a critical step toward behavioral change. For instance, you came home after work and binged on chips and salsa while preparing dinner. Revisiting your food diary can help you understand that it was because you skipped breakfast and ate a small, rushed lunch-you were really hungry when you got home and couldn't wait!

Establishing Healthy Eating Habits in Children

If you're perplexed by the fact that Junior has declared he hates broccoli after liking it last week, or that he finds anything but chicken nuggets or boxed mac 'n' cheese offensive, you'll be happy to know you don't have to force healthy eating habits on your child. What works better? Modeling those healthy habits yourself.

"Home is where we can make the most impact on what our children are eating," says Heller. That means getting them involved in food shopping and preparation in age-appropriate ways. Make good-for-them food accessible by putting apples and oranges in a bowl on the kitchen counter; give them a variety of foods to snack on when they get home from school and they're naturally ravenous (baby carrots, edamame); and make an effort to have family dinner together. The last point is especially important. Families who eat together generally consume healthier diets, including more fruits and veggies, and less fast and takeout food, according to a study published in November 2018 in JAMA Network Open.

What Are Some Healthy Foods to Eat Every Day?

There are so many healthy foods, and you can choose the ones you like, without worrying about the latest "superfood." Remember: "There is no bad fruit, vegetable, nut, seed, legume, or whole grain. They're all good and there's no single one that's magical," says Heller. Here are a few indisputably healthy foods to incorporate into your meals and snacks:

Fruits Berries, bananas, citrus, mango, kiwi, apples, melons

Vegetables Leafy greens like kale, arugula, and collard greens; peppers; carrots; sweet potatoes; mushroom; squash

Legumes Beans, lentils, dried peas, hummus

Whole grains Brown rice, wild rice, whole-grain bread, quinoa, amaranth, millet, bulgur

Nuts and seeds Almonds, pistachios, cashews, walnuts, chia seeds, flaxseeds, hemp, sunflower, pumpkin seeds

What Are Some Diets That Promote Balanced Eating?

Following a diet that promotes balanced eating rather than a trendy diet that lays out several rules and restrictions, and possibly cuts entire food groups, is a more sustainable approach, says Heller. These include the Mediterranean diet, the DASH diet, the MIND diet (a combination of DASH and Mediterranean that's focused on brain-friendly foods to help prevent Alzheimer's disease), as well as a vegetarian diet (if you choose to avoid meat).

One Last Thing on the Importance of Healthy Eating

Filling your plate with plant foods like vegetables, fruits, legumes, nuts, seeds, and whole grains will help protect your body against chronic disease, including heart disease and diabetes. Avoid fad diets, which are short-lived and unsustainable.

"Our body's mission is to keep us alive," says Heller. "We can help our body do that by supplying it with the nutrients it needs to keep it healthy, so you can feel great every day."

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Why Are Healthy Eating Habits Important?

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A healthy lifestyle looks different for everyone, but the registered dietitians we spoke to tell us finding yours is simpler than it may seem. A diet made up of whole foods, mostly plants, can help fend off chronic disease and even anxiety and depression. Read on.

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cali

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Girls Ages 6-18 Talk About Body Image | Allure

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cali

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Anthony L

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Coping mechanisms are strategies that help people deal with stress and uncomfortable emotions. Whether you realize it or not, you are using coping mechanisms regularly. These behaviors can help you cope with stress in a positive way or can sometimes be harmful.

This article discusses different coping styles, types of coping mechanisms, and ways to improve your coping skills.

Why Do We Use Coping Mechanisms?

Coping mechanisms help decrease the side effects of stress. The stress response is triggered by the "flight or fight" role of your sympathetic nervous system. This causes changes in your body to help you prepare to run away from or face potential danger head-on.

Side effects of the stress response include:

Increased heart rate

Increased breathing

Higher blood pressure

Increased alertness

Heightened senses

Release of glucose (sugar) into your bloodstream for energy

These physiological changes are helpful when you are in a dangerous situation. However, they are also meant to be temporary.

Unfortunately, your body doesn't know the difference between actual danger and emotional stress. And chronic stress can lead to problems, such as:

Difficulty sleeping

Changes in appetite

Headaches

Stomach pain

Body aches

Rashes

Sadness

Anxiety

Depression

Lack of interest in activities

Active vs. Avoidant Coping

Coping Styles

Two common ways that people cope with stress are problem-focused coping and emotion-focused coping.

Problem-Focused Coping

Problem-focused coping aims to change or eliminate the source of your stress. This type of coping works if you have some control over the situation that is causing you stress.

Examples of problem-focused strategies for specific situations could include:

Situation: You frequently fight with your partner, which causes a stressful relationship.

Possible responses:

Seek counseling.

Set boundaries.

End the relationship.

Situation: Your job requires you to do presentations, but public speaking causes you stress.

Possible responses:

Practice in front of family or friends.

Hire a public-speaking coach.

Take a public-speaking course.

Find a different job that does not require public speaking.

Situation: You are diagnosed with high blood pressure.

Possible responses:

Talk to your healthcare provider about medication options.

Exercise regularly.

Reduce your salt intake.

Emotion-Focused Coping

Unfortunately, it's impossible to avoid stress completely, particularly in situations in which you have no control over the source of your stress. Emotion-focused coping strategies can help you change the way you respond to your stress.

Examples of emotion-focused strategies for specific situations could include:

Situation: Your partner is diagnosed with cancer, causing you fear and anxiety.

Possible responses:

Gather information and focus on the facts.

Join a support group.

Journal about your feelings.

Situation: You are attending a party, but being around a group of people makes you anxious.

Possible responses:

Practice deep breathing.

Arrive with a friend for social support.

Plan topics of conversation.

Coping Mechanisms vs. Defense Mechanisms

Types of Coping Mechanisms

Not all coping mechanisms are helpful. In fact, some can even be harmful. Adaptive coping mechanisms are positive coping skills, while maladaptive coping mechanisms are negative coping skills.

Adaptive Coping Mechanisms

Adaptive coping mechanisms empower you to change a stressful situation or adjust your emotional response to stress.

Examples include:

Deep breathing

Meditation

Exercise

Journaling

Talking with a friend

Positive thoughts

Taking a bath

Reading a book

Aromatherapy

Maladaptive Coping Mechanisms

Maladaptive coping mechanisms are negative ways of dealing with stress. Maladaptive coping commonly occurs in people who have experienced childhood trauma or abuse. Though these behaviors might temporarily distract you from your stress, they can eventually lead to physical and emotional harm.

Examples include:

Drinking excessive amounts of alcohol

Using drugs

Anger outbursts

Denying/ignoring the problem

Self-harm

Negative thoughts

Isolating yourself

How to Improve Your Coping Skills

If you find that your coping skills need some improvement, try these tips:

Identify your stressors: Positive coping mechanisms are most effective when you can identify the cause of your stress.

Take note of current coping skills: Notice how you respond to your stressors and determine whether you are currently using positive or negative coping mechanisms.

Try something new: You might need to try several different coping skills to find the one that works best for you.

Make it a habit: Incorporate your coping skills into your daily schedule. For example, take five minutes during your workday to do some deep breathing or meditation, even if you aren't feeling stressed.

Get some help: If you find it particularly difficult to build positive coping skills or get rid of negative ones, consider talking to a therapist.

Coping mechanisms are behaviors that aim to avoid stress or unpleasant emotions. These behaviors can be positive (adaptive) or negative (maladaptive). Problem-focused coping aims to eliminate or change the source of your stress, while emotion-focused coping helps you change the way you react to your stressors.

A Word From Verywell

Everyone experiences stress, but not everyone handles stress in a beneficial way. It can take time to unlearn negative coping mechanisms. At first, you'll need to be intentional about incorporating positive coping strategies into your daily life. With time, these responses will become more automatic.

Frequently Asked Questions

What are unhealthy coping mechanisms?

Unhealthy coping mechanisms often distract a person from their stress. These behaviors can cause physical and emotional harm. Examples include substance abuse, self-harm, anger outbursts, and isolation.

Is eating a coping mechanism?

Eating can be a coping mechanism, particularly if a person is eating to avoid feeling sad or stressed. Consuming sugar releases chemicals in your brain called neurotransmitters that make you feel good. This has an immediate but temporary effect on your mood.

How can I improve my coping skills?

You can improve your coping skills by first identifying your stressors and your current responses to these situations. Try a variety of positive coping behaviors including deep breathing, meditation, positive thoughts, and journaling. Then begin to incorporate these skills into your daily life.

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Coping mechanisms are strategies for avoiding unpleasant emotions. Discover the different types of coping mechanisms and identify them in your life.

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