Here are some phrases that are commonly used to gaslight someone:

You’re overthinking this

You’re too sensitive

You’re making this all up

You’re being too emotional

You’re exaggerating

You’re being paranoid

These phrases are used to make you doubt your own sanity and suggest that you are overreacting to a situation.

If you are being gaslighted, the best way to respond is to remain calm and factual. Keep a record of the conversations and evidence so that you can prove that you are not crazy. Remember, you are not the one who is crazy; your abuser is. You can also contact a support group or therapy to get help rebuilding your life.

The post Gaslighting Phrases and How To Respond To Gaslighters appeared first on The Edvocate.

1. Minimize the emphasis on competition. Repeated failure and frustration may cause the learner to take part in nervous habits.

2. Urge the learner to practice self-control learning activities designed to let them gain composure before continuing a learning experience (e.g., placing hands on desk, sitting with feet on the floor, making eye contact with the instructor, etc.).

3. Move materials used for tactile stimulation (e.g., pens, paper clips, loose change, etc.) away from the learner’s reach.

4. Draft an agreement with the learner stipulating what behavior is required (e.g., not engaging in nervous habits) and which reinforcement will be implemented when the agreement has been met.

5. Assess the appropriateness of the task to ascertain (a) if the task is too easy, (b) if the task is too complicated, and (c) if the duration of time scheduled to finish the task is sufficient.

6. Teach the learner to use techniques such as crossing their arms and legs, clinching their fists, and webbing their hands when they are engaging in nervous habits.

7. Organize their surroundings so the learner does not have time to take part in nervous habits.

8. Minimize stimuli that may cause the learner to take part in nervous habits (e.g., noise, movement, etc.).

9. Make the appropriate adjustments in their surroundings to prevent the learner from experiencing stress, frustration, nervousness, etc.

10. Find the situations in which the learner is likely to take part in nervous habits. After you have identified these situations, think of ways to minimize their occurrences.

11. Teach the learner to pay attention to the source of information by keeping eye contact, keeping hands free from other learning materials, and reducing other nervous habits.

12. Talk regularly with the learner to lessen nervous behavior.

13. Select a peer tutor to work directly with the learner to prevent stress, frustration, anxiety, etc.

14. Minimize situations that may contribute to nervous behavior (e.g., testing situations, timed learning activities, competition, etc.).

15. Consider using an adaptive behavior management app. Click here to view a list of apps that we recommend.

16. Click here to learn about six bonus strategies for challenging problem behaviors and mastering classroom management.

17. Consider using a socio-emotional learning app. Click here to view a list of apps that we recommend.

18. Consider using an emotional intelligence app. Click here to view a list of apps that we recommend.

19. Consider using a school counseling app. Click here to view a list of apps that we recommend.

The post 19 Hacks to Help Students Who Suffer From Anxiety appeared first on The Edvocate.

1. Connect with parents (e.g., notes home, phone calls, etc.) to disseminate information about the learner’s progress. The parents may reinforce the learner at home for not engaging in nervous habits at school.

2. Maintain a calm/pleasant atmosphere.

3. Let the learner squeeze a tennis ball or rolled up towel to decrease engaging in nervous habits.

4. Let the learner take a break to regroup when they are becoming nervous.

5. Refrain from a discussion of topics that are sensitive to the learner (e.g., divorce, death, unemployment, alcoholism, etc.).

6. Provide a full schedule of learning activities. Keeping the learner occupied should prevent the learner from engaging in nervous habits.

7. Allow the learner some physical learning experience while performing tasks.

8. Give the learner an alternate learning experience designed to result in productive behavior (e.g., drawing, cutting, using a calculator, working with a peer, etc.).

9. Urge the learner to create an understanding of themselves and those around him/her. Urge the learner to periodically step back and ask themselves, “Am I fidgeting and being overactive?”

10. Teach behaviors that promote self-control. Let the learner gain their composure before continuing a learning experience (e.g., placing hands on desk, sitting with feet on the floor, making eye contact with the person who is talking, etc.).

11. Praise the learner for demonstrating appropriate behavior: (a) give the learner a concrete reward (e.g., classroom privileges, passing out learning materials, 10 minutes of free time, etc.) or (b) give the learner an informal reward (e.g., praise, handshake, smile, etc.).

12. Praise the learner for demonstrating appropriate academic/social behavior based on the duration of time they can be successful. As the learner shows success, slowly increase the duration of time required for reinforcement.

13. Let the learner keep a tiny object in their pocket that is appropriate to handle at all times and would not disturb others (e.g., foam, rubber, or fabric ball; buckeye; worry stone; etc.).

14. Get the learner to create an understanding of the consequences of their behavior by writing down or talking through problems that may happen due to their nervous habits (e.g., perceived as unmannerly, avoided, etc.).

15. Attempt several groupings in the classroom to ascertain the situation in which the learner is most comfortable.

16. Consider using an adaptive behavior management app. Click here to view a list of apps that we recommend.

17. Click here to learn about six bonus strategies for challenging problem behaviors and mastering classroom management.

18. Consider using a socio-emotional learning app. Click here to view a list of apps that we recommend.

19. Consider using an emotional intelligence app. Click here to view a list of apps that we recommend.

20. Consider using a school counseling app. Click here to view a list of apps that we recommend.

The post 20 Strategies to Help Students Who Suffer From Anxiety appeared first on The Edvocate.

1. Connect with parents, agencies, or appropriate parties to tell them about the problem, identify the cause of the problem, and discuss potential solutions to the problem.

2. Give a drug information program for the individual learner, the class, or the learner body.

3. Give information on penalties for possession or use of alcohol and drugs at school.

4. Include the learner in extracurricular learning activities to help them create appropriate interests.

5. Identify individuals the learner may contact about their concerns (e.g., guidance counselor, school nurse, social worker, school psychologist, etc.).

6. Convey concerns to the administration and seek a referral to an agency for investigation of alcohol or drug abuse.

7. Urge the learner to become involved in athletic or extracurricular learning activities.

8. Designate the learner learning activities that would require interactions with a respected role model (e.g., older learner, high school learner, college learner, community leader, someone held in esteem, etc.).

9. Give the learner intelligent, accurate information about drugs and alcohol rather than using sensationalized scare tactics.

10. Give the learner many chances for social and academic success.

11. Urge the learner to excel in a particular area of interest (e.g., give information for the learner; give personal and professional support; sponsor the learner; etc.).

12. Provide frequent contact with the learner during school hours (e.g., follow up on details of earlier communications, etc.).

13. Lead and direct the learner. Do not lecture and make requirements.

14. Keep anecdotal records of the learner’s behavior to track and monitor changes in behavior.

15. On occasions where logical consequences from peers happen (e.g., criticism, loss of friendship, etc.) because of the use of drugs or alcohol at school, bring the consequences to the learner’s attention.

16. Urge the learner’s parents to be positive and compassionate with the learner as opposed to being negative and menacing.

17. Be a resource for parents by providing information on agencies, counseling programs, etc.

18. Teach the learner to be happy with their personal best effort rather than perfection.

19. Consider using a classroom management app. Click here to view a list of apps that we recommend.

20. Consider using an adaptive behavior management app. Click here to view a list of apps that we recommend.

20. Consider using Alexa to help the student learn to behave appropriately. Click here to read an article that we wrote on the subject.

22. Click here to learn about six bonus strategies for challenging problem behaviors and mastering classroom management.

23. Consider using a socio-emotional learning app. Click here to view a list of apps that we recommend.

24. Consider using an emotional intelligence app. Click here to view a list of apps that we recommend.

25. Consider using a school counseling app. Click here to view a list of apps that we recommend.

The post 25 Strategies to Help Students Who Abuse Drugs or Alcohol appeared first on The Edvocate.

1. Assess the appropriateness of the task concerning the learner’s capacity and ability to perform the task successfully.

2. Select a peer to escort the learner when going to and from school to monitor and urge appropriate behavior.

3. Escort the learner when going to and from school to teach the learner appropriate behavior (e.g., using sidewalks, crossing at crosswalks, taking the most direct route, boarding the bus, sitting quietly, remaining seated, leaving the bus, etc.).

4. Designate the learner duties to perform when going to and from school (e.g., act as the bus driver’s assistant to monitor behavior, escort a younger peer to and from school, pick up trash on the way to and from school, etc.).

5. Urge the learner to report problems that happen while going to and from school (e.g., being bullied, approached by strangers, teased by other students, etc.).

6. Let logical consequences happen if the learner fails to demonstrate appropriate behavior when going to and from school (e.g., parents will have to give transportation and/or supervision).

7. Make sure the learner is seated near the bus driver to prevent unacceptable behavior when riding the bus to and from school.

8. Create a behavioral agreement with the bus driver and the learner for appropriate behavior on the bus while riding to and from school.

9. Get “block parents” to monitor the learner’s behavior when going to and from school.

10. Prior to the learner leaving the school, make sure that they know the rules about walking to and from school (e.g., walk on the sidewalk, walk nicely with friends, etc.).

11. Create rules for appropriate behavior when going to and from school: • Sit quietly on the bus. • Remain seated on the bus. • Utilize a quiet voice while on the bus. • Take the most direct route when walking to and from school. • Utilize sidewalks. • Follow up crossing rules at crosswalks. • Refrain from fighting on the way to and from school. Examine rules often. Praise students for following the rules.

12. Get the learner to question any directions, explanations, or instructions they do not understand.

13. Select a peer to model appropriate behavior going to and from school for the learner.

14. Connect with parents (e.g., notes home, phone calls, etc.) to disseminate information about the learner’s progress. The parents may reinforce the learner at home for demonstrating appropriate behavior when going to and from school.

15. Draft an agreement with the learner stipulating what behavior is required (e.g., sitting quietly on the bus) and which reinforcement will be implemented when the agreement has been met.

16. Praise the learner for demonstrating appropriate behavior going to and from school based on the number of times the learner can be successful. As the learner shows success, slowly increase the number of times required for reinforcement.

17. Praise those students in the classroom who demonstrate appropriate behavior going to and from school.

18. Converse with the learner to explain (a) what the learner is doing wrong (e.g., fighting on the bus, taking an indirect route to and from school, etc.) and (b) what the learner should be doing (e.g., sitting quietly on the bus, taking the most direct route to and from school, etc.).

19. Praise the learner for demonstrating appropriate behavior going to and from school: (a) give the learner a concrete reward (e.g., privileges such as leading the line, handing out learning materials, 10 minutes of free time, etc.) or (b) give the learner an informal reward (e.g., praise, handshake, smile, etc.).

20. Consider using a classroom management app. Click here to view a list of apps that we recommend.

21. Consider using an adaptive behavior management app. Click here to view a list of apps that we recommend.

22. Consider using Alexa to help the student learn to behave appropriately. Click here to read an article that we wrote on the subject.

23. Click here to learn about six bonus strategies for challenging problem behaviors and mastering classroom management.

The post 23 Strategies to Help Students Who Show Unacceptable Behavior Going to and from School appeared first on The Edvocate.

1. Praise those students in the classroom who demonstrate appropriate behavior.

2. Stop situations in which peers contribute to the learner’s nervous behaviors.

3. Assess the degree of task difficulty to ascertain whether the learner will require additional information, time, assistance, etc., to avoid becoming frustrated and engaging in nervous habits.

4. Talk with the learner to explain(a) what they are doing wrong (e.g., chewing on pencil, nail-biting, twirling objects, etc.) and (b) what they must be doing (e.g., practicing self-control, working on the task, performing duties, etc.).

5. Teach the learner ways to gain self-control (e.g., count to 10, walk away, talk with someone, etc.).

6. Take the learner away from the learning experience when they engage in nervous habits.

7. Give the learner a high interest learning experience they prefer.

8. Talk regularly with the learner to keep their involvement in class tasks.

9. Urge the learner to take part in quiet, calming learning activities (e.g., listen to music, read, etc.) when feeling restless and engaging in nervous behaviors.

10. Urge the learner to avoid ingesting any substance (e.g., drugs, alcohol, cold remedies, etc.) that might further alter their capacity and ability to keep self-control.

11. Give the learner many chances for social and academic success.

12. Show the learner the need to create self-monitoring skills to decrease nervous habits.

13. Urge the learner to lessen nervous behaviors such as nail-biting, knuckle-cracking, or chewing their lip/cheek by replacing them with a competing behavior (e.g., clench their fists together to avoid cracking their knuckles, suck on hard candy instead of chewing their lip/cheek, etc.).

14. Move out of their surroundings any object that may be used by the learner to take part in nervous habits (e.g., pencils, pens, rubber bands, paper clips, etc.).

15. Give the learner a predetermined signal when they engage in nervous habits.

16. Consider using an adaptive behavior management app. Click here to view a list of apps that we recommend.

17. Click here to learn about six bonus strategies for challenging problem behaviors and mastering classroom management.

18. Consider using a socio-emotional learning app. Click here to view a list of apps that we recommend.

19. Consider using an emotional intelligence app. Click here to view a list of apps that we recommend.

20. Consider using a school counseling app. Click here to view a list of apps that we recommend.

The post 20 Ways to Support Students Who Suffer From Anxiety appeared first on The Edvocate.

Conversational styles vary for each person. Extroverts, for instance, can eventually start a conversation no matter where they are planted. Introverts, on the other hand, may cringe in situations where they are compelled to initiate the conversation. Those who are somewhere in the introversion-extroversion dimension would have their shining moments and not-so-great moments, depending on the situation.

The secret to success in initiating and sustaining conversations is to find common ground or points of interest with the people you are with, and knowing how much of ourselves can be disclosed, practice empathy and consider tact at all times.

Starting off with small talks. Carl Rogers, in the 1970s, made a significant contribution to counseling and clinical psychology. He imparted the best people-centered approach to therapy which involves ways to best listen, reflect on clients’ feelings, and channel reflections into insights that can promote change. This technique can come in handy for you to initiate meaningful conversations with random social companions.

So here are the ways to wing conversations.

1. Listen.

It pays to listen. When you do, you can get points for what the person says, which can be an excellent follow-through to keep the conversation going. Start with a question or a nice comment to ease the person into speaking to you. Avoid filling the dead air with chatters about yourself first. Listen first, then talk second.

2. Use empathic reflecting skills.

Another Rogerian move in communication is to rephrase or restate what you heard from the person you are speaking with. This is an excellent way to show that you are listening and mindful of what they say. It sends a message that you’re interested in what they have to say.

3. Turn on your nonverbal detectors.

Rogers is also keen on the body language of his clients. You can also see the person’s feelings instead of focusing on what you feel. If you see indications that the person is uncomfortable with where the conversation is heading, you can consider shifting topics. Not all people like debates and heated issues like religion, sex, and politics, and some enjoy topics on current events. Bodily cues can help you with posture, eye contact, and hand movements.

4. Avoid snap judgments.

Listen without prejudice. When you listen, restate, and observe bodily cues, you can avoid being judgmental of what you hear. Opinions are not to be imposed, nor should they be debated. So listening is the key to preventing snap judgments.

5. Be an online detective or behavioral profiler.

Not that you will be a stalker, but it can help if you know a bit about the interest of the one you will be speaking to. For instance, in interviews, you obviously need to be well-informed about the company you are applying in and the interviewer’s profile. You can also have your friend tell you more about the person they are about to introduce to you before the gathering. Knowing a little bit of their history can be an excellent reference to start topics of conversation.

6. Don’t assume people will agree with you.

Not all the time, “assumed similarity bias” is valid for all conversation settings. Debates can be enjoyable as well as long as you are not imposing. Do not assume that people will agree with everything you say.

7. Try to learn from each interaction with a new person.

Conversations are opportunities to learn something new. Being a good listener allows you to be that kind of learner. People can have more experience than you in some fields, and the same goes for you. Learn to listen to each other and be keen on what they can impart to you. This will broaden your perspectives, expand your horizons about religion and culture, and eventually, their insights can help you become a good conversationalist.

8. Stay on top of the news.

Being a netizen includes being aware of what is happening around you. Current events are good topics to start conversations with. These topics do not only dwell on the heavy stuff. You can also go from songs, entertainment news, stocks, and other lifestyle topics.

9. Know when not to talk.

Feel the situation if it is still okay to talk. There are instances when the person you’re beside on a long plane ride wants to sleep first or is not feeling well. Be on the lookout for non-verbal cues to know if talking is okay at that time; otherwise, better if you set aside talking for now.

10. Don’t overshare.

The right amount of disclosure about oneself can go a long way. You do not need to overshare about your life. Be on guard of your private life and secrets because this will spread like wildfire without you knowing it. Stranger danger! Besides, you do not want to put the person in an uncomfortable position while you tell about your family disputes, love affairs, and medical condition. Oversharing also bores people. Too much information is not an excellent way to sustain conversations.

The post How to Initiate Meaningful Conversations appeared first on The Edvocate.

Let us dive into the term ego.

Ego is a Latin word that means “I.” Sigmund Freud used the term ego in his psychoanalytic theory, along with the id and superego. In context, the ego is still the “I” that consciously does the decision-making part. Henceforth, the ego refers to the self. Most terms that include the word “ego” describe processes and reactions that involve the self.

For instance, egoism means acting upon own self-interest. A person who does this is considered egoistic. Egocentrism is perceiving the world from a personal vantage point. This occurs when we consider our perspective and choose to process information based solely on our personal frame of reference.

Another ego word is egotism. Egotism is being biased with the way a person perceives and evaluates oneself rather than being objective. An egoistical person sees themself to be always right.

Egoic is another term that is broader than the other terms. This means on the ego. Actions, thoughts, emotions, and motives result from the “I”’s reactions to things. The egoic tends to be self-absorbed, and they think everything is about them.

Hypo-egoic is a term used to describe people who do things that do not involve much ego. When the person is just going with the flow or is engrossed in a task, the “I” is ebbed or non-dominant. The responses are automatic, meaning no conscious thought about oneself, not too concerned if the implications will affect them or not.

Egotistical people may be egoic, but it does not follow that being egoic has anything to do with being egotistical. For instance, a person who is too self-critical can also be considered egoic. Being hard on oneself and having low self-esteem is an egoic thing.

These ego terms may be confusing, but they are interesting to study. They make us see how we think and act and understand how we operate.

The post Ego and its Different Meanings appeared first on The Edvocate.

Anxious thoughts must be overcome; however, repressing or ignoring them will not help either. When not dealt with accordingly, they will intensify, making it more challenging to manage and, in turn, may compromise your relationships and your efficacy and hinder you from finding joy in your actions.

Here are some great ways to help manage your stress and anxiety and move forward.

1. Attempt Cognitive Distancing

Cognitive distancing recognizes thoughts and emotions as part of reality but not reality itself. They are just guesses rather than facts. The thoughts do not dictate your actions. Sit comfortably on your chair. Then recognize each thought as words like, “I am having a thought of…”.

2. Try Cognitive De-Fusion

Treat each thought as data that is just passing through your head rather than considering them as facts. Let these thoughts come and go in your head. You are leading your heart rather than it is leading you. This will make you become a proactive thinker.

3. Practice Mindfulness

Observe your thoughts. Do not react right away. Think of every thought as clouds floating by. Do not try to predict or connect to your thinking. Do this by breathing in and out while you visualize the idea passing along.

4. Focus on Direct Experience

Your mind is a storage of memories. Sometimes, your mind feeds you negative past experiences.

Try to think of the present moment. Be in the moment to avoid premeditating things based on your past. Open yourself to whatever will happen and be proactive rather than reactive.

5. Label Things

Label the type of thought your mind is having. Do not go into its content. While your eyes are closed, watch your thought. If you see this thought of judging, you say, “This is judging.” Or, if it is a worry, label it as worrying. This exercise allows you to shift your attention from the literal content. It helps you see how you think about things.

6. Stay in the Present

Do not dwell on your past experiences. You can now make the right decisions and do not be hard on yourself for failing in the past. Your present is where you are right now; learn to think about those things. Think of the things surrounding you now. Appreciate what you see and be grateful for what you have. While in your thoughts, think about those things.

7. Broaden Your View

When your mind is stuck with a threatening aspect of the situation, breathe and think about the broader part of the situation. Think of the anxiety would be as relevant 5 years from now. If not, then it is time to let go of the thought. Ease up, and do not worry.

8. Get Up and Get Going

Once you start getting lost in thoughts and focus only on your anxiety, stop and choose to do something else. Worrying will not help you solve your worries. Doing something else will help recalibrate your mind. Afterward, get back on your seat and see that you have already gained a different perspective.

9. Decide Whether a Thought Is Helpful

Once you have labeled your thoughts, try to decide if that thought is worth holding on to. If not, then let it go. Even for thoughts that are considered true, try not to dwell on them. Let go of negative thoughts that will stop you from doing what you know you’re good at. Stop anticipating and predicting things.

The post Calming Your Anxious Mind appeared first on The Edvocate.

How to Read People

Our body reacts to different stimuli, not just for protection. It also does certain movements and mannerisms in situations like when we are nervous, we tap our foot, or shake our leg when we are bored or thinking deeply. Or, when we see the teacher crossing arms, we perceive it to be strict and angry. Averted stares convey a message too. Breathing patterns also may help us indicate how the person is feeling as well. Our body language can also send messages too. Hence when we become aware of our actions, we can learn to control them and become skilled in reading other people.

How can I start learning to read body language?

Facial expressions can be a great place to start. Glances, arching eyebrows, and smiles can indicate that the person is welcoming. If they are seated close to you or if they keep on fidgeting can also send messages too.

How can we tell if someone is attracted to you?

Smiles, eye contact, friendly gestures like a light hand on your shoulder, and light push during an exchange of laughter can be good signs of attraction. When a person is leaning toward you or repeatedly touches your arm can also be indicated that the person is into you.

What is mirroring?

Mirroring is a common form of body language wherein the person mimics someone’s mannerisms and gestures. A person can build rapport when they mirror or imitate others. Interestingly, this body language is mostly done unconsciously.

Is mirroring used in persuasion?

Salespeople use this technique to convince others to buy their products. This is because when you mirror, you pay close attention to the other person, which is a good thing to do when you are in a conversation. When you listen, observe, and then mimic, you will yield positive responses.

Is mirroring a sign of attraction?

People in a relationship are seen to have similar word expressions, mannerisms, and actions because they mimic one another. This only happens when people really like each other and have spent time together.

What does a tilted head convey?

A tilted head may indicate sincerity. This is true with babies. A person who tilts their head as they interact relaxes the baby. With people are in love, they usually tilt their heads as a sign of vulnerability, trust, and sincerity.

How do your eyes express emotion?

The eyes are indeed the window to the soul. You can tell a lot by looking at a person in the eye. When a person covers their eyes, they might be worried or frustrated. When they roll their eyes, they find the comment annoying or a waste of their time. Blinking can also be an indicator of embarrassment. And of course, the astonished, surprised, or scared feeling can be seen in a person when they open their eyes wide.

What does touching your neck mean?

A person feels pacified when they stroke their neck. That is why rubbing is suggested when the child feels sick or tense. In fact, rubbing the fleshy area under our chin helps in lowering our heart rate because of its calming effect.

What do different hand gestures mean?

The hands go along when the person speaks. A person feels confident when the spaces between their fingers grow. Hands rubbing consistently may convey nervousness and stress.

What is conveyed with a light touch?

Light touch may mean differently in many cultures. For instance, a slight touch on the arm indicates trust. The British and the Americans would hardly touch, while the French and the Puerto Ricans freely touched while interacting. Light touches also tell the other to feel comfortable and to loosen up.

What can crossing your leg indicate?

Crossing your leg while standing is a good way to tell the person that you are interested in what they have to say. This will help the other person feel comfortable opening up with you.

How do you show that you are neutral about something?

A steady stare seated with hands on the lap may be a good way to convey that you are feeling neutral about something.

What is the right way to shake hands?

A firm handshake while making eye contact with a smile is a good way to shake hands and make others feel welcome and valued. Do not squeeze it; just the right kind of grip is enough.

How can we misinterpret body language?

Body language and gestures can mean a lot of things. Crossed arms, for instance, can mean anxiety or authority for some. Some may feel intimidated when they see someone crossing their arms, while others do it because they are feeling insecure. Some may interpret it as a refusal to cooperate.

Do all non-verbal behaviors serve a purpose?

Most of the time, yes, they do. Self-soothing gestures and freeze responses done by primates are made by instinct to cope or interact with a given stimulus. Touch can tell a lot; in fact, even the blind engage with them. Teachers in early childhood are trained to spot non-verbal cues from young kids to know what they want to say or how they are feeling since some kids are still growing in their speaking skills.

What do the shoulders convey?

Roman and Greek males display dominance, strength, and vitality with their wide shoulders and narrow hips. Nowadays, holding each other’s shoulders indicate camaraderie.

How can you tell if someone is in distress?

Extreme stress can be shown in the way a person sits or in the body positions they do. Fetal positions, rocking back ad forth, and freezing in place are examples of reserved behaviors. Facial expressions also may indicate distress, like lip sucking and purses.

Why can’t I hide how I’m feeling?

Our brain processes our feelings and body movements. The brain’s limbic system processes our emotions, thoughts, and intentions, and then our body manifests them. Reactions may be expressed verbally, but more often than not, our body is capable of revealing how we feel.

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