Author name: Therapy Near Me Editorial Team

Gaslighting is a form of psychological manipulation where the manipulator seeks to sow seeds of doubt in a targeted individual or group, making them question their own memory, perception, or sanity. When this occurs in a parent-child relationship, it can have profound, long-lasting effects on the child’s mental health and development. The Phenomenon of Gaslighting In parent-child relationships, gaslighting typically involves the parent questioning the child’s emotions, memories, or perceptions, leading the child to doubt their own experiences and feel confused or anxious. Common gaslighting statements might include dismissing the child’s feelings, contradicting their memories, or denying that certain events ever occurred. Impact on Children Children who experience gaslighting may: Develop chronic self-doubt and low self-esteem. Struggle with forming trust in relationships. Experience anxiety, depression, or other mental health issues. Have difficulty understanding and regulating their emotions. Cultural Context and Parenting While gaslighting is a universal phenomenon, parenting styles and approaches to children’s autonomy and emotional expression can vary widely between cultures. Cultural norms, values, and historical factors influence how parents interact with and discipline their children. In some cultures, authoritarian parenting styles might be more common, potentially leading to more controlling and dismissive behaviors, which can sometimes be perceived as gaslighting. However, it’s crucial not to stereotype any culture as inherently more likely to use gaslighting or harmful parenting techniques. Parenting in Middle Eastern Cultures Parenting styles vary significantly across different cultures. In Middle Eastern societies, family dynamics often emphasize respect for authority, communal values, and interdependence, influencing how parents and children interact. Understanding these dynamics can shed light on behaviors that might resemble gaslighting and how they are perceived within the cultural context. Authoritative and Protective: Middle Eastern parenting styles tend to be more authoritative, with a strong emphasis on respect for elders and adherence to family rules. Parents may adopt protective measures to ensure children’s compliance and safety, sometimes perceived as controlling or overbearing from a Western perspective (Dwairy, 2006). Collectivism and Family Honor: The importance of family reputation and honor in Middle Eastern cultures can lead to high expectations for children’s behavior and achievements. Parents might suppress or dismiss behaviors or emotions that they feel could reflect poorly on the family. Emotional Expression: In some Middle Eastern cultures, open emotional expression, especially negative emotions or dissent, might be discouraged, and children are often expected to remain obedient and positive, potentially leading to dismissive responses from parents to children’s negative emotions or experiences. Potential for Gaslighting Behaviors In the context of strict and protective parenting, certain behaviors might unintentionally align with what is described as gaslighting in psychological literature: Dismissing Children’s Feelings: Parents might dismiss or invalidate children’s emotional experiences under the guise of maintaining discipline or protecting family honor. Denying or Minimising Problems: To maintain the appearance of a harmonious and successful family, parents might deny or minimise children’s reports of problems or distress. Overemphasis on Compliance: The strong focus on respect and obedience might lead parents to question or belittle children’s accounts of their experiences, particularly if those experiences or opinions challenge parental authority. Addressing Negative Dynamics While understanding and respecting cultural values is essential, it’s also important to recognize and address any harmful dynamics: Cultural Sensitivity: Any intervention should respect cultural values and norms while promoting healthy family dynamics. Education: Providing education about healthy emotional communication and parenting strategies can be beneficial. Professional Support: Families might benefit from culturally sensitive counseling or therapy to address and improve communication and relationship dynamics. Navigating Parental Authority and Emotional Well-Being in Asian Cultures Parenting styles vary significantly across cultures, influenced by traditions, social norms, and historical contexts. In many Asian cultures, parenting tends to emphasize respect for authority, educational achievement, and family cohesion. While these values often lead to strong family bonds and high academic success, certain authoritative or controlling practices might sometimes be perceived as invalidating or dismissive, akin to gaslighting. Cultural Considerations in Asian Parenting Collectivism vs. Individualism: Many Asian cultures prioritize the family and collective well-being over individual desires. This sometimes results in high expectations and pressure to conform to family norms and can manifest in parents dismissing children’s personal experiences or emotions that don’t align with family expectations. Respect for Authority: Respect for elders and authority is a common value. While this fosters discipline and order, it may also lead to less open communication about negative feelings or disagreement, with parents possibly dismissing or invalidating such expressions. Educational Expectations: Emphasis on academic excellence is prominent in many Asian cultures. Parents might downplay children’s stress or anxiety as a necessary part of achieving high standards, potentially overlooking the child’s need for emotional support. Communication Styles: Direct expression of negative emotions might be less common in some Asian cultures. Children raised in such environments might feel their emotions are being sidelined if they express discontent or distress and are met with responses that they perceive as dismissive or minimising. Strategies for Healthy Family Dynamics Cultural Empathy: Understand and respect the cultural heritage and values while also recognizing the need for emotional health and open communication. Balancing Expectations: Parents can maintain high expectations while also validating their children’s feelings and stress, ensuring that children feel heard and supported. Encouraging Open Communication: Foster an environment where children feel safe expressing their thoughts and feelings, even if they diverge from the family’s expectations. Professional Guidance: Families might benefit from culturally sensitive counseling or therapy to navigate conflicts and improve communication and understanding. Exploring Parental Influence and Communication in European Contexts Parenting across European countries encompasses a wide range of practices and philosophies, influenced by individual, cultural, and regional values. While it’s challenging to generalize across such diverse contexts, certain broad trends in parenting approaches can be identified. Understanding these can help navigate and address issues like gaslighting, which may arise in any familial setting. Cultural Considerations in European Parenting Variety in Parenting Styles: European countries exhibit a range of parenting styles from the more authoritative to permissive. Northern European countries, for instance, tend to emphasize independence and

Written by: Therapy Near Me Editorial Team Clinically reviewed by: qualified members of the Therapy Near Me clinical team Last updated: 11/12/2025 This article is intended as general information only and does not replace personalised medical or mental health advice. Learn more about our Editorial Policy. Obsessive-Compulsive Disorder (OCD) is a common, chronic, and long-lasting disorder in which a person has uncontrollable, reoccurring thoughts (obsessions) and/or behaviors (compulsions) that they feel the urge to repeat over and over. Understanding the nuances of OCD is crucial for individuals questioning whether their experiences align with this condition. What is OCD? OCD comprises two main components: obsessions and compulsions. Obsessions are repeated, persistent, and unwanted thoughts, urges, or images that are intrusive and cause distress or anxiety. Compulsions are repetitive behaviors or mental acts that a person feels driven to perform in response to an obsession or according to rules that must be applied rigidly (American Psychiatric Association, 2013). Common Symptoms of OCD While only a qualified medical professional can diagnose OCD, certain signs and symptoms are commonly associated with the disorder: Obsessions might include fears of contamination, having things in perfect order, aggressive or horrific thoughts about harming oneself or others. Compulsions could be behaviors like excessive cleaning, ordering, checking, or mental acts like praying, counting, or repeating words silently (Ruscio et al., 2010). It’s important to note that OCD is not just about liking things a certain way or being a perfectionist. The rituals and habits are excessive and often not logically connected to the problem they’re intended to fix. Diagnosis Criteria According to the “Diagnostic and Statistical Manual of Mental Disorders” (DSM-5), several criteria are used to diagnose OCD, including: Presence of obsessions, compulsions, or both. The obsessions or compulsions are time-consuming (e.g., take more than 1 hour a day) or cause significant distress or impairment in social, occupational, or other important areas of functioning. The obsessive-compulsive symptoms are not attributable to the physiological effects of a substance or another medical condition (American Psychiatric Association, 2013). Treatment Options OCD is typically treated with a combination of psychotherapy and medications: Cognitive Behavioral Therapy (CBT), specifically Exposure and Response Prevention (ERP), is considered the most effective type of psychotherapy for OCD (Foa et al., 2005). Medications, particularly selective serotonin reuptake inhibitors (SSRIs), are commonly used to help reduce the symptoms of OCD (Goodman et al., 2010). Self-Assessment and Seeking Help If you suspect you might have OCD, consider the following steps: Reflect on the Impact: Are your thoughts and behaviors causing significant distress? Are they time-consuming or resulting in functional impairment in daily life? Seek Professional Help: A mental health professional can provide a proper diagnosis and discuss the most appropriate treatment options. Avoid Self-Diagnosis: While it’s important to be informed, only a professional can diagnose and treat OCD. Conclusion OCD is a serious mental health condition characterized by distressing obsessions and compulsions. If you’re experiencing symptoms of OCD, it’s crucial to seek professional help. With the right treatment, individuals with OCD can manage their symptoms and lead fulfilling lives. Take a quick self assessment References American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing. Ruscio, A. M., Stein, D. J., Chiu, W. T., & Kessler, R. C. (2010). The epidemiology of obsessive-compulsive disorder in the National Comorbidity Survey Replication. Molecular Psychiatry, 15(1), 53-63. Foa, E. B., Liebowitz, M. R., Kozak, M. J., Davies, S., Campeas, R., Franklin, M. E., … & Tu, X. (2005). Randomized, placebo-controlled trial of exposure and ritual prevention, clomipramine, and their combination in the treatment of obsessive-compulsive disorder. American Journal of Psychiatry, 162(1), 151-161. Goodman, W. K., Grice, D. E., Lapidus, K. A. B., & Coffey, B. J. (2010). Obsessive-compulsive disorder. Psychiatric Clinics, 33(3), 671-690. How to get in touch If you or your patient/NDIS clients need immediate mental healthcare assistance, feel free to get in contact with us on 1800 NEAR ME – admin@therapynearme.com.au.

Stressful situations are an inevitable part of life. However, maintaining a positive outlook during these times can significantly impact our mental and physical health. This article explores scientifically-backed techniques to help stay positive even when faced with stress. Understanding Stress Before delving into the techniques, it’s important to understand what stress is. Stress is the body’s response to any demand for change. While some stress can be motivational, too much can be detrimental to health and well-being (Lazarus & Folkman, 1984). Techniques to Maintain Positivity Cognitive Reframing: This involves changing your perspective on a stressful situation. Instead of viewing it as insurmountable, try to see it as a challenge you’re capable of overcoming. Studies suggest that cognitive reframing can reduce stress and improve problem-solving (Moore, 2013). Mindfulness Meditation: Mindfulness involves staying present and fully engaging with the here and now. Regular mindfulness practice has been shown to decrease the psychological symptoms of stress, anxiety, and depression (Kabat-Zinn, 1994). Deep Breathing Exercises: Deep breathing is a simple yet effective method for reducing stress. It helps slow down your heart rate and lower blood pressure, creating a sense of calm (Ma et al., 2017). Maintaining a Gratitude Journal: Keeping a journal where you write down things you’re grateful for can significantly increase your sense of well-being and positivity. Gratitude is associated with improved mood, health, and overall happiness (Emmons & McCullough, 2003). Physical Activity: Engaging in regular physical activity is a great way to reduce stress. Exercise releases endorphins, which are chemicals in the brain that act as natural painkillers and mood elevators (Anderson & Shivakumar, 2013). Social Support: Having a robust social support system can be crucial during stressful times. Talking with friends and family can provide a sense of belonging and significantly reduce stress (Cohen & Wills, 1985). Setting Realistic Goals: Sometimes stress is caused by taking on too much or having unrealistic expectations. Setting achievable goals and breaking down tasks into smaller steps can prevent overwhelming feelings and promote positivity (Bandura, 1997). Conclusion Stress is a natural part of life, but it doesn’t have to overwhelm you. By employing techniques such as cognitive reframing, mindfulness, deep breathing, gratitude journaling, physical activity, social support, and realistic goal setting, you can maintain a positive outlook even in the face of stress. Remember, it’s not about eliminating stress entirely but rather managing how you respond to it. References Lazarus, R.S., & Folkman, S. (1984). Stress, Appraisal, and Coping. Springer Publishing Company. Moore, K. (2013). The use of cognitive reappraisal and positive reappraisal coping strategies as stress management techniques. Doctoral dissertation, University of Manchester. Kabat-Zinn, J. (1994). Wherever You Go, There You Are: Mindfulness Meditation in Everyday Life. Hyperion. Ma, X., Yue, Z.Q., Gong, Z.Q., Zhang, H., Duan, N.Y., Shi, Y.T., Wei, G.X., & Li, Y.F. (2017). The Effect of Diaphragmatic Breathing on Attention, Negative Affect and Stress in Healthy Adults. Frontiers in Psychology, 8, 874. Emmons, R.A., & McCullough, M.E. (2003). Counting blessings versus burdens: An experimental investigation of gratitude and subjective well-being in daily life. Journal of Personality and Social Psychology, 84(2), 377-389. Anderson, E., & Shivakumar, G. (2013). Effects of Exercise and Physical Activity on Anxiety. Frontiers in Psychiatry, 4, 27. Cohen, S., & Wills, T.A. (1985). Stress, social support, and the buffering hypothesis. Psychological Bulletin, 98(2), 310-357. Bandura, A. (1997). Self-efficacy: The exercise of control. Freeman. How to get in touch If you or your patient/NDIS clients need immediate mental healthcare assistance, feel free to get in contact with us on 1800 NEAR ME – admin@therapynearme.com.au.

Written by: Therapy Near Me Editorial Team Clinically reviewed by: qualified members of the Therapy Near Me clinical team Last updated: 03/10/2025 This article is intended as general information only and does not replace personalised medical or mental health advice. Learn more about our Editorial Policy. Career success is not just a matter of education and skills but also involves psychological factors that influence one’s professional journey. This article explores the psychological aspects that contribute to career success, supported by scientific research. Understanding Career Success Career success can be subjective and multifaceted, often defined by factors including job satisfaction, salary, promotions, and work-life balance. It’s influenced by individual, organizational, and socio-economic factors. Key Psychological Factors in Career Success Self-Efficacy: Belief in one’s ability to succeed is crucial. Self-efficacy influences career choices, job performance, and resilience. Individuals with high self-efficacy are more likely to set challenging goals and persist in the face of adversity (Bandura, 1997). Growth Mindset: People with a growth mindset believe that abilities can be developed through dedication and hard work. This view creates a love of learning and resilience essential for great accomplishment (Dweck, 2006). Emotional Intelligence (EI): EI is the ability to understand and manage one’s own emotions and those of others. It contributes to effective communication, conflict resolution, and leadership, all vital for career advancement (Goleman, 1995). Conscientiousness: Among the Big Five personality traits, conscientiousness has been consistently linked to career success. It involves being disciplined, organized, and achievement-oriented (Barrick & Mount, 1991). Social Networking: Building and maintaining professional relationships can lead to more opportunities and career advancement. Networking is not just about social skills but also involves reciprocity and reputation management (Forret & Dougherty, 2004). Goal Setting: Setting clear, specific, and challenging goals is associated with higher performance. The goal-setting theory emphasizes the importance of goals as motivation and direction (Locke & Latham, 2002). Adaptability: The ability to adapt to change and learn from experiences, known as career adaptability, is essential in the rapidly changing job market. It involves concern, control, curiosity, and confidence (Savickas & Porfeli, 2012). Strategies for Enhancing Career Success Develop a Lifelong Learning Attitude: Engage in continuous professional development and skill acquisition. Cultivate Emotional Intelligence: Improve self-awareness, empathy, and relationship management skills. Build and Nurture Your Network: Create and maintain professional relationships and seek mentors. Set Clear Goals: Regularly set and revise career goals to stay focused and motivated. Be Adaptable: Stay open to new experiences and be willing to adjust your career path as opportunities arise. Conclusion Career success is influenced by a combination of psychological factors. Understanding and cultivating these aspects can lead to a more fulfilling and successful professional life. By focusing on self-efficacy, mindset, emotional intelligence, conscientiousness, networking, goal-setting, and adaptability, individuals can enhance their career trajectories and achieve their professional goals. References Bandura, A. (1997). Self-efficacy: The exercise of control. Freeman. Dweck, C. (2006). Mindset: The new psychology of success. Random House. Goleman, D. (1995). Emotional intelligence. Bantam Books. Barrick, M. R., & Mount, M. K. (1991). The Big Five personality dimensions and job performance: A meta-analysis. Personnel Psychology, 44(1), 1-26. Forret, M. L., & Dougherty, T. W. (2004). Networking behaviors and career outcomes: Differences for men and women? Journal of Organizational Behavior, 25(3), 419-437. Locke, E. A., & Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation: A 35-year odyssey. American Psychologist, 57(9), 705. Savickas, M. L., & Porfeli, E. J. (2012). Career Adapt-Abilities Scale: Construction, reliability, and measurement equivalence across 13 countries. Journal of Vocational Behavior, 80(3), 661-673. How to get in touch If you or your patient/NDIS clients need immediate mental healthcare assistance, feel free to get in contact with us on 1800 NEAR ME – admin@therapynearme.com.au.

Written by: Therapy Near Me Editorial Team Clinically reviewed by: qualified members of the Therapy Near Me clinical team Last updated: 08/09/2025 This article is intended as general information only and does not replace personalised medical or mental health advice. Learn more about our Editorial Policy. Our memories are fundamental to our sense of self, but one surprising fact about them may change how you perceive their reliability and formation. This article explores a fascinating aspect of human memory that has intrigued psychologists and neuroscientists alike. The Malleability of Memory The mind-blowing fact is this: Memories are not static; they are dynamic and malleable. Every time you recall a memory, it is subject to change. This phenomenon is known as memory reconsolidation. The concept that memories are not fixed but are instead malleable and susceptible to change is a pivotal discovery in cognitive psychology and neuroscience. This section delves deeper into the intricacies of memory reconsolidation and its implications. The Process of Memory Reconsolidation When a memory is recalled, it temporarily enters a vulnerable state where it can be modified before being stored again – a process known as reconsolidation. This was first experimentally observed by Nader et al. (2000), who demonstrated that fear memories in animals could be disrupted during the reconsolidation window. Further research by Hupbach et al. (2007) showed that human episodic memories are also susceptible to alteration during recall. This process involves the hippocampus, a key brain region for memory, and relies on protein synthesis for the re-storage of the modified memory. Implications of Malleability Memory Distortion: The malleable nature of memory explains why people often remember the same event differently. Memory can be influenced by post-event information, a phenomenon known as the misinformation effect (Loftus, 2005). This explains why eyewitness accounts can vary significantly and are sometimes unreliable. Therapeutic Applications: This understanding has profound therapeutic implications, particularly for conditions like PTSD. Treatments can focus on altering traumatic memories during the reconsolidation window. Lane et al. (2015) discuss the potential of therapies that target memory reconsolidation to modify emotional responses associated with traumatic memories. False Memories: The concept of memory malleability also sheds light on the formation of false memories – recollections of events that never occurred. Research by Loftus and Pickrell (1995) on false memory syndrome illustrates how suggestibility can lead to the creation of entirely fabricated memories. Enhancing Memory Accuracy Given the malleable nature of memory, certain strategies can enhance memory accuracy: Reinforcement and Contextualisation: Reinforcing a memory by frequent recall and contextualising it with specific details can help maintain its integrity. Critical Analysis of Memories: Being aware of memory’s malleability encourages a more critical and questioning approach to our recollections, especially in important contexts like legal testimonies. Educating the Public: Public education on the nature of memory can reduce the reliance on eyewitness accounts in legal settings and improve understanding in therapeutic contexts. Understanding Memory Reconsolidation Evidence: Research has shown that when memories are recalled, they become unstable and can be altered before being ‘re-saved’ by the brain. This process is known as reconsolidation, a concept first introduced by Nader et al. (2000) in their groundbreaking study. They demonstrated that fear memories in rats could be altered, suggesting that every act of remembering could potentially modify a memory. Implications of Memory Reconsolidation Memory Distortion: This malleability explains why people can have distorted or even false memories. Over time and with each recollection, details can change or be influenced by external factors (Schiller et al., 2010). Eyewitness Testimony: In legal contexts, this raises questions about the reliability of eyewitness testimony. Memories of events can be influenced by the way questions are asked or by information encountered after the event (Loftus, 2005). Therapeutic Potential: On the positive side, understanding reconsolidation has significant implications for treating traumatic memories. Therapies that target this process can help modify painful memories (Lane et al., 2015). How to Strengthen Accurate Memories While memory is malleable, there are ways to help maintain accuracy: Repeated Recall: Regularly recalling an event can help consolidate the memory. Contextual Details: Paying attention to the context and details during the encoding of the memory can enhance recall accuracy. Critical Thinking: Being aware of the malleability of memory can encourage a more critical approach to recalling and interpreting memories. Conclusion The malleability of memory challenges our perception of memories as fixed and reliable records of the past. Understanding the dynamic nature of memory has profound implications for various aspects of life, from the legal system to mental health treatment. This insight into the way our memories work underscores the importance of critical thinking and careful recall in our everyday lives. References Nader, K., Schafe, G. E., & Le Doux, J. E. (2000). Fear memories require protein synthesis in the amygdala for reconsolidation after retrieval. Nature, 406(6797), 722-726. Schiller, D., Monfils, M. H., Raio, C. M., Johnson, D. C., Ledoux, J. E., & Phelps, E. A. (2010). Preventing the return of fear in humans using reconsolidation update mechanisms. Nature, 463(7277), 49-53. Loftus, E. F. (2005). Planting misinformation in the human mind: A 30-year investigation of the malleability of memory. Learning & Memory, 12(4), 361-366. Lane, R. D., Ryan, L., Nadel, L., & Greenberg, L. (2015). Memory reconsolidation, emotional arousal, and the process of change in psychotherapy: New insights from brain science. Behavioral and Brain Sciences, 38, e1. Nader, K., Schafe, G. E., & Le Doux, J. E. (2000). Fear memories require protein synthesis in the amygdala for reconsolidation after retrieval. Nature, 406(6797), 722-726. Hupbach, A., Gomez, R., Hardt, O., & Nadel, L. (2007). Reconsolidation of episodic memories: A subtle reminder triggers integration of new information. Learning & Memory, 14(1-2), 47-53. Loftus, E. F. (2005). Planting misinformation in the human mind: A 30-year investigation of the malleability of memory. Learning & Memory, 12(4), 361-366. Lane, R. D., Ryan, L., Nadel, L., & Greenberg, L. (2015). Memory reconsolidation, emotional arousal, and the process of change in psychotherapy: New insights from brain science. Behavioral and Brain Sciences, 38, e1. Loftus,

Written by: Therapy Near Me Editorial Team Clinically reviewed by: qualified members of the Therapy Near Me clinical team Last updated: 13/09/2025 This article is intended as general information only and does not replace personalised medical or mental health advice. Learn more about our Editorial Policy. The consumption of alcohol during pregnancy is a topic of significant concern due to its potential risks to the developing fetus. Despite widespread public health campaigns, there remains confusion and misinformation about the safety of alcohol during pregnancy. This article aims to clarify the risks based on scientific evidence. The Risks of Alcohol Consumption During Pregnancy Alcohol can have harmful effects on the developing fetus, and there is no known safe amount of alcohol that can be consumed during pregnancy. Fetal Alcohol Spectrum Disorders (FASD): The most severe outcome of drinking during pregnancy is Fetal Alcohol Spectrum Disorders, a group of conditions that can include physical abnormalities, behavioural problems, and cognitive deficits. FASD is caused by the toxic effects of alcohol on the developing brain and other organs of the fetus (May et al., 2009). Miscarriage and Stillbirth: Alcohol consumption during pregnancy increases the risk of miscarriage and stillbirth. A study by Aliyu et al. (2010) found a significant association between prenatal alcohol exposure and the risk of stillbirth. Preterm Birth: Drinking alcohol during pregnancy can also lead to preterm birth, defined as giving birth before 37 weeks of gestation. According to a study by Patra et al. (2011), even low levels of alcohol consumption can increase this risk. Neurodevelopmental Issues: Exposure to alcohol in utero can result in a range of neurodevelopmental issues in children, including learning difficulties, attention deficits, and problems with memory and impulse control (Mattson et al., 2011). Recommendations for Pregnant Women Given the risks associated with alcohol consumption during pregnancy, the following recommendations are made: Abstaining from Alcohol: The safest approach is to abstain from alcohol if you are pregnant, trying to get pregnant, or if you think you might be pregnant. Seeking Help for Alcohol Dependence: If you find it difficult to abstain from alcohol, it’s essential to seek help from healthcare professionals. Public Awareness: Continued efforts to increase public awareness about the risks of alcohol consumption during pregnancy are critical. Conclusion Alcohol consumption during pregnancy poses serious risks to the developing fetus. There is no safe amount or safe time to drink alcohol during pregnancy. Abstaining from alcohol and seeking professional help if needed are crucial steps to ensure the health and well-being of both the mother and the baby. References May, P. A., et al. (2009). Prevalence and epidemiologic characteristics of FASD from various research methods with an emphasis on recent in-school studies. Developmental Disabilities Research Reviews, 15(3), 176-192. Aliyu, M. H., et al. (2010). Alcohol consumption during pregnancy and the risk of early stillbirth among singletons. Alcohol, 44(6), 573-579. Patra, J., et al. (2011). Dose-response relationship between alcohol consumption before and during pregnancy and the risks of low birthweight, preterm birth and small for gestational age (SGA) – a systematic review and meta-analyses. BJOG: An International Journal of Obstetrics and Gynaecology, 118(12), 1411-1421. Mattson, S. N., et al. (2011). Neurobehavioral and neuroanatomical effects of heavy prenatal exposure to alcohol. In Neuropsychology of children with heavy prenatal alcohol exposure. Development and Psychopathology, 23(2), 417-429. How to get in touch If you or your patient/NDIS clients need immediate mental healthcare assistance, feel free to get in contact with us on 1800 NEAR ME – admin@therapynearme.com.au.

Written by: Therapy Near Me Editorial Team Clinically reviewed by: qualified members of the Therapy Near Me clinical team Last updated: 12/07/2025 This article is intended as general information only and does not replace personalised medical or mental health advice. Learn more about our Editorial Policy. Stalking is a pattern of repeated, unwanted attention and contact by a person that causes fear or concern for the safety of the victim. It’s a complex and disturbing behavior, often stemming from the stalker’s psychological issues and relationship dynamics. This article explores the psychological underpinnings of stalking behaviors, drawing from scientific sources to understand their motivations and characteristics. Understanding Stalking Stalking can involve various behaviors such as following a person, repeatedly sending messages, gifts, or other unwanted items, damaging property, or making threats. The nature of stalking can range from obsessive love to extreme hostility and aggression (Mullen et al., 1999). Psychological Profiles of Stalkers Researchers have identified several types of stalkers based on their motivations and behaviors: Rejected Stalkers: Following a break-up or perceived rejection, these individuals stalk former partners or individuals who have spurned them. Their motivation often involves reconciliation or revenge (Mullen et al., 1999). Intimacy Seekers: These stalkers seek a close relationship with someone they often don’t know or barely know. They believe that the victim is their true love, despite evidence to the contrary (Meloy & Gothard, 1995). Incompetent Suitors: Lacking social skills and understanding, these individuals stalk in pursuit of a date or short-term sexual relationship. They often do not understand why their attentions are not appreciated (Zona et al., 1993). Resentful Stalkers: Driven by a sense of grievance or revenge, these individuals stalk to frighten and distress the victim. They may feel humiliated, treated unfairly, or disrespected (Mullen et al., 2009). Predatory Stalkers: These individuals stalk as a prelude to a sexual attack. They derive pleasure from gathering information about the victim and planning their assault (Meloy, 1996). Factors Contributing to Stalking Behavior Attachment Issues: Insecure or anxious attachment styles are often found in stalkers, particularly in those who pursue former intimate partners (MacKenzie et al., 2008). Personality Disorders: Certain personality disorders, especially Cluster B types (like borderline, narcissistic, and antisocial personality disorders), are prevalent among stalkers (Kienlen et al., 1997). Cultural and Media Influences: Cultural norms and media portrayals can sometimes romanticise persistent pursuit behaviors, potentially influencing individuals to engage in stalking. Impact on Victims Stalking can have severe and long-lasting effects on victims, including psychological trauma, anxiety, depression, and physical injury. The fear and uncertainty caused by stalking can significantly diminish the quality of life and sense of safety for the victim. Addressing Stalking Combating stalking involves legal, social, and psychological interventions: Legal Measures: Many countries have laws specifically addressing stalking behaviors. Victims are encouraged to report stalking to authorities and pursue protective orders. Awareness and Education: Public education campaigns can help change attitudes about stalking and encourage supportive responses to victims. Treatment for Stalkers: Psychological interventions, particularly for those with identifiable mental health issues, can sometimes reduce stalking behaviors. However, treatment is often challenging due to the complex nature of the behavior and the individual’s lack of insight or willingness to change. Conclusion Stalking is a complex behavior with severe implications for victims. Understanding the psychological profiles of stalkers and their motivations is crucial for developing effective interventions and supports. By addressing the root psychological issues and enhancing legal and social responses, society can better protect and support stalking victims. References Mullen, P. E., Pathé, M., Purcell, R., & Stuart, G. W. (1999). A study of stalkers. American Journal of Psychiatry, 156(8), 1244-1249. Meloy, J. R., & Gothard, S. (1995). A demographic and clinical comparison of obsessional followers and offenders with mental disorders. American Journal of Psychiatry, 152(2), 258-263. Zona, M., Sharma, K., & Lane, J. (1993). A comparative study of erotomanic and obsessional subjects in a forensic sample. Journal of Forensic Sciences, 38(4), 894-903. Mullen, P. E., Pathé, M., & Purcell, R. (2009). Stalkers and their Victims. Cambridge University Press. Meloy, J. R. (1996). Stalking (obsessional following): A review of some preliminary studies. Aggression and Violent Behavior, 1(2), 147-162. MacKenzie, R. D., McEwan, T. E., Pathé, M. T., James, D. V., Ogloff, J. R., & Mullen, P. E. (2008). The stalking risk profile: Guidelines for the assessment and management of stalkers. StalkInc & the Centre for Forensic Behavioural Science. Kienlen, K. K., Birmingham, D. L., Solberg, K. B., O’Regan, J. T., & Meloy, J. R. (1997). A comparative study of psychotic and nonpsychotic stalking. Journal of the American Academy of Psychiatry and the Law Online, 25(3), 317-334. How to get in touch If you or your patient/NDIS clients need immediate mental healthcare assistance, feel free to get in contact with us on 1800 NEAR ME – admin@therapynearme.com.au

Written by: Therapy Near Me Editorial Team Clinically reviewed by: qualified members of the Therapy Near Me clinical team Last updated: 07/09/2025 This article is intended as general information only and does not replace personalised medical or mental health advice. Learn more about our Editorial Policy. In an era where digital devices are ubiquitous, parents often grapple with the question of when it is appropriate to introduce their children to screens. The impact of early screen exposure on a child’s development has been a topic of considerable research and debate. This article examines the current understanding and guidelines regarding screen time for young children. Current Recommendations and Research The American Academy of Pediatrics (AAP) recommends avoiding the use of screen media (other than video chatting) for children younger than 18 months. For children aged 18 to 24 months, they suggest watching high-quality programming with a caregiver to help understand what they’re seeing (AAP, 2016). Implications of Early Screen Exposure Cognitive Development: Early and excessive screen exposure has been linked to attention problems, cognitive delays, and impaired learning. Zimmerman et al. (2007) found that each hour of television watched per day at ages 1-3 increases the risk of attention problems at age 7. Language Development: Screens can also impact language development. A study by Christakis et al. (2009) indicated that exposure to baby DVDs/videos in infants aged 8 to 16 months was associated with lower scores on a standard language development test. Sleep Patterns: Screen use can affect sleep. Research by Cheung et al. (2017) suggests that screen time before bed can lead to delayed bedtime, reduced sleep duration, and increased sleep problems. Physical Health: Excessive screen time is associated with a higher risk of obesity in children due to reduced physical activity and increased exposure to food advertising (Garrison et al., 2011). Balancing Screen Time and Development While screens are an integral part of modern life, balance is key. Here are some tips for parents: Set Limits: Establish rules for screen time, including when and where screens can be used. Interactive and Educational Content: Choose high-quality, age-appropriate, and educational content. Co-Viewing: Watch with your children and talk about what they are seeing to enhance understanding. Encourage Other Activities: Promote a range of non-screen activities, including outdoor play, reading, and creative play. Conclusion While screens are unavoidable in the modern world, delaying their introduction and moderating their use in early childhood is beneficial. Adhering to recommended guidelines and fostering a balanced approach to screen time can support healthier cognitive, language, and physical development in young children. References American Academy of Pediatrics (2016). Media and Young Minds. Pediatrics, 138(5), e20162591. Zimmerman, F. J., Christakis, D. A., & Meltzoff, A. N. (2007). Television and DVD/video viewing in children younger than 2 years. Archives of Pediatrics & Adolescent Medicine, 161(5), 473-479. Christakis, D. A., Gilkerson, J., Richards, J. A., Zimmerman, F. J., Garrison, M. M., Xu, D., … & Yapanel, U. (2009). Audible television and decreased adult words, infant vocalizations, and conversational turns: a population-based study. Archives of Pediatrics & Adolescent Medicine, 163(6), 554-558. Cheung, C. H., Bedford, R., Saez De Urabain, I. R., Karmiloff-Smith, A., & Smith, T. J. (2017). Daily touchscreen use in infants and toddlers is associated with reduced sleep and delayed sleep onset. Scientific Reports, 7, 46104. Garrison, M. M., Liekweg, K., & Christakis, D. A. (2011). Media use and child sleep: the impact of content, timing, and environment. Pediatrics, 128(1), 29-35. How to get in touch If you or your patient/NDIS clients need immediate mental healthcare assistance, feel free to get in contact with us on 1800 NEAR ME – admin@therapynearme.com.au.

Written by: Therapy Near Me Editorial Team Clinically reviewed by: qualified members of the Therapy Near Me clinical team Last updated: 09/11/2025 This article is intended as general information only and does not replace personalised medical or mental health advice. Learn more about our Editorial Policy. Suspecting a partner of cheating can be a distressing and unsettling experience. While no sign is definitive proof of infidelity, certain behaviors have been commonly associated with cheating. This article explores these signs, grounded in psychological research, while emphasising the importance of communication and trust in relationships. Common Signs of Infidelity Changes in Communication: A partner who is cheating might become more secretive or distant. They might avoid discussing future plans or become defensive when asked about their whereabouts or activities (Shackelford et al., 2002). Altered Schedule or Habits: Sudden, unexplained changes in routine, such as staying late at work more frequently, unaccounted for time, or unexpected business trips, can sometimes indicate infidelity (Atkins et al., 2001). Decreased Intimacy: While variations in sexual desire are normal in relationships, a noticeable and sustained decrease in intimacy or affection might suggest a problem. Conversely, an unexpected increase in sexual desire or new techniques might also arise from guilt or an attempt to cover infidelity (Buss & Shackelford, 1997). Increased Concern with Appearance: A sudden interest in improving appearance, working out more, or changing style without a clear reason can sometimes be linked to an attempt to impress someone new (Mark, Janssen, & Milhausen, 2011). Unexplained Expenses: Unaccounted for or secretive financial transactions can be a red flag. This might include receipts for gifts, dinners, or hotels that are inconsistent with known activities or expenses (Atkins et al., 2001). Technological Secrecy: Increased privacy around phone or computer use, such as changing passwords, frequent deletion of messages, or secretive online activities, might indicate that a partner is hiding something (Whitty, 2005). Emotional Changes: Cheating can cause a range of emotional responses from the cheating partner, including guilt, anxiety, or becoming more critical or accusatory towards you as a form of projection or deflection (Shackelford & Buss, 1997). Considerations and Next Steps Context is Key: These signs should be considered within the context of your relationship and the individual’s baseline behavior. Any one sign in isolation may not indicate cheating and could relate to other stresses or issues in the person’s life. Communication: Open and honest communication is the cornerstone of a healthy relationship. If you suspect infidelity, consider addressing your concerns directly and calmly with your partner. Seek Support: Dealing with suspected infidelity can be emotionally taxing. Seek support from trusted friends, family, or a professional counselor to navigate your feelings and next steps. Conclusion While certain behaviors can suggest infidelity, they are not definitive proof. Understanding these signs can help individuals identify potential issues in their relationship, but they should be approached with caution and empathy. Open communication, understanding, and professional guidance are key to addressing concerns about cheating and maintaining a healthy and trusting relationship. References Shackelford, T. K., & Buss, D. M. (1997). Cues to infidelity. Personality and Social Psychology Bulletin, 23(10), 1034-1045. Atkins, D. C., Baucom, D. H., & Jacobson, N. S. (2001). Understanding infidelity: correlates in a national random sample. Journal of Family Psychology, 15(4), 735. Buss, D. M., & Shackelford, T. K. (1997). Susceptibility to infidelity in the first year of marriage. Journal of Research in Personality, 31(2), 193-221. Mark, K. P., Janssen, E., & Milhausen, R. R. (2011). Infidelity in heterosexual couples: demographic, interpersonal, and personality-related predictors of extramarital sex. Archives of Sexual Behavior, 40(5), 971-982. Whitty, M. T. (2005). The realness of cybercheating: Men’s and women’s representations of unfaithful Internet relationships. Social Science Computer Review, 23(1), 57-67. How to get in touch If you or your patient/NDIS clients need immediate mental healthcare assistance, feel free to get in contact with us on 1800 NEAR ME – admin@therapynearme.com.au.

Written by: Therapy Near Me Editorial Team Clinically reviewed by: qualified members of the Therapy Near Me clinical team Last updated: 11/12/2025 This article is intended as general information only and does not replace personalised medical or mental health advice. Learn more about our Editorial Policy. Cooking for an autistic child involves understanding their unique sensory sensitivities, dietary needs, and preferences. Autism Spectrum Disorder (ASD) can affect how children perceive and tolerate different types of food, textures, and tastes. This article explores effective strategies for cooking for an autistic child, focusing on nutritional balance while considering sensory issues, based on scientific research. Dietary Challenges in ASD Children with ASD may have particular dietary challenges or preferences: Sensory Sensitivities: Many autistic children have heightened or reduced sensitivities to taste, texture, colour, or smell, which can significantly influence their eating habits (Cermak et al., 2010). Restricted Interests: Some children may insist on eating only a narrow range of foods or require specific routines around mealtime (Bandini et al., 2010). Gastrointestinal Issues: Autistic children are more likely to experience gastrointestinal (GI) problems, such as constipation, diarrhoea, or abdominal pain, which can affect eating patterns and nutritional intake (McElhanon et al., 2014). Strategies for Cooking and Meal Preparation Introduce Variety Gradually: Gradually expand the range of foods by making slight modifications to preferred foods. Consistency and patience are key in slowly integrating new foods into the diet. Consider Texture and Colour: Pay attention to the texture and colour of foods, as these can be particularly important for autistic children. Some may prefer smooth and soft foods, while others might avoid certain colours or mixed textures. Create a Positive Mealtime Environment: Reduce stress and distractions during mealtime to make eating a more pleasant experience. A routine can also help the child know what to expect. Involve the Child in Food Preparation: Involving children in meal preparation can increase their interest in new foods and give them a sense of control over what they eat. Focus on Nutritional Balance: Ensure that, despite restrictions, the child receives a balanced diet rich in essential nutrients. Consulting with a dietitian or nutritionist who has experience with ASD can provide tailored advice (Sharp et al., 2013). Address Gastrointestinal Issues: Work with healthcare professionals to identify and treat any underlying GI issues, which might improve food tolerance and overall well-being. Monitor for Potential Deficiencies: Be aware of common nutritional deficiencies in autistic children, such as calcium, vitamin D, fibre, and protein, and address these through diet or supplements if necessary. Special Diets and Considerations Some caregivers explore specific diets, such as gluten-free or casein-free diets, in hopes of reducing ASD symptoms. While some parents report improvements, scientific evidence is mixed and individual responses vary. Always consult with healthcare professionals before making significant dietary changes (Hyman et al., 2016). Conclusion Cooking for an autistic child requires understanding, patience, and creativity. By gradually introducing new foods, creating a supportive mealtime environment, and ensuring nutritional needs are met, caregivers can help address the unique dietary challenges faced by children with ASD. Collaboration with psychological and healthcare professionals, including dietitians and paediatricians, is crucial to developing a successful dietary plan. Easy Recipes When cooking for an autistic child, it’s essential to consider their individual sensitivities and preferences, particularly around texture, taste, and color. Here are five simple recipe ideas that are adaptable to various needs and can serve as a starting point for nutritious meals: 1. Smooth Vegetable Soup Ingredients: 1 cup chopped carrots 1 cup chopped potatoes 1/2 cup chopped onions 2 cups vegetable broth Salt and pepper to taste Instructions: In a large pot, add the carrots, potatoes, and onions with the vegetable broth. Bring to a boil and then simmer until vegetables are tender. Blend the soup until smooth using a hand blender or regular blender. Return to the pot, reheat gently, and season with salt and pepper. Serve warm. Note: Adjust the thickness of the soup to the child’s preference by adding more or less broth. 2. Baked Chicken Tenders Ingredients: Chicken breast strips Olive oil Bread crumbs or crushed gluten-free cereal for a gluten-free option Salt and herbs for seasoning Instructions: Preheat the oven to 200°C (400°F). Brush chicken strips with olive oil and coat with bread crumbs or crushed cereal. Place on a baking sheet and sprinkle with salt and herbs. Bake for 20 minutes or until golden and cooked through. Serve warm. Note: You can omit the herbs if the child prefers plainer foods. 3. Colourful Rice Bowl Ingredients: 1 cup cooked rice Cooked vegetables (carrots, peas, corn) Cooked protein (tofu, chicken, or beef cubes) Soy sauce or a sauce of your choice (optional) Instructions: Prepare the rice according to package instructions. Mix in the cooked vegetables and protein gently with the rice in a bowl. Drizzle with a little soy sauce or preferred sauce if desired. Serve warm or at room temperature. Note: Choose vegetables and proteins according to the child’s preferences and dietary needs. 4. Simple Fruit Smoothie Ingredients: 1 banana 1/2 cup strawberries (or any preferred fruit) 1 cup milk or a dairy-free alternative Honey or sweetener (optional) Instructions: Place all ingredients in a blender. Blend until smooth. Pour into a glass and serve immediately. Note: Adjust the type and amount of fruit according to what the child likes and can tolerate. 5. Easy Cheese Quesadillas Ingredients: Tortillas (corn or flour based) Grated cheese (cheddar, mozzarella, or a mix) Butter or oil for cooking Instructions: Sprinkle cheese on half of the tortilla. Fold the tortilla over to cover the cheese. Heat a little butter or oil in a pan and cook the tortilla on both sides until golden and the cheese is melted. Cut into manageable pieces and serve warm. Note: Ensure the cheese used is suitable for the child’s dietary needs and preferences. When preparing these recipes, always keep the child’s specific needs and preferences in mind, and feel free to modify ingredients and textures accordingly. Consulting with parents or caregivers for any