Stress and Sleep - Project

My semester long project for Psych 102 - done entirely in R. 

https://drive.google.com/file/d/10gyJE_BRbPnxoryNV0D2Fv0TNSS7Z8In/view?usp=sharing


Abstract:

Existing research has demonstrated a strong correlation between stress levels and sleep quality. The current study further investigated this negative correlation between sleep and stress and in addition, examined the interaction of stress caused by the current coronavirus pandemic on sleep. As expected, the first hypothesis was met, in that stress negatively predicts sleep. The data in the study showed a strong, statistically significant relationship between stress and sleep, along with strong statistical power. The second hypothesis attempted to look at the interaction role of the COVID-19 pandemic, whereby the relationship between stress and sleep was stronger (a steeper negative slope) for participants who report that a greater degree of their stress was related to the pandemic. The data collected in the study seemed to suggest that there was a reverse main effect of the pandemic; that is to say, sleep increased as a result of the pandemic, but this was not statistically signficant. In addition, the actual interaction of the pandemic stress on sleep in the current study was also not statistically significant. Recent studies such as that by Katuna and Lau (2020), have however suggested that the relaxed schedule of the pandemic lockdown have allowed for longer sleep times though there were limits to actual sleep quality due to a lack of sleep buildup from decreased physical activity.







# Introduction

Research on stress and its impact on sleep has been ongoing for a while now and the strong negative relationship between them is well established. For instance, it has been found that insomniacs had overactive cortisol levels, which is a measure of hormonal stress; cortisol levels were especially elevated at the time of sleep onset (Vgontzas et al., 2001). To underscore the importance of sleep, lack of REM sleep which helps delete the emotional component of memory is thought to contribute to PTSD (van der Helm et al., 2011). REM sleep also serves a number of functions such as housecleaning extraneous memories accumulated during the day (Crick & Mitchenson, 1983). Given the crucial role of sleep for both forgetting and learning (Walker, 2009), the role of stress as a predictor is an important factor. The current study attempted to further confirm this negative correlation between sleep and stress.


In addition, this study also investigated the impact of stress caused by the current COVID-19 pandemic on sleep. Existing research, though recent due to the newness of the pandemic itself, is steadily growing. Unlike natural disasters like earthquakes and hurricanes, which tend to be localized events, the pandemic has been an unprecedented prolonged and ongoing stress event at a global level with the associated stresses over finances, employment, income, food insecurity, access to medical care, social isolation, as well as challenges of juggling family and work obligations (Morin & Carrier, 2020). Such intense and prolonged stress is bound to have an impact on sleep, especially, “at a time when healthy sleep is particularly important to cope adaptively with this crisis and uncertainty about the future” (Morrin & Carrier, 2020).

A September 2020 study by Katuna and Lau looked at the impact of COVID-19 from a sleep health perspective. They point to data such as that from the National Alliance on Mental Illness of New York City, which showed a 60% increase in calls relating to stress since the pandemic related lockdown was initiated.


At the same time, Katuna and Lau (2020) point to the more relaxed schedule of the lockdown which actually allows for, “longer sleep opportunities and total sleep time.” While it may not make much of an impact on those who enjoyed good sleep earlier, it may benefit those who had been sleep deprived due to the nature of their occupation and time spent in commuting. They do highlight however that there is less actual sleep pressure built up during the day due to the lack of physical activity which can limit improvements to actual sleep quality.

This study thus investigated both the main effect of stress on sleep as well as the interaction effect of stress induced by the pandemic on sleep.

Hypothesis 1: I hypothesize that people sleep less and stress predicts that.

Hypothesis 2: I hypothesize that there is an interaction, whereby the relationship between stress and sleep is stronger (a steeper negative slope), for participants who report that a greater degree of their stress is related to the COVID-19 pandemic.

# Methods

## Participants

Data was downloaded from Qualtrics survey software in the form of a .csv file and read into R to collect information on participants.

`r nrow(responsedata)` participants were recruited through Academic Prolific. Participants were limited to those living in the United States, age range from `r min(responsedata$agr)` to `r max(responsedata$agr)`, with a mean age of `r mean(responsedata$agr)` years, and standard deviation of `r sd(responsedata$agr)`. `r sum(responsedata$gdr == 1)` were female, `r sum(responsedata$gdr == 2)` were male and `r sum(responsedata$gdr == 3)` identified as non-binary or other.

## Material

Data was collected via a Qualtrics survey. The survey was intentionally kept very simple and short to encourage maximum participation.

Two existing scales were used. The first was the single item Sleep Quality Index (Snyder et al., 2018). The SQI is a 11-point likert scale and scores 0 as terrible sleep, 1-3 as poor sleep, 4-6 as fair sleep, 7-9 as good sleep and 10 as excellent sleep. In filling out the SQI, participants were asked to consider other components of sleep such as the hours of sleep, frequency of nighttime waking, ease of falling asleep, how refreshing their sleep was and, "how often they woke up earlier than they had to in the morning" (Synder et al., 2018).

Despite being a single item measure, the SQI has been found to show both validity and reliability, relative to the longer sleep questionnaires used in depression and insomnia patients (Synder et al., 2018).

The other established scale that was used was the four item Perceived Stress Scale (PSS-4) which asks for thoughts and feelings over the last month (Cohen et al., 1983). The PSS-4 uses a five-point likert scale with zero being never and four being most often. Individual line items ask, “In the last month, how often have you felt, #1 that you were unable to control the important things in your life, #2 confident about your ability to handle your personal problems, #3 that things were going your way, and #4 difficulties were piling up so high you could not overcome them" (Cohen et al., 1983). As per the scale requirements, items two and three were reverse coded, and individual scores were added up for a single score; the highest possible score of 16 indicating the maximum stress.

The PSS-4 is a well established scale that has been around for a few decades. Initially developed as a 14 item scale (PSS-14), shorter subsequent versions (PSS-10 and PSS-4) were later introduced.

An additional single item measure, "pandemic stress score;" was added to the survey in the form of a five-point likert question; namely - "How much of your stress is related to the pandemic?." The scoring was zero for "none of my stress," to four being, "all of my stress." This measure was used for lack of an existing measure as the pandemic itself is a recent global phenomena. As a result, this measure has not passed any test of validity or reliability.

The resultant survey contained a total of 8 questions, including two questions on demographics of age and gender (male, female, other).

## Procedure

This was an observational study with all data for the study collected over a twenty four hour period through Prolific Academic and with the use of the Qualtrics survey describe above.

The dependent variable in this study was sleep quality which was measured by the single item SQI.

The independent variable in this study was stress, which was measured in two ways. One was via the four item PSS-4. The second was the single item "Pandemic Stress Score," created for this survey as described above.

# Data Cleaning

Some data cleaning was required. The Qualtrics survey software automatically scores data using a 1-5 score, with 1 being the lowest score and 5 being the highest. However, the two established scales used in this study, the SQI and PSS-4, use a 0-4 score, with zero being the lowest score and four the highest. Data for all three variables was therefore adjusted by one to bring them all to a 0-4 scale. A total for the PSS-4 scale was generated after reverse-coding items two and three as per the scale instructions.

# Descriptives

## Means and Standard Deviations

Descriptive statistics for the variables are summarized and reported in the table below.


## Tests for Normality

The Shapiro-Wilk test was run on all variables to check for normality and ggplot was used to create histograms to visually check for skewness. The R output for the Shapiro-Wilk is given below.


## Test for Scale Reliability

Cronbach's Alpha was calculated for the PSS-4 scale and the R-output displayed below. Cronbach's Alpha was not calculated for the other two measures, SQI and Pandemic Stress Score, as both are single item measures.


# Data analysis Plan

R [@R-base] and Papaja [@R-papaja] were used for all the analyses.

To test the first hypothesis, a multiple regression type of analysis was run, which would indicate if stress (as measured by PSS-4) predicts sleep (SQI score).


To test the second hypothesis, a regression interaction model was run, to see if the relationship between sleep (SQI score) and stress (PSS-4) was especially strong if people reported that their stress is mainly related to COVID-19 (Pandemic Stress Score).

A power analysis was also run to check for effect size and power for this study.

## Libraries

The following libraries were used for the analyses:

## Analysis 1: Multiple Regression Interaction

The R-output of the multiple regression interaction analysis is displayed below.

## Analysis 2: Power Analysis and Effect Size

The R-output for the Power analysis is displayed below.

# Data Visualization

## Plot 1: Normalcy and Skewness of the Data Variables.

Data for all three variables was also visualized in the form of histograms below.

## Plot 2: A look at interaction

The output of the multiple regression interaction is further represented pictorally in Plot 1 below.

# Results

The pictoral visualizations of the data (the SQI sleep score, the PSS-4 score, and Pandemic Stress Score) in the form of the histograms in Plot 1 appeared to approximate normal distributions visually. The Shapiro-Wilk test had however indicated that all three variables differ from the normal. Attempts to transform the data using log or squareroot seemed to only skew the data, so no transformation was done on the data as regressions can typically handle some level of assumption violations.

Cronbach's alpha for the PSS-4 scale for this study was 0.79 which meets the acceptable threshold of 0.70 for scale reliability. This measure indicates the degree to which the set of items in the scale co-vary, relative to their sum score.

The Power analysis revealed a large effect size of 0.38 (as it above the threshold of 0.3) showing a strong relationship between the variables. The study also had strong power at 0.99, indicating that if this study was run multiple times, a statistically significant difference would be obtained 99% of the time.

Descriptive Statistics were summarized in the table in the Descriptives section. Means for the three variables PSS Score, Pandemic Stress Score and SQI score were 7.73, 1.86 and 6.53 respectively and the standard deviations 3.10, 0.91 and 6.00 respectively.

Running multiple regression interaction analysis on the data indicated that if there was no stress (PSS score or Pandemic stress score), then Sleep Quality would score at 8.89 which is ranked as "good" on the SQI scale (a score of 7 to 9 indicates good sleep quality on the SQI scale). This relationship is also evident in the Plot 2 above.

The analysis also revealed a main effect of the PSS stress score on sleep quality. That is, for every one unit increase in PSS score, the sleep quality score will decrease by 0.29. The p-value for this variable shows that there is a statistically significant relationship, such that a higher PSS score predicts lower sleep quality. The second main effect of this study seems to indicate that for every one unit increase in Pandemic stress score, the sleep quality would in fact increase by 0.29; however this relationship is not statistically significant. The model fit indicates that the PSS stress and Pandemic stress together account for 27.5% of the variation in sleep. However the interaction between PSS and Pandemic scores is not statistically significant.

# Discussion

The first hypothesis was met in that stress negatively predicts sleep. The data in the study, as is evident in Plot 2 showed a strong relationship. There is strong statistical power and effect size. The relationship between stress and sleep is a well established relationship and therefore the results were not surprising.

The second hypothesis had attempted to look at the interaction role of the stress due to the COVID-19 pandemic, whereby the relationship between stress and sleep is stronger (a steeper negative slope) for participants who report that a greater degree of their stress was related to the pandemic. While the raw data seems to suggest that there was a reverse main effect of the pandemic; that is to say, sleep increased as a result of the pandemic, this relationship was not statistically significant. Recent studies such as that by Katuna and Lau (2020), have shown that the relaxed schedule of the pandemic lockdown have in fact allowed for longer sleep times though there were limits to actual sleep quality due to a lack of sleep buildup from reduced physical exercise.

The interaction of the pandemic on sleep in the current study however was not statistically significant either. This may be due to the nature of the survey question itself, which unlike the PSS and SQI, is not a scale that has statistical validity or reliability.

A future direction would be to explore this idea further with a scale that passed tests of validity and reliability and truly measures the impact of a global ongoing pandemic specific stress on sleep versus localized stress events such as an earthquake or other natural disasters.




















Impact of Parental Training and Race on Services Negotiated at an IEP

This was an research paper written for my Psych 167AC Stigma and Prejudice Course with Prof Mendoza-Denton. 

(NOTE: The data itself is all made up - that was the point of the project but all the lit review and findings very much reflect reality of the ground situation for many families with autism)

Impact of Parental Training and Race on Services Negotiated at an IEP


With a diagnosis rate of 1:54 children, Autism Spectrum Disorder or ASD, has of late become the most rapidly diagnosed neurodevelopmental disorder. As a result, an increasing number of children are entering the special education system. While free public education for non-disabled school age children in the United States has been around for more than a century, the inclusion of disabled students is fairly recent with the 1975 Individuals with Disabilities Education Act, or IDEA (DREDF, 2014). IDEA stipulates that students be included in the public education system with related services, “if students require them in order to benefit from specially designed instruction,” (DREDF, 2014). Given that autism is a spectrum disorder and can vary widely in how it affects a specific individual, there is no uniform set of services that can be applied across the board. Thus the type and hours of services a child actually receives is negotiated at the IEP (Individual Education Plan) meetings between the school district and the parents of the child. The only redress to IEP disagreements is through mediation and lawsuits which can be intimidating for parents who enter the system with little to no knowledge of disability education.

Parallelly, Correll et al. (2002), points to societal judgements made about the Black community; that they are somehow less deserving. Goff et al. (2014) highlights racial bias in that Black children are thought to be less innocent than their White counterparts. What this racial bias translates to is substantial delays in the diagnosis of ASD for Black children, after the parents initially expressed concerns about the child’s development, despite the parents having health insurance (Costantino et al., 2020). Delays in the referral process and lack of timely ASD diagnosis often meant missing the crucial early years of services that could potentially lead to better outcomes (Dababnah et al., 2018). Non-White parents were often told that it was not ASD or given other diagnoses (Martinez et al., 2018). The 2020 Obeid et al., study further demonstrated implicit racial bias in ASD identification and stigma. In the study, White participants were more likely to diagnose Black children with conduct disorder and White children with ASD while the reverse was true for Black participants. In addition, Black parents themselves would delay in reporting ASD symptoms, mistaking it for disruptive behaviors, compared to White parents, even if the symptoms were more severe (Donohue et al., 2017).

Hypothesis: Parents who undergo IEP training will get more hours of services for their autistic child from the public school district as compared to parents who don’t, and the service hours are moderated by race, such that White parents will receive more services for their autistic child than Black parents.

Method


The sample size was 100 parents (either father or mother) of children with a clinical ASD diagnosis of elementary age, attending a special education program in the United States. 50 of the parents were Black and 50 were White. Each racial group was further divided into two groups, the experimental condition attending a one day training on special education laws, legal rights and the IEP process. The control groups did not receive this IEP training.

The study uses a 2 x 2 design. The first factor of parental training was manipulated with two levels, training or no training. The second factor of race, had two levels, Black or White. The dependent variable in this study was the number of hours per week of related services negotiated at the child’s IEP meeting between the school district and the parents following the training (or control). Related services refer to additional services on top of what is provided to all students in a special education classroom. These include 1:1 support hours, speech therapy hours, occupational therapy hours, behavioral therapy hours etc. Aggregated data for the four levels were analyzed.

Results


Descriptive statistics of aggregated (fake) data for each of the four profiles are summarized in the table below. The mean for the different profiles is also represented in graphical form below.






Discussion


The data from the study supports the hypotheses. The above graph clearly demonstrates a main effect of parental training level, such that a IEP training is positively correlated to more service hours that are negotiated with the school districts at IEP meetings, independent of race There is a second main effect of race, such that the school district provides more service hours to White children rather than Black children. In addition, as is evident by the differing slopes of the two lines representing race in the graph, there is an interaction effect or a joint effect that cannot be explained away by each main effect in isolation. Thus while parental training leads to better outcomes in terms of service hours, this effect is moderated by race, such that being White leads to better outcomes than being Black.

Though it is not designed to be so, in reality the IEP has become an exercise in skill and artful negotiation. On the one side are school districts which are historically underfunded and under-resourced so will watch every dollar that needs to be spent despite laws that insist on appropriate supports to enhance inclusion. Part of the issue is the ongoing stigma around disability itself, that it would be a waste to spend resources on kids who would not improve anyway. On the other hand are the needs of autistic children; effective and timely delivery of support services can positively impact their outcomes further on in their lives.

The results of this study are therefore not surprising. A working knowledge of and training of their child’s rights under IDEA and understanding the IEP process gives parents the confidence to act as an equal amongst the professionals, educators and other experts that dominate the IEP table. Trained parents can argue for and justify the need for services. For the same reasons, trained parents are better equipped to go to mediation or sue in order to resolve IEP disagreements.

The other main effect of race has historically been an issue across the board as discussed earlier in the introduction section, and it is not surprising that this is the case when it comes to services received by Black children than White children. Black children may be seen as less deserving of services and more so if they have a disability which already has a lot of historical stigma attached to it. So while the trained Black parent is able to obtain more services than a non-trained parent (irrespective of race), the effect is dampened by the race factor. That is to say, for the Black parents, the gap in services has not closed due to the fact of training alone.

This study has major limitations. Outcomes cannot be limited to just two factors as there can be other extraneous issues that come into play. For instance, funding for school districts is often linked to property taxes and poorer neighborhoods housing minorities may be even more resource constrained. The severity of ASD and other comorbid diagnosis and conditions have also not been factored in.

A future direction would be to further examine this interaction effect and also examine the effects of severity of ASD, and resultant outcomes in terms of services received.


References


Constantino, J. N., Abbacchi, A. M., Saulnier, C., Klaiman, C., Mandell, D. S., Yi Zhang, Hawks, Z., Bates, J., Klin, A., Shattuck, P., Molholm, S., Fitzgerald, R., Roux, A., Lowe, J. K., & Geschwind, D. H. (2020). Timing of the Diagnosis of Autism in African American Children. Pediatrics, 146(3), 1–9. https://doi.org/10.1542/peds.2019-3629

Correll, J., Park, B., Judd, C., & Wittenbrink, B. (2002). The police officer's dilemma: Using ethnicity to disambiguate potentially threatening individuals. Journal of Personality and Social Psychology, 83(6), 1314-1329.

Dababnah, S., Shaia, W. E., Campion, K., & Nichols, H. M. (2018). “We Had to Keep Pushing”: Caregivers’ Perspectives on Autism Screening and Referral Practices of Black Children in Primary Care. Intellectual & Developmental Disabilities, 56(5), 321–336. https://doi.org/10.1352/1934-9556-56.5.321

Donohue, M. R., Childs, A. W., Richards, M., & Robins, D. L. (2019). Race influences parent report of concerns about symptoms of autism spectrum disorder. Autism: The International Journal of Research & Practice, 23(1), 100.

DREDF. (2014, March 09). Individuals with Disabilities Education Act (IDEA). Retrieved from https://dredf.org/legal-advocacy/laws/individuals-with-disabilities-education-act-idea/

Goff, P., Jackson, M., Di Leone, B., Culotta, C., & DiTomasso, N. (2014). The essence of innocence: Consequences of dehumanizing Black children. Journal of Personality and Social Psychology, 106(4), 526-545.

Martinez, M., Thomas, K. C., Williams, C. S., Christian, R., Crais, E., Pretzel, R., & Hooper, S. R. (2018). Family Experiences with the Diagnosis of Autism Spectrum Disorder: System Barriers and Facilitators of Efficient Diagnosis. Journal of Autism & Developmental Disorders, 48(7), 2368–2378. https://doi.org/10.1007/s10803-018-3493-1

Obeid, R., Bisson, J. B., Cosenza, A., Harrison, A. J., James, F., Saade, S., & Gillespie-Lynch, K. (2020). Do Implicit and Explicit Racial Biases Influence Autism Identification and Stigma? An Implicit Association Test Study. Journal of Autism and Developmental Disorders, 1. https://doi.org/10.1007/s10803-020-04507-2


A work in Progress when it come to the Disability Community



“As a disabled autistic, I have often wondered about the conversations on inclusion, access and civil rights that still seem to be a work in progress when it comes to the disability community.”

-Hari Srinivasan

“This is Our Campus Too”, The Daily Californian


 

Neurodiversity in Ireland


I presented at this Neurodiversity Conference. Imagine - all the way in Ireland (virtually!)


Here is the video Recording of Event





Redefine the Table


“It is the existence of laws like the ADA that ... allows me to not just demand a seat at the table so that individuals like me can be part of the conversations around change, but question if the table itself needs to be redefined.”

-Hari Srinivasan, “Born Into the ADA”
The Daily Californian


 

Belongingness




Acceptance and Inclusion of disabled people into all walks of society is no doubt an important first step.

But what we need goes beyond inclusion. Inclusion means just existing in the same space as non disabled people.

Disabled people need to not just be included, we need belonging. Belonging is a sense of community, where you are accepted as an equal member of the group and where your life is seen as having worth.

Belongingness in society, is I think, what we all yearn for at the end of the day, whether we are disabled or not.

Starting today, let us all strive together towards Belongingness.


-Hari Srinivasan


 

Making Decisions




'
On Making Decisions about what path to take


Thoughts to mull over!!

One is something that the abolitionist, Frederick Douglass had said about education and knowledge being the key to freedom. This had struck a deep chord when I first heard it. I felt I had to go to college, not just because I loved knowledge and learning, but a college degree would also give me better access to a seat at the table. The table, that is apparently making decisions about me and my fellow autistics.

The second is a line from Robert Frost’s, Two Tramps in Mud Time. “My object in living is to unite my avocation and my vocation.” I too, truly believe that you will be happiest, if your work aligns with what you are passionate about. 

The third is that many people often end up doing something totally different than what they studied in college or imagined they would be doing. And that’s totally ok. You can act only based on your current information, you zig zag a bit, maybe loop a little too. I’ve started off with a Psych major here at UC Berkeley, but who knows what I will end up doing many years later.

-Hari Srinivasan @ ASAN - Transitions to Adulthood







 

Happy Thanksgiving

 


"In this time of a global pandemic and untidy political landscape, it is all the more important that we practice gratitude. We can, as Mother Theresa once said, be grateful for what we can give rather than for what we receive." - Hari Srinivasan

Happy Thanksgiving everyone


The importance of Gratitude

As the name suggests, Thanksgiving is a time when our minds turn towards gratitude and giving thanks. But what exactly is gratitude. The 18th century philosopher and economist, Adam Smith, had deemed Gratitude as the Social Glue of economic culture.


In her book, The How of Happiness, American psychologist, Sonja Lyubomirsky lists “Expressing Gratitude” as Happiness Activity No 1. She says most people associate gratitude with saying thanks to someone but gratitude is actually much more - wonder, appreciation, looking at the bright side, fathoming abundance, counting blessings, present-oriented, not taking things for granted, coping and counting blessings.


In an article for the Greater Good Science Center at UC Berkeley, Robert Emmons, the world leading researcher on gratitude, explains that there are two components to gratitude. The first is affirmation of goodness. Life is undoubtedly filled with both good and bad moments. “But when we look at life as a whole, gratitude encourages us to identify some amount of goodness in our life.”


The second component of Gratitude according to Emmons is figuring out the source of goodness. It is be a humbling experience as we focus not just on our pride in personal accomplishments but acknowledge the dependence on others, even higher powers, that “gave us many gifts, big and small, to help us achieve the goodness in our lives”


Emmons goes on to explain that the benefits of gratitude span the physical, psychological and social realms. It magnifies positive emotions, blocks negative emotions, makes you more stress resistant and have a higher sense of self-worth. But what is most striking according to Emmons, are the social “relationship-strengthening” benefits. Various studies have demonstrated that people who practice gratitude are more helpful and compassionate towards others. He also urges us to think outside the box when it comes to what is gratitude. We can as Mother Theresa had once said, be grateful for what we can give rather than for what we receive.


Emmons points out that practicing gratitude is not easy as it can mean we feel we are less in control or that we are giving away credit due to us to others. He suggests two simple activities to get started.

A gratitude journal listing just five things once a week.

Count your blessings on a regular basis, maybe once a day

In a 2015 article by psychologist Juliana Brieines for The Greater Good Science Center adds further practises.

Mental Subtraction of Positive Events, that is, not taking things for granted. Consider the positive events in your life and imagine what your life would have been like without them.


A Savoring Walk once a week by yourself, where you “pay close attention to as many positive sights, sounds, smells, or other sensations as you can.”


This Thanksgiving, let us see what the NeuroNav team is grateful for

Hari: I’m constantly grateful to the various people at different points in my life who have supported me in many ways. I’m grateful to God, for my talents and my intelligence which was not something taught or learned during my many years in special education. I’m grateful to everyone at UC Berkeley for providing a supportive environment that helps me pursue my desire for a college education, an aspiration that cannot be taken for granted for people with significant disabilities like me. I’m grateful to my family for their never give up attitude towards me and especially in this time of covid which has been difficult for me. And I’m grateful that I too am able to contribute back to society in whatever small way I can.

Sabrina - This year I am grateful for my family, including my new husband. They have always been such a huge anchoring force in my life, and they have been that and more in these unpredictable times. And while it’s been hard not to see many of them in person, our weekly Zoom calls have become my favorite weekend activity, and one that I hope we will continue even as things find their way back to “normal.”

Emma - I am most grateful for the health of my family, especially my father who works at a hospital as a physician. I am also grateful for my husky who keeps me smiling :)


Nick - Even though I could not have expected how this year has turned out, I am very grateful for the friends and family I hold near and dear to my heart. They have supported me in the ups and downs of this time and I love them very much.

Rachel - I am grateful for new opportunities and the great people in my life.

Katie - I’m grateful for my friends, family, and my health. In a time that could be very isolating (and has been for many), I’ve been able to stay connected (virtually and socially distanced) to the people who I care most about. I think that has really helped me stay sane (ish!) throughout the pandemic.


Full Article here: https://www.neuronav.org/post/the-importance-of-gratitude