Grieving the Ghost: How Addiction Recovery Mirrors the Stages of Grief

 Many see the path to addiction recovery as a heroic journey. They see it as a fight against a powerful pull, a relentless battle for control. It just isn't that glamorous. It is a deeply personal process. You are fighting for your life like you have never had to fight before. The fight leaves you with a profound sense of loss. One way to see this loss is through the lens of the five stages of grief: denial, anger, bargaining, depression, and acceptance.

Denial: This Isn't Me

The initial stages of recovery are marked by denial. You may resist the idea that your life has been significantly impacted by your substance abuse. You might minimize the consequences or cling to the belief that you can still use recreationally. This denial has to be a defense mechanism to avoid the overwhelming reality of change.

Anger: This is Unfair

As reality sets in, anger bubbles up. You are angry for succumbing to addiction, enraged at the substance for its hold over you. You're angry at loved ones who may have enabled the behavior. You can't imagine the anger and hate that you feel.  You may not know this, but that anger can fuel your determination to break free.

Bargaining: Just One More Time

You attempt to regain control by making deals. You promise yourself just one more time if you achieve a specific goal. You may even bargain with a higher power for a reprieve from addiction. These bargains are never successful. They merely highlight your intense desire to find an easier way out.

Depression: What Have I Lost?

As denial's fog lifts, you see the full impact of your addiction. This almost always leads to a period of deep depression; there are a lot of things to grieve, like relationships, missed opportunities, and even your sense of self associated with your past life. In this crucial stage, you see and feel a deeper understanding of the damage caused by your addiction.

Acceptance: I Can Do This

Here, you are not giving up hope, but instead, you are acknowledging the reality of your situation. You accept that you have a chronic condition that requires ongoing management.  Acceptance will allow you to focus on building a new life free from the shackles of substance abuse.

The Journey

These stages are not linear and are filled with setbacks, moments of doubt, and revisits to earlier stages. By understanding the process, you can navigate the journey with greater self-compassion. The death that you are grieving is your former self, a sacrifice for a healthier, more fulfilling future.

Remember, you are not alone. If you are struggling with addiction, there are many resources available to help. Here are a few:

1. The National Institute on Drug Abuse: https://www.nih.gov/about-nih/what-we-do/nih-almanac/national-institute-drug-abuse-nida
2. The Substance Abuse and Mental Health Services Administration (SAMHSA): https://www.samhsa.gov/
3. The National Alliance on Mental Illness (NAMI): https://www.nami.org/Home

Oversharing on Social Media: A Look at College Students' Habits and Beyond

 The Landscape of Social Sharing

Social media has become an integrated part of our lives, revolutionizing how we connect and share information. Self-disclosure, revealing personal details, is a cornerstone of social media use. People share photos, videos, and life updates for various reasons, including seeking social validation, expressing themselves creatively, and maintaining relationships.

The Line Between Sharing and Oversharing

However, the line between sharing and oversharing can be blurry. Oversharing refers to disclosing excessive personal information online, often to the point of discomfort for oneself or others. This study investigates how college students define and perceive oversharing, offering valuable insights into this complex behavior.

Understanding What College Students Consider Oversharing

The research explored what college students consider oversharing. Interestingly, two main themes emerged, according to  Brammer and colleagues (2022):

1. Frequency: Posting too often or too much was a common concern. Quantity seemed to matter - students felt bombarded by excessive updates from friends or acquaintances.
2. Content: Sharing too much information or private things was another central theme. Many students felt that oversharing sensitive details about medical issues, political views, relationship drama, or overly emotional experiences crossed a boundary.

Types of Content and Tolerance Levels

The study examined the types of content students associated with  oversharing(Brammer et al., 2022) : 

• It also investigated tolerance for oversharing and its consequences, including medical issues, political views, relationship details, and overly emotional statements. 
• The research suggests that some college students are intolerant of oversharing and may unfollow or unfriend those who do it excessively. 
• This aligns with previous findings that highlight the potential consequences of oversharing, such as creating a negative reputation or jeopardizing job opportunities.

Oversharing on Different Platforms: A Facebook Focus

Brammer and colleagues (2022) found that Facebook was perceived as the platform where oversharing occurs most frequently. This may be linked to Facebook's focus on connecting with a wider social circle compared to other platforms designed for more curated presentations of oneself, like Instagram and Snapchat.

New Research Directions: Broadening the Conversation

This research offers valuable insights but also highlights areas for further exploration. According to Brammer and colleagues (2022), here are some key takeaways that open doors for future studies:

The study's sample primarily consisted of Caucasian females. A more diverse sample could provide different perspectives on oversharing behaviors. Including students from various ethnicities, genders, and socioeconomic backgrounds could reveal how cultural norms and social media usage patterns influence what constitutes oversharing.

Including qualitative methods like focus groups or in-depth interviews could delve deeper into oversharing, the emotional impact of witnessing it, and how users navigate boundaries on different platforms.

Studying other age groups is crucial as social norms for sharing likely differ across generations. How do baby boomers, Gen Xers, and adults beyond college define and approach oversharing? Understanding these variations can help us create a more nuanced picture of this phenomenon.

The rise of video-centric platforms like TikTok raises new questions about nonverbal oversharing. Can someone reveal too much about themselves through facial expressions, body language, or video background without saying a word? Exploring this new frontier of social media communication is essential to comprehensively understanding oversharing in the digital age.

Conclusion

This study illuminates oversharing behaviors among college students and highlights the importance of finding a balance between self-disclosure and privacy on social media. Brammer and colleagues (2022) state that further research, incorporating diverse samples, qualitative methods, and a more comprehensive range of age groups and platforms, can help us understand overshadowing across the ever-evolving social media landscape.

                               References

Brammer, S. E., Punyanunt-Carter, N. M., & Duffee, R. S. (2022). Oversharing on social networking sites: A contemporary communication phenomenon [Review of Oversharing on social networking sites: A contemporary communication phenomenon]. Computers in Human Behavior Reports, 8. https://doi.org/10.1016/j.chbr.2022.100236

Beyond the Backpack: Spotting Signs of Trauma in Students

 Understanding Trauma in Students: Signs and Support

School can be a haven for students, but unfortunately, violence can intrude upon that sense of security. The National Child Traumatic Stress Network plays a vital role in understanding and addressing the impact of trauma on children. Today's blog post will explore what trauma is according to the NCTSN and how to identify potential signs of violence exposure in your students.

What Is a Traumatic Event?

The NCTSN (2014) defines a traumatic event as a frightening, dangerous, or violent experience that poses a threat to a child's life or bodily integrity. This can encompass a wide range of experiences, including:

1. Physical or sexual abuse
2. Witnessing violence in the home or community
3. Bullying
4. School violence
5. Serious accidents
6. Natural disasters
7. Loss of a loved one

Key Indicators of Trauma in Students Exposed to Violence

Trauma can manifest differently in each student. However, here are some key indicators to watch for, according to the NCTSN:

1. Behavior changes could include becoming more withdrawn, anxious, or aggressive. Difficulty concentrating, changes in sleep patterns, or acting out in class can also be signs of trauma.
   
2. Emotional Outbursts: Students experiencing trauma may be more prone to angry outbursts, tantrums, or crying spells.
3. Physical Complaints: Headaches, stomachaches, or other unexplained physical ailments can be related to trauma.
4. Nightmares and Sleep Problems: Difficulty falling asleep,  nightmares related to the violence, or waking up frequently are red flags.
5. Changes in Play: Younger students may act out the violence in their play, while teenagers might withdraw from play altogether.

Avoidance: Students may avoid people, places, or things associated with the violence.

Academic Difficulties: Trauma can make it challenging to focus in school, leading to a decline in grades or motivation.

Remember

These are just some potential indicators. If you suspect a student is struggling with trauma, it's crucial to approach them with empathy and concern.

What You Can Do

Create a Safe and Supportive Environment: Let students know your classroom is a safe space to express themselves.

Be Observant: Pay attention to changes in behavior or academic performance.

Offer Support: Let students know you care and are there to listen without judgment.

Connect Them to Resources: Guide students and their families toward support services.

By understanding the signs of trauma and creating a supportive environment, educators can play a vital role in helping students heal and reach their full potential.

Additional Resources

1. The National Child Traumatic Stress Network: [National Child Traumatic Stress Network ON National Center for PTSD ptsd.va.gov]
2. The National Association of School Psychologists: [National Association of School Psychologists ON nasponline.org]

References

1. National Child Traumatic Stress Network. (2014). [National Child Traumatic Stress Network website]. Retrieved from https://www.ptsd.va.gov/
2. National Association of School Psychologists. [NASP website]. Retrieved from https://www.nasponline.org/

Navigating the Modern Mind: The Good, the Bad, and the Fake

 The internet has revolutionized how we access information and connect with others. But great power comes with great responsibility, and the constant barrage of stimuli can significantly impact our cognitive abilities.

The Good News: A World of Knowledge at Your Fingertips

Let's face it: Researching for a paper used to involve dusty libraries and endless photocopying. Today, Google empowers students and researchers with instant access to a vast ocean of information. Similarly, social media platforms connect us with friends, family, and communities of shared interests, fostering a sense of belonging and knowledge exchange.

The Not-So-Good News: Attention 

However, the constant flow of notifications and information overload can be detrimental. It fragments our attention, making focusing on deep work or meaningful interactions difficult. A prime example is a medical professional tending to a critically ill patient, only to discover they've been distracted by their phone, potentially jeopardizing patient care.

Studies by Manwell and colleagues (2022) highlight the dangers of excessive screen time. Chronic sensory stimulation can negatively impact brain development in young adults and adolescents, increasing the risk of cognitive decline, memory problems, and even early-stage dementia. This same screen time might also alter brain structure, hindering memory formation.

The Downright Scary: When Reality Becomes Fiction

Deepfakes, hyper-realistic AI-generated videos that manipulate reality, threaten our ability to trust our perceptions. This can lead to increased skepticism and perseverance, where we cling to beliefs even when presented with evidence against them (Galston, 2020). Deepfakes can distort or create false memories, blurring the lines between truth and fiction (Murphy & Flynn, 2021). The consequences are far-reaching:

1. Weakened trust in media and journalism
2. Spread of political misinformation
3. Exacerbation of societal fear and paranoia

The Power of Togetherness: When Our Minds Meet

But here's the good news: amazing things happen when we come together. Our cognitive abilities play a crucial role in shaping social movements like human rights initiatives and social justice movements (Robbins, 2008), and here's how:

1. Theory of mind: This ability allows us to recognize injustice and feel motivated to act for positive change.
2. Social Learning and Perception: We learn from each other's actions and intentions, shaping social progress across generations.
3. The internet is a powerful tool, but it's essential to be mindful of its impact on our minds. By understanding the good, the bad, and the fake, we can harness its potential and build a future where technology empowers, rather than hinders, our cognitive abilities.
   

                                                                    References

Galston, W. A. (2020, January 8). Is seeing still believing? The deepfake challenge to truth in politics. Brookings. https://www.brookings.edu/articles/is-seeing-still-believing-the-deepfake-challenge-to-truth-in-politics/ 

‌Manwell, L. A., Tadros, M., Ciccarelli, T. M., & Eikelboom, R. (2022). Digital dementia in the internet generation: excessive screen time during brain development will increase the risk of Alzheimer's disease and related dementias in adulthood. Journal of integrative neuroscience, 21(1), 28. https://doi.org/10.31083/j.jin2101028 

Murphy, Gillian & Flynn, Emma. (2021). Deepfake false memories. Memory. 30. 1-13. 10.1080/09658211.2021.1919715. 

Robbins, P. (2008). Consciousness and the social mind. Cognitive Systems Research, 9(1-2), 15-23. https://doi.org/10.1016/j.cogsys.2007.07.005