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17 Totally Normal Things to Feel Right Now, According to Therapists

By Anna Borges

In every virtual therapy session I’ve had since the new coronavirus crisis upended my life, I’ve opened with some iteration of, “I don’t even know what to talk about today. I’m feeling 6 million different things.” Each new session, I bring with me the baggage of a week that felt like a year. How can I decide between talking about how lonely I feel in isolation and how stressed I am about my family and how guilty I feel about falling behind at work and how hopeless I feel about American politics and…well, you get the idea.

On top of my sheer amount of feelings, I also often find myself dissecting them: Is it normal that I’m feeling X? Does it make me a bad person to think Y? Luckily, my therapist always assures me not only that my feelings are valid, but that she’s hearing similar sentiments from other clients right now too. And though knowing my feelings are kind of universal doesn’t solve my problems, there is some comfort in knowing that other people are also going through it.

Because I didn’t want to keep that revelation confined to my own therapy sessions, I asked therapists and other mental health professionals (over the phone and via email) what feelings and worries are coming up a lot in their sessions with clients right now. If you’re dealing with any of the following emotional experiences, more people than you might think can probably relate—and it is 100% valid.

1. You’re burned out.

If you’re currently sheltering in place and not, say, working a demanding job as an essential worker, you might not have considered the possibility of burnout right now. But even for those of us in a relatively safe position, burnout is a natural consequence of the pandemic. “Burnout is the result of pouring more energy out than you’re taking in,” Ryan Howes , Ph.D., tells SELF.

Think about it: Every aspect of adjusting to a “new normal” demands energy from you, whether that’s the bandwidth you’re expending keeping up on the news or the weird learning curve of doing your job remotely. Meanwhile, so many of the ways we typically recharge are off the table right now: seeing friends, hitting up happy hour, going to the gym, or whatever self-care activity of yours that the pandemic has derailed. “There are so many more things draining us than things fortifying us right now,” says Howes. “That’s a recipe for burnout right there.”

2. You’re angry.

You probably don’t need me to tell you that there are a lot of things to be angry about right now, whether you’re frustrated at people who aren’t taking this seriously enough or have a lot of feelings about how the pandemic is being handled on a structural level. Therapists are hearing all this and more, especially from essential workers stuck in impossible situations without the support they need.

“While many know that they are needed as health care workers and want to serve, they may also feel anger [because] they do not have the proper equipment to safely do their job or resources for their clients,” Chante' Gamby , L.C.S.W., tells SELF.

3. You’re…surprisingly calm.

With all this focus on looking after your mental health and coping with anxiety during the pandemic, it might feel weird to be doing, well, pretty okay. But according to multiple therapists I talked to, a sense of calm is a pretty common reaction. It might be out of avoidance or because the new coronavirus feels “out of sight, out of mind,” but it could also be a direct sign that you’re more equipped to deal with all this than you thought.

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“I have found that clients who were dealing with major stressors beforehand or already in therapy for anxiety-related concerns are utilizing the skills they have learned to cope with the change,” LaQuista Erinna , L.C.S.W., tells SELF.

Similarly, your past experiences might have trained you to act calm in crisis. “Some of my clients are actually feeling an unexpected sense of ‘calm’ amid the chaos, which can sometimes be the result of adverse childhood experiences where clients have become accustomed to unstable environments,” Siobhan D. Flowers , Ph.D., tells SELF.

4. You’re spiraling about what might happen.

The uncertainty of the pandemic—and the long-term impact it will have on both a personal level and a larger scale—is one of the most common themes the therapists I talked to have come across in their work. That should come as no surprise to anyone going through a ton of anxiety right now; there is just so much we can’t predict.

“Anxiety rises due to the fear of the unknown, and right now, many things are not known,” Myisha Jackson , L.P.C., tells SELF. “I have been hearing people worrying about running out of food or supplies. People are afraid that they will lose their homes or cars due to being out of work.” The list goes on. The important part to remember is that most people are grappling with uncertainty right now, and it’s normal to feel terrified.

“We likely will not experience the long-term effects of COVID-19 for quite some time as we do not have a blueprint to follow for how this will all unfold,” says Flowers.

5. You’re struggling with working from home.

If your employer is piling on more work and meetings, leaving your work-life balance in the toilet, you’re not alone. Transitioning from a typical work setup to working from home has caused a lot of stress, angst, and frustration for a ton of people.

“Clients are tethered to their computers now more than ever, listening out for the ‘pings’ from email notifications and hurriedly responding to every inquiry, request, or assignment,” Gena Golden , L.C.S.W., tells SELF. “Some have noted fear and anxiety about taking breaks for lunch or restroom breaks for fear that their supervisor will reach out to them and they will not be there to respond within minutes.”

6. You’re mourning canceled events.

There’s no denying that the pandemic completely disrupted life as we know it, forcing a lot of people to miss out on experiences they’d been looking forward to for a long time. “Clients are mourning their important events such as birthdays, upcoming retirement, canceled wedding plans, and their children’s graduation,” says Erinna.

Same goes for important career events, proms, vacations, anniversaries, or anything that the new coronavirus has demolished in its path. A lot of people feel guilty for caring when these things can seem small in comparison to many other consequences of COVID-19, but don’t beat yourself up. It’s totally natural to be sad, angry, annoyed, and disappointed, no matter what else is going on.

7. You’re yo-yoing between hopefulness and hopelessness.

In the era of COVID-19, each new day can feel like a whole week because of how many updates, statistics, and stories there are to take in. A lot of people are getting some emotional whiplash, says Howes: “People are wondering, ‘Should I feel good or should I feel bad? Do I feel hopeful or hopeless?’”

There’s obviously no right answer—it’s natural to feel a bunch of things at once or in cycles, especially when so much is going on. But now might be a good time to remind you that staying super plugged in to the news can exacerbate this response (and a lot of other things on this list, at that), so maybe consider going easy on yourself and cutting back on your news consumption .

8. You’re craving a freaking hug, damn it.

If you feel this way, nope, you’re not the only one going out of your skin from lack of physical contact. Bianca Walker , L.P.C., tells SELF she’s hearing a lot from her clients about the importance of touch. “Yes, we can Zoom and Facetime, but there is something to be said for hugs and kisses, and even just being in close proximity to a person,” she says. “We are witnessing the importance of community and the power of…physical interaction in its absence.”

9. You’re stuck and unsure.

In a lot of ways, the pandemic is forcing us to stay frozen in time. If you had to hit pause on some aspect of your life—whether that was a job hunt, a new relationship, or a long-term goal—you might be wondering what the hell you’re supposed to do now. Even if the pandemic didn’t disrupt anything major, future planning can still feel off the table.

“Many of us are wanting to plan our summer, birthdays, weddings, et cetera, but feel stuck in not knowing what is to come,” Vernessa Roberts , L.M.F.T., tells SELF. “It creates this dreadful feeling of having nothing to look forward to because we are uncertain of what is coming.”

10. You’re guilty about your relative safety, security, or privilege.

Many therapists are hearing from people who are guilt-ridden about how their experiences and concerns compare to those who are more vulnerable to the negative impacts of the pandemic. “[I’ve seen] survivor’s guilt for those who have means and work roles that allow them to work remotely while family members, friends, or even folks they see on the news cannot,” Cicely Horsham-Brathwaite , Ph.D., tells SELF.

It’s natural for the things you’re grateful for—such as financial stability, the company of family or partners during isolation, or good health that makes you less at risk for serious complications—to be shadowed by an awareness that not everyone is in a similar position. Don’t beat yourself up for what you do have, and maybe ask yourself if you’re in a position to help others (which might have the added bonus of making you feel better too).

“I counsel people to cope within their reality and context while also helping them to think of ways they can be of service to others,” says Horsham-Brathwaite. “If they are open to doing so, that has meant giving financially, volunteering, praying for themselves and others, and of course managing their anxiety to support their well-being and allow them to be a source of emotional support to others.”

11. You’re deep in some existential regret.

A large-scale crisis like this naturally brings to the forefront some larger questions that might have you thinking about your past choices, experiences, and values. “[Some people] are examining how they may have ‘wasted’ their time suffering or ruminating over things that now have little value,” says Golden. That said, Golden is also seeing this have a positive side effect: “They are beginning to see new meaning in relationship bonds, social connection , family, and health,” she says.

12. You’re grieving.

And not necessarily in the traditional sense. While it’s true some people undoubtedly are dealing with the loss of loved ones to COVID-19, therapists are noticing grief in other ways too. Most people are grappling with some kind of loss, Howes says, whether that’s the loss of a job, your freedom, your feeling of safety, or your vision of how your life should be going. All of that can trigger a deep sense of grief, though many people don’t recognize it for what it is.

“People are wrestling with the various stages of grief and don’t know why they feel this way,” says Howes. “But you might be grieving the loss of many things in your life right now.”

There’s also a chance you’re grieving lives lost on a larger scale, even if you don’t know anyone personally. This can be true for anyone, but especially those in communities especially affected by COVID-19. “Among my clients who are people of color, particularly black and brown people, there is a sense of individual and collective grief given that recent reports indicate that such communities are disproportionately impacted by COVID-19 due to structural inequality and discrimination,” says Horsham-Brathwaite.

13. You’re feeling inadequate about your productivity.

“One issue that I’m seeing is people feeling guilt about not being productive enough while at home in isolation,” Kaity Rodriguez , L.C.S.W., tells SELF. “From day one after lockdown orders, many clients felt that they were wasting time and failing miserably at the transition to working from home. There is also pressure to learn languages, take courses, master finances, and do all the things. Productivity porn is very loud right now.”

That noise can be difficult to drown out, so don’t feel bad if this is something you’re struggling with. “We live in a nation in which many of us are accustomed to engaging in activities centered around thriving,” says Rodriguez. “Unfortunately, much of that focus must be shifted to surviving right now. Be kind to yourself as we shift and refuse to be guilty for not being productive.”

14. You’re in over your head with your kids.

With schools shutting down and services like daycare out of commission, a lot of parents are struggling with the transition of having their kids at home full-time, especially if they still have to work. Not only does this situation come with a ton of added stress on a practical level, but there’s a good chance your emotions about it are hard to ignore too. “They feel as if they are not doing enough and are failing their kids and jobs as they are unable to balance it all,” Kimberly Lee-Okonya , L.C.S.W., tells SELF.

15. You’re dealing with a resurgence of unrelated past trauma.

If you find yourself suddenly consumed with thoughts and feelings about something from your past, you might feel caught off guard. But that’s actually our brains functioning as designed, Ryan M. Sheade , L.C.S.W., tells SELF. “Because our brains, and especially our fight-or-flight response, are set to remind us of danger in order to keep us safe, the pandemic is bringing everyone’s past traumas to the forefront.”

And as a reminder, this could apply to any number of experiences from the past, whether or not you consider it trauma . “Everyone has trauma, whether a big-T trauma of a single traumatic incident or the little-t traumas of consistent reminders in childhood that we weren’t good enough, or worthy of love, or that we were insignificant or unimportant,” says Sheade. So whatever is coming up for you right now, treat yourself with compassion.

16. You’re numb.

With everything going on, it might alarm you to wake up one day and realize you feel…nothing at all. That’s to be expected too. Even in the most chaotic of times, it’s impossible to be on emotional high alert 24/7. “I think of it in terms of adrenaline,” says Howes. “You can only have adrenaline coursing through your veins for so long until the body has to reset and simmer down.” Same goes for emotions, especially the longer this goes on.

17. You’re feeling something else entirely.

Truth be told, this list is only the tip of the iceberg of what therapists are hearing right now—and by extension, what people are feeling. If I covered it all, this article would be 10 times this length, minimum. From depression to boredom to intimacy to inadequacy to excitement, people are going through the whole spectrum of emotions right now. The point is, no matter what you feel each day, it is a valid response to this truly wild experience we’re all living through.

“It is important to understand that we are all dealing with this as a unit, but this unit is impacted in different ways,” says Roberts. “Remember that the impact this has on you is still valid and real. How you choose to spend this time is up to you and cannot be compared to how others are spending this time. May we remember to embrace our own feelings and struggles and show compassion for the feelings and struggles of others.”

• Is Anyone Else Just Barely Functioning Right Now?
• You’re Allowed to Feel Joy Right Now
• Please, I’m Begging You, Don’t Worry About What You ‘Should’ Be Doing Right Now

SELF does not provide medical advice, diagnosis, or treatment. Any information published on this website or by this brand is not intended as a substitute for medical advice, and you should not take any action before consulting with a healthcare professional.

Pocket Mindfulness

How to Escape Being a Victim of Time & Truly Live in the Present Moment

The easiest way to explain living in the present is to start by explaining what it means to not be present, since this is the state we have become habitually used to.

When you aren’t being present you become a victim of time. Your mind is pulled into the past or the future, or both.

Your thoughts are of the past: what has been, what could have been, what you thought happened vs. what actually did happen. Or, your thoughts are of the future: what will be, what could be, what might be, if…

Of course, it’s natural to spend moments of thought in the past or in daydreams of the future. Identifying impending dangers through associations with things that have happened in the past is important for self-preservation.

But when our lives become dictated by thoughts and emotions attached to past events and potential future outcomes, standing peacefully rooted in the present becomes increasingly rare.

Our routine, our habit, is to be off in our heads somewhere mulling over negativity and struggles of the past, or becoming anxious and fearful of the future. Seldom are we fully “here”; neutrally centred to see through life’s lens with clarity and naked awareness – a state that assists us in finding contentment and understanding in ourselves.

Habits quickly become the norm and, as we know from many of life’s other vices, just because we’re used to doing something regularly doesn’t mean it is good for us, or the right way to live.

An easy way to break this habit of being a victim of time is to identify time for what it is. Time is a human concept. The watch on your wrist and the clock on the wall mean nothing to Mother Nature.

To her, life is one evolving moment – a perpetual cycle of interdependent impermanence. Time is a metric we use as a reference point for organising our lives and documenting history. It doesn’t actually exist. Really, it doesn’t. Ask a scientist.

Time is an illusion, which makes being controlled by time somewhat delusional. The past doesn’t exist and neither does the future. The only true reference point we have to this moment in time, and to this thing we label “existence”, is a feeling of presence, of being here in this body, of seeing the world through these eyes.

This is all that can exist, because this is what you feel right now. You can’t feel the past or the future, but you can feel what it feels like to touch something right now, to see something, to hear something.

The concept of time deludes us into concerning ourselves with its passing and impending arrival. This stops us enjoying this “presence” we feel. We are duped into remaining in one of two states: The first, one of dwelling in the past and mulling over what has happened. The second, one of waiting amd constantly anticipating what is to come, if and when…

For example:

– How often do you enjoy your work? Or are you too busy thinking about getting it finished by the deadline to give yourself a chance to enjoy it?

– Are you so stressed out trying to do your best work to impress your boss that you prevent yourself being able to perform at your highest potential anyway?

– Are you so distracted by thoughts of Monday morning that you spoil the time spent with your children on the weekend?

– Are you so caught up in regrets of the past that you prevent opportunity blossoming in the present?

– Are the opinions of others, formed through actions you took in the past, stopping you being who you (are) want to be in the present?

We are all unavoidably victims of time to some degree, because it has become the accepted state of norm in our fast-paced, highly motivated and highly-strung society. And for this reason it is important that we understand that to not be present is to be torn between two worlds, the past and the future, neither of which exist. To constantly reside in this state prevents us enjoying life and finding happiness.

If you allow yourself to be a victim of time – a victim of the past and a slave to a future that is yet to unravel – you will carry with you a sense of unease. You will be susceptible to stress, agitation and feel generally uncomfortable in life.

There is no redemption to be found in time.

So surrender to what is right now.

Wherever you are, commit to being there, completely. Life will take care of the rest.

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July 13, 2018 at 4:20 am

All that was and will be is. All we need to do is breathe in the light, and there exists enlightenment.

Lakshmi Ganapathi says

August 4, 2018 at 12:54 am

Timely read for me. Thank you and it is well written.

Tushar Ghawale says

September 12, 2018 at 2:37 pm

very nicely written. never read this concept of time before that because of time binding…we focus on that deadline or particular time and we think of that deadline or time until that point comes and hence during this process we forget to live in present. I really liked this article.

Alfred James says

September 12, 2018 at 4:39 pm

Thanks Tushar. We need to remember to enjoy the journey. The reward is in the steps we take. Once we reach the goal, the mind is quickly working on the next one!

October 2, 2018 at 12:29 am

Are you the author?

October 2, 2018 at 9:01 am

March 2, 2019 at 10:13 pm

Loved that.

November 14, 2018 at 1:07 am

Thank you! I am always living in the future. I will think of all sorts of negative scenarios that may come up in the future. It’s true. I don’t enjoy what I have now. Sometimes I wonder why do I think so much. There may be fears of what’s coming up…getting a medical report…etc..i dwell so much in imagining the bad things that I get quite depressed. Living in the moment will help. But I guess I need the courage to face what’s coming up.

November 14, 2018 at 10:50 am

I understand. It’s not easy. But remember, the future doesn’t exist yet. Only ‘now’ exists. So if you constantly live in thoughts of the future, you’re essentially living in a non-reality. And we know from experience that our worries and fears very rarely come true. I know it’s hard because we are faced with so many worries and concerns, and of course it is natural to think about the future and properly prepare for our wellbeing, but try to find activities that give your mind a break and root you in the present for a while. Exercise is a great way to do that: running, a gym workout or playing a sport you enjoy. Walking in nature is great too. Listening to your favourite music, or playing music if you play an instrument. Painting, writing, or anything creative that focuses your mind on something you enjoy and fully engages you in that activity.

February 4, 2019 at 12:25 pm

Thanks for this article.

December 14, 2018 at 8:47 am

I am always thinking about the negative thing that have happened to me and the positive things that is going to happen. I never lived today

William Melton says

December 18, 2018 at 5:59 am

Thanks for the forthright thoughts. Living in the two has been my life. When in the moment it is easy to forget the two.They are non-exist when in the moment so I would forget their power they have.Flashes of the two are always there,even when in the moment.Still in therapy ( CBT).Meds etc.. This article has moved me along in a good way.

Steven Arecco says

April 12, 2019 at 6:58 pm

Alfred, absolutely wonderful article! So beautifully written and expressed!! It is truly everything i believe and practice, as best i can:-) I study Eckhart Tolle, Jon Kabat Zinn, Wayne Dyer & many others.

I have a youtube channel and would ABSOLUTELY LOVE to interview you! We use zoom conferencing. It will be edited before release. I would also be able to send you it and allow any edits you felt you would like prior to release. Really hope to hear from you Alfred, as i feel our message must reach as many people as possible and as soon as possible! Steven D. Arecco

April 15, 2019 at 12:34 pm

Hi Steven, thank you for your kind words. I’ll will have to graciously decline your offer for an interview as I’m not currently doing that sort of thing. Thank you for thinking of me though. I will keep an eye out for your videos and articles though.

September 22, 2019 at 7:22 pm

Hello Alfred James, I enjoyed your writing and I’ve been writing in this topic for some time myself and like your approach very much. We are attempting to describe what has already changed. A few questions and please email me if you want to continue this piece of art. Can one do nothing and be living in the present? Can one be conscious of the present and see it happening while living in it ? So can we be living in the present , all in the now, and witness time moving like the wake from a ship? Live your article and thank you for starting this thread. Abraços

September 23, 2019 at 12:47 pm

1. I would say yes but doing nothing is still doing something: you are still alive and breathing, thinking, existing. 2. Yes. As long as you are alive and your brain is active you will have the conscious awareness that you are a living being, that you exist in some way. You see life happening and you are a part of it. 3. Yes, but time is just an illusion. Time is not moving; only your perception that time exists causes the belief that it is moving. Mother Nature has no concept of time.

Have a great day!

Steven D. Arecco says

April 15, 2019 at 6:26 pm

Thank you for the prompt reply Alfred. Hope all is well with you and your family:-) Steven D. Arecco

June 29, 2019 at 11:25 am

Thank you Alfred for this article, I am sure my life has been impacted positively and I would love to subscribe.

John A. Robbins says

August 22, 2019 at 8:07 pm

Now, the present moment is the time to be grateful. Because the present moment is the only time there is to be grateful.

Lilyana says

August 28, 2019 at 12:23 am

Very inspiring. Thanks so much, you just made me know how to enjoy The Now, The Present Moment.

August 28, 2019 at 10:18 am

Thank you. Have a wonderful day!

Matthew Cabana says

September 17, 2019 at 2:08 am

I love the article and referenced in a continued string of thoughts that I share with folks on “The Search For Joy”.

I keep finding more and more of it in the present moment. Shocking…

Sara Cardenas says

November 10, 2019 at 3:57 am

I love the article, i have some questions i would like to asked you, is not about me but its about my Son hes 18 years old and their something going on eith him since he git very sick and that sane date he’s different even at school and at hes work have been asking me what’s going on with him. I went to talk to the consular to explain a little of what him and i talk some time so she knows whats going on but we havent got no conclusion.. since September 15. 2019 he got home from work and start throwing up so much i asked him what happens and all he said im sick then Monday its school day he gets out from hes room and tells me.im.not feeling good then i asked your going to school he daid no, then he continued to next day Tuesday September 17. 2019 then On Wednesday he foes go to school but the weather its going on and school call if we want to pick up our kids we can do it so i went to pick up my 2 kid’s then i cook they eat then he tells me im still feeling dick he throws up so much. And tells me he feels like some bags in hes stomachs and that he throws some buy he still feel some in. Then Thursday they didnt have school for the weather then Friday they did but i didnt let them ho bevause i see he was so sick and i told him im going to take you to the hospital bext day Saturfay morning and i did to Memorial Herman Hospital he tells them how hes feeling so they make en x-rey and it shiws only having a virus in hes throat and they gave him medication but they didnt see nothing of hes stomachs. So we got home. Then later he continues that hes not righttheir ither thing going on him and he doesnt want to scare me off or for me to think that hes crazy. So while having hes stomachs pains and throwing up. He was having another big issues that he doesnt know when and how it start it and while hes like that its hard for him to be at school and some times at school. After he hold me i took him back to that same hospital i asked for MRI but they didnt want to fo it so they did a CAT SCANS on hes stomachs and hes head to see what comes out he explain to one of the Doctors but seem that they dont want to deal with it so they gave me numbers yo call so they got the results and they told us hes head its perfect but hes stomachs come out thst maybe not sure he could be developed appendicitis but their were not sure so i need to take him to a primary Doctor as soon as possible so they can run more test anf about hes head i start calling but they didnt have nothing soon so as days pass and the Month. I feel i have to harry up because of all he talk to me so i took him to L.B.J Hospital and their the Doctor show alot of intrest and she sit dawn and listen to him. So after that she make him and Evaluation and she said i see you ok and your memorial it still good but for the things you saif i will give your mom a number to call and this will be for a Mental Crisis but their they will make you a better Evaluation and with them Doctors you will know whats going on. Now i will explain he havent lost hes mine and i thanks to God but even we here in present he is too but he said that everthing he vision see he already experience before and to many times.. by now he already have 2 months with that and he have been telling me hes tire of that . Last week i went to pick up my daughter in law from her job i took my grandson and my son that its having this problems.. so after i pick her up we went to the closes tittle Caesars pizza my older son he burly start to work as a uber driver as hes first time so he got off and buy and pay we wait until they have it ready them we got home. The next day we were talking and he tell me mom that place we went we all went before and that it was not the first time we went their. Also he tells me and my older son its not hes first time doing uber he already have been doing before and i look at him and i told him noooo for us going to that .pizza on that address it was the first time we have never been their and your brother its hes first time working as Uber i start to cry and i told him hour losing ypur mind. He grab my arms and explain mom i know but for me its have been on others times.. what ever i see or the people i see . I already saw it some how but font know how i lnow the fate we are in and the month anf year and time but something its trigger me i dont know how. Its like if im ina deep sleep anf i cant wake up. But i yell you know what ever the time it is were i should be if im little or fat i just want to go back to were i supposed to be and i yell him its this one .. Now and present and he start to cry. So yes he dont Lough or joke. Hes different of what he was.. he also said thst when he get back to yhe time he schould be that now one will remeber nothing of all thst only him so he alwsys taking pictures and i tell him why if i see all this ghat you see right now.. also thst in one of the times he said he see him turning 19 years.old but he dosnt see him self graduated and it keep repeating over and over.. and thst is 2019. But i told him yes we are in 2019 but you will be 19 in 2020 and on 2020 you graduated.. so i do have and appiinment schedule with a Mental Crisis to see whats going on. On this month of November 19, 2019… so do you think you can tell me what can be going on.. also before he start to get sick thay he was dpingmok and exercise . Hevstart to asked me amd tell me that he would luke to talk to hes xgirlfriend since they didn’t finish im a good terms he want to talk to be friends but i told him ok do what you want just later dont tell me this and that. Because she hurt him so bad he did feel in live with her and it was hes first time for him but not for her. And so he try but then this start. He start to get sick. ..well i will be reading from you and wating on you and im sorry for my long comment. I pray to God for my son to come back .. Thank you, Sara

Roy Hewes says

November 17, 2020 at 12:32 pm

Hi Sara, I read your article, and I wanted to pass my insights in the hope it would help.

I feel for your son and can appreciate how difficult this must be … I do not want to presume too much, but I would speculate that your son is suffering anxiety from being in love or the break-up of his relationship with his ex-girlfriend. Anxiety and stress from relationships can affect our physical and emotional well-being, being over-sensitive to our emotions will fuel symptoms common to what your son is going through.

My advice would be to ask to get your son to open up about his feeling towards this girl, and if he is hung-up on her look to get him involved in some activities at least once a day that will occupy his mind. Also, seek additional help from a health professional who is more qualified in this regard.

I hope it helps and I wish you all the very best.

November 18, 2020 at 12:57 am

Thank you, Roy Hawes. I’m very happy to read back from you and very happy because my son it back to hes normal life. I use to be praying to God every day and I’m very thankful for all the good he done and that he work in my son. I know God always have something for each of us.. I did took him with a mental specialist Doctor and he asked all the Question to him and to me of all he does from the beginning of the day to the end of the night he goes to sleep. So the Doctor told him it was not good for him to be in a big diet like he was. Not to eat nothing until the night and only one meal a day . Also he went out 2 days with out food so the Doctor said if you don’t eat at all or 1 meal the brain doesn’t have the right function. So he start to eat and eat healthy like he use to but he’s 3 meals. So in a week he was back to he’s normal life. While he was talking we see the difference. He didn’t knowest he was back and we tell him and when we asked him about everything he use to tell us he didn’t remember nothing of that. He thought we were making out but it was true. So we just leave it behind like nothing really happened and continue living life as it goes day by day.. thank you for everything and God Blessed Everyone. .

Thank you so, Sara Cardenas 💓

December 22, 2019 at 3:15 pm

Hello Alfred, So wonderfully written, and I hope you can allow me to use your material in the preaching that I am preparing. Crediting you as the source, I think excerpts from your message will be a good introduction to my preaching to open the year 2020. Thank you as I ask your blessing! Merry Christmas!

December 22, 2019 at 5:12 pm

Thank you. Please go ahead Alvin. Merry Christmas to you too!

January 2, 2020 at 3:43 pm

Time is not just an illusion. It actually exists as defined in science / physics and by Einstein, etc. via E=MC2. Everything in the universe is impacted by it e.g. growth and decay, inlcuding nebulae, galaxies, stars, energy, universe expansion, erosion, tectonics, gravity, planetary orbits, etc.

January 2, 2020 at 4:34 pm

Hi Peter, I can’t see how E=MC2 proves our common perception of time.

I quote: “There is no time variable in the fundamental equations that describe the world. Time is merely a perspective, rather than a universal truth. It’s a point of view that humans share as a result of our biology and evolution, our place on Earth, and the planet’s place in the universe. – Carlo Rovelli, Physicist.

Kim Land says

January 26, 2020 at 3:10 pm

Great post Alfred!

I try my best to live in the present moment by practicing mindfulness meditation regularly. But of course you also need to structure your life in a way that makes it less stressful. And it’s important to figure out what your goal in life is and what you love doing.

The present moment is the only moment we can expirience. We should live it to the fullest.

Trevor Trevino Reeby says

April 20, 2020 at 9:06 pm

Dear Alfred, I too love your article. Certainly well written I call it a timepiece. Thank you I am also very keen to use your article and asks permission to do so with credit to you of course. Thank you in advance,

Richard says

June 10, 2022 at 10:27 pm

Totally agree. We pay a high cost for not being present in the moment. In fact, we miss out on life altogether. Thanks for a great article 🙂

June 19, 2022 at 4:15 pm

I disagree with you. time is real. it does exist. I know time exists because time enters into my body, changing it little by little. I know time exists because people I love are dead. they are no longer with me, and I cannot see or touch them again. I know time exists because the sun rises and sets each day. I know time exists because the places that were once familiar to me are now strange, distant dreams. I know time exists every time I go home and encounter my mother’s face. I think it is condescending to say that the past and the future do not matter lol. also, why is it so important to be happy? the only people who tell me to be happy are the people who want me to buy something. has anyone ever actually been happy? it’s easy to pretend on the internet that we aren’t sad. but it’s not true. we struggle. we live in a world that gets dusty, gets old, gets ugly and gets forgotten. but that doesn’t mean it’s not beautiful and it’s not meaningful.

June 19, 2022 at 8:52 pm

Hey Jenny, tine is a concept, a measurement that man uses to quantify things such as the length of a life. But in nature there is no time, just billions of independent processes that exist in the “now”. I think happiness is the sharing of love and joy. When you give or receive love, when you share your experiences, you feel happier.

Davide Doardi says

August 12, 2022 at 12:10 pm

I am 61 and suffer from death anxiety. The feeling of time is a reality. However, it is also true that the more you are engaged in the present, the less important time becomes. I know from second hand that at its peak, to be absorbed in something you treat as deeply meaningful makes time / death irrelevant. Religious people feel this relief as a discharge of responsibility accompanied by assurance everything is OK . Well that ‘ s my goal. Best

August 12, 2022 at 2:13 pm

You’re right Davide. At any age none of us are guaranteed another day. You’re not old. You could live another 40 years or more, so enjoy every moment you can 🙂

Poonam Mangaraj says

April 10, 2023 at 3:15 am

It’s beautifully written. Motivational. I would love to read more of such pieces. By any chance is there any app that I can have for pocket mindfulness?

April 12, 2023 at 10:18 am

Hi Poonam, thank you :). There is no app I’m afraid, just this blog and my couple of books.

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How Are You Feeling Right Now?

During the COVID-19 pandemic, we are often asked, “How are you feeling?” It has been a difficult year dealing with this pandemic and emotions can be overwhelming. Whatever you’re feeling right now, starting a conversation with friends, neighbors, and loved ones about your concerns can relieve stress and promote resilience. Learn more at HowRightNow  about how to start a conversation, find tools, obtain resources, and stay inspired.

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• Research article
• Open access
• Published: 02 June 2021

How do you feel during the COVID-19 pandemic? A survey using psychological and linguistic self-report measures, and machine learning to investigate mental health, subjective experience, personality, and behaviour during the COVID-19 pandemic among university students

• Cornelia Herbert   ORCID: orcid.org/0000-0002-9652-5586 1 ,
• Alia El Bolock 1 , 2 &
• Slim Abdennadher 2  

BMC Psychology volume  9 , Article number:  90 ( 2021 ) Cite this article

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The WHO has raised concerns about the psychological consequences of the current COVID-19 pandemic, negatively affecting health across societies, cultures and age-groups.

This online survey study investigated mental health, subjective experience, and behaviour (health, learning/teaching) among university students studying in Egypt or Germany shortly after the first pandemic lockdown in May 2020. Psychological assessment included stable personality traits, self-concept and state-like psychological variables related to (a) mental health (depression, anxiety), (b) pandemic threat perception (feelings during the pandemic, perceived difficulties in describing, identifying, expressing emotions), (c) health (e.g., worries about health, bodily symptoms) and behaviour including perceived difficulties in learning. Assessment methods comprised self-report questions, standardized psychological scales, psychological questionnaires, and linguistic self-report measures. Data analysis comprised descriptive analysis of mental health, linguistic analysis of self-concept, personality and feelings, as well as correlational analysis and machine learning. N = 220 (107 women, 112 men, 1 = other) studying in Egypt or Germany provided answers to all psychological questionnaires and survey items.

Mean state and trait anxiety scores were significantly above the cut off scores that distinguish between high versus low anxious subjects. Depressive symptoms were reported by 51.82% of the student sample, the mean score was significantly above the screening cut off score for risk of depression. Worries about health (mental and physical health) and perceived difficulties in identifying feelings, and difficulties in learning behaviour relative to before the pandemic were also significant. No negative self-concept was found in the linguistic descriptions of the participants, whereas linguistic descriptions of feelings during the pandemic revealed a negativity bias in emotion perception. Machine learning (exploratory) predicted personality from the self-report data suggesting relations between personality and subjective experience that were not captured by descriptive or correlative data analytics alone.

Despite small sample sizes, this multimethod survey provides important insight into mental health of university students studying in Egypt or Germany and how they perceived the first COVID-19 pandemic lockdown in May 2020. The results should be continued with larger samples to help develop psychological interventions that support university students across countries and cultures to stay psychologically resilient during the pandemic.

Peer Review reports

Only in a few month, the COVID-19 epidemic developed into a serious pandemic affecting all countries around the globe. Physical and social distancing and global lockdown of public, social, and work life was and still is a necessity in many countries to fight the pandemic without vaccine. Scientific progress in understanding the behaviour of the virus has grown rapidly since the outbreak of the pandemic, while scientific understanding of the psychological consequences of the pandemic is still at a developing stage. Empirical studies investigating mental health, well-being, subjective experience and behaviour during the COVID-19 pandemic are currently underway and several survey studies from several countries have meanwhile been published. First published surveys investigated the mental health of Covid-19 survivors or of health care professionals enrolled in the treatment of COVID-19 patients [ 1 , 2 ]. Moreover, first observations from surveys investigating psychological reactions of the general population in the hot spot countries immediately after the outbreak of the COVID-19 pandemic in 2020 have meanwhile been published e.g., [ 3 , 4 , 5 ]. The results suggest a significant increase in mental ill health among populations during the first few months of the COVID-19 pandemic, supporting earlier observations from previous epi- and pandemics [ 6 ]. The World Health Organization (WHO) expects mental health burdens in the general population to be particularly pronounced in people who have already been at risk of or suffering from affective disorders before the pandemic (see for an overview [ 7 , 8 ]). Similarly, patients in general as well as patients with a chronic mental disorder in particular, are expected to suffer from impairments in mental health and well-being due to their medical and psychotherapeutic treatment being reduced or cancelled as a consequence of the pandemic lockdown [ 8 ]. In addition, health care professionals involved in the treatment of COVID-19 patients as well as workers with system-relevant jobs are supposed to be at special risk of developing stress-related symptoms and diseases such as post-traumatic stress disorder, chronic fatigue, anxiety, and depressive disorder [ 1 , 2 , 8 ].

However, the current COVID-19 pandemic is not just threatening specific parts of the population. On the contrary. The spread of the virus around the world, its exponential increase in infection probability, and its high lethality bear constant threats for whole societies and for each individual as the pandemic is still evident now, one year after the pandemic outbreak.

Therefore, according to the WHO, primary mental health prevention targeting either the general public or specific population groups should be an indispensable goal of crisis management of the current COVID-19 pandemic [ 8 ] comprising all age-groups from youth, adolescence to adulthood.

Notably, fighting the COVID-19 pandemic currently still requires behaviour change in everybody including daily behaviour (work, business, family, and leisure) as well as changes in health behaviour and social behaviour. In each country so far, the COVID-19 pandemic lockdowns affected daily behaviour routines including work, business, family, and leisure time activities. The COVID-19 pandemic lockdowns started in China in January 2020 and only a few months later, lockdowns followed in many countries around the globe including Germany and Egypt in March 2020. Crucially, in all countries, the first lockdowns came by far and large unexpected to the population. The restrictions in daily life and behaviour may therefore not be tolerated equally well by everybody. Accordingly, health care professionals and the WHO have suggested that counseling programs supporting and assisting people in behaviour change need to become part of the COVID-19 pandemic prevention initiatives [ 8 , 9 ] to avoid unnecessary mental health burdens in the general public.

However, in order to successfully support mental health, well-being, and behaviour in those social domains of life most seriously affected by the current COVID-19 pandemic, a better scientific understanding is required of how individual people experience and psychologically react to the current COVID-19 pandemic, how they think, feel, suffer and cope with the situation, and how they are handling threat perception, how they perceive and regulate emotions and behaviour [ 10 ].

Academia and education are two social and public domains that have been seriously affected by the pandemic lockdown in every country. Concerning Germany, in March 2020 the different states of Germany decided to postpone all academic teaching at higher education institutions to an indefinite period. The universities’ infrastructure including libraries were closed and students were not allowed to come to the university. Similarly, concerning Egypt, public and private universities responded in a similar manner as mandated by the government by closing the campus for students and switching all teaching activities to e-learning. Teaching courses including classes, laboratory courses, seminars, preparatory and induction courses were suspended for the summer term 2020. Teaching during the summer term was announced to be offered as online e-learning format. The lockdown situation in the two countries was thus almost identical for university students concerning the aspects of their social and academic life.

Working at home without any possibility of coming to the university campus and not being able of attending to lectures and courses face-to-face together with peers, tutors, and teachers require from students to learn and adapt to new behaviour rules. Psychologically, pandemics increase uncertainty [ 11 ]. Uncertainty causes stress and increases the risk for mental ill health if it conflicts with behaviour routines and habits [ 11 ]. Despite most of the students being digital natives, the abrupt switch from face-to-face communication to digital, computer-assisted forms of teaching and sole reliance on digital interaction as the only means of social interaction might not be tolerated mentally and physically equally well by all students. Whether the current pandemic situation and its consequences are experienced as a threat may depend on the students’ individual character, i.e., the student’s personality and self-concept as well as his/her current cognitive, affective, and motivational state.

Recent observations from published survey studies among Chinese students after the lockdown reported an increase in general anxiety within about 25% of the student participants. Anxiety symptoms ranged from mild to moderate to severe anxiety [ 3 ]. Moreover, pandemic self-isolation was found to be associated with complex patterns of psychopathology amongst students including an increase in symptoms of obsessive–compulsive disorder, hypochondria, depression, and neurasthenia [ 4 ]. Meanwhile published survey studies from several countries in Europe and across the world support negative changes in mental health among university students immediately after the first lockdowns in 2020, specifically in relation with quarantine and self-isolation [ 12 , 13 , 14 , 15 , 16 ].

Nationwide surveys conducted before the COVID-19 pandemic already reported elevated mental health problems and stress-related symptoms including anxiety and depression among university students [ 17 , 18 , 19 , 20 , 21 ], and this, although university students across countries might belong to the young educated low-risk population. In a recent online study including N = 185 university students studying in Germany, 36.6% of the students (women and men) reported to experience depressive symptoms, 41.83% (women and men) reported high levels of state anxiety, and mental stress due to excessive demands and uncertainty in finances, job, or social relationships [ 21 ]. This prevalence of academic stress and mental health burdens have been found among university students all over the globe [ 17 , 18 , 19 , 20 ], including Egypt [ 22 , 23 ].

Thus, as a population group, university students may be particularly vulnerable to stress-related lifestyle changes affecting mental health that are associated with the current COVID-19 pandemic. Individual differences in mental health may also exist and influence how the students perceive and how well they adapt and cope with the current COVID-19 pandemic situation and to what degree they are motivated to change their behaviour in response to the pandemic consequences in social and academic life and teaching. Psychological theories and models of behaviour change, e.g., Health Belief Model, Transtheoretical Model, or Social Cognitive Theory [ 24 , 25 , 26 ], all agree in that individual factors, specifically those related to emotion- and self-regulation can explain how people perceive themselves, whether and why they change their behaviour and why others do not. Threat perception has been suggested to play an outstanding role [ 27 ], because pandemics threaten the whole person, i.e. our self and the self-concept. Personality traits although considered stable may play a critical role in threat perception, in mental health and behaviour because they influence and modulate the person’s feelings, beliefs, and the person’s trust in one’s own self-regulatory abilities required to change one’s own behaviour [ 27 ]. Moreover, stable personality traits and a positive self-concept are considered general important stress buffers and protectors of mental health, whereas neuroticisms, trait anxiety, difficulties in describing and identifying feelings as well as an overall negative self-concept are considered significant risk factors of mental ill-health, specifically of anxiety disorder and depressive disorder [ 28 , 29 , 30 ].

These examples underscore the complexity and dynamics of how individual traits and state-like individual psychological factors as well as characteristics of the situation interact and influence subjective experience and behaviour. Methodologically, this raises questions of how interactions between situation, person and behaviour can best be assessed, investigated, modeled and predicted in relation to the COVID-19 pandemic in which little empirical evidence is available so far and different aggregated data measures of qualitative and quantitative origin might be used to best capture the internal personal variables of interest (e.g., feelings, worries, self-concept, or personality traits) that provide insight into the subjective experience and the perceived changes in health and behaviour of individual persons behaving in the context of the COVID-19 pandemic.

Computational modeling and machine learning have been already successfully applied in the field of pandemic research to predict transmission rates of the virus based on global behavioural changes of the general population [ 31 ]. These approaches require huge data sets (big data). In health behaviour research, first attempts have been made to apply computational models to data sets comprising smaller sample sizes to model behaviour of individuals, for instance, in response to behavioural interventions supporting health prevention [ 32 ]. These computational models build on psychological theories of human behaviour. Character Computing is one of these psychologically-driven approaches, whose computational models include stable character traits (e.g., personality, self-concept) and cognitive, affective, and motivational state variables and behavioural indicators as input to take into consideration the dynamic interactions between situation (S), person (P) and behaviour (B) (for an overview, see [ 33 , 34 , 35 ] and Fig.  1 ). The computational models are not fixed but can be improved and extended, e.g., by ontologies [ 36 ] or automated data processing, the more empirical evidence and data is available [ 32 , 33 , 34 , 35 ].

Illustration of the dynamic relationships between situation, a person’s character (traits and states), and behaviour change

Aim of this online survey study

Based on the challenges of the COVID-19 pandemic outlined above, this online survey study is aimed at contributing to the scientific understanding of the psychological consequences of the pandemic by investigating mental health, subjective experience, and behaviour among university students studying in Egypt or Germany after the first pandemic lockdown in May 2020. As outlined above, university students may be particularly sensitive to lifestyle changes related to the COVID-19 pandemic, negatively affecting the students’ mental health, their subjective experience and behaviour. Moreover, as also explained above, the students’ personality traits and self-concept might constitute important stable psychological variables that could influence mental health as well as subjective experience and behaviour related to the COVID-19 pandemic. Therefore, to fully capture these psychological aspects, psychological assessment included a number of psychological variables ranging from stable personality traits and self-concept to state-like psychological variables sensitive to situational change and related to (a) mental health (current depressive symptoms and state anxiety), (b) pandemic threat and emotion perception including current feelings, (c) worries about health including perceived changes in paying attention to bodily symptoms, and (d) self-reported perceived changes in health behaviour (weight, eating, sleeping, physical activity), social and learning behaviour (difficulties in self-regulated learning). To capture all aspects summarized under (a)–(d), the assessment methods comprised a mix of self-report tools (survey items, standardized psychometric scales, psychological questionnaires, and linguistic self-report measures).

Data analysis included (a) descriptive analysis for prevalence estimation of mental health variables, (b) linguistic analysis of self-concept, personality and feelings during the pandemic and (c) correlational analysis and machine learning tools. Machine learning tools were used for exploratory purpose only to further explore the idea of whether machine learning algorithms could despite small sample sizes be trained to predict stable personality traits from the self-report data of the students. Knowing whether stable personality traits (that due to their stability cannot easily be changed by health care interventions) can be predicted from the students’ self-report data could help develop individualized health care interventions that take the students’ personality development into account. The online survey was distributed among university students studying at universities in Egypt and also in Germany. Both countries were equally affected by the lockdowns in May 2020. With respect to the already published survey studies (see above), all attesting an increase in mental ill health among university students during the COVID-19 pandemic the following main research questions were addressed:

RQ1 Mental health: Can the present online survey study confirm high state anxiety and depressive symptoms reported in previous studies in the current sample of university students during the time period of the first COVID-19 pandemic lockdown in May 2020? Crucially, are the self-reported symptoms of anxiety and depression when assessed on standardized psychological screening and assessments tools beyond the cut off scores of clinical samples, and comparable or even higher than the prevalence rates reported in pre-pandemic surveys?

RQ2 Threat perception and worries about health: Do university students report to experience threat, negative feelings and worries about health during the COVID-19 pandemic?

RQ3 Emotion perception: Do university students report to perceive difficulties in emotion perception in the time period of the first pandemic lockdown relative to before the pandemic?

RQ4 Health behaviour, social behaviour and learning: Do university students report to perceive changes in health behaviour (e.g., weight, eating, sleeping, physical activity, paying attention to bodily symptoms), and do they report to experience difficulties in self-regulation during learning (teaching), and in social behaviour in the time period of the first pandemic lockdown?

RQ5 Self-concept and personality: Do university students report a positive or a negative self-concept? Are mental health variables correlated with the students’ personality?

RQ6 Exploratory analysis: Can machine learning despite small data sample sizes predict stable personality traits from the self-report data of the students?

Participants

The survey study was designed and conducted by the Department of Applied Emotion and Motivation Psychology of Ulm University and administered via Ulm University and LimeSurvey software ( https://www.limesurvey.org/de/ ). The survey was advertised among others via the university’s international office to reach specifically students studying in Egypt. The survey was provided in English language (i.e., the academic language), and proficiency in English language was a prerequisite for taking part in the study. Participants were fully debriefed about the purpose of the survey, participation was voluntary and anonymous (see ethics statement). After registration, participants answered questions about their language proficiency, age, gender, their university, study year, and their living situation (alone, with friends or family). Only university students who were aged 18 years and older, and who provided informed consent were able to participate in the study. The survey items were structured in blocks of items and questionnaires: sociodemographic (1), personality (Big-Five) and anxiety (state and trait) (2), survey items about teaching, survey items about health including the linguistic task (self-concept) (3–4), and finally, emotion perception and depression screening (5). The blocking of the serial order of these topics lead to partial drop-outs across the survey, particularly across blocks (see below).

An overview of the complete study-design is provided in the flow-diagram in Fig.  2 . An overview of the online survey items and questionnaires can be found in the Additional file 1 .

Design of the survey including data collection and recruitment of participants and data analytics. Please see sections ““ Aim of this online survey study ” and “ Methods ” for detailed explanation

Study sample, survey drop-out and missing data

In total, N = 453 university students registered for the study and answered the inclusion and exclusion criteria. Of these, n = 3 were pilots and n = 11 participants did not give informed consent or did not explicitly state that they want to get their data published in scientific research, and were therefore excluded from the study sample. N = 439 volunteers (n = 215 men, n = 219 women, n = 5 did prefer not to name their gender; mean age : 20.69 years, SD  = 2.87 years) completed the sociodemographic questions. Of these, n = 19 (4.3%) did not report to study in Germany or Egypt and were excluded. Of the 420 university students who reported to study in Egypt or Germany, n = 325 participants (n = 167 men, n = 156 women, n = 2 did prefer not to name their gender; mean age : 20.38 years, SD  = 1.76 years, range: 18–33 years) filled in the personality and anxiety questionnaires only, while n = 220 participants (n = 112 men, n = 107 women, n = 1 did prefer not to name the gender; mean age : 20.45 years, SD  = 1.88 years, range: 18–33 years) completed the entire survey. This corresponds to a survey completion rate of 0.49 (division of the number of participants who complete the entire survey (n = 220) by the total number of participants who register for the survey (n = 453)). This rate falls within the rate expected for online surveys (20–50%).

Analysis of the drop-outs (including e.g., univariate measures of variance (ANOVA)), showed no difference in age between the groups (i.e., the sample who filled in the sociodemographic items only (n = 95) versus the sample who filled in the personality and anxiety questionnaires only (n = 105) versus the final sample (n = 220), F (417,2) = 1.72, p  = .18. In addition, the student samples did not differ with respect to gender, i.e., the % of the number of women and men. Analysis of anxiety and personality scores likewise suggests that the final sample and the sample who dropped-out after filling in the personality or anxiety questionnaires (n = 220 versus n = 105) did not differ in state anxiety or in the scores on any of the Big-Five personality dimension. (state anxiety: F (323,1) = 1.77, p  > .18; Openness: F (323,1) = 0.16, p  > .69; Conscientiousness: F (323,1) = 2.82, p  > .13; Extraversion: F (332,1) = 0.94, p  > .33; Agreeableness: F (323,1) = .062, p  > .43; Neuroticism: F (323,1) = 1.22, p  > .27). Mean scores of trait anxiety differed between the final sample and the sample who dropped out (n = 220: mean : 46.02, SD  = 11.2, range : 26–79 vs. n = 105: mean : 49.02, SD  = 10.98, range : 26–77, F (323,1) = 5.78, p  = .017). However, using median tests (which are less susceptible to outliers) showed no significant difference in the distribution of trait anxiety scores between the samples (median-test = 1.59, p  = .21), see Fig.  3 for an overview.

State and Trait Anxiety distributions across the final sample and drop outs (left upper column). Mean state and trait anxiety scores in women and man in the final sample (left lower column), significant results ( p  < .05) are illustrated by lines and cross. Percentage of students reporting depressive symptoms (middle column). Right column: Percentage of students reporting changes in emotion perception on the TAS-20 questionnaire and subscales after the COVID-19 pandemic outbreak

The survey was programmed such that it produced as little missing data as possible. Therefore, missing data of single items in a questionnaire or in a block of open items could be excluded and missing scores were therefore not imputed. Regarding the self-generated prompts, participants were free to answer the prompts (self-concept and feeling descriptions). Inspection of the data shows that in the full sample, 5 participants did not fill in all of self-descriptive prompts, leaving open 1, 2 or 3 of the descriptions, respectively.

Measures: survey items and questionnaires

The online survey included several self-report measures comprising a mix of single items with open and closed questions, standardized psychometric scales, and standardized psychological questionnaires. The section below and Table  1 provide an overview of the survey items, questionnaire measures and hypotheses grouped according to the psychological domains and research questions of interest (for an overview, see also RQ1–RQ6 in the section “ Aim of this online survey study ”).

Mental health: anxiety (trait/state), current depressive symptoms (last 2 weeks)

As illustrated in Table  1 , the participants anxiety proneness including trait and state anxiety as well as their current self-reported depressive symptoms (last 2 weeks) were assessed with psychological questionnaires including the Spielberger Trait and State Inventory (STAI, [ 37 ]), and the Patient Health Questionnaire (PHQ-2, [ 38 ]). The STAI is available in many different languages and has shown similar values of internal consistencies among university students from European and Arabic countries [ 39 ]. Whereas the trait scale of the STAI asks for how one generally feels, the instruction of the state scale of the STAI asks for how one feels right now. The PHQ-2 has proven to be a robust screening for depressive symptoms across different cultures including European and Arabic countries [ 40 ]. It asks for the presence of depressive symptoms over a time period of the last two weeks.

Threat perception, feelings, and perceived difficulties in emotion perception during the COVID-19 pandemic

Threat perception as well as discrete emotions and feelings in response to the COVID-19 pandemic situation were assessed by single survey items. Specifically, these items asked the participants about how the current COVID-19 pandemic situation makes them feel in terms of valence (positive/pleasant-negative/unpleasant), arousal (low/calm-high/aroused), and dominance (feeling in or out of control of the situation). The 9-point Self-Assessment Manikin scales (SAM, [ 41 ]) were used for valence, arousal and dominance assessment. The SAM scales are one of the most robust and frequently used scales for the unbiased, non-verbal assessment of emotions and feelings on the three dimensions of emotions including valence, arousal and dominance [ 41 ]. In accordance with the literature [ 41 ], the SAM scales ranged from 1 (negative/unpleasant, low arousal/calm, out of control) to 9 (positive/pleasant, high arousal/aroused, in control). In addition, we asked the participants to indicate which kind of discrete emotions they experienced in response to the COVID-19 pandemic. Participants could choose among six discrete emotions (sad, anxious, angry, disgusted, happy, surprised, or neutral). In addition, participants were given five prompts to describe their current feelings in response to the COVID-19 pandemic situation (“I feel ….”). In order to assess potential difficulties in emotion perception, participants filled in the Toronto Alexithymia Scale (TAS-20; [ 42 ]), which comprises the three subscales “Difficulty Describing Feelings”, “Difficulty Identifying Feelings”, and “Externally-Oriented Thinking”. Since we were interested in perceived changes since the pandemic outbreak, participants were instructed to answer each item of the TAS-20 questionnaire relative to before the pandemic.

Worries about health and perceived changes in behaviour during the COVID-19 pandemic

Worries about health, perceived changes in paying attention to bodily symptoms (e.g., taste, smell, cardiovascular, respiration/breathing, appetite/eating/drinking), as well as perceived changes in health behaviour (weight, eating behaviour, sleep and physical activity behaviour) as well as perceived difficulties in social behaviour (social distancing) and self-regulatory learning (i.e., difficulties in paying attention to the content provided by e-learning, difficulties in studying with the same effort as before the pandemic situation) were assessed via single survey items. The single item questions that asked for worries and perceived changes in behaviour could be answered with “yes” or “no”; “yes” meaning an increase and “no” meaning no change in relation to before the pandemic. The items on health behaviour included items asking in both directions, e.g., whether one eats more or less, sleeps more or less, exercises more or less than before the pandemic. The single item questions of paying attention to bodily symptoms could be answered on 10-point Likert scales such that change scores could be calculated based on the participants’ answers allowing evaluation of the degree of change as increase, decrease or no change during the pandemic situation in relation to before the pandemic (see Table  1 for an overview).

Personality and self-concept

As illustrated in Table  1 , the participants’ personality traits were assessed with the Big Five Personality Inventory (BFI-40, [ 43 ]). The BFI-40 is a standardized self-report measure that has been validated in different cultural populations and age groups [ 44 ]. The self-concept was assessed using a modified short version of the twenty statements tests (TST, [ 45 ]). The TST is a cross-cultural tool for the assessment of different facets of the self-concept including actual, ideal, and ought selves. In the present study, participants had to generate self-descriptions for the actual self only. In line with the instruction of the TST [ 45 ], participants were asked to provide five words to the prompts “I am ….” in order to describe themselves.

Mental health: anxiety (trait and state) and current depressive symptoms

In line with previous pre-pandemic surveys among university students (see Background for an overview), we expected a high prevalence of anxiety and depressive symptoms in the present sample of university students irrespective of their culture or country in which they study. Prevalence rates for self-reported current depressive symptoms assessed with the screening tool of the PHQ-2 asking for depressive symptoms in the last 2 weeks (PHQ-2 items: item1: “little interest or pleasure in doing things”; item 2: “feeling down, depressed or hopeless”) and state anxiety (asking for how one feels right now) might be expected to be even higher than prevalence rates reported in previous surveys before the pandemic situation.

Threat perception, feelings, and difficulties in emotion perception

We expected threat perception to the COVID-19 pandemic to be associated with self-reported unpleasantness, feelings of moderate to high levels of arousal, self-reported perceived lack of dominance (feeling less in control of the situation) on the Self-Assessment Manikin (SAM) scales. In addition, we expected self-reports of feelings of anger, sadness, and anxiety towards the pandemic as assessed by the survey items assessing discrete emotions. We also explored whether students report to perceive changes in emotion perception since the pandemic outbreak relative to before the pandemic outbreak. Specifically, we explored whether participants report difficulties in describing and identifying feelings and report externally oriented thinking on the TAS-20 as potential maladaptive adaptions in coping with the pandemic lockdown. As mentioned above, the instruction of the TAS-20 items asked the participants to answer the items in relation to before the pandemic.

Worries about health, perceived changes in behaviour during the COVID-19 pandemic

We expected that the majority of students will report to be more worried about their mental and physical health than before the pandemic. Moreover, we expected a higher awareness of bodily symptoms (i.e., paying more attention to perceived changes in smell, taste, cardiovascular functions, breathing/respiration, and appetite/eating/drinking) relative to before the pandemic. Given that the lockdown in every country had effects on the students’ work and leisure time activities, we also expected that participants will report changes in health behaviour including a decrease in regular physical activity compared to before the pandemic lockdown including self-reported changes in eating- and sleeping behaviour and weight. We also expected difficulties in learning and social behaviour (see Table  1 ).

Moreover, we examined how university students see themselves (self-concept). In particular, we explored whether the students would report a positive or negative self-concept and compared their linguistic descriptions of the self to their descriptions of their current feelings pandemic-related feelings (“I feel …) and their personality. Regarding personality, we explored whether stable psychological personality traits (Big Five and trait anxiety) would be correlated with state anxiety and depressive symptoms and the students’ perceived changes in emotion perception. Finally, we examined for exploratory purpose, whether machine learning could predict the students’ personality traits from their reports (for details see “Data Analysis” section).

Descriptive analyses and statistics

To answer the hypotheses outlined above, the participants’ answers (questionnaires, single items) were analysed descriptively to provide insight into how many students on average reported anxiety and depressive symptoms as well as how many students reported to perceive changes in subjective experience (threat perception, difficulties in emotion perception, worries about health, bodily symptoms) and behaviour (health, social, learning). Analysis of the questionnaires (PHQ-2, STAI, TAS-20, BFI-40) followed the guidelines and manuals and were calculated as sum scores or mean scores (non-normalized). For the PHQ-2, STAI and TAS-20, cut off scores are available from the literature (see “ Results ” section). These cut off scores were also used in the present study to discriminate between high versus low trait anxiety, high versus low state anxiety, depressive symptoms, and difficulties in emotion perception. Means and standard deviations were calculated for all questionnaire data and for the closed survey items using Likert scales or the SAM scales. The questionnaire data and answers to the survey items were tested statistically for significance by means of non-parametric or parametric statistical tests as appropriate. The respective test statistics are presented in brackets in the “ Results ” sections. Given the drop-out across blocks of the survey (see section about Sample size, survey drop-out and missing data), the results for each scale, item or questionnaire were calculated for the available sample who filled in the questions and the final sample (n = 220) who filled in the complete survey and who reported to study in Egypt or Germany. P values are reported uncorrected and two tailed if not otherwise specified. The SPSS software (IBM SPSS Statistics Software, Version 27) was used for all statistical testing including correlation analysis (see below).

Correlational analysis

Correlation analyses (Pearson) were used to assess the relationships between the Big Five personality traits (BFI-40), mental health variables (STAI: trait and state anxiety, PHQ2: screening for depressive symptoms), and difficulties in emotion perception (TAS-20). P values are reported uncorrected and two tailed if not otherwise specified.

Linguistic analysis of self-concept and feelings

The open-ended linguistic answers assessing the self-concept (“I am …”) and feelings in response to the pandemic (“I feel …”) were analysed with computer-assisted text analysis tools including Linguistic Inquiry of Word Count (LIWC; [ 46 ]). The dictionary of the LIWC software contains words and word stems, grouped into semantic categories related to psychological constructs. The categories provided by the LIWC allow the assessment of the polarity of words (positive or negative). The LIWC analysis produces reliably results with about 500 words and more. Therefore, in the present study, words generated by each participant were accumulated across participants and entered as a whole text corpus for words generated for the prompts “I am …” (self-concept) or for the prompt “I feel …” (feelings in response to the pandemic), respectively. This allows the evaluation of the self-concept and current pandemic feelings of the university sample as a whole. For the linguistic analysis no statistic testing was performed.

Machine learning (exploratory analysis)

Machine learning (ML) was used for exploratory purpose only and the ML algorithms were chosen to combine the different psychological variables that were descriptively analysed in order to explore whether individual personality traits including the Big Five and trait anxiety can be predicted and classified by automated machine learning tools. To this end, the questionnaire scores and answers to the different survey items were preprocessed according to the following procedure: the participants’ Big Five personality traits from the BFI-40, the state and trait anxiety scores (from the STAI including for each individual, a difference score for self-reported trait and state anxiety), depression (PHQ-2), perceived changes regarding difficulties in emotion perception (TAS-20) as well as the participants’ answers on the SAM scales for threat perception (e.g., valence, arousal, dominance) were normalized (z-scores). The participants’ answers to the discrete emotions elicited during the pandemic, difference scores assessing increase in current anxiety (difference score comparing STAI state vs. STAI trait) as well as the participants’ answers to the survey items asking for worries and perceived changes in health and behaviour were labeled as positive or negative or set to zero if the students reported no change. The answers to the survey items asking for perceived changes in paying attention to bodily sensations/symptoms were combined to a total score denoting the total perceived changes in attention towards bodily sensations/symptoms and the total change was labeled as positive or negative depending on whether attention increased or decreased relative to before the pandemic or set to zero if there was no change. Sociodemographic variables such as country or university were no contribution factors in prediction and classification. After data preprocessing and data labeling, the dataset for machine learning comprised continuous features and discrete categorical features. The whole dataset was denoted “X” and the continuous or discrete features were denoted “y” in the feature matrix. The machine learning libraries of the Python software package ( https://www.python.org/ ) were used for automated data analysis. Data analysis was based on regression models. Gradient Boosting Regression (GBR) and Support Vector Regression (SVR) were chosen for the regression models. The principle of Gradient Boosting Regression is to build multiple regression models based on decision trees. Decision tree models are supervised machine learning algorithms that have tree structures that recursively break down the dataset into smaller datasets through branching operations while comparing the final node results with the target values. Decision tree models provide the best fit for small sample sizes to avoid overfitting the data. The same holds true for support vector machine algorithms. Support Vector Regressions (SVR) aim at finding the best fitting line in continuous data within a predefined threshold error. The evaluation of the accuracy of the prediction is evaluated based on the root mean squared error (RMSE). Depending on the type of data to be predicted, RMSE within 10–20% of the range is considered a good result. Especially with human self-report, data accuracies are usually much lower than in other more deterministic domains of machine learning e.g., natural language processing or bioinformatics. One reason for the lower accuracies in human behaviour data is the higher variance in the data itself [ 47 ]. To account for this, we accepted a RMSE of up to 16.6% as sufficient for the decision that the data can be predicted by the model accurately.

We used the classical train/test split approach with a ratio of 8:2. Train/test split is a common validation approach frequently used in ML studies including those with smaller sample sizes [for a critical review see [ 48 ]). No k-fold cross validation (CV) approach was chosen as it has been shown that k-fold CV can lead to overestimation especially with small sample sizes, whereas train/test split and nested CV approaches have been shown to be equally reliable even with small sample sizes [ 48 ]. We also performed hyperparameter tuning, an algorithm frequently used and recommended in machine learning to choose and select during training the best model while avoiding biasing the data, and the number of features and the feature-to-sample ratio) was kept in an optimal range (less features than samples) for avoiding overfitting [ 48 ].

Descriptive data analytics

Mental health: anxiety (trait and state) and depressive symptoms.

The mean state and trait anxiety scores of the university students who completed the entire survey and who studied in Egypt or in Germany (n = 220) were above the cut off scores that according to the literature distinguishes between high versus low anxious subjects [ 49 ]. The mean state anxiety score as measured with the STAI inventory was significantly above the cut of score of 40 (n = 220, mean : 50.04, SD  = 3.77; T  = 39.47, df  = 219, cut off: 40, p  < 0.001). A cut off score below or above a score of 44 in the trait STAI scale differentiates between low trait anxious and high anxiety prone individuals [ 49 ]. The mean score for trait anxiety was significantly higher than this cut off score (n = 220, mean: 46.02, SD  = 11.56; T  = 2.60, df  = 219, cut off: 44, p  < 0.01). Given the drop-out of n = 105 students, the analysis of the mean state and trait anxiety scores were recalculated for the final sample including those students who dropped out. The analysis showed that also in this larger sample of n = 325 students the cut off scores were significantly above the cut off scores (state anxiety: n = 325; mean : 50.23, SD  = 3.75; T  = 49.13, df  = 324, cut off: 40, p  < 0.001; trait anxiety: n = 325; mean : 47.08, SD  = 11.52; T  = 4.72, df  = 324, cut off: 44, p  < 0.001) and in addition, trait anxiety scores (trait) did not differ significantly between women and men in this sample (trait anxiety: n = 325; mean-woman : 47.94, SD  = 11.82; men: 45.96, SD  = 10.91; F (321,1) = 2.45, p  > 0.12). However, women reported higher state anxiety scores than men. This difference in state anxiety scores between women and men was significant (state anxiety: n = 325; mean-woman : 50.81, SD  = 3.62; men: 49.63, SD  = 3.79; F (321,1) = 8.08, p  < 0.005) and was also significant in the n = 220 sample. There was no significant difference in state anxiety scores between students studying in Egypt or Germany, neither in the n = 220 sample nor in the sample comprising n = 325 students (n = 220, state anxiety: Egypt- mean : 50.16, SD  = 3.75, Germany- mean : 49.08, SD  = 3.86, Mann – Whitney-U  = -1.39, p  = 0.16; n = 325, state anxiety: Egypt- mean  = 50.32, SD  = 3.70, Germany- mean : 49.45, SD  = 4.22, Mann – Whitney-U  = -1.24, p  = 0.22). However, students studying in Egypt reported higher trait anxiety compared to the students studying in Germany (n = 325, trait anxiety: Egypt- mean : 47.62, SD  = 11.60, Germany- mean : 42.24, SD  = 9.75, n = 220, trait anxiety: Egypt- mean : 46.49, SD  = 11.57, Germany- mean : 42.40, SD  = 10.93), but this difference was not significant in the final sample (n = 220, Mann – Whitney-U  = − 1.39, p  = 0.16). The results are illustrated and summarized in Fig.  3 .

For the PHQ-2 screening for depressive symptoms a sum score greater than 3 on both items is associated with depression proneness [ 38 ]. In the sample of university students who completed the entire survey and therefore had filled in the PHQ-2 depression screening, the mean sum score was mean: 3.48, SD  = 1.58, and significantly above the cut off score ( T  = 4.51, df  = 219, cut off = 3, p  < 0.0001). 51.82% (n = 114) of the students had sum scores greater than the cut off (> 3), and 19.09% (n = 42) had a sum score of 3 (cut off). Only 26.82% (n = 59) of the sample scored below the PHQ-2 cut off score (< 3), and only 2.27% (n = 5) did report to not suffer from loss of interest or pleasure in doing things (PHQ-2 item 1) or from feeling down, depressed or hopeless during the last two weeks (PHQ-2 item 1) (see Fig.  3 for an overview on state anxiety and depressive symptoms). The PHQ-2 scores did not differ between students studying in Egypt or Germany (n = 220, Egypt- mean : 3.51, SD  = 1.56, Germany- mean : 3.24, SD  = 1.79, Mann – Whitney-U  = − 0.643, p  = 0.52) nor did they differ between women and men (n = 220, woman- mean : 3.48, SD  = 1.54, men- mean : 3.47, SD  = 1.63, F (217,1) = 0.00, p  = 0.98).

Descriptive analysis of the items assessing threat perception (SAM; Self-Assessment Manikin scales ranging from 1 (unpleasant, not aroused, or no control) to 9 (pleasant, very highly aroused, in control)) showed that, the students (n = 220) felt slightly unpleasant ( mean : 4.19, SD  = 1.97). In addition, 55% (n = 120) of the final study sample (n = 220) reported a score from 1 to 4, i.e., from high unpleasantness to moderate unpleasantness on the 9-point SAM valence scale. On average, the students did not feel much in or out of control of the situation ( mean : 5.07, SD  = 2.41) on the 9-point SAM scale for dominance. Nevertheless, 37.55% of the study sample reported a score from 1 (no control) to 4 (loss of control) on the SAM scale for dominance. Mean physiological arousal was rated as moderate ( mean : 5.40, SD  = 2.22). However, 50% of the university students (n = 110) reported an arousal score of 6 (aroused) to 9 (very high arousal) on the SAM arousal scale. Given the drop-out of students, comparisons of the ratings (valence, arousal, or control) were performed between samples (n = 220 and n = 59 who completed the ratings but did not fill in the entire survey). This showed that the ratings did not differ between the samples ( Mann – Whitney-U -tests, all p  > 0.70). From the set of discrete emotions (including sadness, anger, fear, disgust, happiness, surprise, or neutral emotions), 66.8% reported to feel not neutral, 93.2% reported to feel not happy, 56.4% reported to feel sad, 75.9% reported to feel angry, 92.3% reported to feel surprised, 87.7% reported to feel disgusted, and 52.7% reported to feel afraid by the current pandemic situation. The distribution of “yes” versus “no” answers differed significantly for the categories feel neutral, happy, surprised, disgusted, or angry, respectively, (non-parametric test for binomial distribution: all p  < 0.001). From all students who completed these items (n = 277) the same significant results were obtained for the answers concerning discrete emotions.

16.88% of the students of the final sample (n = 220) had a total TAS-20 score greater than the critical TAS-20 cut off score (TAS-20 cut off > 60, [ 30 ]). From the three subscales of the TAS-20 questionnaire, changes in self-reported difficulties in emotion perception in relation to the pandemic as compared to before the pandemic were reported by 62.27% (n = 137) for items belonging to the subscale “Difficulty describing feelings”, and by 71.82% (n = 158) for the items belonging to the subscale “Difficulty identifying feelings” and by 50.91% (n = 112) for the items belonging to the subscale “Externally Orienting Thinking”. The distributions of the TAS-20 scores of the three subscales did not differ between students studying in Egypt or Germany ( Mann – Whitney-U , all p  > 0.50). However, woman (n = 107) reported higher scores on the subscales “Difficulties identifying feeling” compared to men (n = 112), F (217,1) = 217.1, p  = 0.035.

Worries about health

In the final sample who completed the survey (n = 220), 65.5% (n = 144 students) of the study sample reported to worry about their mental health more due to the COVID-19 pandemic than before the pandemic, whereas 34.5% (n = 76) answered to worry not more than before the pandemic. 71.4% (n = 157) of the students reported to worry more about their physical health than before the pandemic, whereas 28.6% (n = 63) answered to worry not more about their physical health than before the pandemic. The distributions of “yes” versus “no” differed significantly for both, worries about mental and physical health, respectively (non-parametric test for binomial distribution: all p  < 0.001) and this also held true when considering all students who filled in these items (n = 227). Self-reported worries about mental health and physical health were significantly related (χ2 = 100.43, df  = 2, p < 0.001). 65% (n = 143 of n = 220) reported to worry in both domains (mental health and physical health) more than before the pandemic and this also held true when considering all students who filled in these items (n = 227), see Fig.  4 a.

a Worries about mental health or physical health or both (mental and physical health). The cross represents significant results, p  < .05. b Perceived changes in health behaviour including weight, eating, sleeping, and physical activity. The cross represents significant results, p  < .05

Behaviour: health

Across health behaviour domains (weight, eating, sleep, physical activity), 52.3%, 58.2%, 31.8%, and 76.4% of the study sample (n = 220) reported to have gained weight, to eat more than before the pandemic and to not sleep more or exercise more than before the pandemic situation. The distributions of “yes” versus “no” answers were significantly different for the domains of eating, sleep and exercise/physical activity (non-parametric test for binomial distribution: eat, sleep, exercise/physical activity all p  < 0.001) and this again held true when considering all students who filled in the items (n = 227). Paying attention to bodily sensations and symptoms (i.e., changes in taste, smell, appetite/eating/drinking, cardiovascular functions, breathing/respiration) did however not change significantly relative to before the pandemic outbreak. On average, on Likert scales ranging from 1 (“decrease”) to 5 (“no change”) to 10 (“increase”), participants reported not to pay more attention to or to be more aware of bodily sensations and symptoms than before the pandemic (smell: mean : 5.18, SD  = 1.21, taste: mean : 5.15, SD  = 1.27, bodily symptoms: mean : 5.84, SD  = 1.74, cardiac symptoms: mean : 5.78, SD  = 1.66, breathing: mean : 5.77, SD  = 1.64, eating and drinking/appetite: mean : 5.52, SD  = 2.09). The answers on these rating scales did not differ between students studying in Egypt or Germany (all p  > 0.16), but comparisons between women and men showed that women scored significantly higher on the scale asking for attention to bodily symptoms than men (woman- mean : 6.18, SD  = 1.90, men- mean : 5.50, SD  = 1.53, F (217,1) = 8.50, p  > 0.002). This again held true when considering all students who filled in the items (n = 227).

Behaviour: social distancing and learning

Being asked about their social situation of self-isolation, teaching and learning behaviour, 54% of the student sample (n = 220) replied to have difficulties in not going out during the pandemic. 76.4% replied to have difficulties in self-regulated learning, being unable of focusing their attention on the teaching content. Of these students, 60.9% replied to have difficulties in studying with the same self-regulatory effort because of being anxiously preoccupied with the current pandemic situation (see Fig.  4 b). The distributions of “yes” versus “no” answers were significantly different for the domains of learning (non-parametric test for binomial distribution: eat, sleep, exercise/physical activity all p  < 0.002) and this again held true when considering all students who filled in these items (n = 305, all p  < 0.001).

Linguistic self-concept and self-descriptions of current feelings

Linguistic self-descriptions (“I am …”) showed a positivity bias. Overall, more positive words than negative words were used by the students to describe themselves (see Fig.  5 ). As mentioned above, linguistic analysis of the university students’ self-descriptions about how the current COVID-19 pandemic situation makes them feel (“I feel …”) showed the reverse pattern with more negative words than positive words being used by the study sample to complete the prompt “I feel ….” (see Fig.  5 ). In addition, Fig.  6 shows the most prominent examples, i.e., the words most often used by the students to describe their feelings during the pandemic.in the prompt “I feel …”.

Percentage of negative and positive words. Left column: Self-concept: “I am …”. Right column: Current feelings during the pandemic “I feel …”

Summary of the words most often used by the university students to describe their feelings in response to the pandemic

Personality: Big Five

The final student sample (n = 220) scored low on the BFI-40 subscales for extraversion ( mean : 24.5, SD  = 5.65), neuroticism ( mean : 25.37, SD  = 6.51), and reported moderate scores on the conscientiousness scale ( mean : 30.69, SD  = 6.07), the openness scale ( mean : 36.85, SD  = 5.07), and the agreeableness scale ( mean : 33.42, SD  = 4.50) and as described earlier (see section “ Study sample, survey drop-out and missing data ”), the BFI-40 scores of the samples (n = 220 vs. n = 105 who dropped-out) did not differ in the five personality dimensions. The Big Five personality traits were significantly correlated with self-reported depressive and anxiety symptoms as well as with the self-reported difficulties in emotion perception. Table  2 shows a summary of the correlations between measures of personality traits (BFI-40), trait anxiety (STAI-trait scale), state anxiety (STAI-state scale), self-reported depressive symptoms (PHQ-2), and perceived difficulties in emotion perception (TAS-20) as obtained from the final sample (n = 220).

Automated data analytics, machine learning (exploratory)

The university students’ personality traits (Big Five) and trait anxiety could be predicted from the psychological variables (trait and state) summarized in Table  3 through feature importance extraction by Support Vector Regression. The table and the numbers in percent show the major contributing factors to the prediction of the respective trait listed in the left column (under “Measure”). Table  4 shows the prediction accuracy suggesting that prediction of all trait attributes have similar error rates.

The COVID-19 pandemic is taking its toll. Concerns have been raised by the WHO (2020) [ 8 ], that the COVID-19 pandemic will cause “a considerable degree of fear, worry and concern in the population” (cited from WHO, 2020 [ 8 ]) and that stress and anxiety as well as depression will increase considerably during the COVID-19 pandemic, rendering affective disorders a public mental health concern of the COVID-19 pandemic [ 8 ]. In the present survey, mental health (depressive symptoms, state and trait anxiety), subjective experience (threat perception, current feelings, perceived difficulties in emotion perception, worries about health during the pandemic) as well as perceived changes in behaviour (related to health, social behaviour and learning/teaching) was assessed among university students studying in Egypt or Germany, respectively. The survey was administered in May 2020, shortly after the lockdown in these countries. Going beyond previous surveys, the students’ self-concept and the Big Five of human personality were additionally assessed to explore psychological patterns between personality traits, mental health, and perceived changes in subjective experience by means of correlation analysis and machine learning.

Mental health among university students

Regarding pandemic risk groups, previous cross-cultural pre-pandemic surveys have shown high prevalence rates of anxiety and depression among university students across countries [ 17 , 18 , 19 , 20 , 21 , 22 , 50 , 51 , 52 , 53 ]. Therefore, the WHO’s concerns about the psychological consequences of the COVID-19 pandemic on mental health and well-being might affect university students as a population group as well. The results obtained from this sample of university students who study in Egypt or Germany during the first lockdown period confirm these concerns. In particular, the results confirm previous pre-pandemic results about mental health of university students and they seem to confirm the concerns of the WHO regarding mental health and threat perception during the current pandemic. The mean state anxiety score (assessed with standardized questionnaires including the Spielberger Trait-State Anxiety Inventory, STAI) was significantly above the cut off score that, according to the literature [ 34 ], discriminate high from low anxious subjects. In addition, state anxiety scores were significantly higher in woman than man. Moreover, 51.82% (n = 114) of the students had sum scores greater than the cut off (> 3), and 19.09% (n = 42) had a sum score of 3 (cut off). Only 26.82% (n = 59) of the sample scored below the PHQ-2 cut off score (< 3), and only 2.27% (n = 5) did report to not suffer from loss of interest or pleasure in doing things (PHQ-2 item 1) or from feeling down, depressed or hopeless during the last two weeks (PHQ-2 item 1), and self-reported depressive symptom did not differ among students studying in Egypt or Germany or in woman or men (see Fig.  3 for an overview on state anxiety and depressive symptoms). Thus, in total, 51.82% and 19.09% of the final student sample (n = 220) reported depressive symptoms at and above the cut off score for depressive symptoms [ 38 ], thus feeling depressed or hopeless and reporting a loss of interest and pleasure in the items of the PHQ-2 questionnaire during most of the days of the last 2 weeks of the COVID-19 pandemic. Prevalence rates from previous surveys among university students reported a prevalence of anxiety symptoms or depressive symptoms above 35% among university students before the pandemic (e.g., for depression or anxiety [ 17 , 18 , 19 , 20 , 21 , 22 , 50 , 51 , 52 , 53 ]). A recent online study [ 21 ], including N = 185 university students studying in Germany found that 36.6% of the university students (women and men) report experiencing depressive symptoms, 41.83% (women and men) reported experiencing high levels of state anxiety, and all students reported experiencing stress due to excessive demands and uncertainty in finances, job, or social relationships. These prevalence rates have actually been found in cohort studies including university students all over the globe, irrespective of culture before the outbreak of the pandemic [ 17 , 18 , 19 , 20 , 21 , 22 , 50 , 51 , 52 , 53 ]. In relation to these pre-pandemic prevalence rates, the prevalence of state anxiety and of depressive symptoms in the current sample seem to have more than doubled during the pandemic time period.

The scores for state anxiety need to be seen in relation to the results obtained for trait anxiety. As mentioned above, trait anxiety scores were even higher in those students who dropped-out, however state anxiety scores did not differ across students who completed the survey and those who did not. Students with high state anxiety during the pandemic may be at special risk of suffering from anxiety proneness in the long run. Therefore, surveys among university students should be continued to further explore the development of anxiety and particularly also of depressive symptoms during the current pandemic as well as the comorbidity of anxiety with depressive symptoms as a consequence of the COVID-19 pandemic. Very recent surveys among university students from Greece (Europe) and the United States conducted in a similar time period (during the first lockdowns in these countries) report similar high percentage numbers of anxiety, depression and mental health burdens [ 12 , 13 ]). Given that the STAI asks for feelings of stress, worry, discomfort, experienced on a day to day basis one could expect changes in other psychological domains as well (see below).

Threat perception and perceived difficulties in emotion perception

Being asked about their feelings during the pandemic, 55% of the students reported unpleasantness and 37.55% of the students rated to be in loss of control of the situation, and about 50% reported moderate to high physiological arousal. Moreover, university students reported a mix of discrete emotions in response to the pandemic. In particular, there was a significant loss of happiness, and a change in feelings of surprise, disgust and anger. In line with this, as illustrated in Fig.  5 , linguistic analysis of the participants’ answers to the questions “I feel …” also suggest a negativity bias in the linguistic descriptions of the students’ feelings: In summary, there was more intense use of negative than positive words to describe one’s feelings in response to the pandemic. Thus, feelings of threat and negative emotions were also reflected in the self-generated linguistic answers of the students, supporting a general increase in anxiety during the first period of the COVID-19 pandemic among university students. Similarly, and in line with the scores obtained from the depression screening instrument (PHQ-2), linguistic analysis of the questions “I feel …” revealed a high percentage of words such as feeling depressed, down or hopeless (see Fig.  6 ). Thus, anxiety and depression related words were amongst the most frequently used words when participants were asked to describe in their own words, how the current COVID-19 pandemic situation makes them feel. The study sample also reported to have perceived difficulties in emotion perception during the pandemic. Using the three subscales of the Toronto Alexithymia Scale (TAS-20), the participants were instructed to rate whether they experience difficulties in emotion perception relative to before the pandemic situation. Especially difficulties in identifying and describing feelings were reported. Moreover, the sum scores of the TAS-20 were significantly correlated with the students’ anxiety scores and the intensity of self-reported depressive symptoms (see Table  2 ). Taken together, these results are of particular interest in light of discussions which mental health interventions might help university students to cope with the threat provoked by the pandemic situation. Given that previous research has shown that high scores on the TAS-20 promote psychopathology [ 28 , 29 ], the reports of the students about them perceiving difficulties in identifying one’s feelings in response to the pandemic situation relative to before the pandemic outbreak should be taken seriously and investigated in further studies in larger student cohorts.

Worries about health and health behaviour during the COVID-19 pandemic

Moreover, the university students’ worries about health should be taken seriously. Chronic worrying is a sign of chronic distress and constitutes a risk factor of later development of general anxiety disorder [ 54 ]. In the current study, 65.5% of the final student sample (n = 220) reported being worried about their mental health and 71.4% reported to worry about their physical health more often than before the pandemic. The majority of the student sample did, however, not report to pay more attention to bodily sensations or symptoms (taste, smell, cardiovascular, respiration/breathing) than before the pandemic. However, worries about mental and physical health were accompanied by perceived changes in health behaviour. The percentage of “yes” and “no”-answers differed significantly for changes in health behaviour related to eating and physical activity behaviour since the outbreak of the pandemic. We did not ask the students for their eating behaviour or their physical activity level before the pandemic. Thus, the questions asking for perceived changes during relative to before the pandemic might have the potential of a memory bias. Nevertheless, pre-pandemic surveys report that up to 30% of university students do not exercise at a regular basis and do not meet the WHO’s weekly or daily physical activity recommendations (for an overview see [ 55 ]). The present results suggest a reduction in physical activity during the pandemic and physical inactivity and sedentarism are among the major risk factors promoting negative lifestyle-related diseases in the long run [ 55 ].

Learning behaviour during the COVID-19 pandemic

The pandemic might have negative effects on student’s teaching and learning behaviour. In the present sample of university students, difficulties in teaching and learning were reported by the majority of students. One interpretation of these results is, that pandemic situations such as the current COVID-19 pandemic are characterized by uncertainty, fear, and threat, i.e., factors that are known to impact self-regulation. Previous research has shown that self-regulation is negatively related with threat perception [ 27 ] because responding to fear, anxiety and to threatening events depletes top-down control and self-regulatory resources [ 56 , 57 ] that are also required for academic performance. In line with this, students reported having difficulties in focusing and concentrating on the teaching content during the current COVID-19 pandemic situation (see Fig.  4 b). Self-learning formats such as e-learning may accentuate these effects.

Self-concept and personality of university students, and machine learning

When asked to describe themselves with a modified version of the TST asking for descriptions of the students’ “actual self”, positive word use outweighed negative word use. When the student sample was considered as a whole, linguistic analysis of word use (see Fig.  5 ) supported a clear bias towards positivity that also accords with previous results that seeing yourself in a positive light correlates with positive self-descriptions and preferential processing of positive words [ 58 , 59 , 60 , 61 ]. Although this result must be seen in relation to a general positivity bias in written and spoken language (most languages having more positive than negative words [ 62 ], the analysis of word use suggests that the pandemic situation at the time of the survey did not provoke a threat to the self-concept of this university student sample and this, although linguistic analysis of the answers to the prompt that asked for feelings during the pandemic (see also Fig.  5 ) revealed a negativity bias as immediate negative responses to the pandemic situation in line with the results observed for the survey items asking for threat perception. Symptoms of state anxiety and current depressive symptoms may therefore reflect temporary changes of the university students to the pandemic situation that however occur immediately in response to the pandemic lockdown.

Psychological theories agree that individual factors such as one’s personality are correlated with subjective experience, well-being, mental health, and behaviour, e.g., [ 63 , 64 ]. In line with this, analyses showed correlations between the Big Five (BFI-40) personality traits and the university students’ self-reported symptoms of anxiety, depression and their perceived difficulties in emotion perception. Statistically, correlation analysis, linear regression analysis, multivariate structural equation models, mediator analysis, or moderator analysis may all be feasible statistical methods to describe the relationship between psychological variables. However, in the present study we attempted to apply supervised machine learning algorithms that are built on regression models to further explore whether personality traits were not only correlated with mental health variables but could be predicted from the self-reported subjective experience of the participants obtained from this survey’s multimethod assessment. The observed results are promising despite the relatively small datasets used for training and prediction. The algorithms provided relatively accurate models for the prediction of personality traits from self-report data. As illustrated in Table  3 , neuroticism as one of the big five personality traits (shown to be related to mental ill health [ 63 , 64 ]) and in the present study sample significantly correlated with both, self-reported anxiety and depressive symptoms (see Table  2 ) could best be predicted by changes in current anxiety (threat perception, difference scores state vs trait anxiety), by the students’ self-reported trait and state anxiety, by their self-reported perceived difficulties in emotion perception (describing one’s feelings reported on the TAS-20), by self-reported changes in physical health behaviour (eating) and by self-reported difficulties in social distancing. Very recent results from surveys investigating the role of personality factors during the current COVID-19 pandemic also found that people’s self-reported psychological perceptions of and reactions towards the pandemic also depend on stable personality traits including the Big Five (for an overview [ 65 ]). Interestingly, there is also evidence that expression on personality traits such as the Big Five can change in conjunction with mental ill health [ 66 ]. Our results and these recent results suggest that future studies exploring the psychological consequences of the COVID-19 pandemic should include the assessment of personality traits in their anamnestic exploration of mental health and self-reported experience.

Limitations

The present study adds to the evidence reported in the literature about the negative consequences of the current COVID-19 pandemic on mental health and well-being of university students. By using a mix of self-report measures it allows detailed insight into the subjective experiences associated with the pandemic in this population group in the psychological domains of mental health, health behaviour change and learning. However, some limitations already discussed in the sections above should be stressed. First, there was a high drop-out whose percentage was within the upper range of the expected drop-out rates for online surveys (20–50%). Although drop-outs were statistically assessed and compared to the final sample as far as appropriate, suggesting no bias by age or gender or the student’s personality, the drop-out reduced the final sample size reducing the power of the study. Thus, further data is required to demonstrate the generalizability of the present observations and to further explore possible cultural differences. In the present study sample, the reported significant differences between gender and students studying in Egypt or Germany might be tentative due to the small study samples. Power calculations suggest an ideal sample size of about N = 271 (90% confidence) or N = 385 (95% confidence) participants (margin of error of 5%). Although this sample size was reached in the beginning, it was reduced by the successive drop-out across the blocks of survey items. Second, statistics revealed significant results for the quantitative measures, however, the results of the linguistic tasks (self-concept and feeling prompts) could be reported only descriptively. The LIWC software was used for linguistic analysis. This allowed word categorization with high accuracy and validity [ 46 ] providing interesting insight that otherwise might have gone unnoticed and confirmed the results obtained from quantitative measures. Third, due to the small sample size the machine learning approach is exploratory and challenged by limitations. While machine learning tools have already been applied in many domains of psychology (e.g., in the domain of Affective Computing and Health Psychology), their use is still relatively under investigated in studies using psychology data obtained from multimethod approaches as the current one [ 67 ]. Existing studies using machine learning for analyzing personality- and behaviour-related data, mainly target personality prediction from larger datasets (e.g., [ 68 ]). In the present study, we followed guidelines and recommendations from existing machine learning studies discussing possible solutions for application of machine learning tools with small sample sizes (see for an overview [ 69 , 70 , 71 ]), using sample size of about 200 and support vector machines (SVM similar to SVR used in our study) for estimation of depressive symptoms, for personality trait and perceived stress prediction based on sample sizes ranging from 150 to 250 participants [ 69 , 70 , 71 ], as in the present study. In line with these previous studies applying machine learning tools to smaller sample sizes, we applied machine learning to a mix of measures that captured subjective experience in relation to the current COVID-19 pandemic situation in line with the recommendations from psychologically-driven computational approaches that suggest to include trait and state measures for prediction [ 25 , 26 ]. Nevertheless, the present approach is exploratory and application of machine learning to small sample sizes need to be critically discussed, e.g., for a detailed discussion see [ 48 ], as it can lead to overfitting or overestimation. One recommendation to avoid such problems with small sample sizes is to use nested cross validation and control feature-to-sample ratio [ 48 ]. It will be interesting to follow-up the present ML results in future COVID-19 survey studies and use additional data collected during the course of the pandemic for validation and training in order to confirm the results from ML in hopefully larger samples, supporting the combination of machine learning and classical data analytics in the domain of psychology.

This survey investigated the subjective experience of university students studying in Egypt or Germany during the COVID-19 pandemic in May 2020, i.e., in the time period after the first pandemic lockdown in the countries. Perceived changes in all psychological domains including state anxiety, depressive symptoms, threat perception, emotion perception, worries about health and behaviour (health, social distancing, and learning) were reported in the majority of students taking part in the survey. Recent COVID-10 surveys report similar high prevalence rates among university students across the globe [ 3 , 4 , 12 , 13 ]. Although the results of this survey are tentative, the multimethod approach of this survey, using multiple scales, descriptive, correlational, and linguistic analysis, provides a valuable contribution to previously published COVID-19 studies. Moreover, the approach of combining descriptive analysis with machine learning should and could be followed-up in larger samples during the second period of the current pandemic. Crucially, despite the small sample size, the present results of self-reported anxiety and depressive symptoms among university students, that also seem to be supported by recent surveys including university students from other countries [ 3 , 4 , 12 , 13 ] should be taken serious as they suggest that there is an urgent need to develop interventions that help prevent mental health among university students in order to avoid negative consequences in health and learning behaviour in response to the pandemic and provide health care to those students who might be at special risk of mental ill health.

Questionnaire/survey

The questionnaires and self-assessment scales used in this study are standardized questionnaires and standardized scales whose references are cited in the manuscript in brackets. The single survey questions e.g., health and teaching have been developed for the purpose of this survey and are summarized in Table  1 in the manuscript. An overview of the online survey can be found in the supplement of this manuscript.

Availability of data and materials

The datasets used and/or analysed during the current study are available from the corresponding author on reasonable request. Due to the informed consent form in which the possibility of raw data being published online was not explicitly stated, the raw data cannot be made accessible in online repositories.

Abbreviations

BFI five inventory [ 43 ]

Decision tree regression

Gradient Boosting Regression

Linguistic inquiry of word count [ 46 ]

Personal Health Questionnaire 2 [ 38 ]

Root mean squared error

Self-Assessment Manikin scales [ 41 ]

Spielberger Trait State Anxiety Inventory [ 37 ]

Support Vector Regression

Toronto Alexithymia Scale [ 42 ]

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Open Access funding enabled and organized by Projekt DEAL. This study was funded by the DAAD/BMBF (principal investigators: CH, SA) and by the budgetary resources of the Department of Applied Emotion and Motivation Psychology, and the open access publication fund of Ulm University. The funding bodies played no role in the design of the study and collection, analysis, and interpretation of data and in writing the manuscript.

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CH conceptualized and designed the study and the survey. CH was involved in data recruitment, in data preprocessing and CH performed data analytics for descriptive and correlational data and results (descriptive data analytics, statistical analysis), and CH interpreted the result, CH supervised the machine learning part, created figures and tables and drafted and wrote the manuscript and revised it for scientific content. AB helped in the survey, performed the machine learning part, the machine learning part was also supervised by SA. All authors read and approved the manuscript.

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The present survey follows ethical guidelines: all students took part voluntarily in the survey. They gave written informed consent prior to filling out the survey. The participants were fully debriefed about the purpose of the study. They were informed that they will be questioned about their health, teaching and learning behaviour, and their subjective experience with the current COVID-19 pandemic situation. They were informed that they can withdraw from the study at any time during the survey without giving reasons or without negative consequences on confidentiality. They were debriefed in detail about data privacy. No individual ethics approval was submitted before the start of the survey. The survey contains questionnaires that are part of online studies that had received approval in previous studies of the corresponding author by the local ethics committee of Ulm University.

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Additional file 1.

. An overview of the online survey items and questionnaires.

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Herbert, C., El Bolock, A. & Abdennadher, S. How do you feel during the COVID-19 pandemic? A survey using psychological and linguistic self-report measures, and machine learning to investigate mental health, subjective experience, personality, and behaviour during the COVID-19 pandemic among university students. BMC Psychol 9 , 90 (2021). https://doi.org/10.1186/s40359-021-00574-x

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“Your outlook on life is a direct reflection on how much you like yourself.” ~ Lululemon

“My existence on this earth is pointless.”

That thought crossed my mind every night before I fell asleep.

It had been several months since I graduated from high school and I had no idea what I was going to do with my life. My future plans were falling to pieces, and everyone around me kept telling me that I needed to start accomplishing things that I had not yet accomplished.

I was not where I thought I should be in life. Everyone had expectations that I hadn’t met. I became too focused on becoming a version of myself that everyone else wanted, and I constantly compared myself to other people who had already taken the dive into the next chapter of their life.

I was relentlessly questioned and judged for my slower progression in life, which convinced me that no one supported me or believed in me. I wondered why I even bothered to exist if I was getting nowhere and disappointing everyone. I began to blame everyone but myself for the state of misery I had fallen into.

My self-esteem began to suffer as the months went by. I felt inferior to everyone and it made me hate myself. I still did not know what I wanted to do with my life—and I was starting to not even care.

But several months and hundreds of needless self insults later, I decided to block out the negativity , both from myself and other people. I silenced the voice in my head that told me I wasn’t good enough and asked myself what would really make me happy.

I’ve always been very creative and expressive. I used to sing, act, and dance when I was younger. But my favorite thing has always been writing.

Some of the happiest moments in my life came from opportunities to express myself or put my heart and soul out for everyone to see. Every path I tried to take always led me back to writing.

I got to a point where I realized that I was only trying to pursue other paths because I thought that’s what other people would accept. I was afraid that if I let my imagination soar to all the different possibilities, people would tear me down or tell me to be “realistic.”

The bottom line is that I became paralyzed with this fear of not being accepted. I was afraid to be different or go my own way and pursue what truly made me happy. I put myself in a box.

One day, I decided that enough was enough. I spent an entire year of my life trying to be “realistic” and conform to the expectations of other people. I realized that you can’t please everyone anyway, so trying will definitely not lead to contentment.

Real happiness comes from being content with and proud of yourself .

I finally decided that I was going to devote my time to learning about writing and working on my writing skills. I am happy with that decision and I feel better about myself because I made it for me.

I have learned a few things about choosing the right path for yourself, focusing on what will make you happy. If you’ve been struggling to make that choice, I recommend:

Drop your worries.

Worry puts a burden on your mind, body, and spirit. They can keep you up all night if you let them. Find comfort in the fact that everything happens for a reason and everything will fall into place at the right time.

During my period of low self-esteem and extreme uncertainty, I relentlessly questioned every aspect of my life. I would go to bed frustrated and upset as I told myself I wasn’t good enough, and that I wished I was like everyone else my age.

By constantly bashing yourself and worrying about every single thing that happens to you, you’re missing out on happiness that you could’ve had all along.

Do not try to please or impress anyone but yourself.

The need to impress, please, and compare ourselves to other people all the time is one of the most common causes of self-loathing. As long as you’re trying to please other people and live up to their expectations, you will not be pleasing yourself.

What I’ve learned is that happiness does not come from pleasing other people. Happiness comes from feeling content with your own life and goals.

Embrace your unique qualities and talents.

Everyone is different. Figure out what you’re good at and what sets you apart from everyone else. Your mission is to create a reason for being here.

Believe in your path.

When you start to figure out what you want in life, there will be obstacles. Do not let anyone or anything discourage you from continuing on. Believe in yourself and believe in your decisions.

Stay positive and keep moving forward.

Take your time.

Life does not come with a rulebook or deadlines for accomplishing certain things. I used to always think that I needed to be at the same level as everyone else my age. Life is not a race or a contest.

Have faith in the fact that you are exactly where you need to be at this very moment in time and as long as you’re content, don’t let anyone convince you that you’re not where you need to be. You be the judge of what you want to change in your life and then do it for you .

Surround yourself with positivity.

Try to limit the amount of time you spend with people who nay-say, judge, or ridicule. Choose to completely surround yourself with positive, inspiring influences. You will feel much happier and better about yourself if you do.

Make a list of sayings or quotes that make you feel encouraged or inspired and keep it where you can see it each day. Try putting the list under your pillow or on your refrigerator door.

The most important thing to remember is that you are worth it, you can go another day, and you can be happy. Life will not throw you anything you cannot handle or overcome.

Once you start to accept and love yourself and your desired path, the smoke will clear and you will breathe easy again. Be kind to yourself and life will be a whole lot brighter.

Photo by QuinnDombrowsky

About Madison Sonnier

Madison is a writer of feelings and lover of animals, music, nature and creativity. You can follow her blog at journeyofasoulsearcher.blogspot.com/ and buy her first eBook through Amazon . She loves making new friends, so be sure to say hi if you like what you see!

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How are you feeling right now?

Whew, this week has been intense. i spent most of it pretty anxious. and every time i felt the unease of uncertainty bubble up, i found myself reaching for my phone. after a week of checking incessantly to see the latest headlines, vote tallies, reactions, messages, and memes, my body seems to have adapted to....

Whew, this week has been intense.

I spent most of it pretty anxious. And every time I felt the unease of uncertainty bubble up, I found myself reaching for my phone.

Now, after a week of checking incessantly to see the latest headlines, vote tallies, reactions, messages, and memes, my body seems to have adapted to this addictive behavior.

For instance, this morning I picked up my phone to play some music but somehow found myself tapping open my news app. It took a minute or two of scrolling through the headlines before I remembered that I had initially picked up my phone for an entirely different reason.

After realizing this, it also became clear that I have been consuming more — in this case, news — in order to drown out my own thoughts and feelings .

So today I am taking some time to unplug from the news and reset my relationship with technology.

I am remembering to return to the present moment and making space for my emotions.

Every time I feel the urge or catch myself opening my phone’s news app, I will instead pop open my journal and answer a simple question: How are you feeling right now?

I am feeling a strong sense of relief right now, but I am also feeling so much more. There is a lot to unpack and process from the last week — and in many ways, from the last four years.

Join me and make time for your own thoughts and feelings today.

Wishing you many moments of reflection and calm,

Dave Radparvar Co-Founder, Holstee

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Feelings and Emotions: The Essay, Part One

Part One: A plumber’s version

© Al Turtle 2000 Print this Paper in PDF

So many time I have found it useful to have learned about emotions.  I was not taught any of this when I was kid, and I went through so many experiences in life completely confused when it came to understanding, managing, and living with feelings.  I was also at a complete disadvantage when someone would flash their knowledge of feelings.  Like so  many, I learned to be respectful when someone shifted, saying, “I think you are being unfair. No, I feel you are being unfair.”

When I entered graduate school in counseling, my advisor asked my what a “feeling” was.   Whatever I said to him I do not recall, but he told me that I needed to get into the counseling program quick, to fix my woeful ignorance.

My Masters paper was written upon Anger: A Resource Paper for Teachers.  I had come a long way in a year. That paper, like my early training in Counseling, was a major turning point in my life.  It marked the path that lead to this set of Essays, which I think of as a plumber’s version of emotions – i.e. a description of emotions that even an uncomplicated guy could learn from.

And so, if you are confused about the role of emotions in your life, here we go with all the answers.

Thoughts vs Emotions

Before I launch into the guts of the matter, let me settle an important point.  Feelings are feelings and feelings are not thoughts.   People use the word “feeling” when they are speaking of thoughts often.  I think they learn this along the way, but also I think that many people are somewhat intimidated by the word “feeling” and thus people who use it are often treated as more believable.  Whatever, let me set the record straight right up front.

As I move along, you may get the impression that feelings are a bit more real than thought.  I believe that.  Feelings are very real.  They happen.  They exist even when people say they are not there.  People can misunderstand feeling, mis-label them, but the underlying feelings are still present. Feelings are very objective.  Researchers know what babies are feeling in the womb.  I can measure the contents of  your blood stream and thus measure and describe some of  your feelings.

I can not do that about your thoughts.  Thoughts or thought processes seem to be much more vague.  I can think one thing all morning and think the opposite all afternoon.  I can fully believe that which I fully disbelieve in 10 minutes.  I think of thoughts a little the way I think of data in a computer.  Words, words, words.

But feelings seem very solid.  I believe it is silly to trust thoughts and be hesitant about feelings.  Still that seems to be what our culture teaches.

Feel that.. vs Think that..

One thing I want to encourage you to do right now.  Stop saying. “I feel that….” or “I feel like….”   Those are some of the more misleading statements in the English language.  Use the word “feel” for a feeling and use the word “think” for a thought.

“I feel that you are cheating me.” Is a nice sentence, but critically defective.  The feeling is left out of it.  The sentence should read “I feel angry when I think you are cheating me.”  Now the “feeling” has been put back in.  And notice that the feeling, that was left out, is pretty important.

Learn to use “thought words” and separate them from “feeling words”.  I have found this to significantly clear up a great amount of confusion.

Thought words: think, believe, recall, imagine, guess, have a hunch.  Most thought words are followed by “that”.  “I believe that you are….”

I think that if you hear the word “feel” followed by “that”, we are not into talking about “feelings.”

Words and Symbols

That counseling profession taught me that all psychology was based on this wheel.   So here it is.

The sentence was taught me as, “Words and Symbols evoke Feelings, which evoke Thought Processes, which are full of Words and Symbols.”

I think of words as symbols.  They have spelling and use letters and when spoken, have sounds.  Other symbols may not have letters, may have only sounds, or just gestures.  Objects can be a symbol.

Studying General Semantics years ago, I learned that “words” do not have meaning.  People have meaning and people use words to try to communicate the meaning they have.  A dictionary, I recall, was a history book of the meanings that people have used a word for.   I learned to never argue about the meaning of a word, but to ask the user what they meant by it.  Who knows if they have the same meaning I have for a certain word?

The same is true of all symbols.  They mean different things to different people.  There is no right meaning for a word or a symbol. I suggest you get used to this idea.

Still all these words or symbols evoke feelings.  Yes, the feelings come first, before the thoughts.  I guess this is pretty basic to the way our brains work – fast.  If I show you a symbol of danger, your body starts to respond to that danger before the good old cortex decides what to do.  (See my Chapter on Safety, The Lizard.)  Apparently you body does not wait to think.  It moves.

My favorite word for this “evoking” is the word TRIGGER.  I use it a lot.  For me it means a “little thing” that kicks off something that may be a lot bigger.   Also it suggests a connection but not a causal connection.  I like that.  A symbol may trigger an emotion one time and may not the next time.

Emotions, Feelings, Affect

While I will define these words more fully later, here is my short description.  A feeling is an event in a person’s body that can be strong or weak or in-between.

I use the word Feeling and Emotion in the same way.  I think we have enough trouble getting the idea without splitting hairs over the difference between them.

Affect is a word often used in the medical world to refer to signs of the feelings a person is experiencing.  A nurse might make a note that a patient’s affect was agitated, which seems be the same as “the patient displayed behavior that indicates he feels agitated.”  Most people won’t run into the word “affect.”

Now, these events in the body have an effect on the brain.  Often the event is chemical and the chemicals (hormones, etc.) cause all sorts of shifts in the brain.  Still the important idea is that the events, the feelings, trigger thought processes – chains of thoughts.

Differing events trigger differing thought processes.  When a person is angry, some parts of the cortex are shut down and others are awakened.  When a person is scared, other parts are affected.   I think it is fascinating to watch people when their emotions are strong and to witness how different are the memories available to them in one state of emotions from another.

Thought Processes

I think of thought processes as strings of symbols like sentences.  They start, have a middle and come to an end.  Paragraphs are to me a little like a single thought process.  If I am trying to make a point, I will start, say some more and then finally reach an end.

I don’t think of thought processes as having any sort of reality to them per se.  I can think of a green elephant, but that doesn’t make a green elephant appear.  I can think that you are a crook, but that doesn’t make you a crook.

However, thought processes are full of symbols and words.  That’s the way our cortexes work and store things.  And those wonderful words and symbols may trigger new emotions.

And round we go, day in day out, all through our lives.  Fascinating and simple.

My profession told me that all kinds of therapy work on one or more parts of this wheel.

Giving people medicine attempts to interfere with the emotions that are triggered by the words and symbols.

Psycho Education or teaching, and that is what I am doing here, tries to change the thought processes that are kicked off by the emotions.  It also attempts to change the words and symbols those thought processes contain.

Behavior Modification often seeks to change the link between a word or a symbol and the emotions that are evoked.

Again, pretty simple, but fascinating.

Simplest of all emotions: Attraction

This paper will lead you to some interesting places and so let me start with something fun.  The simplest of all emotions is the emotion of attraction.   There are lots of words for this emotion but what I want you to do is experience it, now.

Think of the foods in your refrigerator and think of whether they “attract” you or “repel” you.  Just observe yourself and this one dimension of attraction. Now think of attraction as a measurable scale.

Plus 10 to minus 10

Absolute, powerful attraction, is a plus 10.  “Who cares”, or a neutral feeling is a zero.   Absolute and powerful feelings of getting away from it are minus 10.

Try this on a menu in a restaurant.  I bet you can “score” everything.

Now look around and everything and everyone in your life.  See the scores!  We often gather a lot of high plus score objects to us and put a lot of high negative things in the garbage.

This is a feeling.   Ask yourself, “Do feelings stay the same?”  Nope.  Is there any “right” or “wrong” about these scores?  Nope.  Does anyone have the same scores you have?  Nope.

Welcome to the world of feelings!  They are part of you, unique to you, and cannot be wrong!  They just are.

And so here I go with the best definition for feelings or emotions that I can come up with.  After I give you this definition I will give three examples that illustrate all parts of the definition.  Then I will describe the four prime emotions.

Remember that these are my definitions, not the “official” definitions.

An emotion has five distinct qualities: facticity, amount, consciousness, label and value.

An event in the body

An emotion is an event in your body. It actually happens.  It is measurable.  A person does not even need to be conscious to have emotions.  An emotion is not a figment of the imagination.

Since it is an event, an emotion exists in time.  They start, and the end.

It is possible to identify what babies feel even before they are born.  (The primary emotion they feel is pleasure, by the way.)

Chemical in nature: Intensity

Most emotions are chemicals.  All emotions act as if they were chemical.  The point here is that emotions do not click on and off.  And emotion starts, grows bigger and bigger and then may decrease until finally it ends.

Emotions always have an “amount” or intensity to them.  The question is never are you angry or not angry – yes or no.  The question is how angry are you.  How angry are you now?  And now?

As I mentioned in the simple emotion of attraction, I find it useful to put a number on the level of an emotion.  Zero means none.  I think of five as maximum.  And so to accurately speak of emotions one can say, “I was scared at a 5 level for a bit, but it decreased a while ago to about 3.  Now I am just a bit nervous, perhaps a 1.”

A decrease in intensity is often called a release or is spoke of as relief.  Remember this for later.

There is a component of awareness that comes with emotions.  One can be completely unaware of an emotion ripping through the body.  Or one can be unaware until an emotion reaches a certain level of intensity.  Or some even can bring an emotion to your awareness.

Some people are almost completely unaware of their own emotions.  Some are exquisitely sensitive.

One confusion about emotions is the difference between the emotion as an event, and the emotion as an experience.  It is possible for an emotion to begin at one time and to start affecting your behavior while you are still not aware of it.  At some point you become aware of the emotion and at that point your subjective awareness begins.  That awareness may continue until the level of that emotion is quite a bit lower.  Then the event may continue for a bit after you are no longer aware. If I ask you about your experience and I measure your emotional experience, reports may be quite different.

Another very difficult problem is that I can be having an emotion, I can be displaying signs of that emotion, others can observe these signs, and I can be completely unaware. Others may be much more aware of my feelings than I am.  In many ways I am an open book about some of my emotions.  I can try to keep them hidden, but feelings can be hard to hide.

When we speak about emotions, really we are reporting on them.  We are labeling what we are feeling.  And we can mislabel feelings quite easily.  When my professor asked me to describe an emotion and when I could not, he handed me a large list of words people have used for emotions.  I found this quite useful and include this list at the end of this chapter.

Social Value

Finally, emotions have value in our culture.  Some emotions are desirable at certain times and undesirable at others.  Some emotions are considered “bad” emotions.

For instance, I was taught that all emotions just “get in the way.”  In contrast I have learned that life is greatly more enjoyable when I treasure the emotions that move in me and others.

Before I go to work sharing my thoughts about the “big” emotions, I would like to give you some examples that I hope will illustrate all the parts of the definition.

Many would not thing of hunger as an emotion, but I think it is an excellent starting place.  Hunger is an event in your body.  It comes and goes.  It gets stronger and weaker.  Its chemistry relates to blood sugar levels in your body.

Note how awareness is involved.  Aren’t there times when you have worked for a while and then suddenly become aware of how hungry you are?  Truly, you’ve been hungry for some time, but just haven’t noticed.  “Wow! Am I famished! I could eat a horse.”  This is the exclamation of a person who has been distracted from the slow growing feeling of hunger.

Heck, I can remain hungry for some time during dinner. And I may still be eating while my hunger goes away.

Most people do not have any trouble reporting on their hunger.

But look at the issue of social value.  Ask yourself, what is the value of being hungry one hour before dinner time?  I’ve found it is a good time to not snack even though my stomach is growling. Then “dinner is served” and hunger is suddenly of high value.  “Aren’t you hungry, dear?  What’s the matter?”

This is a similar emotion in that it happens, grows larger and grows smaller (chemical).  The question is not “Are you thirsty?” but “How thirsty are you?”  I think thirst has something to do with inter-cellular water levels (event).

Again, a person can get thirsty without noticing it.  Think of how taverns take advantage of awareness.  They show customers pictures of water running, of salty products and even put popcorn on the tables, all to bring you awareness of your levels of thirst.  If you were only slightly thirsty when you arrived, the scene will not raise the level of your thirst, but will raise your awareness of it.

Most people are clear about their reporting of thirst, and speak clearly.

And again the social value of being thirsty is pretty simple. In most situations I think being thirsty is socially acceptable.

But do take notice that a person may say they are “thirsty for a cold beer,” when that is not exactly the emotion of thirst, but a matter of a desire for a particular taste or temperature. The label “thirsty” is being used differently.

Now let’s get into some fun.  Alertness I think of as the feeling of being awake or sleepy.  The more alert you are, the wider your eyes are and the more you tend to want to move.  The less alert you are, the more you yawn, look sleepy and tend to move less.

Alertness has to do with the reticular activating system in our brain.  It happens.  (Event)

The feeling of alertness goes up and down during the day and all night.  It becomes more or less intense (chemical).  Most adults have about a 90 minute cycle: alert at some point and then much slower about 45 minutes later.  Dreams take place in the alert part of our sleep periods.

A person can be sleepy and yawning while they think they are wide awake.  Here is an emotion that is quite visible to others, and yet may be out of our awareness.

Here is a story I tell my clients.  Imagine an 8-year old boy.  It is about 7:30 in the evening.  He is yawning.  A parent says to him, “Are you sleepy?”  The boy jerks, widens his eyes and says, :”Nope, definitely not!”  Here is a report about an emotion that is obviously out of sync with the “actual” emotion.  He is sleepy, but says he is not.  People can lie about their emotions quite easily.  What is going on here?  Well, the boy is actually answering a different question that the one being asked.  He is answering the question, “Do you want to be sent to bed?”  His answer is now obviously valid, where before it was confusing.

My point is that reports of emotions can be and are normally widely different from the emotion being felt or being observed.

And what of the social value of alertness?  During a school class or at church yawning is frowned on.  On Christmas Eve being wide awake is a handicap.

Need to pee

Not often thought of as an emotion, still it has all the characteristics.  The need does happen in your body (event). It involves chemical changes in the tissues of and surrounding your bladder. It grows more and more intense over time.

One can need to pee for quite some time before one becomes aware of it.  As an older man, I am quite aware of this phenomenon in the early morning.  Sometimes awareness can seem to increase the intensity.

But now I want to introduce another point about reporting.  Let’s say a friend is picking me up for a drive.  He asks if I need to use the bathroom.  I say, “No.”  He says that there will be not place to stop for about 2 hours, and now I change my report.  I say, “Yes.”  The report of an emotion can change based on a change in the situation while there is no change in the subjective feeling.

The social value of this “emotion” is also fascinating.  I think of how one person saying, “I need to visit the facilities,” can trigger many people getting up and going there together.  And, I recall once in military boot camp a sailor who was not allowed to go to the “head” as a kind of training incident – he was shamed.

Summary of Emotions: Part 1

Let us see where we have gotten so far.

• Emotions are not thoughts, beliefs or ideas
• Emotions are triggered within a person, never caused by the external world.
• Different emotions lead to different thoughts
• Emotions actually happen and have intensity that varies.
• Emotions and the reports of them can be quite different.
• Emotions occur whether we are aware of them or not.
• Other people can sometimes see our emotions, which we unaware of.
• Society has all sorts of rules around emotions.
• My boundary rules: All emotions are valid. and No one can make you feel anything.

Next Part on Feelings and Emotions

Feelings and Emotions: The Essay, Part One — 9 Comments

Curious in reference to emotions vs thoughts in the context that all emotions are not only reflective of past experiences (memories) but also the present state of mind also encompassing any current environmental factors.These must be considered relevant in relation to an action occurring. As we react to a situation, symbols – verbal and visual – are we not relying on the core basic thought pattern that is most paramount for all species – Survival ? Therefore I wonder if the topic regarding the chicken and the egg need to be discussed. I wish to say this is the first article of yours I have read and intend to follow up with additional research of your past articles. Thank you for the insight.. Enjoy the Day – with PMA Benny

Dear Al Turtle,

I refer to your essay about Emotion vs Thoughts.

I love your writing style! You make it so easy for a new comer to grasp the concept in the most simple way. I would like to read more of your essays…where can i look them up?

Thanks for the compliments. Most of my writings are in two places. This website http://www.alturtle.com has a couple of hundred articles. I have written quite alot more on http://www.marriageadvoceates.com in a section called Turtle’s Whiteboard . Enjoy.

i love the article

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What am I feeling right now?

This is an exercise designed to help you get in touch with your emotions and listen to what they are trying to tell you. You can use this exercise if you are dealing with a difficult situation, or you can retrieve an episode, situation, or theme that is difficult for you and use that as a starting point for the exercise .

You can either read the instructions below and learn the main features of the practice, or click below to hear the instructions read out to you.

Focusing instructions

Start by getting comfortable in your chair. See if you can sit up straight while at the same time relaxing your back and shoulders. Take a few deep breaths to calm down your body a bit. Direct your attention to your body and ask your body how it is doing in these times of distress. If you’re mind is racing or you ruminate and worry a lot in this very moment, then imagine that you have an empty shelf in front of you. Imagine that you are placing the intrusive thoughts — one by one — on to the shelf in front of you. They are on a shelf so you can pick them up again later if you need to. Now try again to direct your attention to your body and what’s going on there right now.

Then ask yourself the following questions: “What is standing between me and my well-being right now?” See if you can let your body answer the question rather then searching your head. Ask again: “What is standing between me and my well-being right now?” What bodily sensations do you notice? What are the physical sensations of your distress or pain? Whatever comes up, try to draw attention to the bodily sensations that are there. Almost as if you were saying to the feeling: “This is important to me and I want to figure out what it is all about.”

Then try to describe to yourself your bodily sensation in more detail. What would the sensation look like if it were an object? Where is it located? What shape does it have? Is it hard, soft, small, large? What color does it have? Is there any movement? Is there any energy there? Can you describe it as an object, a thing or other words that capture it? For example, “It feels like a hard grey lump in your stomach that is uneasy” or “It feels like a beam pressing down on my chest and making me upset.”

Once you have found some words or symbols to describe the sensation, see if you can check whether the sensation matches the words. Check out the words by saying them to yourself: “It’s just as if …” and then check in your body if you can get a small signal whether it fits or not. If it fits, the sensation might increase slightly, or in other ways letting you know it fits well. If it doesn’t fit completely, or you can find another picture or word that fits better then try using that one. “It’s just like …”, and then listen to your body. If the physical sensation changes, that’s fine, then you can try to find words that fit the new sensation.

Then ask that sensation or feeling some questions. Ask questions with an open, friendly and curious attitude and be receptive to what the feeling tells you. Sometimes you get clear answers, other times it’s more unclear or even quiet. Just be patient and stay with each step for as long as you need.

Start by asking: “What is the main theme of this feeling?” Wait and see if your body gives you some answers. “What is the most important thing about this feeling?” Try not to answer too quickly with your thoughts, but rather let your body find the answer.

Then ask, “What’s wrong?” Think of the emotion as a shy child sitting in a chair. It needs careful encouragement to speak. Imagine you approach the child, sit down, and ask carefully, “What is wrong?” Wait and let your body respond.

Then ask, “What is the worst thing about this feeling?” Give it time. “What makes this feeling so bad?” Let the body respond.

Once you get a sense of some essence of the feeling, ask yourself: “What do I need when I feel like this?” See if any words appear. “What does this feeling need?” Try to put words to what you need.

If you get a sense of what you might need, try asking your body if it fits. Maybe you need comfort. Strength. Self-respect. Safety. Or maybe it is a more complex need, like dealing with a difficult situation, seeking out a long lost friend, or something else.

We are approaching the end of the exercise. Now spend the next minute just as you want and need. Some find it useful to go through the steps they’ve come to, as to summarize for themselves. Some people like to stretch and relax. Some find it useful to emphasize how far they came in the process or where it might have become difficult. Become aware of where you arrived at in your process, so that you can come back to it and continue or just to become aware of what this was like. Use the next minute how you want and come back to the room and the present when you feel ready for it.

Essay Writing Tips: 10 Steps to Writing a Great Essay (And Have Fun Doing It!)

by Joe Bunting | 118 comments

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Do you dread essay writing? Are you looking for some essay tips that will help you write an amazing essay—and have fun doing it?

Lots of students, young and old, dread essay writing. It's a daunting assignment, one that takes research, time, and concentration.

It's also an assignment that you can break up into simple steps that make writing an essay manageable and, yes, even enjoyable.

These ten essay tips completely changed my writing process—and I hope that they can do the same for you.

Essay Writing Can Be Fun

Honestly, throughout most of high school and college, I was a mediocre essay writer.

Every once in a while, I would write a really good essay, but mostly I skated by with B's and A-minuses.

I know personally how boring writing an essay can be, and also, how hard it can be to write a good one.

However, toward the end of my time as a student, I made a breakthrough. I figured out how to not only write a great essay, I learned how to have fun while doing it . 

And since then, I've become a professional writer and have written more than a dozen books. I'm not saying that these essay writing tips are going to magically turn you into a writer, but at least they can help you enjoy the process more.

I'm excited to share these ten essay writing tips with you today! But first, we need to talk about why writing an essay is so hard.

Why Writing an Essay Is So Hard

When it comes to essay writing, a lot of students find a reason to put it off. And when they tackle it, they find it difficult to string sentences together that sound like a decent stance on the assigned subject.

Here are a few reasons why essay writing is hard:

• You'd rather be scrolling through Facebook
• You're trying to write something your teacher or professor will like
• You're trying to get an A instead of writing something that's actually good
• You want to do the least amount of work possible

The biggest reason writing an essay is so hard is because we mostly focus on those external  rewards like getting a passing grade, winning our teacher's approval, or just avoiding accusations of plagiarism.

The problem is that when you focus on external approval it not only makes writing much less fun, it also makes it significantly harder.

Because when you focus on external approval, you shut down your subconscious, and the subconscious is the source of your creativity.

The subconscious is the source of your creativity.

What this means practically is that when you're trying to write that perfect, A-plus-worthy sentence, you're turning off most of your best resources and writing skills.

So stop. Stop trying to write a good essay (or even a “good-enough” essay). Instead, write an interesting  essay, write an essay you think is fascinating. And when you're finished, go back and edit it until it's “good” according to your teacher's standards.

Yes, you need to follow the guidelines in your assignment. If your teacher tells you to write a five-paragraph essay, then write a five-paragraph essay! If your teacher asks for a specific type of essay, like an analysis, argument, or research essay, then make sure you write that type of essay!

However, within those guidelines, find room to express something that is uniquely you .

I can't guarantee you'll get a higher grade (although, you almost certainly will), but I can absolutely promise you'll have a lot more fun writing.

The Step-by-Step Process to Writing a Great Essay: Your 10 Essay Writing Tips

Ready to get writing? You can read my ten best tips for having fun while writing an essay that earns you the top grade, or check out this presentation designed by our friends at Canva Presentations .

1. Remember your essay is just a story.

Every story is about conflict and change, and the truth is that essays are about conflict and change, too! The difference is that in an essay, the conflict is between different ideas , and the change is in the way we should perceive those ideas.

That means that the best essays are about surprise: “You probably think it's one way, but in reality, you should think of it this other way.” See tip #3 for more on this.

How do you know what story you're telling? The prompt should tell you.

Any list of essay prompts includes various topics and tasks associated with them. Within those topics are characters (historical, fictional, or topical) faced with difficult choices. Your job is to work with those choices, usually by analyzing them, arguing about them, researching them, or describing them in detail.

2. Before you start writing, ask yourself, “How can I have the most fun writing this?”

It's normal to feel unmotivated when writing an academic essay. I'm a writer, and honestly, I feel unmotivated to write all the time. But I have a super-ninja, judo-mind trick I like to use to help motivate myself.

Here's the secret trick: One of the interesting things about your subconscious is that it will answer any question you ask yourself. So whenever you feel unmotivated to write your essay, ask yourself the following question:

“How much fun can I have writing this?”

Your subconscious will immediately start thinking of strategies to make the writing process more fun.

The best time to have your fun is the first draft. Since you're just brainstorming within the topic, and exploring the possible ways of approaching it, the first draft is the perfect place to get creative and even a little scandalous. Here are some wild suggestions to make your next essay a load of fun:

• Research the most surprising or outrageous fact about the topic and use it as your hook.
• Use a thesaurus to research the topic's key words. Get crazy with your vocabulary as you write, working in each key word synonym as much as possible.
• Play devil's advocate and take the opposing or immoral side of the issue. See where the discussion takes you as you write.

3. As you research, ask yourself, “What surprises me about this subject?”

The temptation, when you're writing an essay, is to write what you think your teacher or professor wants to read.

Don't do this .

Instead, ask yourself, “What do I find interesting about this subject? What surprises me?”

If you can't think of anything that surprises you, anything you find interesting, then you're not searching well enough, because history, science, and literature are all brimming   over with surprises. When you look at how great ideas actually happen, the story is always, “We used  to think the world was this way. We found out we were completely wrong, and that the world is actually quite different from what we thought.”

These pieces of surprising information often make for the best topic sentences as well. Use them to outline your essay and build your body paragraphs off of each unique fact or idea. These will function as excellent hooks for your reader as you transition from one topic to the next.

(By the way, what sources should you use for research? Check out tip #10 below.)

4. Overwhelmed? Write five original sentences.

The standard three-point essay is really made up of just five original sentences surrounded by supporting paragraphs that back up those five sentences. If you're feeling overwhelmed, just write five sentences covering your most basic main points.

Here's what they might look like for this article:

• Introductory Paragraph:  While most students consider writing an essay a boring task, with the right mindset, it can actually be an enjoyable experience.
• Body #1: Most students think writing an essay is tedious because they focus on external rewards.
• Body #2: Students should instead focus on internal fulfillment when writing an essay.
• Body #3: Not only will focusing on internal fulfillment allow students to have more fun, it will also result in better essays.
• Conclusion: Writing an essay doesn't have to be simply a way to earn a good grade. Instead, it can be a means of finding fulfillment.

After you write your five sentences, it's easy to fill in the paragraphs for each one.

Now, you give it a shot!

5. Be “source heavy.”

In college, I discovered a trick that helped me go from a B-average student to an A-student, but before I explain how it works, let me warn you. This technique is powerful , but it might not work for all teachers or professors. Use with caution.

As I was writing a paper for a literature class, I realized that the articles and books I was reading said what I was trying to say much better than I ever could. So what did I do? I quoted them liberally throughout my paper. When I wasn't quoting, I re-phrased what they said in my own words, giving proper credit, of course. I found that not only did this formula create a well-written essay, it took about half the time to write.

It's good to keep in mind that using anyone else's words, even when morphed into your own phrasing, requires citation. While the definition of plagiarism is shifting with the rise of online collaboration and cooperative learning environments, always  err on the side of excessive citation to be safe.

When I used this technique, my professors sometimes mentioned that my papers were very “source” heavy. However, at the same time, they always gave me A's.

To keep yourself safe, I recommend using a 60/40 approach with your body paragraphs: Make sure 60% of the words are your own analysis and argumentation, while 40% can be quoted (or text you paraphrase) from your sources.

Like the five sentence trick, this technique makes the writing process simpler. Instead of putting the main focus on writing well, it instead forces you to research  well, which some students find easier.

6. Write the body first, the introduction second, and the conclusion last.

Introductions are often the hardest part to write because you're trying to summarize your entire essay before you've even written it yet. Instead, try writing your introduction last, giving yourself the body of the paper to figure out the main point of your essay.

This is especially important with an essay topic you are not personally interested in. I definitely recommend this in classes you either don't excel in or care much for. Take plenty of time to draft and revise your body paragraphs before  attempting to craft a meaningful introductory paragraph.

Otherwise your opening may sound awkward, wooden, and bland.

7. Most essays answer the question, “What?” Good essays answer the “Why?” The best essays answer the “How?”

If you get stuck trying to make your argument, or you're struggling to reach the required word count, try focusing on the question, “How?”

For example:

• How did J.D. Salinger convey the theme of inauthenticity in  The Catcher In the Rye ?
• How did Napoleon restore stability in France after the French Revolution?
• How does the research prove girls really do rule and boys really do drool?

If you focus on how, you'll always have enough to write about.

8. Don't be afraid to jump around.

Essay writing can be a dance. You don't have to stay in one place and write from beginning to end.

For the same reasons listed in point #6, give yourself the freedom to write as if you're circling around your topic rather than making a single, straightforward argument. Then, when you edit and proofread, you can make sure everything lines up correctly.

In fact, now is the perfect time to mention that proofreading your essay isn't just about spelling and commas.

It's about making sure your analysis or argument flows smoothly from one idea to another. (Okay, technically this comprises editing, but most students writing a high school or college essay don't take the time to complete every step of the writing process. Let's be honest.)

So as you clean up your mechanics and sentence structure, make sure your ideas flow smoothly, logically, and naturally from one to the next as you finish proofreading.

9. Here are some words and phrases you don't want to use.

• You  (You'll notice I use a lot of you's, which is great for a blog post. However, in an academic essay, it's better to omit the second-person.)
• To Be verbs (is, are, was, were, am)

Don't have time to edit? Here's a lightning-quick editing technique .

A note about “I”: Some teachers say you shouldn't use “I” statements in your writing, but the truth is that professional, academic papers often use phrases like “I believe” and “in my opinion,” especially in their introductions.

10. It's okay to use Wikipedia, if…

Wikipedia is one of the top five websites in the world for a reason: it can be a great tool for research. However, most teachers and professors don't consider Wikipedia a valid source for use in essays.

Don't totally discount it, though! Here are two ways you can use Wikipedia in your essay writing:

• Background research. If you don't know enough about your topic, Wikipedia can be a great resource to quickly learn everything you need to know to get started.
• Find sources . Check the reference section of Wikipedia's articles on your topic. While you may not be able to cite Wikipedia itself, you can often find those original sources and cite them . You can locate the links to primary and secondary sources at the bottom of any Wikipedia page under the headings “Further Reading” and “References.”

You Can Enjoy Essay Writing

The thing I regret most about high school and college is that I treated it like something I had  to do rather than something I wanted  to do.

The truth is, education is an opportunity many people in the world don't have access to.

It's a gift, not just something that makes your life more difficult. I don't want you to make the mistake of just “getting by” through school, waiting desperately for summer breaks and, eventually, graduation.

How would your life be better if you actively enjoyed writing an essay? What would school look like if you wanted to suck it dry of all the gifts it has to give you?

All I'm saying is, don't miss out!

Looking for More Essay Writing Tips?

Looking for more essay tips to strengthen your essay writing? Try some of these resources:

• 7 Tips on Writing an Effective Essay
• Tips for Writing Your Thesis Statement

How about you? Do you have any tips for writing an essay?  Let us know in the  comments .

Need more grammar help?  My favorite tool that helps find grammar problems and even generates reports to help improve my writing is ProWritingAid . Works with Word, Scrivener, Google Docs, and web browsers. Also, be sure to use my coupon code to get 20 percent off: WritePractice20

Coupon Code:WritePractice20 »

Ready to try out these ten essay tips to make your essay assignment fun? Spend fifteen minutes using tip #4 and write five original sentences that could be turned into an essay.

When you're finished, share your five sentences in the comments section. And don't forget to give feedback to your fellow writers!

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Joe Bunting

Joe Bunting is an author and the leader of The Write Practice community. He is also the author of the new book Crowdsourcing Paris , a real life adventure story set in France. It was a #1 New Release on Amazon. Follow him on Instagram (@jhbunting).

Want best-seller coaching? Book Joe here.

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9 Students Share How They Really Feel About Going Back to School

These students, plus one parent, open up about the wave of emotions that comes with starting a school year unlike any other we've experienced before..

Madeleine Burry

Jessica Fregni

Writer-Editor, One Day

Laura Zingg

Editorial Project Manager, One Day Studio

As the COVID-19 pandemic continues to sweep across the country, students, families, and teachers are navigating the new normal of going back to school—while much of the country still shelters in place.

Some students are preparing for a return to remote learning. Others are still unsure of how exactly they will be attending school this year.

We spoke with a few students and their family members from different schools around the country to learn what school will look like for them this fall. They shared their personal experiences with remote learning and how they feel about going back to school in the middle of a pandemic.

Missing Everything About School

‘i just carry on about my day with no specific emotion’.

Syedah Asghar, College Sophomore, Washington, D.C.

Syedah Asghar will begin her second year of college at American University in Washington, D.C., where she studies public relations and strategic communications. After receiving some mixed messages over the summer about the status of her school reopening, Syedah recently learned that her school’s campus will remain closed for the fall semester. She plans to attend remote classes in a few weeks. And like many college students, she is grappling with staying motivated and missing out on the college experience.

College has been a safe space where I’m the most “me.” I would wake up much happier. I had confidence in my routine, and I was surrounded by friends who made me feel excited to start the day. With online learning, I just carry on about my day with no specific emotion. 

The hardest part about attending college remotely is maintaining a routine and motivation. For in-person classes, I would get dressed and have to physically be present which put a start to my day. Now, I sometimes turn on my computer as soon as I wake up and not give myself the mental space ahead of time to start my day. On the plus side, with online learning, there is a lot more flexibility in my schedule since I’m able to complete an assignment on my own timeframe. Most of my professors are honoring mental health, and are more understanding of external factors that impact the quality of education now that we're learning remotely.

Being part of the Enduring Ideas Fellowship has kept me busy working 20 hours a week. I’m also trying to get creative by learning how to cook and attempting new recipes. With my friends, we’ve all been checking-in and making sure we’re able to support one another through these mentally-draining times. Only two of my professors have reached out and asked how we’re doing, so there isn’t much support on that end. 

While it can be mentally challenging and exhausting, I’m very fortunate to have access to technology and internet connection so I can complete my coursework. And I’m able to stay at home and quarantine if need be.

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‘I'm Hoping That Jose Goes Back, Even Though I Know It's Scary’

Marisol Escobedo & Jose Manrrique, 4th grade, Kansas City, Missouri

Fourth-grade student  Jose Manrrique is returning to school at Carver Dual Language in Kansas City, Missouri, in September—virtually, for now. Schools in the Kansas City Public School System will not reopen for in-person instruction until the community’s COVID-19 cases decrease for at least 14 days. While Jose eagerly awaits the day when he can return to the classroom and see his teachers and friends again, his mother, Marisol Escobedo, feels much more conflicted.

Marisol: They're going to be starting online school first, on September 8th. They will do that for a couple of months while the cases keep decreasing, then they will start putting some of the kids back in school. I'm hoping that Jose goes back, even though I know it's scary at the same time for him to go. I'm really worried that he will get sick. I don't want to go through that, it scares me. But I really would like Jose to be able to develop his learning so that he can learn what he's supposed to in school. 

I don't really think that Jose learned much from online classes. Even though I know that the teachers do their best to teach them as much as they can, I don't think it's the same for the kids. 

Especially the younger ages, I think that it's hard for them to be able to teach them everything on a computer—especially because you have multiple children at the same time in the class. For an older student, like my sister, I know that she did really good because she's older. She's 16 and she already knows what she's doing. But for Jose, it was hard.

I'm hoping that they will make the school safe for students, to try to keep them as healthy as they can. I don't know what that process will be, but I'm hoping that everything that they do, they will plan it well. 

Jose:   I want to go back in the school building. I'm hoping that I can still play with my friends and also be in the same class with my friends.

Adapting to a New Normal

‘i have to push myself to get things done’.

Haanya Ijaz, 12th Grade, Dublin, Ohio

Haanya Ijaz is a rising senior at Hilliard Davidson, in Dublin, Ohio where she will be attending remote classes in the fall. She’s also taking classes at Ohio State University, which will be solely online. While she finds in-person classes more interesting and also values the face-to-face time with friends, she knows online learning is safer, and also allows her to independently create a schedule that works for her.

Online classes are definitely a lot more organized this fall than before.

I also think I've gained skills with handling procrastination and sticking to a schedule, so I should be more organized this fall. [The hardest part about online learning is] staying interested and motivated. Without sticking to a schedule, I easily fall into a cycle of procrastination and feeling down, so I have to push myself to get things done and stay on top of my responsibilities. 

Most of my classes should be done before 4 p.m., leaving me room to work on college apps and extracurriculars in the afternoon along with homework. 

I also think I'll have more time for my personal hobbies and interests which have always been something that give me a break outside of academics and keep my mental health in check. I read a lot! I also sketch landscapes, my friends, and characters from my favorite shows. Recently I've gotten back into skateboarding after a one-year-long hiatus, which has been great.

[I feel worried about] college applications and the situation with the state-administered SAT. It's still very gray. [I’m hopeful about my] self-growth and exploration with this extra time at home! I am also looking forward to the remote internship opportunities I will be participating in this fall. 

I would obviously love it if COVID-19 did not exist, but within the current parameters of the situation I'm excited for the courses I am taking and the extracurriculars I am involved in. I also have a huge list of books I need to get through, so staying at home is going to be great for that!

{ #card.dateline #}

Nothing Feels Normal Anymore

‘I Walked Out of My High School for the Last Time Without Knowing It’

Becoming a Teacher During the Pandemic

‘I’m Feeling Hopeful About My Ability to Sit in on More Online Classes’

Annabel Morley, 12th Grade, Baltimore, Maryland

Annabel Morley is a rising senior at the Baltimore School of Arts. At least the beginning of Annabel’s final year of high school will be spent at home, where she will be learning remotely. Although Annabel worries about how engaging and supportive online learning will be this year, she’s found a silver lining: More time at home means that she has more time for her artistic pursuits which include writing for CHARM , an online literary magazine that amplifies voices of Baltimore youth and spending time with her family.

I’m not really sure yet what my school day will look like, but I know it will be entirely online. I definitely don’t think I would feel very safe going back to school in person unless CDC guidelines were followed really well. Both my parents are at risk and I wouldn’t want to put them, or my friends’ families, at risk.

The hardest part of attending school remotely is definitely not seeing any of my school friends in person and having some difficulty understanding the content. We have a lot less academic support. I’m most worried about understanding what's going on in my classes—especially in math. I hope that we can find a way for online schooling to be more engaging because it was very difficult to understand or stay focused on a class last spring. 

Now that school is online, I definitely have more time to work on personal projects and interests. For example, I’ve started crocheting and oil painting, and have made a bunch of clothes. During quarantine, I've mainly been doing lots of crafts and baking, Facetiming, and having safe outdoor hangouts with my friends.

My mom and I are really close so it's been nice to be able to spend more time with her, and with all the Facetiming with my friends, I feel like I’ve been really loved and supported during this time. I’m feeling hopeful about my ability to sit in on more online classes and teach myself artistic and personal skills.

‘Honestly, I Would Prefer Learning in a Virtual Setting’

Amia Roach-Valandra, 12th Grade, Rosebud, South Dakota

Amia Roach-Valandra will begin her senior year of high school this fall on the Rosebud Reservation in South Dakota. She is also an Enduring Ideas fellow, a student-led leadership initiative to reimagine the future of education. Amia's school will be online during the first quarter, with plans to reevaluate whether to open for in-person classes. Like many students and families, Amia is feeling anxious not knowing what lies ahead.

In this new school year, we are faced with challenges that we never had to face before. My high school reached a decision to go online for the first quarter and have a revaluation in nine weeks. As a student I feel in the dark about the decision that is being made, and anxious about it. If the school isn’t prepared yet, how do they expect students to be prepared? 

Not having a normal school setting may not allow me to be the best student I can be. I’ll have the safety of my health top of mind instead of learning the curriculum. Honestly, I would prefer learning in a virtual setting, and being able to learn from the comfort of my own home. I know I would be able to stay on top of assignments, although I know some students may not feel the same. 

I am also a student-athlete, and I am worried about my school's plan regarding sports. It is definitely a piece of my life that I would want to go back to normal, yet I want to be considerate of my health as well as others. A lot of students depend on sports as a place to escape for a while, and others depend on sports scholarships for college. I am also thinking about those students and how much that will impact them this school year.

‘My Overall Mental and Physical Health Improved Significantly’

Tehle Ross, 10th Grade, Baltimore, Maryland

Tehle Ross is a rising sophomore attending Baltimore City College and a contributor for CHARM , a digital magazine featuring voices of Baltimore youth. She loves studying history and plans to study abroad this year in Italy, a country that has made a remarkable recovery through the pandemic. Her Italian school will be a hybrid of online and in-person at the beginning of the year and Tehle is optimistic about transitioning to all in-person classes.

Attending school remotely has several benefits and shortcomings alike. Each family's living and working situation is different; however, in my personal experience, I noticed that my overall mental and physical health improved significantly when doing school online. I was less stressed because I was able to space out my work as I desired, and I also was able to complete every assignment from the comfort of my own home. Attending school remotely stunted my academic progress, though, I believe, for I am a more focused student when instruction takes place in the classroom with my peers.

The hardest part of attending school remotely was the social isolation from my classmates and teachers. At school, you always feel like you have a community around you, and it is tough to not feel that same sense of community when learning online at home. Additionally, it takes an innate sense of motivation to get assignments done in a timely manner when you are doing work online.

Quarantine has been tough for us all, but I cope and stay busy by doing what makes me happy. I have developed a passion for baking, and I have also been an avid reader and writer. Having game nights with my family and watching movies together lifts my spirits.

My community has been supporting me during this time by checking up on me and staying in touch virtually. Supporting others during this time means prioritizing their safety.

Interested in Joining Teach For America?

SEE IF YOU QUALIFY

Worries and Hopes About the Next Chapter

‘this pandemic is serious, but people have stopped taking it seriously’.

Shubhan Bhat, 11th Grade, Baltimore, Maryland

Shubhan Bhat will also begin 11th grade this fall at The Baltimore Polytechnic Institute. He enjoys poetry, writing for CHARM  magazine, and studying American government. His school will hold online classes this fall and possibly offer a hybrid option later on. Shubhan prefers remote learning because it’s less stressful and safer for students. But being at home while trying to learn has also been very difficult for Shubhan and his family. 

With remote learning, I gained more time to finish my work, had less stress, and more free time. What is lost is the social aspect of the classes, which is fine with me. I’m hopeful that online classes will be safer than an in-person school and there will be less work.

The hardest part about attending school remotely is being in the house when events happen. I was in my English class when the paramedics came to my house to try and revive my grandfather. I watched my grandfather die right in the middle of class. At that point, because my maternal grandfather also died a month ago, I lost all my motivation to be in class or do work. I left class, and haven’t come back since.

I’ve been getting support through classes and therapy. My family tries to work together on activities so I won’t be depressed during quarantine. My teachers also made my classes optional last spring so that decreased my stress. I don’t really have a lot of friends or go on social media as much as I used to. It used to entertain me, but it’s starting to get boring.

I wish schools in Texas and Florida wouldn't be in-person. I find that in-person classes during the pandemic aren't safe because students are going out in public and have a greater risk of spreading COVID. This pandemic is serious, but people have stopped taking it seriously. And now there is an increase in cases.

‘I Fear All of My College Plans Will Go Out the Window’

Me’Shiah Bell, 11th Grade, Baltimore Maryland

Me’Shiah Bell is a rising 11th grader at Baltimore Polytechnic Institute, where students will continue to receive remote instruction this fall. While Me’Shiah believes that remote learning is the best and safest option for now, she worries about what remote learning will mean for her college plans—especially since she’s entering her junior year, a critical time for college admissions. In her free time, Me’Shiah also writes for CHARM online magazine.

I think remote learning is the best option, as it is the safest. However, I think there are quite a few downsides. 

I miss the social interactions, but I realize that it’s unimportant in the long run. The main downside for me is the lack of clarity and communication between the students and teachers. For example, last spring I had a grading error that would have been fixed immediately if I was physically at school. However, since I wasn’t there, there was no sense of urgency, and my concern was disregarded by multiple adults. This caused the situation to be pushed over for much longer than it should’ve been. 

Hopefully, this fall we’ll have a better system to avoid issues like this. I also hope classes will be scheduled like a typical school day, with multiple sessions in a row, and independent work to do between classes. Last spring, teachers could decide if and when classes sessions were held, and everything was very unorganized. Sometimes, the sessions would overlap with other responsibilities I had. 

The hardest part of remote learning has been keeping myself motivated and holding myself accountable. I’m going into my junior year, which is probably the most important year for college admissions, and I don’t feel like I’m able to put my best foot forward. I’ve worked hard to get to the point I’m at now, and I fear that all of my college plans will go out of the window due to circumstances out of my control.

Overall, I’m worried about how prepared I am mentally to adjust to such a huge change, while still continuing to perform well academically. I’m hopeful that my school will be more prepared to accommodate all of our needs so that everyone can have the best possible experience.

‘I Think COVID Gave Me a New Story to Tell the Next Generation’

Rosalie Bobbett, 12th Grade, Brooklyn, New York

This August, Rosalie Bobbett will begin her senior year at Brooklyn Emerging Leaders Academy (BELA). The first three weeks of school will be held online, after which she will alternate one week of in-person classes and one week of remote learning. Rosalie lives with her parents, siblings, grandmother, and uncle so she’s been extra cautious about quarantining. Going back to in-person classes will be a big adjustment. But she’s ready.

My school is really on top of safety. They're going to make us wear masks. And we have to get a COVID test before we enter the school building. For in-person classes, we're going to stay in one room with 12 other people. The teachers have to rotate to us instead of us traveling in a big group. 

I think with online learning, it gives me an opportunity to move at my own pace and take accountability for my learning. The disadvantages are the lack of talking to people and being in the classroom. I'm very fortunate to be in a school where I have a computer. I know how to work Zoom. I know how to work from Microsoft. Most of my peers don’t even have a computer. And so I'm wondering—how are those students navigating this world right now?

I feel like a lot of students are going to be left behind because of resources or their parents—there might be other children in the home and it's going to be difficult for them to take care of their siblings. The teachers and principals and people who are responsible for their education—I don't want them to lose sight of that child who is behind the screen.

I’m excited about school. It's my senior year. This is the last chapter before entering my adulthood. I think COVID gave me a new story to tell the next generation. It's going to be a lot of mixed emotions, but I know my teachers are going to make my senior year the best that they can.

More Community Voices

“ COVID-19: Community Voices ” offers a glimpse of life and learning during the coronavirus school closures, in the words of students and parents in the communities we serve.

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‘How Are You Feeling Now/Today?' Meaning, Definition, and How to Reply

Did someone ask you, ‘how are you feeling now/today’ and you’re wondering what it means? In this article, we’ll take a look at the meaning, examples, and more.

‘How are you feeling now’ and ‘how are you feeling today’ are two ways to inquire into another person’s current physical or emotional state.

You might ask someone this question if you know that they had been physically sick or emotionally upset in the recent past, and you want to check in on whether their physical or emotional state has changed since you last spoke.

What Does 'How Are You Feeling Now/Today?' Mean?

‘ How are you feeling now’ and ‘how are you feeling today’ are two ways that a person can ask another individual as an inquiry into the state of their health.

Either version of this question can be used in reference to someone’s physical or mental health.

For example, if your friend has had a cold recently and you want to check up on them, you might ask:

• ‘How are you feeling now’ or 'how are you feeling today.’

At the same time, you could use either version of the question to inquire about someone’s mental health or emotional state. If your friend recently broke up with her boyfriend and she has been very upset about it, you might say, ‘how are you feeling today?’ when you see her next to inquire about how she is doing emotionally.

The word ‘feeling’ has a number of different definitions, and it’s worth exploring these to understand the meaning of these phrases.

According to Merriam-Webster, the definitions of ‘feeling’ are:

• Noun “One of the basic physical senses of which the skin contains the chief end organs and of which the sensations of touch are characteristic: touch.”
• Noun “A sensation experienced through the sense of touch.”
• Noun “Generalized bodily consciousness or sensation.”
• Noun “appreciative or responsive awareness or recognition.”
• Noun “An emotional state or reaction.”
• Noun “The undifferentiated background of one's awareness considered apart from any identifiable sensation, perception, or thought.”
• Noun “Often unreasoned opinion or belief.”
• Noun “Capacity to respond emotionally, especially with higher emotions.”
• Noun “The character ascribed to something.”
• Noun “The quality of a work of art that conveys the emotion of the artist.”
• Adjective “Easily moved emotionally.”
• Adjective “Deeply felt” (obsolete)
• Adjective “Expressing emotion or sensitivity

The definitions that apply to ‘how are you feeling now’ and ‘how are you feeling today’ are numbers 3 and 5 in our list.

‘How Are You Feeling Now’

Though ‘how are you feeling today’ and ‘how are you feeling now’ are very similar, there are some subtle differences.

For instance, you might ask someone, ‘how are you feeling now’ when you saw them a few hours before, and they were feeling sick. It implies that you have recently been in contact with them, and you are wondering if they have experienced a change for the better.

An example of this would be if your friend wasn’t feeling physically well in the morning and they went to take a nap. When they woke up, you might ask them, ‘how are you feeling now?’ This implies a comparison between how they feel currently versus how they were feeling before their nap.

This phrase doesn’t only have to be used when a person has an illness, though. Let’s say that you and your friend went for a hike, and they neglected to bring enough water. If they felt very dehydrated and then finally drank some more water when they got back to the trailhead, you might as, ‘how are you feeling now?’ to inquire about whether drinking water helped them feel better.

It could also be used whenever you have known about someone’s feelings on a topic in the past , and you want to check in on how they are feeling about that same topic currently.

For example, let’s say that your coworker was irritated by the new boss. After some time has passed, you might ask them:

• “I know you were annoyed with the boss last time we talked about it. Have your feelings changed? ‘How do you feel now’?

In some circumstances, you might use ‘how are you feeling now’ even when you haven’t spoken to the person particularly recently.

For example, let’s say that your friend that lives in a different city told you the last time you saw them that they were mad at their father. The next time you talk to them, you might say:

• “Last time we talked, you were angry with your father. ‘How are you feeling now’?”

‘How Are You Feeling Today’

‘How are you feeling today’ is a phrase you can use if you know someone has been sick, unwell, or emotionally distraught, and this is your first interaction with them for the day. Whether you spoke with them yesterday or last week, ‘how are you feeling today’ implies a comparison between the state of their health currently versus how it has been in previous days.

Like ‘how are you feeling now,’ ‘how are you feeling today’ can refer to someone’s physical or emotional health. If your friend’s dog passed away, for example, and they were very upset when you spoke with them several days ago, you might ask, ‘how are you feeling today’ to show that you want to know whether their emotional state has improved.

This question can be a nice way to check in on someone that you know has been ill or has been dealing with a difficult life experience. It prompts them to let you know how they are feeling, which can be a good opportunity for them to share their experience. When you ask someone ‘how are you feeling today,’ it shows that you care about them.

Examples of 'How Are You Feeling Now/Today?' In Sentences

How would ‘how are you feeling now/today’ be used in a sentence?

Let’s take a look at some examples:

• “ How are you feeling today ? It seems like you’ve been lying in bed all day.”
• “ He and I stayed out way too late last night, and I’m completely hungover. Enough about me, though– how are you feeling today ?”
• “When I saw you last night, you looked absolutely terrible. I’m glad you left early to get some sleep. How are you feeling now ?”
• “Sarah has been missing Bill a lot recently. When I asked her, ‘ how are you feeling today?’ earlier, she just burst into tears.”
• “It’s good to hear that Johnny has been feeling better since I last saw him. What about you? How are you feeling today ?”
• “ Sorry to bother you ; I know you’re resting. I just wanted to check in on you and make sure you’re ok. How are you feeling today ?”
• “I’m so sorry you weren’t feeling well this morning. Did taking a nap help? How are you feeling now ?”

How to Reply

When someone asks 'how you are feeling today' or 'how are you feeling now,' they are checking in on your physical or emotional state. If you've been sick and you're feeling better, you might say:

"Thanks for asking; I'm doing a lot better today."

If you were upset the last time you saw them and you are feeling better, you might say:

"I'm much better now, thank you."

On the other hand, if you are still sick or feeling worse than you were, you might say:

" I appreciate you asking. I'm still not feeling well, unfortunately."

If you had been upset in the past and are still not feeling well from an emotional standpoint, you might say:

"I'm having a hard day, honestly. Thanks for asking."

When you respond to these questions, you can give as much or as little information as you feel comfortable with. You can use it as an opportunity to share how you feel, or you can simply say, "I'm doing well, thanks," if you don't want to share the details of how you're feeling.

Final Thoughts About ‘How Are You Feeling Now/Today’

‘How are you feeling now’ and ‘how are you feeling today’ are two ways to ask another person about their current physical or emotional state. You could ask an individual this question if you know that they haven’t been feeling well– either physically or emotionally– in the recent past. These questions imply that you want to check in on whether their physical or emotional state has changed since the last time you saw or spoke to them.

Are you ready to continue expanding your English vocabulary? If so, don’t forget to check out our idioms blog for more idioms, expressions, phrases, sayings, and proverbs!

Learn More:

• ‘All My Prayers Are With You': Meaning, Definition, and How to Reply
• ‘The Pleasure is All Mine': Meaning, Definition, and How to Reply
• 'As Per My Last Email': Meaning, Alternatives, Ways to Reply
• 'Good Luck With Your Future Endeavors': Meaning and Ways to Reply
• 'Thanks for Letting Me Know': Meaning and Ways to Reply
• ‘How Have You Been': Meaning and How to Reply
• ‘What Are You Doing?': Meaning and How to Reply
• ‘Check In On You’: Definition, Meaning, and Examples
• ‘Don't Take Any Wooden Nickels’: Definition, Meaning, and Examples
• ‘This Too Shall Pass’: Definition, Meaning, and Examples
• ‘Seize the Moment’: Definition, Meaning, and Examples
• ‘There’s a Thin Line Between’: Definition, Meaning, and Examples
• ‘Shed Some Light On’: Definition, Meaning, and Examples
• ‘Reign In’: Definition, Meaning, and Examples
• ‘Place an Order’: Definition, Meaning, and Examples

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Home — Essay Samples — Sociology — Society — Analysis Of What Our Society Looks Like Today

Society Nowadays: Social Issues Among Young People

• Categories: Society

About this sample

Words: 953 |

Published: Feb 12, 2019

Words: 953 | Pages: 2 | 5 min read

Works Cited

• Centers for Disease Control and Prevention. (2021). Preventing Youth Violence.
• Cummings, C. M., Caporino, N. E., & Kendall, P. C. (2014). Comorbidity of anxiety and depression in children and adolescents: 20 years after. Psychological Bulletin, 140(3), 816–845.
• Drug Enforcement Administration. (2021). Drug Use and Prevention. https://www.dea.gov/drug-use-prevention
• Moffitt, T. E., Arseneault, L., Belsky, D., Dickson, N., Hancox, R. J., Harrington, H. L., Houts, R., Poulton, R., Roberts, B. W., Ross, S., Sears, M. R., Thomson, W. M., & Caspi, A. (2011). A gradient of childhood self-control predicts health, wealth, and public safety. Proceedings of the National Academy of Sciences, 108(7), 2693–2698.
• National Institute on Drug Abuse. (2021). Principles of Adolescent Substance Use Disorder Treatment: A Research-Based Guide. https://www.drugabuse.gov/publications/principles-adolescent-substance-use-disorder-treatment-research-based-guide/introduction
• Office of National Drug Control Policy. (2021). Youth Substance Use Prevention.
• Singer, J. B., & Singer, D. G. (2014). Violence on television and its impact on youth: A psychological perspective. In K. Dill (Ed.), The Oxford handbook of media psychology (pp. 609–628). Oxford University Press.
• Thompson, K. M., & Haninger, K. (2011). Violence in the media and its effects on adolescents. Journal of Adolescent Health, 46(6), S26–S27.
• United Nations Office on Drugs and Crime. (2019). Global Study on Homicide 2019. https://www.unodc.org/documents/data-and-analysis/gsh/Booklet2.pdf
• World Health Organization. (2021). Violence and injury prevention.

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Emotion Regulation

How to deal with your most overwhelming feelings, notice, feel, and move..

Updated November 16, 2023 | Reviewed by Davia Sills

• What Is Emotion Regulation?
• Find a therapist near me
• Feeling overwhelmed is an inherent part of the normal human experience.
• With practice, people can learn to deal more effectively with difficult thoughts and feelings.
• People can notice that this is hard for them, feel inside their body, and move in a valued direction.

I’ve been working as a psychologist for more than 40 years, and I often get asked how I deal with difficult thoughts and feelings. After all, I have spent so much time helping people get better that I surely must be a paragon of mental health—a prime example of someone who deals nearly perfectly with life’s inevitable challenges. Unfortunately, as much as I would like this to be true, people who know me personally could assure you that this is just not so.

The disappointing reality is that despite my knowledge and experience, I still continue to struggle. I still get caught up in my own head when I worry too much about the future. I still have emotional outbursts when life seems unfair and unjust. And when I’m highly stressed , I still say things that afterward I wish I could take back (or have said differently). I’ve been researching and applying techniques from acceptance and commitment therapy (ACT) for many decades, and yet—at times—I still struggle with overwhelming thoughts and feelings.

It took me a while to come to terms with this reality myself: No matter what I do, I will continue to struggle. This may sound depressing at first, but it actually contains a bittersweet reassurance. It means that struggling is a part of the normal human experience. And it means that your continuous gripes and grievances are not just because you “haven’t figured it out” or because you are inherently “broken,” but because you are a living, breathing person.

This is not to say that you have no choice in the matter or that you cannot make a difference. With regular practice, you can learn to deal more effectively with difficult thoughts and feelings so that you get stuck less often and can refocus on what matters to you much more quickly. It’s a matter of learning specific techniques—like the one I will teach you further down below—and then applying them regularly. I have practiced ACT for years, and when I start feeling overwhelmed now, I can rely on a range of strategies that help me respond.

I’m still nowhere near perfect at applying ACT in my own life (and expecting this from myself would be foolish), but I have gotten better over the years. With that being said, here is my go-to formula you can use when you are feeling overwhelmed.

When the world seems to come crashing down, it’s hard to think straight, which is why the first step is straightforward and simple. You don’t need to do anything other than notice that this is currently hard for you. It can be as simple as having a quick moment of clarity while you are experiencing an emotional outburst.

This may sound easy enough, but it requires some practice because it’s almost always even easier to “lose yourself” in the commotion of your thoughts and feelings. If you practice the skill of noticing, you will be able to catch your experiences as they unfold in the present moment, allowing you to make a conscious decision about what you want to do next.

The next step is trickier. When overwhelming thoughts and feelings get a hold of you, they might convince you that you are not OK. And the only way for you to become “OK” again is by getting rid of these thoughts and feelings, making you resort to old habits in an effort to feel better. You might lash out, stuff yourself with comfort food, smoke a cigarette or two, disappear into social media , or use any other means of escapism. And it works… at least for a moment until you find yourself overwhelmed again, leading you to repeat the cycle.

What you might not realize in those situations is that you still have a choice. And rather than running away from your experience, you can learn to simply be with it. This means taking a moment to actually get inside your body: What can you feel right now? And where do you feel it?

Actually, take a few seconds, maybe even a minute or two, and explore what you can notice internally. Where can you notice commotion? Is what you are feeling steady? Or is it moving? What else can you notice? Practice being curious about your own experience.

This can be scary, especially if you have a history of avoiding uncomfortable feelings. However, you don’t need to go all the way right from the start. You can start small and simple, for instance, by just focusing on what you can feel in your right index finger. From here, you can explore your sensations in your other fingers, then your full hand, your arm, your chest, your stomach, and so on. Make sure to do it in a way where you know on a gut level that you will be OK—with kindness, patience, and care.

The next and final step is to focus outward. After all, aren’t there things in life that matter more to you than feeling overwhelmed?! You may care about showing up for your loved ones. Or maybe you want to achieve certain goals at work or just improve your self-care.

Whatever it may be, take a moment to move in a valued direction. This doesn’t have to be a grand gesture; a small step will suffice. It can be as simple as drinking a glass of water, writing a quick text to a loved one, taking a short walk in the sun, or giving your dog some well-deserved belly rubs. The possibilities are endless. What matters is that you take a small action in the direction of what gives your life purpose and meaning.

Whenever you find yourself struggling with feeling overwhelmed, follow this simple three-step formula: Notice that this is hard for you, feel inside your body, and move in a valued direction. No, this will not eliminate all feelings of overwhelm, nor is it supposed to. Instead, the aim of this technique is to help you practice the skill of psychological flexibility so you can have difficult thoughts and feelings while still doing whatever enriches and empowers your life.

Even though they can be uncomfortable, your thoughts and feelings can never harm you. And even though it may not feel like it at times, you are going to be OK. You are a whole person having a human experience. You will continue feeling overwhelmed, but with practice, you will also have the skills to recenter yourself quickly and then refocus your life on what you actually care about.

Facebook image: My Ocean Production/Shutterstock

LinkedIn image: Kateryna Onyshchuk/Shutterstock

Steven C. Hayes, Ph.D. , is Nevada Foundation Professor at the Department of Psychology at the University of Nevada Reno.

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John McWhorter

I’m a columbia professor. the protests on my campus are not justice..

By John McWhorter

Opinion Writer

Last Thursday, in the music humanities class I teach at Columbia University, two students were giving an in-class presentation on the composer John Cage. His most famous piece is “4'33",” which directs us to listen in silence to surrounding noise for exactly that amount of time.

I had to tell the students we could not listen to that piece that afternoon because the surrounding noise would have been not birds or people walking by in the hallway but infuriated chanting from protesters outside the building. Lately that noise has been almost continuous during the day and into the evening, including lusty chanting of “From the river to the sea.” Two students in my class are Israeli; three others, to my knowledge, are American Jews. I couldn’t see making them sit and listen to this as if it were background music.

I thought about what would have happened if protesters were instead chanting anti-Black slogans or even something like “D.E.I. has got to die,” to the same “Sound Off” tune that “From the river to the sea” has been adapted to. They would have lasted roughly five minutes before masses of students shouted them down and drove them off the campus. Chants like that would have been condemned as a grave rupture of civilized exchange, heralded as threatening resegregation and branded as a form of violence. I’d wager that most of the student protesters against the Gaza war would view them that way. Why do so many people think that weekslong campus protests against not just the war in Gaza but Israel’s very existence are nevertheless permissible?

Although I know many Jewish people will disagree with me, I don’t think that Jew hatred is as much the reason for this sentiment as opposition to Zionism and the war on Gaza. I know some of the protesters, including a couple who were taken to jail last week, and I find it very hard to imagine that they are antisemitic. Yes, there can be a fine line between questioning Israel’s right to exist and questioning Jewish people’s right to exist. And yes, some of the rhetoric amid the protests crosses it.

Conversations I have had with people heatedly opposed to the war in Gaza, signage and writings on social media and elsewhere and anti-Israel and generally hard-leftist comments that I have heard for decades on campuses place these confrontations within a larger battle against power structures — here in the form of what they call colonialism and genocide — and against whiteness. The idea is that Jewish students and faculty should be able to tolerate all of this because they are white.

I understand this to a point. Pro-Palestinian rallies and events, of which there have been many here over the years, are not in and of themselves hostile to Jewish students, faculty and staff members. Disagreement will not always be a juice and cookies affair. However, the relentless assault of this current protest — daily, loud, louder, into the night and using ever-angrier rhetoric — is beyond what any people should be expected to bear up under, regardless of their whiteness, privilege or power.

Social media discussion has been claiming that the protests are peaceful. They are, some of the time . It varies by location and day; generally what goes on within the campus gates is somewhat less strident than what happens just outside them. But relatively constant are the drumbeats. People will differ on how peaceful that sound can ever be, just as they will differ on the nature of antisemitism. What I do know is that even the most peaceful of protests would be treated as outrages if they were interpreted as, say, anti-Black, even if the message were coded, as in a bunch of people quietly holding up MAGA signs or wearing T-shirts saying “All lives matter.”

And besides, calling all this peaceful stretches the use of the word rather implausibly. It’s an odd kind of peace when a local rabbi urges Jewish students to go home as soon as possible, when an Israeli Arab activist is roughed up on Broadway, when the angry chanting becomes so constant that you almost start not to hear it and it starts to feel normal to see posters and clothing portraying members of Hamas as heroes. The other night I watched a dad coming from the protest with his little girl, giving a good hard few final snaps on the drum he was carrying, nodding at her in crisp salute, percussing his perspective into her little mind. This is not peaceful.

I understand that the protesters and their fellow travelers feel that all of this is the proper response, social justice on the march. They have been told that righteousness means placing the battle against whiteness and its power front and center, contesting the abuse of power by any means necessary. And I think the war on Gaza is no longer constructive or even coherent.

However, the issues are complex, in ways that this uncompromising brand of power battling is ill suited to address. Legitimate questions remain about the definition of genocide, about the extent of a nation’s right to defend itself and about the justice of partition (which has not historically been limited to Palestine). There is a reason many consider the Israeli-Palestinian conflict the most morally challenging in the modern world.

When I was at Rutgers in the mid-1980s, the protests were against investment in South Africa’s apartheid regime. There were similarities with the Columbia protests now: A large group of students established an encampment site right in front of the Rutgers student center on College Avenue, where dozens slept every night for several weeks. Among the largely white crowd, participation was a badge of civic commitment. There was chanting, along with the street theater inevitable, and perhaps even necessary, to effective protest; one guy even lay down in the middle of College Avenue to block traffic, taking a page from the Vietnam protests.

I don’t recall South Africans on campus feeling personally targeted, but the bigger difference was that though the protesters sought to make their point at high volume, over a long period and sometimes even rudely, they did not seek to all but shut down campus life.

On Monday night, Columbia announced that classes would be hybrid until the end of the semester, in the interest of student safety. I presume that the protesters will continue throughout the two main days of graduation, besmirching one of the most special days of thousands of graduates’ lives in the name of calling down the “imperialist” war abroad.

Today’s protesters don’t hate Israel’s government any more than yesterday’s hated South Africa’s. But they have pursued their goals with a markedly different tenor — in part because of the single-mindedness of antiracist academic culture and in part because of the influence of iPhones and social media, which inherently encourage a more heightened degree of performance. It is part of the warp and woof of today’s protests that they are being recorded from many angles for the world to see. One speaks up.

But these changes in moral history and technology can hardly be expected to comfort Jewish students in the here and now. What began as intelligent protest has become, in its uncompromising fury and its ceaselessness, a form of abuse.

John McWhorter ( @JohnHMcWhorter ) is an associate professor of linguistics at Columbia University. He is the author of “ Nine Nasty Words : English in the Gutter: Then, Now and Forever” and, most recently, “ Woke Racism : How a New Religion Has Betrayed Black America.” @ JohnHMcWhorter

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What Is Really Going On at Columbia University?

Amid arrests and dark warnings about jewish students’ safety, an editorial at the campus newspaper offered a far different view of the crisis..

It was a tumultuous weekend on the campus of Columbia University . The arrest of more than 100 pro-Palestinian students from an encampment on the university’s South Lawn has only emboldened protesters, and it’s led to fears of more action by the New York City Police Department. Dark warnings over the weekend suggested Jewish students may be in danger ahead of Passover and anti-Israel student protesters may be driven from campus altogether. Columbia president Nemat Shafik’s appearance before Congress , which helped spark the latest events, has only amplified anger and disbelief at the university’s response to protests.

Amid all this, the student-run independent newspaper, the Columbia Daily Spectator, ran an editorial, “Is Columbia in Crisis?,” laying bare the administration’s failures in the lead-up to the current escalation. “Your students are willingly risking suspension, arrests, harassment, and internal and external threats,” the editorial read, directly addressing the university’s administration. “Why do you continue to isolate yourself from those whom you allegedly seek to serve?”

On Friday, and again on Sunday after a long weekend of developments, I spoke to Colin Roedl and Milène Klein, the current and former editorial page editors of the Spectator. They told me more about what’s actually happening on campus right now, the impetus behind the impassioned editorial, and whether students—Jewish, Muslim, or otherwise—really face danger on campus right now. Our conversations have been edited and condensed for clarity.

Aymann Ismail: What is the mood on campus right now?

Milène Klein: Actually, pretty good. We’re in the newsroom right now. The mood on campus is actually high. There’s a lot of energy. People are chilling on the lawns.

Colin Roedl: We use this anonymous forum called Sidechat. It came up in the hearings in Congress. On it, we’re seeing calls for solidarity. We’re seeing a lot of mobilization from outside communities rallying in protection of the second encampment that’s gone up. The decision to clamp down on the first encampment has only further mobilized student populations, and that’s what kind of developed into our editorial “Is Columbia in Crisis?”

How has president Shafik’s decision to invite the NYPD to evict student protesters from the campus been received?

Roedl: There’s been a large police presence on campus since October, which has been really distressing for a lot of students of color, especially in New York, especially when it’s the New York Police Department. We have prison buses around campus, and an egregious amount of police officers off and on campus. The presence has been very overwhelming. There was a lot of speculation as to when the police were going to intervene. So, when we received an email from president Shafik saying that she was going to let police on campus, that was a moment in which hundreds of students mobilized on campus to watch. There was kind of a weird spectatorship occurring, and it’s still going to this day.

From what we’re hearing over at the newspaper, it was not well received at all from really anybody on campus. We’re already seeing a large mobilization in response. We’re getting increased op-ed submissions, and there are protesters demonstrating off campus. We’re seeing a large response.

Klein: This weekend is the first time the NYPD had been called to actually break up a protest. There had already been arrests around campus, if not actually on campus, so I think many people are very distressed and extremely disappointed—but not surprised. The university introduced security forces to disrupt peaceful protest simply because they want to appease the people who are watching the congressional hearings and who are asking questions in bad faith. This is the audience they are kowtowing to. I think that’s what people are more distressed by than the police presence, to be honest.

How are students on the pro-Israel side reacting to the move?

Klein: Overall, the most vocal contingents of the pro-Israel movement have been generally more inclined to work with law enforcement. There are student activists and professors like Shai Davidai who have vocally praised the NYPD’s presence and critiqued protests for calling out the NYPD. I wouldn’t go as far to say that all members in that contingent are siding with the NYPD, but I think that that is true in general.

The NYPD seems poised to play an even larger role now. Mayor Eric Adams promised to support the university president and add more police to the area. What are you seeing out there right now?

Klein: Both of us have been in the encampment for a little bit today. It’s been fairly calm. The police have retreated from campus and are remaining outside the gates where a really large contingent of non-Columbia affiliates are protesting. The police seem to be preoccupied with them at the moment. Otherwise, the encampment has been relatively calm. The administration has allowed for the erection of more tents. I think things this week will devolve and get a little crazier. President Biden just made a statement . So perhaps White House affiliates will show up at some point. You never know.

It seems everyone is concerned that things will be getting worse. This weekend, Jake Tapper pointed to calls from an orthodox rabbi for Jewish students to stay home for their own safety. How does that square with what you’re seeing on campus?

Klein: I think that’s honestly ridiculous. I haven’t seen any threats or fear among the Jewish students at the university. I don’t know why there would be fear. On campus there’s really no reason why any student would be more scared now than they theoretically would have been in the past. And even then, I don’t really see any reason for fear. I guess the only potential justification that would make sense to me would be the number of outside protesters. Just that, as in any case, you don’t know who’s going to show up to a large demonstration. There’s always going to be bad faith actors of any kind of kind of mass rally. I think Columbia’s inability to vet these people I guess theoretically could be a cause for concern. But there haven’t been any incidents.

Roedl: The director of the Kraft Center for Jewish Life, Brian Cohen, issued a letter saying he didn’t believe Jewish students should leave Columbia, and that the university and the city need to do more to ensure the safety of the students. So I think—

Klein: Wait. We just got an email from Columbia’s chief operating officer. Are you joking?

What does it say?

Klein: It says, “increasing patrol strength to reach a total of 35 additional guards and two additional supervisors per shift, a total of 111 additional safety personnel”—“this will more than double the current safety personnel per shift. Additional coverage of the Kraft Center during the Passover holiday.” Which I think is simply beyond the pale. Increased coverage during Passover? Please …

Why does it strike you as unserious?

Klein: Because it’s very alarmist. They’ve done this before regarding the Kraft Center. And the truth is that it’s never been under siege. There are no protesters in that area right now. I’ve never seen protesters specifically go by the Kraft Center. I think it’s ridiculous because it implies a level of danger that simply is not there. Honestly, I think this announcement is potentially more distressing to Jewish students than anything else actually happening on campus. Because if you hear the security for the Jewish center is being increased during Passover, the implication is this center could potentially be targeted.

Why do you imagine rhetoric around Jewish students feeling targeted is rapidly increasing like this, then?

Klein: The increased alarm relates directly to the scale of the protests. The protests are larger than anything we’ve seen before, really, aside from the Oct. 10 protest. As a result, pro-Zionist students feel swamped and don’t feel comfortable making their voices heard as opposition just due to the sheer number and constant physical presence of demonstrators. But just because these students feel unsafe does not mean that the center is going to be overrun by a mob, or endangered by people who are protesting not against Jews, but against Israel. I think the rhetoric is honestly the source of a lot of the alarm, as opposed to what’s actually happening. I think it is scary because it feels like campus has been handed over to the police. It almost feels like a military coup. I actually don’t think it has much to do with the protests at all.

Can you give me the play-by-play of what’s happened since Oct. 7, from the perspective of the newspaper?

Klein: I was the head of opinion last semester. On Oct. 7, people took a second to draw in a breath. And then the next day, things began to kick off. News began to do their own coverage, reporting on different gatherings. Whereas we were interacting with different student bodies organizing on campus, seeking pieces from the student body and faculty. The first we got, I believe, was from the unofficial Jewish Caucus of Columbia University Democrats , issuing a condemnation of Hamas and calling for Columbia students to rally around the community. And then there was another piece that we got shortly thereafter in a similar vein. Over a period of time, protests began to grow larger and the administration began to face a lot of pressure to crack down on all pro-Palestinian protests on campus from bodies outside of Columbia, many of them legal bodies or donor bodies with specific vested political interests.

Just the pro-Palestine rallies?

Klein: If you look at internal messaging from our administrators, the rhetoric was very much slanted against pro-Palestinian protesters. They were subject to much more scrutiny than any other kind of demonstration on campus at that time. Pro-Israel protests were given a berth that pro-Palestinian protests were not. And the organizations that had run those pro-Palestinian protests were invigorated by that pushback. The harder they tried to silence someone on Columbia campus, the louder that person will be. And in this case, I think that’s particularly true. And so, protests increased in scale and breadth, and they continued to grow larger. And through that time, we also saw the introduction of more security forces around campus. The NYPD presence at the recent protest was really immense and unprecedented, but it was absolutely not the first time that the police have been stationed around campus as a “peacekeeping force.” That began in October or November.

Was there any one particular flashpoint that in your mind was a turning point on campus?

Roedl: We started receiving a lot of submissions around when the administration suspended Students for Justice in Palestine and Jewish Voices for Peace in November. That was the turning point. There are counterprotests occurring at every event. A lot of the criticism was “you’re suspending Students for Justice in Palestine for unauthorized events without also reacting to counterprotests.” It felt like an asymmetric punishment. After that, we saw the rise of Columbia University Apartheid Divest , and a lot of other student groups mobilizing against the suspension. That’s when Columbia started gaining national attention. This was also around the time of the first congressional hearings and also the doxing trucks . Those two things, I think, were precipitous of greater public scrutiny at Columbia campus and on student organizers specifically.

Can you tell me about the congressional hearings? How have they been received on campus?

Klein: The Columbia delegation under fire—high key, they deserve it. I’m not saying Congress is right about Columbia, because it’s not. But I think we need to see our administrators get a little bit more heat from all angles. The average student wondered why our university president was not saying much about anything. She was new to the role and was stepping into a situation that is really unprecedented at Columbia. I think their strategy at that time was to implement quiet discipline, just to cautiously change policy and to punish student groups quietly so as to not create the kind of controversy that was happening in other universities. I suspect it was to try to also appease forces that were exerting pressure on her to take action. I think what became clear was that her condemnation wasn’t strong enough for those forces, so she became increasingly vocal about the steps that she was planning to take and the disciplinary infractions students could rack up for engaging in certain kinds of behavior and so on. And then obviously, there’s the alleged chemical attack , at which she doesn’t say anything for four days. But I think the lesson that she learned was that trying to avoid saying anything is probably not going to work. I think it had given people the impression that Columbia is avoiding questions because they don’t have answers. So, I think she hoped that by going to Congress, she signals that Columbia is not avoiding these questions and is happy to be transparent.

What is national media getting wrong right now?

Roedl: Actively calling for more police contributes to feelings of unsafety. And those feelings of unsafety are contributing to more police. So we’re seeing a feedback loop with absolutely no communication from our administration. That is the uniting point for a lot of people, regardless of politics, that we’re seeing complete silence from our administration. They made the decision to authorize NYPD on campus, and that’s the last time we have heard from her. Updates from the university either through the university required text messages, or by email, like the one we just read aloud, all read more like press statements about what Columbia is doing, rather than what Columbia is doing for its students. We’re getting a lot of criticisms asking where is Shafik and the Columbia administration. That’s what the newsroom is really interested in right now.

It is also really important to note that we are all students. Regardless of who you are at campus, you know somebody who was arrested. Students watched their friends being carried out by the police. And with all this going on, there are students trying to study. This is our final week of classes. Seniors are finishing theses. And in the background, you have an international microscope on Columbia. The undergraduate student population is like 8,000. That contributes to feelings of being overwhelmed. You’re trying to go to class, but they’re searching your bag or you’re rerouted because the gates are closed.

Klein: There’s a lot of discussion about what is happening at Columbia campus. Like, “There’s crisis at Columbia”—you have this image of students hunting each other in the street, like absolute chaos. There are alarmists framing this all around antisemitism, or a crusade against Jewish students, whom are hiding or being pushed out of campus. I don’t think any of us have seen that. The reality is that we’re a community of people who live together, eat together, and go to class together every single day. And for people who want to hear what Columbia students have to say, you have to read what they’re saying in their own words.

Roedl: I can’t believe the White House chimed in.

Klein: I’m a Jewish student at Columbia. If Joe Biden wants to give me $500, I say why not.

Roedl: The encampment drew people out who have never been to an event before. And we’re seeing the encampment going strong. Students are out there while it rains and are getting sick being out there. Today was admitted students’ day, and the People’s University of Palestine, which is what they’ve dubbed the encampment, was offering different orientation shared resources. We’re still seeing a lot of mobilizations occurring on campus. So it seems like they’re still going strong. And we’ll be here ready to publish voices whenever they come in.

What do you wish the administration pursued rather than going to Congress and deploying the police?

Klein: Fundamentally, it’s the way that every major private university in the country operates. It is beholden to donors and donor interests. Any kind of student protest movement is fundamentally incompatible with these financial and political bodies that are exerting an undue amount of influence on the university and its policy. What I think really needs to happen is the university needs to really reevaluate its relationship to donor bodies, and its relationship with its endowment.

Sounds like you wish that they would just take the protesters seriously.

Klein: Absolutely. I wish they would take the protesters seriously instead of paying lip service.

Roedl: I want them to be genuine. If you’re not going to divest, say it. Currently, there’s just no administration conversation with the community. It feels like the university is sending emails just so they’re screenshotted and posted online, rather than to create genuine dialogue. We hear over and over again from the university president that she wants create spaces for dialogue. But I think a lot of students are saying, “OK, now what?”

Klein: There are spaces for dialogue. They’re outside, on the lawns.

Roedl: Right. Many students are frustrated that there is no way to meaningfully interact and engage. That was something that I was really wanting to stress in the editorial. For example, if they don’t want protests, is the university willing to implement a referendum? That was the intent behind the encampment zone, to get the university to be transparent with them. You have to make sacrifices to be a good institutional body. That’s the reality. You can’t please everybody. I think instead of going to Congress and paying lip service to people who won’t be satisfied no matter what the university does, the university needs to be transparent with its students.

Klein: Protesting is something that Columbia loves to talk about itself in promotion videos and literature. There’s this whole idea of Columbia as a bastion of freedom of expression. To have a university that has long portrayed itself this way then come down hard on student protesters and ignite a conflict between university administrators and a student body that is really passionate about using their voices, is just difficult to understand—it’s sort of shocking.