Exercise
Exercise is a widespread method for emotional regulation that works for almost everyone. Exercise has been shown to have definite cognitive effects by altering brain chemistry. Animal studies have shown that norepinephrine, a neurotransmitter involved in emotion, is altered in the frontal cortex and hippocampus after exercising. The change in norepinephrine levels in the brain due to exercise seems to have an effect on mood similar to those of antidepressants. Exercise has also been shown to help individuals deal with stress by “acting on the neurohormones that govern the stress response”. This effect on the neurohormones increases one’s threshold for stress, making the stresses of life seem more manageable.
The changes in brain chemistry due to exercise have important implications for the management of mental health disorders. In some instances, exercise has been shown to be more effective in the treatment of depression than medication. One study that analyzed longitudinal gains over a two-month period after exercising period produced results with even more positive implications for the use of exercise in emotional regulation. After this two-month period, individuals indicated they felt less emotional distress and experienced a decrease in perceived stress. An increase in the ability to control behavior was also shown, with behaviors ranging from cigarette smoking to making appointments on time, all showing improvement.
Read more about this topic: Emotional Self-regulation
Famous quotes containing the word exercise:
“They should not play life, or study it merely, while the community supports them at this expensive game, but earnestly live it from beginning to end. How could youths better learn to live than by at once trying the experiment of living? Methinks this would exercise their minds as much as mathematics.”
—Henry David Thoreau (1817–1862)
“Children in home-school conflict situations often receive a double message from their parents: “The school is the hope for your future, listen, be good and learn” and “the school is your enemy. . . .” Children who receive the “school is the enemy” message often go after the enemy—act up, undermine the teacher, undermine the school program, or otherwise exercise their veto power.”
—James P. Comer (20th century)
“The best protection parents can have against the nightmare of a daycare arrangement where someone might hurt their child is to choose a place that encourages parents to drop in at any time and that facilitates communication among parents using the program. If parents are free to drop in and if they exercise this right, it is not likely that adults in that place are behaving in ways that harm children.”
—Gwen Morgan (20th century)