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Written by: Therapy Near Me Editorial Team Clinically reviewed by: qualified members of the Therapy Near Me clinical team Last updated: 05/09/2025 This article is intended as general information only and does not replace personalised medical or mental health advice. Learn more about our Editorial Policy. Murder is one of the most serious and extreme forms of human behaviour, often leaving society grappling with questions about the underlying causes and psychological motivations. While murder is typically seen as a crime driven by malice or irrationality, psychological research reveals a complex interplay of factors, including biological, psychological, and social elements. This article explores the psychology behind murder, examining various motivations, the role of mental health disorders, and the impact of external influences on homicidal behaviour. Keywords: Psychology of murder, Biological factors in violent crime, Mental health disorders and murder, Psychopathy and violence, Serial killer psychology, Crime of passion psychology, Homicide and brain function, Childhood trauma and violence, Murder motivations and psychology, Social influences on violent behaviour Biological Factors and Brain Function One area of research into the psychology of murder focuses on biological factors, particularly brain abnormalities and dysfunction. Studies have found that individuals who commit violent crimes, including murder, often have structural or functional differences in brain regions associated with impulse control, aggression, and emotional regulation. Specifically, abnormalities in the prefrontal cortex—the area responsible for decision-making and impulse control—have been linked to violent behaviour (Raine 2013). Additionally, research suggests that reduced activity in the amygdala, which plays a key role in processing emotions like fear and anger, can result in a lack of empathy or remorse, characteristics often observed in psychopathic or antisocial individuals (Blair 2007). These biological predispositions can, in some cases, contribute to the likelihood of committing murder, particularly when combined with other psychological and environmental factors. Mental Health Disorders and Personality Traits Certain mental health disorders and personality traits have been associated with a higher likelihood of engaging in homicidal behaviour. Individuals with antisocial personality disorder (ASPD), for example, exhibit a pattern of disregard for the rights of others and a lack of remorse, which can increase the risk of violent behaviour (American Psychiatric Association 2013). Research has shown that individuals with ASPD may commit murder impulsively or as part of a pattern of violent and manipulative behaviour (Hare 1999). Moreover, individuals with psychopathy, a personality disorder characterised by superficial charm, a lack of empathy, and manipulative behaviour, are more likely to engage in premeditated acts of violence, including murder. Psychopathic individuals are often highly skilled at masking their true intentions, making their actions even more difficult to predict (Hare 2006). While mental health disorders like schizophrenia are often incorrectly associated with violent crime, research indicates that individuals with schizophrenia are no more likely to commit violent acts than the general population, with only a small percentage of violent crimes being linked to psychotic episodes (Swanson et al. 2006). However, in rare cases where hallucinations or delusions involve violent themes, individuals with untreated schizophrenia may be at a higher risk of engaging in violent behaviour. The Role of Environmental and Social Influences Environmental factors, such as childhood trauma, poverty, and exposure to violence, also play a significant role in shaping the psychological factors behind murder. Research indicates that individuals who grow up in environments characterised by abuse, neglect, or exposure to domestic violence are more likely to develop behavioural issues that can lead to violent crime, including murder (Widom 1989). The cycle of violence theory suggests that individuals who experience or witness violence during childhood are more likely to replicate those behaviours in adulthood, particularly if they have not had access to supportive interventions, such as therapy or positive role models (Widom 1989). In cases where individuals feel powerless or disconnected from societal norms, acts of violence may serve as a way to assert control or cope with unresolved trauma. Moreover, group dynamics and peer influence can contribute to violent behaviour. In gang-related homicides, for instance, individuals may feel pressured to commit murder as a way to gain status, prove loyalty, or seek revenge (Papachristos & Kirk 2006). These social influences highlight the importance of understanding murder as a product of both individual psychology and broader societal contexts. Murder as a Result of Extreme Emotional States While some murders are premeditated and calculated, others occur in moments of intense emotional arousal, often referred to as crimes of passion. In these cases, individuals may commit murder in response to an overwhelming emotional trigger, such as jealousy, betrayal, or rage. The frustration-aggression hypothesis posits that individuals who feel frustrated or blocked from achieving a goal may become more prone to aggression, which can escalate to violence under certain circumstances (Berkowitz 1989). In many cases, individuals who commit crimes of passion do not have a history of violence, and their actions are driven by a momentary loss of control. Alcohol and drug use, which can impair judgment and lower inhibitions, are often contributing factors in these types of murders. Murder and Psychopathy: A Focus on Serial Killers The psychological study of serial killers provides insight into the extreme end of the spectrum of homicidal behaviour. Serial killers are individuals who commit multiple murders over an extended period, often with little to no emotional attachment to their victims. Many serial killers exhibit traits of psychopathy, including a lack of empathy, manipulation, and a desire for power or control (Hickey 2013). Unlike crimes of passion, serial killings are typically premeditated and driven by a need for gratification, whether sexual, emotional, or psychological. Serial killers often exhibit a distorted sense of self, viewing their victims as objects or instruments for fulfilling their desires (Hickey 2013). Conclusion The psychology behind murder is complex and multifaceted, involving a combination of biological, psychological, and environmental factors. While some individuals may be predisposed to violent behaviour due to brain abnormalities or personality disorders, external influences, such as childhood trauma and social pressure, also play a significant role in shaping homicidal tendencies. Understanding these factors is crucial

Written by: Therapy Near Me Editorial Team Clinically reviewed by: qualified members of the Therapy Near Me clinical team Last updated: 01/08/2025 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 concept of mind control has fascinated people for centuries, from dystopian novels like 1984 to government conspiracy theories. The idea that an individual’s thoughts or actions could be influenced or controlled by external forces raises ethical and scientific questions. But is mind control real, or is it purely a myth? This article explores the psychology behind mind control, the scientific basis for certain forms of mental manipulation, and the ethical implications of attempting to influence human thought and behaviour. Keywords: Mind control, Brainwashing, Mental manipulation, Persuasion techniques, Hypnosis and mind control, Neurological influence, Brain-computer interface (BCI), Transcranial magnetic stimulation (TMS), Coercive persuasion What Is Mind Control? Mind control, also referred to as “brainwashing,” typically refers to the process by which an individual’s thoughts, beliefs, and behaviours are forcibly changed through coercion, manipulation, or indoctrination. In fictional settings, this often involves technology, hypnosis, or supernatural forces, but in reality, these ideas are more complicated. Psychologically, manipulation of beliefs and behaviours can occur, but not in the extreme sense often portrayed. Forms of subtle influence, such as persuasion, social conditioning, and manipulation, are well-documented and can change attitudes, but complete control over another person’s mind is not scientifically supported (Cialdini 2007). Scientific Forms of Influence While overt mind control as depicted in films is not real, several scientifically validated methods can influence thought and behaviour. Hypnosis Hypnosis is one of the most common examples of influencing someone’s mental state. Under a relaxed, suggestive state, some individuals become more open to suggestions that can alter their behaviour or perception (Nash 2001). However, hypnosis cannot make individuals perform actions against their will. It’s primarily used in therapeutic contexts, such as for pain management or smoking cessation. Persuasion and Social Influence Psychologists have extensively studied the ways in which people’s thoughts and behaviours can be influenced by external factors, particularly through persuasion and group dynamics. Robert Cialdini’s work on the psychology of influence has identified six key principles—reciprocity, commitment, social proof, authority, liking, and scarcity—that are used in everything from advertising to peer pressure (Cialdini 2007). Brainwashing Brainwashing refers to the systematic effort to change an individual’s beliefs and attitudes through prolonged manipulation, often associated with cults, extreme political groups, or coercive environments (Lifton 1961). This process typically involves isolating the individual, controlling their environment, and breaking down their existing beliefs. While brainwashing can result in behaviour change, it requires highly controlled conditions and still does not amount to complete control of an individual’s mind. Neurological Advances and Concerns In recent decades, advancements in neuroscience have raised ethical concerns about potential future technologies that could influence or even control brain activity. Neurotechnology Emerging technologies like brain-computer interfaces (BCIs) and neurostimulation have been shown to influence certain neural pathways. BCIs allow for direct communication between the brain and external devices, which could, in theory, modify brain activity (Guger et al. 2003). However, this is currently limited to therapeutic contexts, such as helping paralysed individuals regain some control over their environment. Transcranial Magnetic Stimulation (TMS) TMS is another non-invasive technique that uses magnetic fields to stimulate nerve cells in the brain. While this technology is used for treating depression and other neurological conditions, it raises questions about the future potential to influence cognition and behaviour (George et al. 1999). Ethical Considerations The ethical implications of mind control and influence are significant. Informed consent is a fundamental principle in psychology and neuroscience, ensuring that any influence or manipulation is done with the individual’s full awareness and agreement. Concerns arise, however, when influence is subtle or coercive, such as in marketing or political propaganda (Pratkanis & Aronson 2001). Moreover, as technology advances, the line between therapeutic influence and coercive manipulation could blur. Neuroethics continues to explore these dilemmas as we develop more sophisticated ways of interacting with the brain. Is Mind Control Real? While mind control as depicted in popular culture is not scientifically possible, there are methods—such as persuasion, hypnosis, and brainwashing—that can influence human thoughts and behaviours to varying degrees. However, these methods do not allow for complete control over an individual’s mind. Rather, they involve influencing pre-existing beliefs and tendencies under specific conditions. The future of neurotechnology could present new challenges regarding the manipulation of brain activity, but these developments remain rooted in therapeutic applications and cannot override free will. Conclusion Mind control, as portrayed in fiction, remains a myth. However, scientific research has uncovered various forms of influence, from persuasion to brain stimulation techniques, which can alter thought processes and behaviour. As neuroscience progresses, ethical considerations will become even more critical to ensure that any advances in mental influence or manipulation respect individual autonomy and well-being. References Cialdini, RB 2007, Influence: The psychology of persuasion, HarperCollins, New York. Guger, C, Edlinger, G, Harkam, W, Niedermayer, I & Pfurtscheller, G 2003, ‘How many people are able to operate an EEG-based brain-computer interface (BCI)?’, IEEE Transactions on Neural Systems and Rehabilitation Engineering, vol. 11, no. 2, pp. 145–147. George, MS, Wassermann, EM, Williams, WA, Callahan, A, Ketter, TA, Basser, P, Hallett, M & Post, RM 1999, ‘Daily repetitive transcranial magnetic stimulation (rTMS) improves mood in depression‘, Neuroreport, vol. 6, no. 14, pp. 1853–1856. Lifton, RJ 1961, Thought reform and the psychology of totalism: A study of brainwashing in China, Norton, New York. Nash, MR 2001, ‘The truth and the hype of hypnosis’, Scientific American, vol. 285, no. 1, pp. 47–55. Pratkanis, AR & Aronson, E 2001, Age of propaganda: The everyday use and abuse of persuasion, Holt Paperbacks, New York. How to get in touch If you or your NDIS participant 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: 12/09/2025 This article is intended as general information only and does not replace personalised medical or mental health advice. Learn more about our Editorial Policy. Rudeness refers to behaviours that disregard social norms, showing a lack of respect or consideration for others. Examples include interrupting, ignoring, or speaking harshly. In contrast, politeness involves behaviour that conforms to social expectations and shows respect, such as being courteous, using appropriate language, and showing empathy (Leech 2014). According to Brown and Levinson’s (1987) politeness theory, human interactions are guided by the need to maintain “face,” or one’s social image. Rudeness threatens another person’s face, while politeness protects it. Individuals often adjust their behaviour based on the social context to either maintain or damage someone’s face, reflecting both their own and the other party’s status and social roles. Psychological Factors Behind Rudeness Several psychological factors contribute to rude behaviour: 1. Emotional States People may act rudely when they are under stress, frustrated, or angry. Emotional regulation plays a key role in how individuals respond in social situations, with those struggling to manage emotions more likely to engage in rude or impulsive behaviours (Gross 2002). 2. Personality Traits Certain personality traits, such as narcissism or low agreeableness, can make individuals more prone to rudeness. Research shows that individuals high in narcissism tend to be more self-centred and less concerned with how their actions affect others (Paulhus & Williams 2002). 3. Cognitive Load Being distracted or overwhelmed by cognitive tasks can reduce a person’s ability to pay attention to social norms, leading to unintentional rudeness. Studies suggest that individuals who are under cognitive strain are more likely to engage in impolite behaviours, as they may lack the mental resources to fully engage in considerate behaviour (Richards & Gross 2000). The Role of Culture in Defining Politeness and Rudeness Cultural norms play a significant role in determining what is considered polite or rude. Cultural dimensions, such as individualism versus collectivism, influence communication styles and expectations around politeness (Hofstede 2001). For example, in collectivist cultures, like Japan or China, politeness is often linked to maintaining group harmony, and individuals may go to great lengths to avoid direct confrontation or offence. In contrast, individualistic cultures, such as the United States, may place more value on direct communication, which can sometimes be perceived as rude in more collectivist contexts (Triandis 1995). High-context cultures, where much of communication is implicit, rely heavily on politeness strategies to convey respect without explicit language. On the other hand, low-context cultures favour more direct communication, which can lead to misunderstandings in cross-cultural interactions. Politeness in Communication Politeness in communication involves using language and behaviour that shows respect for others. This can include: Using softeners: Phrases like “Would you mind if…” or “Could I possibly…” are used to reduce the potential for offence. Positive politeness: This involves strategies that make the other person feel good about themselves, such as compliments or expressions of interest (Brown & Levinson 1987). Negative politeness: This strategy seeks to avoid imposing on others by showing deference and respect for their autonomy. Polite language helps maintain social harmony and reflects an awareness of social hierarchies. In professional settings, politeness is particularly important for fostering collaboration and teamwork. The Impact of Rudeness on Social and Professional Relationships Rudeness can have detrimental effects on relationships, both personal and professional. In the workplace, incivility—a form of low-level rudeness—can reduce employee satisfaction, lower productivity, and create a toxic work environment (Porath & Pearson 2013). Research suggests that exposure to rude behaviour can trigger a negative emotional spiral, where the recipient of rudeness is more likely to respond rudely to others, perpetuating conflict (Andersson & Pearson 1999). In personal relationships, rudeness can erode trust and intimacy. Communication that disregards the other person’s feelings can lead to resentment and a breakdown in the relationship. Politeness, on the other hand, fosters respect and care, which are essential for maintaining healthy connections. Strategies for Promoting Politeness and Reducing Rudeness Promoting politeness and reducing rudeness in social and professional settings involves developing emotional intelligence and communication skills. Key strategies include: 1. Active Listening Listening carefully to others shows respect and demonstrates that their perspective is valued. It also reduces the likelihood of misunderstandings, which can lead to rude behaviour. 2. Practising Empathy Empathy involves understanding and responding to others’ emotions and needs. By considering how actions and words impact others, individuals can avoid unintentionally being rude. 3. Emotional Regulation Learning to manage negative emotions, such as anger or frustration, is crucial for maintaining politeness in difficult situations. Techniques such as deep breathing, mindfulness, and pausing before responding can help regulate emotions. Conclusion Rudeness and politeness are two sides of the same coin, influenced by psychological factors, cultural norms, and social contexts. While politeness fosters positive social interactions and respect, rudeness can damage relationships and create conflict. Understanding the underlying causes of rude behaviour and the importance of politeness can help individuals navigate social and professional environments more effectively, leading to stronger, more harmonious relationships. References Andersson, LM & Pearson, CM 1999, ‘Tit for tat? The spiralling effect of incivility in the workplace’, Academy of Management Review, vol. 24, no. 3, pp. 452-471. Brown, P & Levinson, SC 1987, Politeness: Some universals in language usage, Cambridge University Press, Cambridge. Gross, JJ 2002, ‘Emotion regulation: Affective, cognitive, and social consequences’, Psychophysiology, vol. 39, no. 3, pp. 281-291. Hofstede, G 2001, Culture’s Consequences: Comparing Values, Behaviors, Institutions, and Organizations Across Nations, Sage Publications, Thousand Oaks, CA. Leech, G 2014, The Pragmatics of Politeness, Oxford University Press, Oxford. Paulhus, DL & Williams, KM 2002, ‘The dark triad of personality: Narcissism, Machiavellianism, and psychopathy’, Journal of Research in Personality, vol. 36, no. 6, pp. 556-563. Porath, CL & Pearson, CM 2013, ‘The price of incivility: Lack of respect hurts morale—and the bottom line’, Harvard Business Review, vol. 91, no. 1-2, pp. 114-121. Richards, JM

Written by: Therapy Near Me Editorial Team Clinically reviewed by: qualified members of the Therapy Near Me clinical team Last updated: 03/07/2025 This article is intended as general information only and does not replace personalised medical or mental health advice. Learn more about our Editorial Policy. Liam Payne’s tragic death on October 16, 2024, after falling from a third-floor hotel balcony in Buenos Aires, has brought significant attention to the mental health challenges faced by celebrities. Payne had long been open about his struggles with anxiety, depression, and substance abuse, which were exacerbated by the pressures of fame. His death highlights the immense psychological burden that often accompanies life in the public eye, and underscores the importance of mental health awareness, particularly for public figures. Keywords: Liam Payne death, Liam Payne mental health, Celebrity mental health, Anxiety and depression in celebrities, Substance abuse in celebrities, Mental health support for public figures, Coping with fame, Liam Payne’s struggles, Mental health awareness, Celebrity pressures and mental health Mental Health Challenges in the Spotlight Liam Payne, like many other celebrities, faced intense scrutiny and the expectation to maintain a public image while grappling with personal challenges. These pressures can often exacerbate underlying mental health conditions. According to research, public figures are at increased risk for mental health issues, such as anxiety, depression, and substance abuse disorders (Giles 2017). Payne’s experience illustrates how celebrity life can amplify these struggles. The demands of fame—constant attention, public performance, and invasive media coverage—contribute to stress and mental health decline (Pennebaker & Chung 2015). Substance Abuse and Coping Mechanisms In interviews leading up to his death, Payne openly discussed his reliance on alcohol to manage stress, reflecting a common pattern seen among high-profile individuals. Celebrities often face the temptation to self-medicate through substances to numb the pressures they face (Schaller et al. 2019). Payne’s struggles with addiction and attempts at recovery mirror the broader mental health challenges in the entertainment industry, where substance abuse is frequently intertwined with emotional distress. The Psychological Burden of Fame Payne’s mental health struggles resonate with existing psychological research on the impact of fame. Constant public scrutiny, unrealistic expectations, and the lack of personal privacy create a volatile environment for mental health. Celebrities are often deprived of the social and emotional support systems that are vital for maintaining well-being (Henderson et al. 2013). This lack of privacy and the pressures associated with maintaining a successful public image can lead to increased rates of anxiety, depression, and substance abuse (Giles 2017). Seeking Help and Support Despite his struggles, Payne sought professional help, advocating for therapy and treatment in interviews. This highlights the critical role of mental health services for individuals facing intense pressures. Studies show that psychotherapy and counselling are essential in helping individuals manage anxiety, depression, and substance abuse disorders (Beck 2011). Payne’s openness about his mental health journey encouraged many fans to seek help and address their own mental health challenges. However, his tragic end also serves as a reminder of the long-lasting impact of mental health issues, even when treatment is sought. Celebrity Mental Health and Public Perception In the wake of Payne’s death, his ex-fiancée, Maya Henry, faced online harassment, with some fans unjustly attributing blame to her. This unfortunate reaction underscores how public discourse can intensify the emotional fallout of personal tragedies (Corrigan et al. 2012). The complexities of Payne’s personal relationships, combined with the challenges of his public life, reveal the often harmful effects of celebrity culture on both mental health and the people connected to celebrities. Lessons from Payne’s Tragic Loss Liam Payne’s passing brings crucial attention to the importance of early intervention and continuous mental health support for individuals in high-pressure environments. Fame may provide financial and social rewards, but it also comes with psychological costs that demand professional attention and understanding from the public. Mental health campaigns must continue to address these challenges, promoting open conversations about mental illness and removing the stigma around seeking help. Conclusion Liam Payne’s death is a stark reminder of the significant mental health challenges faced by those in the public eye. His struggles with anxiety, depression, and substance abuse are not unique to celebrities, but his story brings a spotlight to the need for greater awareness and intervention in the mental health arena. As Payne’s life demonstrates, addressing mental health challenges head-on, with the support of therapy and strong social networks, is crucial for healing and well-being. Celebrities, like everyone else, require space and understanding to manage their mental health effectively. References Beck, JS 2011, Cognitive Behavior Therapy: Basics and Beyond, 2nd edn, Guilford Press, New York. Corrigan, PW et al. 2012, ‘The impact of mental illness stigma on seeking and participating in mental health care’, Psychological Science in the Public Interest, vol. 15, no. 2, pp. 37–70. Giles, DC 2017, Psychology of the media, Palgrave Macmillan, London. Henderson, C, Evans-Lacko, S & Thornicroft, G 2013, ‘Mental illness stigma, help seeking, and public health programs’, American Journal of Public Health, vol. 103, no. 5, pp. 777–780. Pennebaker, JW & Chung, CK 2015, Expressive writing, emotional upheavals, and health, in HB Kaplan (ed.), Psychosomatic medicine, Academic Press, San Diego, pp. 95–114. Schaller, M, Murray, DR & Bangerter, A 2019, ‘Why celebrity gossip matters: A psychological perspective on the evolution and function of a popular human activity’, Review of General Psychology, vol. 23, no. 1, pp. 49–62. How to get in touch If you or your NDIS participant 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: 07/10/2025 This article is intended as general information only and does not replace personalised medical or mental health advice. Learn more about our Editorial Policy. Becoming a millionaire is often associated with a combination of hard work, risk-taking, and financial savvy. However, psychology plays an equally important role in determining who achieves financial success. Understanding the psychological traits and behaviours that distinguish millionaires from the general population offers insight into how individuals accumulate wealth and maintain it. This article explores the psychological characteristics of millionaires, their decision-making processes, and how these traits can be cultivated. Keywords: Psychology of a millionaire, Millionaire mindset, Traits of successful individuals, Financial decision-making, Millionaire behaviours, Resilience and financial success, Growth mindset and wealth, Financial literacy and wealth Key Psychological Traits of Millionaires Research suggests that certain psychological traits are more common among individuals who accumulate significant wealth. These include: 1. Self-discipline and Delayed Gratification One of the most important traits shared by millionaires is the ability to practise delayed gratification. Millionaires are more likely to forego short-term pleasures in pursuit of long-term goals, including saving and investing rather than spending impulsively. A classic study by Mischel et al. (1989) on delayed gratification demonstrated that individuals who are able to resist immediate rewards in favour of future gains tend to achieve greater success in various aspects of life, including financial prosperity. 2. Resilience and Risk Tolerance Millionaires often exhibit high levels of resilience and a strong tolerance for risk. The willingness to take calculated risks, whether in business ventures or investments, is a key factor in wealth accumulation (Kahneman & Tversky 1979). Resilience also plays a critical role in overcoming failures and setbacks, which are common on the path to financial success. According to Duckworth et al. (2007), resilience and “grit”—the passion and perseverance for long-term goals—are essential for achieving high levels of success. 3. Growth Mindset Millionaires typically have a growth mindset, which involves the belief that intelligence, talent, and abilities can be developed through effort and learning. This mindset encourages individuals to embrace challenges and persist in the face of obstacles (Dweck 2006). In contrast to a fixed mindset, which sees abilities as static, those with a growth mindset view failures as opportunities for growth and improvement, which is vital in navigating the uncertainties of the business and financial world. Financial Decision-Making and Behaviour 1. Long-Term Thinking Successful millionaires tend to make financial decisions with a long-term perspective. Rather than focusing on immediate returns, they often prioritise investments and strategies that yield sustained growth over time. This behaviour is reflected in their investment habits, where patience and long-term asset appreciation are preferred over short-term speculative gains (Stanley & Danko 1996). 2. Diversification and Financial Literacy Millionaires are also more likely to engage in diversified investments, spreading risk across various asset classes to maximise returns and mitigate potential losses (Piketty 2014). High levels of financial literacy enable them to understand complex financial products and make informed decisions about stocks, real estate, and other investments. Studies suggest that financial literacy is a crucial determinant of wealth accumulation (Lusardi & Mitchell 2011). 3. Frugality and Budgeting Contrary to common stereotypes, many millionaires practise frugality and careful budgeting, even after achieving financial success. The popular image of the lavishly spending millionaire is often misleading. Research by Stanley & Danko (1996) in The Millionaire Next Door found that many wealthy individuals live below their means and maintain disciplined saving habits. This frugality allows them to invest more of their income and grow their wealth over time. Social Networks and Environmental Factors 1. Networking and Social Capital Millionaires often attribute their success to the quality of their networks and relationships. Social capital, or the resources gained through relationships with others, can open doors to business opportunities, investment deals, and mentorship (Putnam 2000). Building and maintaining strong social networks enables millionaires to access valuable information, resources, and support systems that contribute to their financial success. 2. Family and Early Education Studies suggest that many millionaires benefit from supportive family environments that encourage education, financial responsibility, and entrepreneurship from an early age (Piketty 2014). Family wealth and access to educational resources can play a significant role in wealth accumulation, particularly when individuals receive financial literacy education during their formative years (Lusardi & Mitchell 2011). Psychological Pitfalls of Wealth While wealth provides financial security, it can also bring psychological challenges. Research shows that millionaires may experience status anxiety, which involves concern about losing their wealth or being outpaced by others in their social circle (Frank 1999). Moreover, studies suggest that after a certain threshold, additional wealth does not necessarily lead to increased happiness (Kahneman & Deaton 2010). This phenomenon, known as the hedonic treadmill, implies that as people become wealthier, their expectations and desires increase, preventing long-term satisfaction. Conclusion The psychology of a millionaire involves a unique combination of traits such as resilience, self-discipline, and a growth mindset. Millionaires are typically forward-thinking, financially literate, and capable of managing risk effectively. While wealth offers numerous advantages, it also comes with psychological challenges. However, the lessons learned from studying the behaviours and mindsets of millionaires can be valuable for anyone aiming to achieve financial success. References Duckworth, AL, Peterson, C, Matthews, MD & Kelly, DR 2007, ‘Grit: Perseverance and passion for long-term goals’, Journal of Personality and Social Psychology, vol. 92, no. 6, pp. 1087–1101. Dweck, CS 2006, Mindset: The New Psychology of Success, Random House, New York. Frank, RH 1999, Luxury Fever: Why Money Fails to Satisfy in an Era of Excess, Free Press, New York. Kahneman, D & Deaton, A 2010, ‘High income improves evaluation of life but not emotional well-being’, Proceedings of the National Academy of Sciences, vol. 107, no. 38, pp. 16489–16493. Kahneman, D & Tversky, A 1979, ‘Prospect theory: An analysis of decision under risk’, Econometrica, vol. 47, no. 2, pp. 263-291. Lusardi, A & Mitchell, OS 2011,

Written by: Therapy Near Me Editorial Team Clinically reviewed by: qualified members of the Therapy Near Me clinical team Last updated: 02/11/2025 This article is intended as general information only and does not replace personalised medical or mental health advice. Learn more about our Editorial Policy. Childhood obesity is a significant public health issue, affecting both physical and mental well-being. However, addressing obesity must be done sensitively to avoid the harmful effects of body shaming, which can lead to low self-esteem, anxiety, and disordered eating. This article explores strategies for promoting healthy behaviours in children without stigmatising or shaming them about their bodies. Keywords: Tackling childhood obesity, Childhood obesity without body shaming, Body positivity in children, Promoting healthy habits for kids, Childhood obesity and mental health, Intuitive eating for children, Avoiding body shaming in obesity management Understanding Childhood Obesity Childhood obesity is defined as excessive body fat that negatively impacts a child’s health. According to the World Health Organization (WHO), childhood obesity has reached epidemic levels worldwide, with long-term consequences such as diabetes, cardiovascular disease, and psychological issues (WHO 2020). Addressing this requires a balanced approach that promotes healthy behaviours without focusing on weight as the primary indicator of health. The Negative Impact of Body Shaming Body shaming is the act of criticising someone’s body size or appearance, often leading to feelings of shame or inadequacy. For children, body shaming can have serious psychological consequences, including low self-esteem, depression, and the development of disordered eating habits such as binge eating or food restriction (Puhl & Latner 2007). Research shows that children who are body shamed are more likely to experience emotional distress and reduced motivation to adopt healthier habits (Pont et al. 2017). To tackle childhood obesity effectively, it is crucial to avoid framing weight as a moral issue or attaching personal worth to body size. Instead, parents, educators, and healthcare professionals should focus on fostering a positive relationship with food, encouraging healthy behaviours, and promoting body diversity and acceptance. Strategies for Promoting Healthy Behaviours Without Body Shaming 1. Focus on Health, Not Weight Promoting overall health rather than weight loss shifts the emphasis from appearance to well-being. Parents and educators can encourage behaviours like eating nutritious foods, staying physically active, and getting adequate sleep without focusing on weight. By framing these habits as part of a healthy lifestyle rather than a response to body size, children are more likely to adopt them without feeling pressured or judged (Tylka et al. 2014). 2. Create a Positive Eating Environment Creating a supportive and positive environment around food helps children develop a healthy relationship with eating. Parents can offer a variety of nutritious foods and allow children to explore them without enforcing strict dietary rules or making comments about body size. Encouraging children to listen to their hunger and fullness cues, a practice known as intuitive eating, promotes a balanced and healthy approach to food (Tribole & Resch 2012). 3. Encourage Physical Activity for Enjoyment Physical activity should be framed as something fun and enjoyable rather than a means to lose weight. Activities such as playing sports, riding bikes, or simply going for a walk with family can be promoted as enjoyable ways to move the body. When physical activity is associated with pleasure rather than obligation, children are more likely to engage in it regularly (Watson et al. 2016). 4. Model Healthy Behaviours Parents and caregivers play a crucial role in shaping children’s attitudes towards food and physical activity. By modelling positive behaviours, such as eating balanced meals, exercising regularly, and avoiding negative self-talk about their own bodies, adults can foster a healthy environment that encourages children to develop positive habits. 5. Avoid Diet Talk and Weight-Based Comments Discussing dieting, weight loss, or making comments about someone’s size should be avoided, especially in front of children. Such conversations can contribute to a culture of body dissatisfaction and lead children to internalise the belief that their value is tied to their appearance. Instead, conversations should focus on well-being, strength, and healthy choices (Pont et al. 2017). The Role of Schools in Promoting Healthy Lifestyles Schools are important environments for promoting healthy lifestyles and can play a significant role in preventing childhood obesity. Educators can integrate health and nutrition education into the curriculum without focusing on weight or body size. Programs that encourage participation in physical activities, such as school sports or active play, should be inclusive of all body types. It is also crucial for schools to address bullying related to weight. Research shows that children who are bullied because of their weight are more likely to suffer from emotional distress and avoid physical activity, perpetuating a cycle of negative health outcomes (Puhl & Latner 2007). Implementing anti-bullying policies that address weight-based bullying is essential to creating a safe and supportive school environment. Promoting Body Positivity and Acceptance A key component of addressing childhood obesity without body shaming is fostering a culture of body positivity and acceptance. Children should be taught that bodies come in all shapes and sizes, and that health is not determined solely by appearance. Body positivity promotes the idea that all bodies deserve respect, regardless of size, and encourages children to appreciate their bodies for what they can do rather than how they look (Puhl & Heuer 2010). Conclusion Tackling childhood obesity requires a sensitive approach that focuses on promoting healthy behaviours without body shaming. By shifting the focus from weight to well-being, encouraging positive eating habits, and fostering a supportive environment, parents, educators, and healthcare providers can help children develop healthy lifestyles that support both physical and emotional health. By promoting body positivity and avoiding harmful weight-based comments, we can ensure that children grow up feeling valued and confident, regardless of their body size. References Pont, SJ, Puhl, R, Cook, SR & Slusser, W 2017, ‘Stigma experienced by children and adolescents with obesity’, Pediatrics, vol. 140, no. 6, pp. e20173034. Puhl, RM & Heuer, CA 2010, ‘Obesity stigma: Important considerations for public health’, American Journal of

Written by: Therapy Near Me Editorial Team Clinically reviewed by: qualified members of the Therapy Near Me clinical team Last updated: 12/01/2026 This article is intended as general information only and does not replace personalised medical or mental health advice. Learn more about our Editorial Policy. Selecting the right school for your child is a critical decision that can significantly impact their academic and emotional development. As a parent, understanding how school environments influence learning, mental health, and social well-being is essential. Psychological principles can provide valuable insights into this decision-making process. This guide explores the key factors parents should consider, using evidence-based research to inform school choices. Keywords: Picking the right school for kids, School selection for children, Choosing a school in Australia, Educational psychology tips for parents, Supporting children’s mental health in schools, Best schools for child development 1. Understand Your Child’s Individual Needs Each child has unique strengths, weaknesses, and learning styles, which should guide your decision when selecting a school. Educational psychologist Howard Gardner’s theory of multiple intelligences suggests that children excel in different areas, such as logical-mathematical intelligence, linguistic skills, or bodily-kinaesthetic abilities (Gardner 1983). Schools that offer a range of programs catering to diverse learning styles may better support your child’s academic and personal growth. For children with specific learning disabilities, such as ADHD or dyslexia, selecting a school with appropriate support services is vital. Studies have shown that tailored interventions, including smaller class sizes and workd staff, significantly improve educational outcomes for children with learning difficulties (Snowling & Hulme 2012). 2. Consider the School’s Educational Philosophy Schools differ in their teaching philosophies, from traditional approaches to more progressive methods such as Montessori or Waldorf education. Understanding these philosophies can help align the school’s values with your child’s learning preferences. Montessori Education: Focuses on student-led, self-paced learning, which can be beneficial for children who thrive in a less structured environment (Lillard 2017). Traditional Education: Emphasises structured learning with a focus on academic achievement, which may suit children who excel with clear guidelines and expectations. It is important to choose a school that aligns with your family’s values and supports your child’s preferred learning style. 3. Academic Outcomes and Resources Assessing the school’s academic outcomes, such as standardised test scores and graduation rates, can provide insights into the quality of education. However, academic performance should be balanced with consideration of the school’s resources and extracurricular activities. Research shows that extracurricular participation, such as sports and arts, contributes positively to children’s mental health, self-esteem, and social skills (Fredricks & Eccles 2006). Schools with a comprehensive approach to education, including well-equipped libraries, technology access, and mental health services, provide a more supportive learning environment. Furthermore, schools that foster a growth mindset, where students are encouraged to see challenges as opportunities to grow, have been shown to improve academic performance and resilience (Dweck 2006). 4. Social and Emotional Climate The emotional and social environment of a school is crucial for your child’s well-being. Research has shown that positive relationships between students and teachers contribute significantly to a child’s mental health and academic success (Hamre & Pianta 2001). When evaluating schools, consider factors such as: Classroom Size: Smaller classrooms often provide more personalised attention and stronger student-teacher relationships. School Culture: A supportive and inclusive culture promotes mental well-being and reduces the risk of bullying. A school that emphasises kindness, empathy, and emotional intelligence fosters a healthy environment for social growth. Schools that offer social-emotional learning (SEL) programs help students develop skills such as self-awareness, emotional regulation, and interpersonal skills, which are key to long-term success (Greenberg et al. 2003). 5. Location and Accessibility While academic programs and social environments are critical, practical considerations, such as the school’s location and accessibility, should also factor into your decision. Research indicates that long commutes can increase stress and reduce time for extracurricular activities or family engagement, which are important for a balanced lifestyle (Evans et al. 2012). Additionally, proximity to home allows for stronger parent-school partnerships. Schools with strong parental involvement programs are shown to have better student outcomes, as parental engagement in education is linked to academic success and improved student behaviour (Jeynes 2011). 6. Evaluate Support and Inclusion Programs Inclusion programs that integrate children with diverse needs into mainstream classrooms promote a more accepting environment and encourage diversity (UNESCO 2005). When selecting a school, ensure it offers adequate support for students with physical, emotional, or learning needs. Schools that prioritise inclusivity create a sense of belonging and provide individualised attention to children who may require additional resources, such as educational psychologists or workd therapies. 7. Take School Visits Seriously Visiting prospective schools allows you to observe the learning environment firsthand. During these visits, consider interacting with staff, observing classroom dynamics, and gauging the school’s overall atmosphere. Research shows that positive school atmospheres—where teachers are engaged, and students are active—are strong indicators of a thriving academic environment (Eccles & Roeser 2011). Conclusion Choosing the right school for your child is a multifaceted decision that requires consideration of academic quality, emotional and social climate, and practical logistics. By focusing on your child’s unique needs and using evidence-based insights, you can make an informed decision that supports their long-term well-being and success. Remember, no single school is perfect for every child, but identifying a supportive environment that nurtures both academic and personal growth will lay the foundation for a bright future. References Dweck, CS 2006, Mindset: The new psychology of success, Random House, New York. Eccles, JS & Roeser, RW 2011, ‘Schools as developmental contexts during adolescence’, Journal of Research on Adolescence, vol. 21, no. 1, pp. 225–241. Evans, GW, Wener, RE & Phillips, D 2012, ‘The morning rush hour: Predictability and commuter stress’, Environment and Behavior, vol. 34, no. 4, pp. 521–530. Fredricks, JA & Eccles, JS 2006, ‘Is extracurricular participation associated with beneficial outcomes? Concurrent and longitudinal relations’, Developmental Psychology, vol. 42, no. 4, pp. 698–713. Gardner, H 1983, Frames of mind: The theory of multiple intelligences, Basic Books, New

Written by: Therapy Near Me Editorial Team Clinically reviewed by: qualified members of the Therapy Near Me clinical team Last updated: 12/01/2026 This article is intended as general information only and does not replace personalised medical or mental health advice. Learn more about our Editorial Policy. Helicopter parenting refers to a style of parenting where parents are overly focused on their children, often intervening excessively in their lives to protect them from challenges or failures. This parenting style, though well-intentioned, can have significant psychological effects on children, influencing their autonomy, emotional development, and overall well-being. This article explores the concept of helicopter parenting, its psychological consequences, and how it contrasts with other parenting approaches. Keywords: Helicopter parenting, Psychological effects of helicopter parenting, Parenting styles comparison, Helicopter parenting and anxiety, Overparenting and autonomy, Parenting and mental health, Helicopter parenting impact on children Defining Helicopter Parenting Helicopter parenting is characterised by parents closely monitoring their children’s activities, schoolwork, and social interactions. These parents may constantly intervene in their child’s decision-making process or solve problems on their behalf. This behaviour is often driven by fear of failure, anxiety about the child’s future, or a desire to ensure the child’s success (Segrin et al. 2015). Helicopter parenting is often more prevalent in families of middle to high socioeconomic status, where parents are highly invested in their children’s academic and professional success (Padilla-Walker & Nelson 2012). While it may stem from a place of care and concern, this parenting style can hinder the child’s development of independence and resilience. Psychological Effects of Helicopter Parenting 1. Reduced Autonomy and Problem-Solving Skills One of the primary consequences of helicopter parenting is the reduction of autonomy in children. Research has shown that children of helicopter parents often struggle to make independent decisions and solve problems on their own, as they have been conditioned to rely on parental guidance (Segrin et al. 2015). This lack of autonomy can persist into adulthood, affecting the child’s ability to cope with challenges and navigate life independently. 2. Increased Anxiety and Stress Helicopter parenting has been associated with higher levels of anxiety and stress in children. By constantly intervening and overprotecting their children, helicopter parents inadvertently send the message that the world is dangerous and that the child is incapable of handling adversity. As a result, these children may develop heightened levels of anxiety and become risk-averse, fearing failure or making mistakes (Padilla-Walker & Nelson 2012). 3. Impact on Academic and Career Outcomes While helicopter parenting is often driven by a desire to ensure academic success, research suggests that it may have the opposite effect. Overly involved parents may place undue pressure on their children to excel, leading to burnout and disengagement from academic pursuits (Schiffrin et al. 2014). Furthermore, children of helicopter parents may struggle in the workplace, where independence, initiative, and problem-solving skills are crucial. Comparing Parenting Styles Helicopter parenting is often contrasted with other parenting styles, such as authoritative parenting, which balances support with clear boundaries. Authoritative parents encourage independence while providing guidance and structure, fostering a healthy sense of autonomy in their children (Baumrind 1967). This approach has been shown to promote better academic and emotional outcomes compared to the overbearing nature of helicopter parenting. In contrast, permissive parenting, where parents are lenient and do not set firm boundaries, may also lead to negative outcomes, such as poor self-discipline and impulsivity in children. Helicopter parenting, although controlling, shares some similarities with permissive parenting in that it may prevent children from learning responsibility and self-regulation (Segrin et al. 2015). Long-Term Consequences Helicopter parenting can have long-lasting effects on children’s mental health and development. Studies have shown that children raised by helicopter parents are more likely to experience depression, anxiety, and low self-esteem in adolescence and adulthood (LeMoyne & Buchanan 2011). Furthermore, these individuals may struggle to form healthy relationships, as they are not accustomed to managing interpersonal conflicts or making decisions independently. Finding a Balanced Approach While helicopter parenting has been shown to have negative consequences, it is important for parents to remain involved in their children’s lives in a healthy, supportive way. Experts recommend that parents encourage independence by allowing their children to make age-appropriate decisions and learn from their mistakes. Offering guidance without overstepping is key to fostering resilience and self-efficacy in children (Padilla-Walker & Nelson 2012). Conclusion Helicopter parenting, though well-meaning, can have significant psychological impacts on children, hindering their ability to develop autonomy, cope with stress, and achieve long-term success. While parents should remain involved in their children’s lives, it is essential to strike a balance between support and independence. Encouraging children to face challenges and make decisions on their own can help them build the resilience and skills necessary for adulthood. References Baumrind, D 1967, ‘Child care practices anteceding three patterns of preschool behavior’, Genetic Psychology Monographs, vol. 75, pp. 43-88. LeMoyne, T & Buchanan, T 2011, ‘Does “hovering” matter? Helicopter parenting and its effect on well-being’, Sociological Spectrum, vol. 31, no. 4, pp. 399-418. Padilla-Walker, LM & Nelson, LJ 2012, ‘Black hawk down? Helicopter parenting and establishment of autonomy and closeness in emerging adulthood’, Emerging Adulthood, vol. 1, no. 1, pp. 1-12. Schiffrin, HH, Liss, M, Miles-McLean, H, Geary, KA, Erchull, MJ & Tashner, T 2014, ‘Helping or hovering? The effects of helicopter parenting on college students’ well-being’, Journal of Child and Family Studies, vol. 23, no. 3, pp. 548-557. Segrin, C, Woszidlo, A, Givertz, M, Bauer, A & Murphy, MT 2015, ‘The association between overparenting, parent-child communication, and entitlement and adaptive traits in adult children’, Journal of Family Communication, vol. 12, no. 3, pp. 198-212. How to get in touch If you or your NDIS participant 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: 09/12/2025 This article is intended as general information only and does not replace personalised medical or mental health advice. Learn more about our Editorial Policy. Shaming is a powerful psychological and social mechanism used to enforce societal norms, often by publicly humiliating or criticising individuals for their behaviour, appearance, or beliefs. Shaming can occur in various forms, including online shaming, body shaming, or parental shaming, and is often used to control or modify behaviour. However, the psychological effects of shaming can be long-lasting, leading to emotional distress, anxiety, and even depression. This article explores the different types of shaming, their effects, and the cultural context in which they occur. Keywords: Shaming, Online shaming, Body shaming, Psychological impact of shame, Social comparison and shaming, Toxic shame, Self-compassion and mental health, Emotional abuse and shaming The Psychology Behind Shaming At its core, shaming taps into a person’s sense of self-worth and social belonging. According to social comparison theory, people often evaluate themselves based on how they compare to others, particularly in social contexts (Festinger 1954). Shaming exploits this comparison by highlighting perceived flaws or failures, often making individuals feel inferior or ostracised. When individuals are shamed, they may internalise these negative evaluations, which can lead to feelings of worthlessness and isolation. Brene Brown, a prominent researcher on shame, describes shame as the intensely painful feeling or experience of believing that we are flawed and therefore unworthy of love and belonging (Brown 2006). Unlike guilt, which focuses on behaviour (“I did something bad”), shame targets the self (“I am bad”), making it a powerful and harmful emotion. Types of Shaming Shaming manifests in various forms, each with unique consequences: 1. Body Shaming Body shaming refers to the criticism or mockery of someone’s physical appearance, often based on societal beauty standards. Social media and popular culture have contributed to the rise of body shaming, particularly targeting those who do not fit conventional standards of beauty (Puhl & Heuer 2009). The psychological effects of body shaming include decreased self-esteem, body dysmorphia, and eating disorders such as anorexia and bulimia (Fairburn & Harrison 2003). 2. Online Shaming The internet has amplified the scope of shaming through online shaming, where individuals are publicly criticised or humiliated on social media platforms. Online shaming can take the form of call-out culture, where people are “called out” for perceived wrongdoings or offensive statements. While call-outs can promote accountability, they often escalate into harassment, cyberbullying, and emotional abuse (Solove 2007). Victims of online shaming frequently report experiencing anxiety, depression, and in extreme cases, suicidal ideation. 3. Parental Shaming Parental shaming occurs when parents use humiliation or embarrassment to discipline or control their children. Publicly criticising or belittling children, whether in person or online, can have detrimental effects on their self-worth and mental health. Research has shown that children who experience parental shaming are more likely to develop anxiety, depression, and issues with emotional regulation in adulthood (Hoffman 2000). Cultural and Social Contexts of Shaming Shaming is deeply ingrained in many cultures, often used as a tool to enforce societal norms. In collectivist cultures, where community and social harmony are prioritised, shaming can serve as a means of maintaining social order (Triandis 1995). Individuals who deviate from cultural norms or bring “dishonour” to their families may be publicly shamed to encourage conformity. In contrast, in individualistic cultures, personal autonomy is more valued, yet shaming still plays a role in regulating behaviour. Online shaming, particularly in Western societies, has emerged as a form of social justice, where individuals are held accountable for offensive or harmful behaviour. However, the boundary between accountability and cruelty is often blurred, leading to unintended emotional harm for those targeted (Solove 2007). The Psychological Effects of Shaming The psychological toll of shaming can be profound. Research indicates that individuals who are subjected to shame are more likely to experience mental health issues, including anxiety, depression, and low self-esteem (Tangney & Dearing 2002). Shame is also linked to social isolation, as individuals may withdraw from relationships to avoid further humiliation or rejection. In extreme cases, chronic shaming can lead to toxic shame, a deeply ingrained sense of unworthiness that can affect all aspects of a person’s life (Bradshaw 1988). Toxic shame is often associated with trauma, and individuals may turn to unhealthy coping mechanisms, such as substance abuse or self-harm, to numb the emotional pain. The Role of Compassion in Addressing Shame While shaming is often used as a tool for behavioural correction, research shows that compassion and empathy are far more effective in promoting positive change. Studies on self-compassion, a concept championed by psychologist Kristin Neff, suggest that treating oneself with kindness and understanding can reduce feelings of shame and improve mental health outcomes (Neff 2011). By fostering a culture of compassion, individuals and communities can support personal growth and accountability without resorting to shaming tactics. Conclusion Shaming, in all its forms, has far-reaching psychological and social consequences. Whether experienced online, through body criticism, or in parental relationships, the effects of shame can damage self-worth, mental health, and social connections. Understanding the negative impacts of shaming and promoting compassion and empathy as alternatives are essential steps in creating healthier, more supportive social environments. Instead of using shame as a means of control or discipline, societies should encourage constructive communication and self-compassion. References Bradshaw, J 1988, Healing the Shame That Binds You, Health Communications, Deerfield Beach, FL. Brown, B 2006, Shame Resilience Theory: A Grounded Theory Study on Women and Shame, University of Houston, Houston, TX. Fairburn, CG & Harrison, PJ 2003, ‘Eating disorders’, The Lancet, vol. 361, no. 9355, pp. 407–416. Festinger, L 1954, ‘A theory of social comparison processes’, Human Relations, vol. 7, no. 2, pp. 117–140. Hoffman, ML 2000, Empathy and Moral Development: Implications for Caring and Justice, Cambridge University Press, Cambridge. Neff, KD 2011, Self-Compassion: The Proven Power of Being Kind to Yourself, HarperCollins,