Hello everyone and welcome to this week's PowerPoint. This week we'll be covering chapter four on developmental psychology. So just a quick research requirement reminder which we'll be doing on the next slide.
We'll also go through some key concepts for chapter four and of course we'll wrap up with self-care as we usually do. So just again a reminder of the research requirement for the semester. This information is included in the syllabus. It's also on the ILEARN site.
If you have any questions, please be sure to reach out to me. I also have the contact information for the professor that's overseeing the program. Again, the research requirements are pretty basic. It's something that I would recommend you do sooner than later. A lot of students wait until the very end of the semester and then they kind of have to rush in order to meet the requirements.
So just something to keep in mind. Also, I always post extra credit options for those of you that are interested. please be sure to check it out. I know a few folks have already submitted the extra credits, but that's always something to look for and to consider, especially if you've lost a few points here and there along the way.
So chapter four, developing through the lifespan, an overview of key concepts. So again, we'll talk about developmental psychology this week. We'll go through the stages starting with infants and going all the way through aging. until grief and loss and death and dying.
So really the full scope and the full range and we'll really emphasize a few of the topics more than others and of course if you have any questions be sure to let me know. So today's topics prenatal development in the newborn, infancy and childhood, social development, adolescence, adulthood, aging, and we'll also talk about the ACEs study, the adverse childhood experiences study. This is something that I bring up in all the classes that I teach it's a topic that is really incredibly important. The research is very relevant to everyone and something that I think is definitely worth exploring and understanding. So when we think about prenatal development and the newborn we're really thinking about what impacts the newborn or the the baby prior to being born so the fetus the embryo what are the different things that can impact that child we talked previously about how nature versus nurture there are a lot of different impacts there are environmental factors there are genetic factors that can all impact that child before it is born so again we'll talk a little bit in more detail about some of the things that we might want to think about so the quote of the week for this week life is a process of becoming our present struggles may lay the foundation for a happier tomorrow so take a moment really think about what that means to you I think a big part of this is that we all experience different struggles in our lifetime.
We all experience good moments and maybe less wonderful moments, but all of those, those struggles, those challenges that we overcome can help us have sort of the foundation for a happier tomorrow. The lessons that we learn and the experiences that we have, I think can really contribute to who we become. So when we think about developmental psychology, we're really thinking about sort of this examination of our physical, cognitive, and social development across our lifespan. But the emphasis and the focus is really again on nature and nurture, which we've talked about before, continuity and stages, and then stability and change, and how that's impacted throughout the years.
And a lot of these concepts will make sense as we move forward. So when we think about prenatal development, we kind of talked about this already. just understanding the concept of this transfer of nutrients and oxygen from the mother to the fetus.
And you can see here the different stages of the fetus starting at nine weeks here and all the way through 40 weeks and all throughout that development at different stages that that fetus is at times more susceptible and at more risk of certain types of exposure. And so one of the things that we think about are teratogens. things like toxins or chemicals that can impact that fetus.
So for example, we think of fetal alcohol syndrome and thalidomide babies. Those are examples of things that the mother may be exposed to that can impact that child. And we'll talk about that in more detail. So think a little bit, just take a few moments for yourself to think about some factors that can impact a baby's development, both before birth, which we just talked about. So things that the parent may be exposed to the parent carrying the child and then also after what are the different sort of chemicals experiences environmental factors stressors things like that that could potentially impact that fetus before birth and then also afterwards so i'll give you a few moments to think about that and then i'll go through a few examples with you feel free to pause if you want to think through a little bit more So I mentioned thalidomide as one of the examples and thalidomide was originally prescribed to help alleviate morning sickness.
That is something that a lot of expectant parents who are carrying a child are likely to experience. I think there is that sentiment or that belief that morning sickness only happens in the morning. For some people it happens all throughout the day. For some people it doesn't happen at all.
So it really does depend on the person. And so for children in the 1960s, and you can see a picture here, like this kindergartner, ended up being born with what they called flippers, essentially. And that's where the flipper baby's terminology came from. And so they were born with this side effect because of thalidomide. It resulted in the shortening or absence of limbs.
What was interesting is that this was not actually legal in the U.S. at this time. It was... being reviewed overseas and there was a connection made that thalidomide, that the drug that was meant to alleviate morning sickness, actually had this unintended consequence which resulted in these birth defects.
And so again, you will hear about different things that come up. We learn about things sometimes, unfortunately, after observing these types of conditions and seeing a pattern. So something to really think about when it comes to this. what the research shows and also just how significant an impact something like a medication can have on the fetus. And again, it really depends on the medications.
There's a lot of research around medications that expectant parents can take that won't harm the child. There's a lot of research around different foods and different vitamins and things like that as well. So definitely worth, again, considering that from a... critical thinking lens when we talk about that.
So the fetal alcohol syndrome aspect, this is something that we hear about a fair amount. You can see here in this illustration what the sort of damage can look like and what some of the symptoms might be. And essentially, it causes brain damage and growth problems that are caused by the consumption of alcohol, significant consumption typically.
But these symptoms can vary. And the defects from fetal alcohol syndrome can vary child by child, but these are not reversible. And so among the side effects that we tend to see are intellectual disability, learning disorders, delayed development, poor memory, trouble with attention and processing information, difficulty with reasoning and problem solving, poor judgment skills, difficulty in school, trouble getting along with others, poor social skills, and certain issues with behavior and impulse control. problems staying on task etc and so we talked about this a few weeks ago about that epigenetic effect that alcohol has this effect and leaves a chemical mark on the dna so for example if a mother is having a child and she has a daughter and that daughter is born with the eggs that she will have for the rest of her life obviously they're immature and undeveloped but those eggs because that baby girl is now impacted by the alcohol consumption of the mother, she now carries that DNA marker that she will pass on potentially to her future offspring.
So again, thinking about that sort of long-term consequence based on actions and based on factors that happened prior to that child being born. So when we think about neglect and subsequent impact, There are some really great articles that really explore the impact of neglect and the impact of a lack of affection on babies in particular and children. But really, when we're looking at kind of that developmental phase, we're sort of starting with infancy here.
And so there was a study that indicated that over 200,000 children were adopted internationally into homes in the U.S. A lot of these children were raised in institutions prior to adoption. We saw this happening in Romania, for example, in Russia.
And so these post-institutionalized children, so these are children that were in an institution and then were adopted, are at a higher risk for behavior problems than non-adopted children that were born and reared in their birth families. And also children that were adopted from other places but were not in institutional settings. So essentially what we're seeing is that children that were in post-institutionalized environments or rather babies that were in institutions tend to have this higher risk for behavior problems later on and so the psychosocial deprivation of institutions so what we know about institutions especially as you can see in this image these larger sort of adoptions or these larger sort of orphanages as often they are is that they have frequent changes in caregivers so again high turnover a high child to caregiver ratio, so lots of children to a very small number of caregivers, and a lack of responsive caregiving.
and these are things that can contribute to these post-institutionalized children's behavior problems so we know that affection that holding a baby that communicating with a baby speaking to the baby comforting the baby those are all things that help develop that child that help develop their brains and we see what happens when there is significant neglect significant abuse as well in this case really we're looking at neglect There's a video that will be part of the discussions that you will also see that really depicts an example of what severe neglect can do and the impact it can have. So again, we need to think about other confounding risk factors, right? Whenever we talk about an impact, whenever we talk about correlation and causation, right?
We've talked about research. We want to be mindful of the assumptions that we're making. And so we need to think about other types of risk factors. There could be other factors involved.
What we're seeing though with these results is that they are consistent with the hypothesis that lower levels of caregiver warmth, emotional support, and responsiveness in the institution may contribute to these children's behavior problems, whereas responsive caregiving from a few consistent caregivers, so again that connection, that familiarity, is thought to support the development of various skills including the ability to regulate attention emotion and behavior to attain one's goals and again if a baby cries and gets that comfort and knows that when it's hungry it'll be fed and when it's you know in need of comfort it'll receive that comfort again we see these more positive outcomes so again like i said earlier i wanted to talk about adverse childhood experiences again there's a video that was uploaded that also speaks to this topic so certainly worth checking out even if you decide not to respond to those questions i think it is definitely worthwhile so i'll talk to you a little bit about the adverse childhood experiences study but i really think it's worth watching the video to get a full understanding of it and so the adverse childhood experiences study and what adverse childhood experiences relate to or refer to are potentially traumatic events that occur in childhood and I'll give you the list of questions that are used when an ACEs assessment is done. ACEs can include violence, abuse, and growing up in a family where someone had mental health or substance use problems. Again, this really refers to experiences that someone had from the age of 18 and younger, so we're really looking at childhood.
Toxic stress from ACEs can change brain development and affect how the body responds to stress. We talked a lot about how the brain is impacted by trauma, for example. So again, we're looking at the impact of trauma.
And so ACEs are linked to chronic health problems, mental illness, and substance misuse in adulthood. But ACEs can be prevented. One just sort of thing that I'll say before we move on, I think sometimes people have a tendency to look at the questions, maybe identify themselves and relate to some of them, and then feel as though, you know. Does this mean that there's something wrong with me? Does this mean that I'm at a likelihood for these different things?
I think what's important to recognize is that this is the way to engage in the conversation. It's also an opportunity to identify whether or not there are any supports or resources that you might want to utilize. If you recognize someone else in these questions, certainly connecting them to resources is another way to consider it. But it's really about having the conversation.
And ideally, incorporating ACEs earlier on and identifying risk factors for younger children as soon as possible. And so again we'll talk about that as we move on. So ACEs are really common and the effects can add up over time. So again when we look at those questions if you see yourself in any of those reflected in any of those just know that 61% of adults had at least one ACE and 16% have four or more types of ACEs. Women and several racial ethnic minority groups are at a greater risk for experiencing four or more ACEs.
And a lot of people don't realize that exposure to ACEs is associated with increased risk for health problems across the lifespan. Part of why I think it's really important for us to watch this video and to really understand the impact of ACEs is because I think it's something we should all be aware of. And it's something that the more that people know about it, the more that we spread awareness, the better.
also will be. So these are the questions and the way that the scoring works is that a person gets one point for each yes and obviously that is correlated with their overall score. So prior to one's 18th birthday and I'll read through the questions just in case you're having difficulty with reading the the writing.
So the first question, did a parent or other adult in the household often or very often swear at you, insult you, put you down, or humiliate you? or act in a way that made you afraid that you might be physically hurt? Did a parent or other adult in the household often or very often push, grab, slap, or throw something at you or ever hit you so hard that you had marks or were injured?
Did an adult or person at least five years older than you ever touch or fondle you or have you touch their body in a sexual way or attempt to actually have oral, anal, or vaginal intercourse with you? Did you often or very often feel that no one in your family loved you or thought you were important or special or your family didn't look out for each other feel close to each other or support each other did you often or very often feel that you didn't have enough to eat had to wear dirty clothes and had no one to protect you or your parents were too drunk or high to take care of you or take you to the doctor if you needed it moving on to the second portion were your parents ever separated or divorced Was your mother or stepmother often or very often pushed, grabbed, slapped, or had something thrown at her? Or sometimes often or very often kicked, bitten, hit with a fist, or hit with something hard, or ever repeatedly hit over at least a few minutes or threatened with a gun or knife?
Did you live with anyone who was a problem drinker or alcoholic or who used street drugs? Was a household member depressed or mentally ill or did a household member attempt suicide? Did a household member go to prison? And so again, when we consider the total score, again, some of that can be correlated with some other types of concerns and some types of health conditions.
Again, I would urge you to watch the video to have a better understanding of what the score means and not to kind of make assumptions just based on the score that you may have received. Preventing ACEs could reduce a large number of health conditions, so up to 21 million cases of depression, up to 1.9 million cases of heart disease, and up to 2.5 million cases of overweight and obesity. And so if we can change how people think about the causes of ACEs and who can help prevent them, if we can shift the focus away from individual responsibility to community solutions, what we often find is that people will say, well, well, you know it was the parents fault or they should have done more or they should have provided more care for their child and maybe then they wouldn't have scored a particular score but really it's thinking about the community solutions prevention and how we can also support people that are experiencing struggles if we can reduce that stigma around seeking help with parenting challenges or for substance use depression or suicidal thoughts again the more we can eliminate and reduce that stigma around mental health the better that we can support the people that need that support.
If we can promote safe, stable, nurturing relationships and environments where children live, learn, and play, that ultimately is going to have a more positive impact on everyone that is involved. Again, preventing ACEs, we can see here the potential reduction. Again, these are hypotheses and assumptions based on what the research has shown. So we can see a reduction of a lot of different health conditions. We talked about depression already, but things like asthma, stroke, cancer, diabetes, health risk behaviors.
We can see a decrease potentially in smoking and heavy drinking, and then also in socioeconomic challenges. A decrease in unemployment, a decrease in not having health insurance, an increase ultimately in people obtaining more education. So again, a lot of really positive impacts.
So as we move on, we're seeing here the child progress from birth up until about one year here. And when we think about language acquisition, this is something that I think is pretty interesting. We can see where we start with pre-speech. So the baby recognizes voices and coos and starts to make noises when they're happy.
Around four to six months is the babbling stage. They start to make sounds that begin with P, B, and M. Between seven months to a year, the baby recognizes and understands common words like cup or juice, and they can respond to those commands. We also started to see a bit of progress when it comes to sign language with babies prior to the acquisition skill of actually being able to say words.
So they're able to communicate in other ways. And then first words are around the first birthday. So mama or dada, for example.
The other thing is that children will say things like he hit me or I sleeped. And they make these errors because they're not quite at that level being able to analyze how to properly utilize words, but you can see how they're trying to figure out how to form a past tense. Another one that is a famous example is children saying, don't giggle me for don't make me laugh.
So again, if you're around any children, if you've had any experience of being around children, anyone you're related to, perhaps you might have observed some of these things as well. And so when we look at infants and language acquisition, there are ways that we've been able to, again, utilizing research, identify and measure baby brain activity. And so we can see here where children as young as nine months old can pick up or pick out words from conversation. And so what's really important is the quality of the interaction.
What the studies really show, and those of other people as well, have shown that meaningful social engagement with a child is the real basis of early language acquisition. And so, again, engaging in conversation with other people, really sitting down and speaking to them. So not talking at them, but with them. Another thing that's really come out more recently is narrating for the baby.
So explaining what you're doing as you're carrying them and let's say you are cooking in the kitchen. talking to them about what it is that you're cooking. Let's say you are doing yard work, talking to them about what sort of things you're doing in the yard and really engaging with them on that level. So we're going to move on very briefly onto theories of development.
A lot of this material is really covered in a lot of detail in the textbook, so please be sure to review that as well. So Piaget's periods of cognitive development are broken down into these four specific periods, birth to two years, two to six, seven to 11, and 12 years to adulthood. And we have our sensory motor cognitive development period, which is when the child, so the baby to two-year-old, uses senses and motor skills. They know what an item is based on its use, for example. Between two to six years, our preoperational phase, more of the symbolic thinking language.
egocentric or egocentric thinking thinking that the world revolves around them imagination experience grow and the child de-centers so we're starting to see more of that imagination being utilized we move on then to our concrete operational phase where more logic is applied there they have a better understanding of rational interpretations also things like ideas numbers classification and then of course from 12 years to adulthood formal operation thinking in more abstract ways, hypothetical ideas, broader issues, thinking more and discussing more of you know ethics and social issues and kind of having a better understanding around that. So again we talked about these phases. I'll go through each of these slides very briefly but these are just some examples of what we might see. So for example for the sensory motor stage this is where children are learning about the world through basic actions so sucking their thumb for example you'll see babies constantly putting things into their mouth because they are again learning about the world through those experiences they're looking they're listening they're really engaging with everything around them in the pre-operational stage again this is where we're seeing children be egocentric so you can see here this um little image here of there's me in the middle there's stuff about me my stuff stuff i hate and then others are kind of all the way out on the periphery because really it's all centered around them and so while they're getting better with language and thinking they still think about things in very concrete terms again our concrete operational stage seven to eleven years old we start to understand the concept of conservation so in this example here they start to understand that liquid in a short wide cup is equal to that in a tall skinny glass and the thinking becomes more logical and organized and finally in our formal operational stage 12 years and up the adolescent or young adult starts to think abstractly and reason about hypothetical problems and again teens start to think more about moral and philosophical issues and we start to use our logic and reasoning from a more general principle and then applying it to specific information So in terms of the different attachment styles, we have four that we're going to cover today.
And so this is really intended to help us think about how the experiences that we have early on, how they can impact us later on in life. And so if a child grows up with a secure attachment, they understand healthy relationships. They're secure, they're grounded, and they expect relationships in life that are reliable. They can trust people. They can also consider and hold other people's emotions for them.
And what this translates to is an adult who can tolerate difficulties in a relationship, they can handle challenges, and they can utilize healthy coping skills. By the virtue of expecting others to also be trustworthy and reliable, people with secure attachments tend to actually foster this in their own relationships. And so again, a child who grew up in an environment with secure attachment will be more likely to form solid healthy adult romantic relationships and friendships and more likely incapable of raising their own children with a secure attachment so someone who has experienced a secure attachment style is much more likely to also engage in that in the future on the other hand when we look at avoidant attachment we kind of see the opposite and so this tends to result when a child has parents who were consistently not present or were dismissive so these children begin to experience the world as a place where others can't be relied upon and often have these unmet emotional needs as Adults this can manifest as fear of closeness or intimacy and so again kind of pushing others away these individuals are often afraid to get too close to others for fear of being hurt and Understandably given their experiences they feel an innate need to protect themselves. So kind of putting up walls If childhood experiences teach you to focus on and take care of yourself, it can be hard as an adult to be attuned to others and instinctively notice when others need support.
This can appear to others as being selfish or aloof, when in reality it may be a fear of vulnerability that comes with putting one's own needs aside to help someone else. And so people with this attachment style might pull away from a partner during times of difficulty, and they might struggle to get close at all. As parents, they sometimes have a hard time understanding and connecting to their children. in an attuned and intimate way. So again, we see that connection when we talk about nature versus nurture.
This is where nurture is coming in. We're seeing here where the experience that someone had when they were a child can, not always, but can oftentimes impact their future behaviors and their future interactions. So let's move on now to insecure attachment. And so this is really common in children where parents were inconsistent. Sometimes they were really present, emotionally and physically, right, that very positive experience, sometimes they weren't.
And so these children typically present as highly anxious. As adults, children who grew up with this style of attachment may be overly attuned to their partner. Trusting others can be difficult, and so they may become hyper aware of the other person and overly focused on small details. It can also be harder for someone who was raised with this attachment style to trust and believe that loved ones will follow through or stick around. And this type of behavior can also push other people away and for adults this pulling away is often met with attempts to pull loved ones back and so again that's where we see a lot of this anxiety coming through and finally our disorganized attachment the most harmful of the attachment styles and so this tends to happen when caregivers are inconsistent and so they kind of go back and forth between caring behaviors to those which are frightening or terrifying So this is where we're kind of seeing that abuse and neglect sort of environment.
And so children who grow up in this type of environment often struggle with relationships throughout their lives. Their relationship may be characterized by a desire to be close, but at the same time pushing others away. In the most extreme cases, these relationships can involve physical or psychological violence as well.
And adults who have grown up in these disorganized homes can struggle themselves to understand their own ability to self-regulate. Ultimately, they might look to others to fill this need for them. And so again children in this situation don't learn what healthy reasonable parenting and nurturing looks like and as a result They're often unable to provide this type of relationship to their own children when they become parents So I'm not going to spend too much time on the parenting styles again This is covered in the textbook, but there are four that we kind of focus on authoritarian, which is focusing on obedience punishment over discipline authoritative creating positive relationships and enforcing rules permissive don't enforce any rules and basically kids will be kids and uninvolved which provide little guidance nurturing or attention and again thinking about given the attachment styles that we just talked about how these parenting styles tie into that and how they can impact a child So let's move on to adolescence.
We're just going to briefly talk about this and we're going to focus primarily on the teen brain. So when we talk about the adolescent brain, we need to think about the fact that adolescence is a time of rapid learning and brain development. Adolescence and hitting puberty specifically is where we see a pretty significant flood of hormones.
And that also, of course, can impact the development of the brain, development of the individual and how they react to certain things. and so puberty initiates this intense learning and brain development which can lead to structural remodeling and neural reconfiguration of key brain systems it's a crucial time and so we want to really be supporting teenagers we want to recognize that this is a period of vulnerability and opportunity so there's some benefits to it as well and so this is when we might see an increase in sensation seeking motivation for social relations and sensitivity to social evaluation, really reacting and responding to the feedback of others. Think about peer pressure. Think about social media. Think about some of those types of things and how they can really impact young people.
We're seeing it all the time. We've seen a lot of research come out recently about the negative impact of that constant feedback. So again, thinking about how that might impact a young person who is going through puberty, who is also being bombarded with these messages. and so adults and brains are sensitive to stressors so biologically we talked about these changes in hormones which can affect the development of neurobiological circuits in terms of the population mass events war and disaster can have longer lasting negative impact the pandemic certainly is something that can have a significant impact and we're seeing that even more so now on a social level adolescents need a supportive environment to develop their social identity and connect to peers Again, thinking about the impact of the pandemic and really supporting adolescents to cope with stress gives us all a unique opportunity for health and well-being.
I stress self-care all the time because of how important it is, not only now, not only when you're dealing with a lot of stress, but all throughout your life. And I think the more we talk about self-care, the more we understand it, the more that we destigmatize the need for self-care and the need for breaks, the better off we'll all be. So adulthood, I'm just going to give one quick example of a study that I always find really interesting and I share with all of my classes. So this is something that I always find interesting, and it's the effect of children on marital happiness for men and the effect of children on the happiness of women.
And these are both groups. It's women aged 50 to 70 and men aged 50 to 70. And what's really interesting here is that we can see the general level of happiness. marital happiness for men who have never had kittens versus men who've had kids, empty nest versus kids at home.
And then we also see here the same thing in terms of an empty nest and married with kids at home versus kids no longer in the house. And so we see how generally what we're seeing here, the happiness level is higher for those who have not had children and who... have an empty nest because obviously there are no children there.
What's important to consider though is also the timeline and the number of individuals that were surveyed. It's something that I always find really interesting and worth kind of thinking about. We usually have some really good discussions around this in class. So think about it some more.
Feel free to read up more about it. The links and all the information are included as well. So aging, there's one thing that I always like to discuss when we talk about this. There's a lot of technology that's come about to sort of mimic what the experience of aging is. We also live in a society, we talked about social media before, where aging is essentially frowned upon.
It's also interesting to think about aging from the perspective of someone in the U.S. versus someone in another country where there's more respect. sort of more acknowledgement of people who are aging. But in the US in particular, thinking about the experiences that elderly individuals have, thinking about the experiences and the stories that we hear about nursing homes, for example, thinking really about the importance of supporting individuals as they're aging and ideally allowing them to age in a supportive environment, preferably in their homes, surrounded by loved ones whenever that's possible, and kind of thinking about the impact, what it can do to someone when. they have been an independent person their whole lives and now as they're aging they need more help they're having medical issues perhaps they're losing their memory. Perhaps they're having other sort of issues that are coming up that are just really preventing them from being who they were and having to rely more on others and kind of thinking about what that impact is and how that can affect someone.
So affect their mental health, for example, affect their engagement with others, affect their satisfaction and happiness overall. And so that's something really important to consider when we talk about aging. and we'll talk more about that as well as the semester progresses. So the other thing that I really like to just kind of briefly touch on and we can spend you know weeks months even talking about grief and loss and really fully understanding the impact of grief and loss but I think what's really important is being aware of what it is for someone being aware of the importance of supporting someone who's going through.
grief and so recognizing the signs and symptoms of grief acknowledging your own pain or acknowledging the pain of someone else by being there for them and supporting them doing things that make you feel like yourself again to the extent that it's possible doing what you can to take care of yourself we talk about that all the time but especially if someone is dealing with grief and allowing yourself time to heal i think there's often this pressure to move on to get past your pain to you know when are you going to be back to the way you were when are you going to smile and laugh and sometimes people try to out of the goodness of their hearts they try to be there to support you they try to sort of get you out of a funk but really the importance of recognizing that people need to go through their grief it's not necessarily the five stages it's not necessarily that you know you follow through one by one people move back and forth and they fluctuate and they may have a day where they're really angry and they may have a day that they're really upset and they may have a day that's really good and they're doing well and then all the memories come flooding back there might be something that triggers those memories so for anyone here who has experienced any sort of loss for anyone who knows someone who's experienced loss just being aware of that and kind of thinking about the fact that it can be really really difficult um to experience that and how important it is to find someone to talk to And certainly if anyone is interested in any resources, grief counseling is fantastic. I can attest to just how important it is to have that sort of support and to have someone help you learn how to cope as you move forward. And as always, any questions that you may have for me, feel free to post them on the forum.
Feel free to send me an email or a message. I'm happy to answer any questions that come up. And as always, and just as a reminder.
please find time make time for self-care even if it's 10 minutes a day even if it's five minutes a day just finding that time to disconnect and really focus on yourself so thanks again for joining me this week and i look forward to catching up with everyone next week take care