Writing for ‘The Conversation’ from Australia, Nikolaj Travica comments that a staggering number of people suffer from an anxiety-related condition, with the largest increasing number being in the 15 – 24 age group.

The growing field of nutritional psychiatry focuses on the effects of foods and drinks on our mental health. Despite water constituting 60–80% of our bodies, it is often overlooked as a significant nutrient.  In fact, the evidence shows water and hydration can play a role in preventing and managing the symptoms of anxiety.

While we know how important it is to drink water on a hot day to replenish supplies in our body, we might not be aware that we nourish our brains as well when we drink water.

 Several years ago, a group of researchers undertook a review that focused on the various ways hydration impacts health. The results were promising. 

Overall, negative emotions such as anger, hostility, confusion and tension as well as fatigue were found to increase with dehydration. One trial induced mild dehydration and found increased reports of tension or anxiety and fatigue in participants. 

Researchers have also found people who usually drink lots of water feel less calm, less content, and more tense when their water intake drops. When researchers increased the participants’ water intake, people in the study felt more happiness, no matter how much water they normally drank. 

Another large study found people who drink five cups or more of water per day were at lower risk of depression and anxiety. In comparison, drinking less than two cups per day doubles the risk. This link was less noticeable for anxiety alone (although feelings of depression and anxiety often influence each other). 

More recently, researchers found water with electrolytes may prevent anxiety more than plain water, but it was noted that the placebo effect may explain this connection as study participants were aware when they were given the electrolyte drink. Dehydration might also affect how well we sleep. Poor sleep can exacerbate feelings of anxiety.

The link between dehydration and anxiety is also observed in children, who are a group at risk of dehydration.

Water and the brain

Almost every bodily function relies on water. Because 75% of brain tissue is water, dehydration reduces energy production in the brain and can change brain structure, causing the brain to slow down and not function properly. If water levels are too low, the brain shows signs of working harder to complete tasks. 

Our cells recognize a state of dehydration as a threat to survival, leading to a state of anxiety. Serotonin is a neurotransmitter (a chemical messenger between brain cells) that stabilizes our mood and regulates emotions. During dehydration, we struggle to get the chemicals required to produce serotonin into our brain. 

Being just half a litre dehydrated may also increase the stress hormone cortisol, which has been associated with a range of mental disorders, including anxiety.

So, based on what is currently known and emerging evidence, there is plenty of reason to make sure you and the children in your care drink sufficient water. 

It is, however, important to note there are a wide range of factors that affect an individual’s level of anxiety. No single thing is likely to be responsible for completely resolving those feelings. This is particularly true in adults and children who experience significant anxiety, where simply drinking more water is unlikely to be helpful on its own.

 

 

 

Martin Doherty, writing for The Conversation, says that at the age of about four, children reach important milestones in brain development.

One of these is a huge improvement in understanding others’ thoughts and feelings. This is the start of empathy.  Another is in spatial thinking—understanding how objects are positioned and related. This is the beginning of the ability to read maps.

Martin and his colleague, Catherine Sayer, conducted a study with 175 two to five-year-olds to explore how children are able to use scale models to figure out where something is in the real world. At about four, children are able to use a scale model of a room to work out where something is. We thought that this might result from children’s understanding of how one thing can represent something else. But we actually found that four-year-olds’ ability to use scale models came from their spatial abilities.

At the same age, children start to understand that someone’s behaviour is due to what that person believes, not necessarily what is really the case. This has interesting consequences.

If you’ve played hide-and-seek with young children, you may have noticed that they aren’t always very good at it. They love the ritual of looking in all the wrong places first, but beforehand they may tell you where they are going to hide, hide in the same place every time, or not be especially hidden.

After their fourth birthday, they get much better at hide and seek. They understand that the seeker looks in the wrong places because they don’t know where the hider is.

At about three to four children also start to tell lies. They realize they can make someone believe something that isn’t true.

Understanding symbols

Martin’s earlier research with fellow psychologist Josef Perner suggests that four-year-olds don’t just start to understand how others’ minds work. Figuring this out is part of the development of an understanding of “representation”—that symbols, like thoughts, words, or pictures, can be used to stand for something else.

Children start to think about how words relate to objects. This means, for instance, knowing that “animal” can refer to something you already have a name for, such as “rabbit”. This might help children learn the new word.

Their ability to use a understand the components of pictures also improves around this age. Very young children use a lot of trial and error to complete a jigsaw, picking up random pieces to see if they fit. By the time they are about four years old, they start to use the picture as a guide, trying to connect lines and match bits of colour, while checking the guide picture on the box lid.

Developmental experiments

Another ability children develop at around four is using scale models. A classic set of developmental experiments involved a model of a regular household room. The real room had typical furniture—sofa, table, cupboard and so on—and the model had miniature versions laid out in the same way.

Children were shown where something was hidden in the model and told to find an object hidden in “the same place” in the room. Children of around four can find the object using the identical layouts. If shown a sticker under a particular chair in the model room, for example, they can go straight to the “same” chair in the other room. This is the fundamental understanding required to read maps.

Adults see scale models and maps as representations. Maps represent a town or a country. A scale model of, say, the Eiffel Tower represents the real thing. At first, Martin suspected children’s ability to use scale models is more evidence of understanding representation at this age.

He was wrong. Instead, the researchers found that this ability is based on a development in children’s spatial abilities that also occurs at about four. This is the ability to think about spaces and where objects are within them. Spatial abilities help with maths skills, and good spatial ability is linked to an interest in science, technology, engineering and mathematics.

Their experiment was simple. They compared the model room task with a test of understanding how representation works. The two abilities develop around the same age, but they found they were not related. Children who could do one task couldn’t necessarily do the other.

They also had a test of purely spatial ability. Children who passed the model room task also passed the spatial task. So it looks like the model room task relied on children‘s spatial thinking.

They don’t yet know why two important but apparently unrelated abilities arise at the same time. Perhaps it’s related to changes in the growing brain at this  interesting age.

Provided by The Conversation

Image supplied by Freepik.