Love at a distance with Moodbug

“I could never do a long-distance relationship” your sixth form self once stated. Now at university you find yourself planning your weekend activities around your significant other’s visit and hopelessly pining after them whilst watching Netflix in bed after a day of lectures. Well you’re not alone, nearly a third of people who claim they…
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This Emotional Life

This Emotional Life is a three-part series that explores improving our social relationships, learning to cope with depression and anxiety, and becoming more positive, resilient individuals. Harvard psychologist and best-selling author of Stumbling on Happiness, Professor Daniel Gilbert, talks with experts about the latest science on what makes us “tick” and how we can find…
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Relationships are the only things that matter

For the first time, a journalist, Joshua Wolshenk, has been given access to the archives of one of the most comprehensive longitutudinal studies in history. For 72 years, researchers at Harvard have been following 268 men who entered college in the late 1930s through war, career, marriage and divorce, parenthood and grandparenthood, and old age….
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Mark Johnson on emotional education

In today’s Guardian Mark Johnson has written an article entitled Forget Sats: lesson one is a basic emotional education. It is very interesting to read Mark’s thoughts on the subject, as he school experience was difficult. He is author of Wasted, which describes his experiences growing up with violence, alcohol and drugs, often crime. Mark’s comment in the article was pointedly saying that without offering children suitable support for their emotional needs through school, we are basically excluding them from education, because children with problems cannot hope to access learning in any meaningful way. With so much debate about how to teach emotional intelligence and wellbeing in schools amongst academics, it is very interesting to hear from Mark Johnson who clearly supports this work so strongly.




“At school, these children aren’t mentally or emotionally ready for the academic learning designed for others. The curriculum races ahead of them, while their life sentence of labels begins. They are difficult, troublemakers, a problem. Then they’re excluded, hoodies, yobs. There’s an inevitability about the next label: criminal. However long their sentence, once they’ve got that label, the prejudices of others ensure they’re really lifers by instalment. And maybe they’ll add another label too: addict.

…Then we should bring in the professionals – the psychologists, therapists, counsellors and people who understand this way of working. They should teach children how to nurture themselves and each other.”