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Emotional Understanding and Color-Emotion Associations in Children Aged 7-8 Years
An understanding of the development of emotional knowledge can help us determine how children perceive and interpret their surroundings and color-emotion associations are one measure of the expression of a child’s emotional interpretations. Emotional understanding and color-emotion associations were examined in a sample of UK school children, aged 7-8 years. Forty primary school children (mean age = 7.38; SD = 0.49) were administered color assessment and emotional understanding tasks, and an expressive vocabulary test. Results identified significant gender differences with girls providing more appropriate and higher quality expressions of emotional understanding than boys. Children were more able to link color to positive rather than negative emotions and significant gender differences in specific color preferences were observed. The implications of adult misinterpretations of color-emotion associations in young children are discussed.
An understanding of the development of emotional knowledge and an awareness of age-appropriate effective milestones are essential for professionals working closely with children . How children develop and achieve their emotional knowledge can help professionals understand how children perceive and interpret their environment, and how they respond, manage, and organise their own feelings in emotive situations [2, 3]. Through such intelligence, effective programmes of learning and treatment can be put in place within educational and clinical settings to provide the opportunity for children to explore their emotional relationships and help achieve their developmental milestones [4, 5]. Against a background of research into children’s emotional understanding, this study investigates the identification and expression of emotions and the influence of color-emotion associations in a sample of children, aged from 7 to 8 years but first, a brief overview of the growing emphasis on the importance of emotional health and well-being will be provided.
In the UK, there is a significant and growing national awareness of the importance of the emotional development within clinical and educational settings, with a growing body of research and increasing resource commitments by central government. School-based interventions such as SEAL (UK: Social and Emotional Aspects of Learning) and PATHS (USA: Promoting Alternative Thinking Strategies) are designed to help children increase their awareness and use of emotional skills to enhance their ability to function appropriately within social situations [6, 7]. In February 2009, the UK Departments of Health (DH) and Children, Schools, and Families (DCSF) issued a joint Departmental Strategic Objective outlining future plans to promote the emotional health and well-being of children  and, following recommendations by the Child and Adolescent Mental Health Service (CAMHS), a National Advisory Council was established for children’s mental health and psychological well-being .
A child’s emotional understanding comprises an ability to recall and explain their own emotional experiences and an ability to recognise emotion in themselves and in other people [2, 5, 10]. However, the understanding of complex emotions requires higher cognitive social-emotional skills in order to interpret social cues within a situation, as well as being able to fully understand and recognise emotional contexts .
Emotional understanding and knowledge of the process and translation of emotions become apparent at the age of two or three with emotion-descriptive language beginning to appear alongside basic vocabulary [11, 12]. A lack of emotion-descriptive language by the end of the child’s second year, an inability to react appropriately to social cues (which may be displayed through behaviours) or reduced understanding of the reactions of others to situations, can be significant indicators of diminished child emotional growth and can potentially underlie subsequent behavioural problems [4, 10, 11]. In turn, this can lead to a heightened susceptibility of psychopathology and emotional disorders .
Language and verbal ability are strongly associated with emotional understanding [5, 13] as children perceive and interpret events, with language functioning not only as a communication tool, but also as a way of shaping thoughts . In order to be able to interpret emotional expression, a child needs first to be able to utilise knowledge and understanding of such expression to be capable of expressing this understanding in appropriate language . A child’s emotional and social development is shaped by the language used in a descriptive conversation about a person’s unobservable mental states (i.e., their goals, thoughts, and feelings about a situation, which are intimately used to decode and understand, own and other peoples’ behaviors)  and as children develop they begin to increasingly experiment with, and use, the more complex emotions . Whilst females often perform better than males on tests of language and verbal ability at all ages, they also consistently score higher than males on tests of emotional awareness, even when controlling for verbal intelligence . Girls as young as 3 years have demonstrated higher levels of emotion labelling and understanding of complex emotions than boys, independent of vocal ability [18, 19].
Whilst expressive language ability has associations with emotional understanding, other measures of creativity, such as drawing, have also been used as measures of social and emotional adaptation . Drawing is an enjoyable, natural activity which can be used as a means of expressing emotion and feeling [21–23] and art therapy techniques are increasingly used by practitioners to explore children’s perceptions of events, particularly those suffering from physical and mental health problems [24, 25]. For example, the Color Inkblot Therapeutic Storytelling method (CITS) requires a person to a choose colored ink, make inkblots, and create a story in relation to these colors and shapes. This technique is particularly effective for those with a cultural resistance to talk about emotions . Further psychological studies analysing the contents of children’s drawing and interpreting the results on projective measures to depict relationships between emotional meaning and status are well documented .
The way that color is used within drawings can reflect and emphasize particular emotional states or qualities of the artist  with children using color in their artwork as a means of expressing their underlying emotional status. Generally, it is believed that bright colors emphasize positive qualities and dark colors emphasize negative qualities [27, 29]. However, it has been found that when children were asked to state their color preference first, this was then reflected in the colors used to express certain emotions, rather than the assumed color associations for negative (dark) and positive (bright) presentation. Therefore, least preferred colors were related to negative associations and preferred colors used to express something positive. This suggests that the translation of color into an emotional meaning is both personal and subjective and any interpretation of color use should only be made alongside the knowledge of color preference .
From infancy, specific colors develop “learned” paired associations with meanings and emotions. These associations or schemas can remain throughout life eliciting automatic emotional response, thoughts and action without any conscious awareness [30, 31]. Within the everyday environment, children are exposed to a considerable amount of vibrant color through toys and possessions, all of which can carry certain messages and associations [30, 32]. From early infancy children are also exposed to particular colors by parents and family, such as the stereotypical gender-color associations: blue for boys and pink for girls . The colors used in everyday society may have a substantial influence on how children develop emotional associations to colors; associations which strengthen with maturity . School age is also a very influential time when children are flooded with several colors of meaning and where specific emotional associations are formed . In support of this, it has been found that within certain settings some colors can have a universal language and meaning understood by cross-generational and sociocultural populations . Reinforcement occurs throughout life, and it follows that the more a child is exposed to a color-emotion pairing, the stronger the internal representation for that color is further embedded .
Color can have an important role within the mental health setting in enabling both therapeutic interpretations of emotional state and also as an intervention aid to facilitate exploration of emotion. An analysis of children’s drawings with a life-threatening illness found significant differences in their choice of color in comparison with that of “healthy” children , with their negative situation being reflected in the extensive use of “black”. In the same way, pictures drawn by children receiving therapy for trauma have also tended to show a lack of bright color and an extensive use of black .
Color appears to be context appropriate with different situations and colors reflecting different emotions, thoughts, and behaviours . It has been suggested that there is a reciprocal interaction between color and emotion, with particular feelings being associated with color, and the combination of cognition that affect all bringing memories, feelings, and emotions to the forefront . The colors of toys, drawing and coloring behaviors, and the language used within the environment may all contribute towards a child’s emotional literacy and understanding .
However, the interpretation of color in pictures or art, and the associated emotional significance, is contentious and subjective [21, 27, 28]. Some studies studying color-emotion links have been criticised for not using evidence-based practise to inform their research . In particular, subjective methods, whereby participants are asked to recall colors, or depict color verbally rather than a physical presentation, has led to problems in the interpretation of the relationship between color and emotion . For instance, “red” has been found to convey considerable ambivalent emotional association as it can be associated positively with warmth, love, and happiness or negatively to represent danger, anger, and sadness [30, 31]. There is often a lack of knowledge of the artists preferences towards individual colors  and context and environment have not been taken into account when presenting the color sample . Without this specific and broader knowledge researchers can misinterpret the use of color as a result of their own idealisations and societal assumptions.
The use of color interpretation and emotional association has the potential to become a useful tool in the clinician’s armoury for intervention and treatment. Nevertheless, what is also evident is that any interpretation can be highly subjective. This study explored emotional understanding in boys and girls, aged 7-8 years by assessing their ability to discuss, identify, and recognise basic and complex emotions. We also investigated the impact of color preference in color-emotion associations in order to develop further understanding of how colors can interact with, and potentially be used as a measure of, emotional experience.
Forty children (15 girls and 25 boys) aged between 7 and 8 years old (, , age range 7.10–8.30) from two classes within a mainstream primary school in the North East of UK formed the sample for this study. Letters detailing the study were sent home with the children, and an informed consent was obtained from parents. Verbal consent was obtained from the children at the beginning of the study.
2.2.1. The Kusche Affective Interview-Revised (KAI-R)
The Kusche Affective Interview  assesses childrens emotional understanding in relation to a range of affective states and situations and has been used extensively in both developmental and clinical research . Children are asked to provide examples of times they have felt ten commonly encountered emotions (five basic emotions: happy, sad, mad, scared, love, and five more complex emotions: proud, guilty, jealous, nervous/anxious, and lonely). Children are then asked to provide an example of when another person had felt that emotion. Due to time constraints and ethical concerns by teachers, we included six of the original emotions within this study (three basic emotions: happy, sad and love, and three complex emotions: proud, jealous and nervous). All coding and analyses were conducted inline with other studies using this measure.
Children’s understanding of these six emotions was assessed by measuring their ability to discuss emotional experiences, to identify the six emotional states in themselves, and to recognise emotional states in other people. Children were asked to provide examples of experiences where they have felt the six specific emotions (happy, proud, love, sad, nervous and jealous).
To assess the children’s ability to discuss emotional experiences they were asked “tell me about a time when you felt…” (happy, proud, love, sad, nervous, and jealous). To determine children’s ability to identify emotional states in themselves they were asked “How will you know when you are feeling…” (happy, proud, and love, sad, nervous, and jealous) and to gain an understanding of the children’s ability to recognise emotional states in others, they were asked “how do you know when other people are feeling…” (happy, proud, love, sad, nervous, and jealous). If no response was provided, or they were having difficulty in answering the question, they were asked to think of an example of when another person had felt that emotion.
All responses were recorded and coded independently by two independent raters.
The raters scored the responses for the appropriateness and quality of answer. The appropriate answers were rated as (3) an appropriate example, (2) an unrelated example, (1) denial that they had ever felt that way, and (0) “I don’t know.” The quality of response was rated as: (2) shows a good knowledge of the emotion, (1) little detail and (0) no response, “I don’t know.” Kappa coefficient was used as a measure of interrater agreement. The kappa coefficient on the 40 transcriptions was 0.86 for the appropriateness of examples given and 0.99 for the quality of answer. Raters discussed all disagreements before reaching consensus and finalising their ratings.
Emotions were grouped into either positive (happy, proud, and love) and negative categories (sad, nervous, and jealous) or basic (happy, sad, and love) and complex (proud, jealous, and nervous) categories. Scores were totalled for each of the three categories of emotional experience and for each rater to give an overall appropriate and quality score for each grouping (positive/negative and basic/complex).
2.2.2. Color Assessment
This measure provided ratings of children’s feelings towards individual colors and evaluated general color-emotion associations towards fictional characters within emotion-eliciting stories.
In Part 1 of the task, the children were shown 10 rectangular cards (11 cm × 11 cm) of varying colors (red, orange, yellow, green, blue, purple, pink, white, brown, and black). Colours were fully saturated and varied on hue and value (see Table 1 for precise color notation) .
After each card presented the children were asked to independently rate on a five-point smiley-face Likert scale how the color made them feel (ranging from “very happy” to “very unhappy”). The researcher purposely did not name the color to prevent any potential color name bias.
In Part 2 of this task, the children were given the same colors, as previously rated in the first task, as felt tip marker pens. The colors of the pens were chosen by the researcher to match, as closely as possible, the color of the cards used in Part 1. Children were also provided with a response booklet on which to record their responses. Three stories involving the six emotions (happy, proud, love, sad, nervous, and jealous) were read to the children. All the stories were selected from an age-appropriate children’s book . The stories did not explicitly mention the emotion but the emotion was clearly alluded to within the story.
At the point where one of the six emotions was being experienced by a fictional character, the story was stopped and the children asked to choose a colored pen and circle the X next to the appropriate letter (A, B, C,…, etc.) within their response booklet (a white pen was available with unique-colored ink if the children wished to choose “white” so that when coding, it was clear that “white” had been chosen). The researcher purposely did not mention the name of the emotion to prevent any color bias towards the specific emotional word. The children were given the opportunity to state “I don’t know” if they could not choose an appropriate color and throughout this task children were reassured that there were no wrong answers and to select a color on the basis of which came to mind first.
2.2.3. Expressive One Word Picture Vocabulary Test (EOWPVT)
The Expressive One Word Picture Vocabulary Test (EOWPVT) is an individually administered, norm referenced test that provided a measure of speaking (expressive) vocabulary. The EOWPVT requires approximately 10 to 15 minutes to administer and is not timed. Children were presented with a series of progressively more difficult illustrations that depicted an object, action, or concept and the child was asked to name each illustration (prompts and cues could be given by the examiner). When a child was unable to name a number of consecutive illustrations, testing was discontinued. The raw scores obtained for each child were then compared to defined norms in order to obtain a standard EOWPVT score for each child.
The study comprised of two separate sessions (two days apart) when the children worked independently with the researcher. Session 1 involved taking children, in turn, out of the classroom and conducting the color assessment tasks which lasted between 20 and 30 minutes per child. Session 2 was administered on a separate day and required working with the children individually in a quiet section of the classroom on the KAI-R task and the EOWPVT. This took approximately 30 minutes per individual. All the scoring for the second session was done after the administration of the tests by two independent raters who were unaware of the topic of the study or the children’s performances on previous tasks.
There were no significant age differences (, ) between boys (, ) and girls (, ). There were also no significant differences in expressive vocabulary (EOWPVT) scores (, ) between boys (, ) and girls (, ). Therefore, further analyses including gender could be conducted without the confounding influence of age or expressive vocabulary ability.
3.1. Kusche Affective Interview-Revised (KAI-R) and Gender
Emotions were grouped into either positive (happy, proud, and love) and negative categories (sad, angry, nervous) or basic (happy, sad, and love) and complex (proud, nervous, and jealous) categories. Descriptive statistics for each of these categories are given in Table 2.
A series of mixed ANOVAs were performed to investigate gender differences on the appropriate and quality responses of both the positive/negative and the basic/complex groupings.
There was a significant main effect of gender for both appropriateness (, , ) and quality (, , ) of response for positive/negative emotions with girls providing more appropriate and better quality answers for both positive and negative emotions. There was no significant main effects of grouping, that is, no differences between responses for positive and negative emotions (appropriate: , , ; quality: , , ) and there were no significant interaction effects between positive/negative grouping and gender (appropriate: , , ; quality: , , ).
There was a significant main effect of gender for both appropriateness (, , ) and quality (, , ) of response for basic/complex emotions with girls providing more appropriate and better quality answers for both basic and complex emotions. There were also a significant main effect of grouping with more appropriate and better quality responses being provided for basic emotions compared to complex emotions (appropriate: , , ; quality: , , ). There were no significant interaction effects between basic/complex grouping and gender (appropriate: , , ; quality: , , ).
A post hoc power analysis was conducted using the software package, G*Power . The sample size of 40 was used for the statistical power analyses with recommended effect sizes of 0.10 (small effect), 0.25 (medium effect), and 0.40 (large effect). The alpha level used for this analysis was . The post hoc analyses revealed that the statistical power for this study was 0.09 for detecting a small effect, 0.34 for detection of a moderate effect size and 0.69 for the detection of a large effect size. Thus, there was less than adequate power (i.e., power < 0.80) to detect any interaction effects, given the small sample size.
3.2. Color Preferences
In Part 1 of the color assessment tasks, color preferences were rated independently by the children using a five-point smiley-face Likert scale (ranging from “very happy” to “very unhappy”) to determine their emotional response for each of the ten colors: red, orange, yellow, green, blue, purple, pink, white, brown, and black.
Overall, boys were more indecisive than girls (saying “I do not know” more often) when a color was presented and were less willing (or able) to rate a color as making them feel either happy or unhappy (, ).
Of those children who decided that a color made them feel happy or unhappy, there were no significant differences in rating orange, yellow, purple, or pink as either happy or unhappy. However, black, white, red, green, and brown were significantly more likely to be rated as an unhappy color (black: , ; white: , ; red: , ; green: , ; brown: , ) with only blue being significantly rated as a happy color (, ).
When looking at individual colors and gender differences, purple and pink ratings showed significant gender differences (purple: , ; pink: , ) with girls rating purple and pink as a happy color and boys rating as an unhappy color. Red and brown revealed marginally significant gender differences with girls rating red as unhappy and boys rating red as a happy color (, ), whereas girls were more likely to rate brown as unhappy, compared to boys (, ). Other colors (orange, yellow, black, white, blue, and green) revealed no significant gender differences. Percentages of gender and color preferences, along with chi-square, probability () and Phi (effect size) values can be seen in Table 3.
3.3. Color-Emotion Associations
Part 2 of the color assessment tasks required the children to pick a color after being read a story containing the six emotions used in the Kusche Affective Interview (happy, sad, love, proud, jealous, nervous). The colors chosen (if any) were cross-referenced with the color preferences above (“was this a color that made them feel happy or unhappy?”). For example, if a color was chosen for a story depicting a negative (sad, jealous, and nervous) emotion, it was established whether the child had stated that this color made them feel unhappy in Part 1. Similarly, if the emotion was positive (happy, proud, and love), it was established whether the child had stated that this color made them happy in Part 1. In this way, we could determine whether the children were establishing color-emotion links between the individual emotions and the grouped positive/negative emotions as used in the Kusche Affective Interview. Figure 1 represents these findings.
Children were more consistent in assigning a previously rated happy color with a positive emotion (happy, proud, and love). Significant differences were found between those children who chose a color for a positive emotion that they had previously rated as making them feel happy (agreement) compared with those children who chose a color for a positive emotion that they had previously rated as making them feel unhappy (disagreement). Agreement/disagreement ratings for negative emotions were more inconsistent with more disagreements between color choice and emotion-color links. Results for these findings can be found in Table 4.
3.4. Comparisons of Color Assessment Task and Kusche Affective Interview
We investigated whether children who were more able to assign happy-preferred colors to positive emotions in the color assessment tasks were also able to provide more appropriate and good quality answers for the positive emotions in the Kusche Affective Interview responses. There were no associations with either the appropriateness or quality, of responses for love (appropriate: , ; quality: , ) and proud (appropriate: , ; quality: , ). There was a marginally significant association for happy (appropriate: , ; quality: , ) with those children who associated a happy color with a happy emotion providing a more appropriate responses to the identification of happy emotions in the Kusche Affective Interview.
This study investigated emotional understanding and color-emotion associations in boys and girls, aged 7-8 years. The six emotions presented for the purposes of analysis (happy, proud, love, sad, nervous and jealous) were grouped into positive (happy, proud, and love) and negative (sad, nervous, and jealous) and basic (sad, happy, and love) and complex (proud, nervous, and jealous).
When comparing emotion groupings as negative and positive or basic and complex, both boys and girls were able to produce more appropriate and better quality responses for basic emotions when compared to complex emotions, but there were no overall differences in the children’s ability to produce appropriate and high quality responses for positive as compared to negative emotions.
Consistent with previous findings [18, 28], girls were able to provide more appropriate and better quality responses to all the emotions presented, even though there were no significant differences in underlying expressive verbal vocabulary between boys and girls in this study. The girls consistently appeared to be able to understand and communicate emotion more effectively than their male counterparts. Boys were also significantly more indecisive than girls in being able to state whether a color made them feel happy or unhappy. This may be indicative of a greater emotional understanding and higher emotional maturity in girls even at this young age, with boys having a less developed understanding of which emotions provoke certain behaviours in individuals .
No interaction effects between gender and emotion responses were found and this, in part, may be due to the reduced power resulting from the small sample size. However, although we would recommend the inclusion of a larger sample size in a future study, we can only speculate whether there would be additional significant interaction effects within a larger population.
In those children who rated a color as making them feel happy or unhappy, more colors were significantly rated as unhappy (black, white, red, green, and brown) than happy (blue). Children equally rated orange, yellow, purple, and pink. A more detailed gender analysis revealed significant gender differences for pink and purple (girls rating as happy colors, boys rating as unhappy colors), with marginally significant findings for red and brown (boys rating as happy colors, girls rating as unhappy colors). No specific gender differences were noted for yellow, orange, white, blue, green and black.
Differences in associations for pink and brown may be indicative of a stereotypical representation of color-gender associations , although this did not occur with the traditionally stereotyped blue which boys and girls rated as a happy color. Interestingly, the school uniform was blue, indicating that familiarity and personal associations can override the effect of stereotypical color preferences. Other colors such as red and green can convey several meanings and associations, and therefore emotional ambivalence. These findings emphasize that the importance of understanding personal color-emotion affiliations in any interpretation of color use and the development of any future definitive assessments of color use need to consider both gender and context.
A further methodological point to consider is that colors vary on more than one dimension. For example, in using Munsell dimensions, they vary in hue, value (brightness), and chroma (saturation). Any results obtained may, therefore, be due to variations in color on any one dimension or combination of dimensions. Within our study, “happy” colors tended to have a higher value and chroma rating which could have been influential in a child’s interpretation of the cards in relation to particular emotions. In addition, comparison of cards and corresponding pens could also have led to differences in interpretation between the two parts of our study (e.g., some pens matching corresponding colour cards on all color dimensions better than others). However, as all children had access to the same color cards and corresponding color marker pens, it is likely that the gender differences observed within our study remain a valid finding. However, in order to make direct comparisons between this and past or future studies, further consideration of all the dimensions of colors (hue, brightness, and saturation) needs to be incorporated. This is especially true in relation to colors that convey several meanings (e.g., red and green) as variations in color notation (differences in brightness, for example) could be a confounding factor that could significantly affect results.
When relating color preference to the emotions of characters within a story context, children were more able to assign preferred colors to positive emotions (happy, love, and proud) than negative emotions (sad, jealous, and nervous). This suggests that there are specific color-emotion schemas being established within this age group as noted previously . One possible explanation of these findings is that most young children are protected and exposed to more positive environments in their early years; environments that are often linked with bright and vibrant positive colors. It is possible, therefore, that the children in this study had established strong positive color-emotion links though their early life experiences . Negative environments, however, are less encountered by young children and therefore negative color-emotion links may not be established until later in life. Findings in this study are consistent with this explanation. However, alternative explanations are also possible. For example, although a child may like a color for personal reasons (e.g., green), they understand that this color can be linked to a negative emotion (e.g., jealousy), creating more emotional ambivalence with negative color-emotion associations. In this case, a disagreement between color preference and assignment to an emotion within a story may not necessarily indicate weaker emotional understanding. Further study is necessary to understand why children prefer some colors to others and their subsequent links to specific emotional states.
There were no significant relationships between the Kusche Affective Interview ratings and the color-emotions preferences. The emotion of happiness alone showed a weak association. Of all the emotions included within the study, “happy” is the most basic, least contentious, and possibly most encountered expression of emotion experienced by these young children. It is reasonable, therefore, that the strongest associations would be evident with this emotion, compared to the more complex emotions such as “proud”. In addition, the methodology used within this study needs to be considered. Although tests were designed to be as objective as possible, it is almost impossible in studies of this nature to rule out all subjective interpretations. The ratings of appropriateness and quality of responses, the conveyance of an emotion through storytelling, and the choice of initial colors for presentation can all lead to some degree of subjective error.
Recent research indicates that an increased emotional understanding can increase school attendance, promote higher motivation, increase self-esteem [1, 45], and improve academic performance . With girls consistently displaying greater emotional understanding than boys (both in this and previous studies), there is a need for more gender-specific attention to be given to interventions regarding emotional literacy and understanding.
It is also important to consider our findings when working with young children, especially in relation to those children presenting with emotional disorders or social and affective problems. The lack of associations with color interpretation indicates that, providing color preferences are taken into account, color could be a useful tool for all children to use as it does not rely on the verbal expression of emotional states. Interpretation of color use by those children presenting with emotional problems and comparisons with color use interpretations of “normally” developing children may provide clinicians with important information about their emotional associations. In the clinical context, color use can assist interventions by activating and promoting positive emotions, which may then provide heightened therapeutic and preventative effects and so further enhance motivation towards treatment .
In the same way that commercial organisations are aware of the effect of color in the presentation of merchandise, professionals working with children must also apply similar consideration in assessment and analysis of color-emotion associations. Commonly used assessment batteries such as the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT), a measurement of emotional intelligence abilities, involve a number of emotion-related problem solving tasks . Throughout the MSCEIT there is exposure to color, whether this is by illustration or independent measure, for example tests to assess the ability to perceive emotions utilising artistic designs and landscapes, or when an individual is asked to rate and identify particular feelings elicited by the artistic design . Our study implies that it is important within such measures to consider the possibility of subtle individual and gender differences due to the unique interpretation of color or the emotion elicited from colorful illustrations.
From a clinical perspective, there is a considerable advantage in allowing a child to have an individual voice through drawing and/or coloring. The analysis of such creativity is important to provide information for all professionals working with children as the development of a greater awareness and understanding of how children view and perceive the world can help in the future production of effective educational and clinical interventions and treatments . However, there needs to be a greater knowledge of the developmental use of color  and the interpretation from a child’s perspective. As with the documented developmental stages of the acquisition of drawing ability, it is possible that color use and emotion associations follows a similar path.
In conclusion, the study of color-emotion associations is a complex area open to the subjective interpretation. An awareness of the potential impact and influence of personal color association with emotion is an additional factor to consider within educational or clinical settings and is particularly important where direct use of color within assessment situations is being considered and used.
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J. Elkin, The Puffin Book of Twentieth-Century Children’s Stories, Puffin Books, 1992.
R. Brownell, Ed., Expressive One-Word Picture Vocabulary Test: Manual, Academic Therapy Publications, Novato, Calif, USA, 3rd edition, 2000.
F. Faul, E. Erdfelder, A. G. Lang, and A. Buchner, “G*Power 3: a flexible statistical power analysis program for the social, behavioral, and biomedical sciences,” Behavior Research Methods, vol. 39, no. 2, pp. 175–191, 2007.View at: Google Scholar
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One week From Today (January 11th) marks the start of my Second Read Along. I hope you are joining me!
This is a fun book, and even if you don't like the book it is a fun activity. Where else can you chat about a book, get a chance to win prizes (some handmade by me) and get introduced to other books and new people across the world?
Here is a quick recap of the Proposed Schedule
Jan 11th Part 1 (Chapters 1-8) Questions Posted
Jan 16th Part 1 Answers Due
Jan 17th Part 1 Winner Announced
Jan 18th Part 2 (Chapters 9-16) Questions Posted
Jan 23rd Part 2 Answers Due
Jan 24th Part 2 Winner Announced
Jan 25th Part 3 (Chapters 17-End) Questions Posted
Jan 30th Part 3 Answers Due
Jan 31st Part 3 Winner Announced the proposed schedule
Please note, that if you don't have the book already you still have plenty of time to get it (there is a copy at my local library and 3 at the local used book store so check those resources) and read the first part and even if you don't make the first set of questions you can always join in on the second and third. My handmade prizes get better (in my opinion) the further into the Read Along that we get.
Fell free to invite all your reading (and none reading) friends. I look forward to next week! Off to work on the prizes!

domain: library


Fake degrees and leaked examinations seem to be the trademark of our education system these days. After some prominent ministers in different governments were accused of holding fake degrees, the limelight has now turned towards the teachers. Close to 3,000 teachers in Bihar, who supposedly utilized fake degree testaments to land positions, have surrendered till date catching legitimate activity.
The Patna high court on Tuesday declined further broad absolution to the individuals who have neglected to leave as such, an administration legal advisor said, including that the state instruction office has educated the court that 3,000 teachers have surrendered as such.
As indicated by instruction authorities, the teachers surrendered after the Patna high court order to the state government early this month to ask the teachers, who supposedly utilized fake degree declarations to land the positions, to leave or face legitimate activity.
The court had made it clear that teachers, proceeding with their occupations with fake degree authentications even after the due date to leave would be at risk to discipline and recuperation of the compensation paid to them.
A month ago, the Patna high court coordinated the executive of the Bihar carefulness division to test the enlistment of almost 40,000 administration instructors who professedly utilized fake degree endorsements to land their positions.
The court requested the test on the appeal of Ranjit Pandit, and requested an examination report inside of four weeks.
Pandit's legal counselor Dinu Kumar said the court solicited the chief from state watchfulness to finish the confirmation of degrees and testaments of instructors enlisted by the state government from 2006 till date.
"The court's request was critical as in perspective of the following Bihar gathering surveys not long from now, the state government was not making a move against the instructors, who utilized fake degrees to land positions," he said.
Prior, the state government conceded that it enrolled more than 300,000 agreement instructors without confirming their instructive and expert degrees.
The request was recorded in the high court a year ago looking for a Central Bureau of Investigation test into the enrollment of 40,000 teachers who purportedly utilized fake degree testaments to land positions in government schools.
The solicitor said he has gathered reports as confirmation through Right to Information inquiries to demonstrate that a large number of teachers utilized fashioned degrees to land positions.


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Being only peripherally aware of the art world, Art Basel is a largely unknowable entity to me that brings to mind hazy images of art on white walls, Miami beaches, and Instagram posts that make me feel like I’m doing something wrong with my life. But I spent almost a decade in Austin, Texas, attending SXSW each year, which in my philistine mind, I imagine is a bit like a less flashy Art Basel—the purpose of the event is secondary to the chance to party.
And if there’s a chance to party in a glamorously tangential relationship to art, famous people—and, more importantly, aspiring famous people—will be there! Art Basel made its first appearance in Miami in 2002, and celebrities showed up immediately. I couldn’t find much celeb coverage from that first year, except for a YouTube performance of Fischerspooner and some Getty Images of Stephen Dorff. But, by 2006, Paris Hilton was on the scene—ever since, there’s been a litany of mildly bizarre celebrity moments each December, somewhere in Miami.
2002: Kathleen Robertson, Stephen Dorff, and Molly Shannon…Walk Into a Bar?
In what seems like an extremely 2002 situation, the only celebrities that turn up in a Getty Image search of Art Basel 2002 are photos of actor Stephen Dorff (the star of underrated—IMO—Sofia Coppola film Somewhere), 90210’s Kathleen Robertson, and former SNL star Molly Shannon. I feel like some sort of bizarre fanfic could be written about a night in Miami spent with these three very unrelated, yet oddly fitting actors.
2003: Chris Rock Fake-Punches Muhammad Ali
I want this image blown up and framed on my wall. At 2003’s Art Basel, some lucky photographer captured Chris Rock fake-punching Muhammad Ali at his book premiere party for his Taschen-published Greatest of All Time: A Tribute to Muhammad Ali. Fun fact: This book now exclusively retails for $6,000 and over.
2004: Baywatch‘s Traci Bingham Was Everywhere
If Getty Images are any indication, 2004 was an iconically campy year for Art Basel. The handful of photos available mainly just show Baywatch star Traci Bingham auctioning off a swimsuit for charity. In the above image, drag queen and Trump-adoring conservative Elaine Lancaster and Bingham vamp it up together. Life’s wild!
2006: Paris Hilton Makes Her First Art Basel Appearance
In spite of Paris now being an Art Basel fixture, it would appear that it was her sister Nicky that first drew her to Miami in 2006. The first appearance of the OG reality star was at a charity gala her sister threw. The following year at a party at the former Versace mansion, the New York Observer reported that Paris spent most of the night, “pretending she was speaking to someone on her cell phone” and being following by “a security guard and some weird guy in a strange Halloween-style hat.”
2008: Pamela Freakin’ Anderson!!
The most captivating Art Basel appearance goes to Pamela Anderson! In 2008, she wandered around in a beanie and booty shorts, posing sensually on table tops and holding hands with David LaChapelle. This is a reminder that celebrities used to be more fun!
2010: Venus Williams Stares Seriously at Art in Fur-Trimmed Boots
By 2010, celeb sightings at Art Basel were way more plentiful—Pharrell was throwing parties and Gerard Butler was seen everywhere in cargo shorts. But the winner for this year’s Best Celebrity at Art Basel goes to Venus, who—unlike a lot of celebs—appeared to actually be there for the art. She was spotted looking at paintings while wearing fur-trimmed Ugg boots. Iconic!
2013: Lenny Kravitz Wears Silver Boots on the Beach
2013 was a particularly frivolous year for Art Basel. Lindsay Lohan partied at Shore Club, Adrian Grenier frolicked in the ocean, and Lenny Kravitz walked on the beach in silver boots. This was the year the New York Times wondered if art was being “squeezed out of the picture” and Paris Hilton’s brother was beaten up?
2015: Bethenny Frankel Poses With a Clown
I’m not sure there’s really anything else that needs to be said.
2017: Cardi B Had Fun at Jeremy Scott’s Party
Last year, Cardi performed at Jeremy Scott’s party with Moschino. Slick Woods was there, and the whole thing looked very fun in the way that Jeremy Scott parties look really fun. She also gave a great/honest quote about buying art to WWD: “I like things that are very colorful. But you got to debate whether it’s something that talks to you or makes you money. One of those pieces probably costs, like, $20,000. And I’ll buy it because it’s talking, but I don’t know what the hell it’s talking to me about.” Big same!

domain: artistic


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Although spicy food has great benefits like boosting your immune system, helping you stay regular or even helping you live longer, researchers are now warning that 50g of chilli a day is linked to dementia. The study did, however, note that further research is needed – so if you're a lover of spice, there's no need to panic just yet.
The study, led by Qatar University, also involving academics from the University of Southern Australia, took place over 15 years and incorporated more than 4 500 people. Researchers found that those who consumed 50g of chilli a day were more likely to have poor memory. It was also linked to a 56% decline in memory over 15 years.
Three-day food questionnaire
Researchers analysed data from 4 582 adults over the age of 55 who were part of the China Health and Nutrition Survey between 1991 and 2006. 3 302 of these people had their cognitive function tested in at least two sessions in 1997, 2000, 2004 or 2006.
As part of cognitive function testing, participants were asked to recall 10 words from a list and count back from 20. In addition, participants were also asked to rate their memories on a scale ranging from "very good" to "very bad". Participants' chilli intake was monitored via a three-day food questionnaire. Their diet included dried chilli peppers and fresh peppers, but no capsicums or black pepper.
The results showed that the more spicy food a participant consumed, the lower their cognitive function. In comparison to participants who did not eat chilli, those who ate 50g a day doubled their incidence of self-reported poor memory.
Researchers noted that 50g of chilli was "not common in Western countries", but that was one of the most widely used spices in the world, particularly in Asia. Dr Ming Li, co-author of the study said, "In certain regions of China such as Sichuan and Hunan, almost one in three adults consumes spicy food every day." Participants who ate this much chilli were 56% more likely to report memory decline over the 15 year period.
No conclusive evidence
BMI was said to be somewhat of a key factor in this study and those with a low BMI faced a greater risk of dementia, which researchers referred to as "borderline significant". The study also noted that participants who consumed more chilli tended to have a lower income and were more physically active than non-consumers of chilli.
Researchers are still unsure as to why chilli may cause cognitive decline in humans, as some studies found that chilli could potentially promote good memory in animals. Dr Clare Walton, the research manager at the Alzheimer's Society said, "With global dementia figures rising, understanding risk factors, especially those relevant to large populations like China, is certainly a hot topic." She continued to say that there were so many differences between the chilli lovers and abstainers in this study that it doesn't provide any conclusive evidence that eating spicy food will increase your risk of dementia.
Further research is required in order to confirm the link between chilli and dementia. Researchers claim that chillies may affect nerve viability, but that theory remains highly speculative.
Image credit: iStock

domain: news


Need some help finding the best things to watch on Netflix? Let our editors help you find what's trending and what's worth your time.
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Our friend Reuben on the Radio!
Many of you have probably encountered a wonderful poet/mentor on this site by the name of Reuben. He has been on the site for several years and has come and gone like waves in the night. He is a poet. He is a jazz enthusiast and expert. And he is a teacher -- of adults and now students.
Last year, Reuben came up and slammed and then gave a wonderful workshop. We are excited to let you know that Reuben has moved to Vermont and is working at Burlington High School as a teacher. He has promised to do some more workshops at YWP, and when we can get our act together (YWP that is) we'll schedule him.
In the meantime, please listen to this wonderful piece done on American Public Media's The Story that was aired on National Public Radio today. Comment below. He'll see it, promise!


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AUSTIN, Texas (CN) — An anti-transgender “bathroom bill” that would have required people to use public facilities that match their biological sex is dead in Texas, after the Legislature adjourned its special session a day early.
Gov. Greg Abbott convened the 30-day special session on July 18 to address 20 of his priorities, including the bathroom bill, but it, and half of Abbott’s special session agenda, failed when the session adjourned Tuesday night due to friction between the state House and Senate.
Senate Bill 3 would have restricted use of bathrooms, showers and changing rooms in public schools and government buildings to a person’s sex as recorded on his or her birth certificate.
The upper chamber approved the measure early in the special session, despite significant opposition from business leaders, law enforcement officials and hundreds of Texans who asked lawmakers to kill the bill during public committee hearings.
Though the full state Senate approved it, SB 3 never received even a committee hearing in the House this summer.
In a radio interview Wednesday, Abbott blamed House Speaker Joe Straus, R-San Antonio, for the bathroom bill’s failure.
“The speaker made it very clear to me personally that he opposed the privacy bill and then he said that he would never allow it to be voted on,” Abbott said. “And it’s disappointing because, listen, there was an opportunity to provide the certainty that’s desperately needed, especially by our schools and by parents, but he has been abundantly clear that he is never going to allow a vote to be taken on this issue, which is exactly why you saw it got bottled up in committee.”
Straus, a moderate Republican who prioritizes business interests, compared Abbott’s special session agenda to horse manure this summer, according to a June 14 Texas Tribune report.
The state House approved 10 of Abbott’s agenda items during the special session that cost taxpayers more than $1 million.
Both chambers adjourned Tuesday night, a day before the 30-day deadline, because of a stalemate on property tax reform.
Lt. Gov. Dan Patrick, an ultra-conservative who supports the Tea Party agenda and championed the bathroom bill, had harsh words for Straus at a news conference Tuesday night, comparing the speaker to someone who would have abandoned the Alamo.
“The Texas Senate didn’t quit early,” Patrick said. “The Texas Senate didn’t go home without the job getting done. Thank goodness [Alamo commander William B.] Travis didn’t have the speaker at the Alamo. He might have been the first one over the wall.”
The House also declined to pick up Senate Bill 14, which would have made it illegal for cities to enact ordinances that keep property owners from cutting down certain protected trees.
Abbott has called such tree ordinances “socialistic” and once had a tussle with the City of Austin when he tried to cut down a protected pecan tree in his yard.
Instead, both chambers approved House Bill 7, requiring municipalities that impose fees for tree removal to allow people to plant trees and receive a credit to offset the fee.
Abbott signed the bill into law Wednesday, though he vetoed a nearly identical measure in May, saying it did not go far enough to protect property rights.
Abbott’s abortion-related agenda items were more successful during the special session.
The Legislature approved House Bill 214, which prohibits private and state-offered health insurance plans, and insurance plans purchased through the Affordable Care Act, from providing general coverage for abortions, except in medical emergencies when a woman’s life is in danger.
The measure, which Abbott signed Tuesday, makes no exceptions for rape, incest or fetal abnormalities, and requires women to buy supplemental health insurance if they want coverage for abortion.
Opponents of the bill have called it “rape insurance.”
Abbott also signed House Bill 13, which requires abortion providers to report more details about abortion complications, and fines those who do not comply. Doctors in Texas now must submit within 72 hours reports to the state health commission that include information on the patient’s race, marital status, the date of her last menstrual cycle, and the number of previous abortions.
Opponents say the law imposes burdensome and unnecessary reporting requirements.
Heather Busby, executive director of NARAL Pro-Choice Texas, said in a statement that the two new laws are part of a long line of abortion restrictions the Texas Legislature passed which “prohibit Texans from making the decisions that are best for them.”
“Throughout the regular legislative session and this special session, we have seen attack after attack on our reproductive freedoms,” Busby said. “These attacks come from a concerted national effort to cut off access to abortion care.”
At a news conference Tuesday, called by a coalition of progressive groups dubbed “One Texas Resistance,” speakers criticized the Legislature for pushing an agenda that attacked the civil liberties of women, immigrants and transgender Texans.
“The legislative agenda during the regular session and during the special session was filled with destructive, oppressive and hateful policies that hurt the lives of real people,” said Kathy Miller, president of the Texas Freedom Network. “All were distractions so that the legislature can ignore the real priorities of Texans: safety, health, public education, dignity, justice and opportunity.”
U.S. Rep. Joaquin Castro, D-San Antonio, said at the conference that the regular and special legislative sessions in Texas this year were “Trump-inspired.”
“The governor tried to bully local government, cities, counties, women, Hispanics, African-Americans. He even tried to bully his own legislators,” Castro said. “He’s tried to bully everybody, just as the man in the White House has.”
Castro said the Legislature is a “completely dysfunctional system” and that Texans must do a better job of showing up at the polls if anything is to change.
But voter turnout might not make much of a difference in Texas in 2018, as Abbott so far is running for re-election unopposed. The filing deadline to run for governor is Dec. 11, and Texas Democrats still have no idea who their candidate might be.
Texas’ next legislative session is scheduled to begin Jan. 8, 2019.
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Collaborative Problem Solving (CPS) was developed by Dr. Ross Greene and Dr. Stuart Abilon at Harvard Medical School and Massachusetts General Hospital. Cherry Gulch Academy is proud to use a modified version to meet the needs of our students and unique environment.
CPS is an approach to understanding and helping children with behavioral challenges. The CPS model views behavioral challenges as a form of learning challenge or developmental delay. Typical children who will benefit from CPS are:
- Lacking crucial cognitive skills, especially in the domains of flexibility, frustration tolerance, and problem-solving.
The CPS approach teaches students to resolve issues in the future without the intervention from their parents. It builds the kind of collaborative relationships that are key components to effective problem-solving in a boarding school or in a home. CPS keeps things calm, solves problems, and changes lives. CPS blends nicely with our relational approach, heart of peace way of being, ruler approach, and joining with the student to help them reach their goals.

domain: psychology


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Last year’s 37 allegations of inappropriate sexual misconduct, harassment or contact at the Sedgwick County Jail are cause for concern about inmate safety, though only four were substantiated after internal investigation. The substantiated claims equaled those in 2013, when 30 allegations were made. Credit the Sedgwick County Sheriff’s Office for taking seriously its responsibility to comply with the Prison Rape Elimination Act, and also for using other counties’ PREA statistics when deciding where to house Sedgwick County’s overflow inmates. The responsibility of locking up offenders includes safeguarding them against sexual and other violence while in custody. – Rhonda Holman
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domain: sociology


Al Ain: The Arabian oryx conservation programme has been rated as the most successful at Al Ain Zoo for reintroducing more than 5,000 animals in the wild.
The zoo has profiled its conservation and breeding efforts pertaining to this once critically endangered animal, saying it is committed to the conservation of Arabian species.
Highlighting the efforts of Shaikh Zayed Bin Sultan Al Nahyan, the zoo showcases Arabian oryx. The animals attracted Shaikh Zayed’s attention when it was critically endangered in the 1970s, when their number began to decline and reached five to seven individuals in the wild, said Muna Al Daheri, Chief of Conservation and Education at Al Ain Zoo.
Shaikh Zayed had directed his attention towards saving this animal from extinction not only for its natural and environmental presence, but also for its cultural value in the UAE, she said. To fulfil his vision, the zoo adopted several conservation programmes highly focused on captive management and breeding, propagation and reintroduction of endangered species, said Muna.
Al Ain Zoo took part in a reintroduction programme of the Arabian oryx back in 2007 that was implemented by the Environment Agency-Abu Dhabi. It assisted in changing the animal’s classification on the International Union for Conservation of Nature’s (IUCN) Red List of threatened species in a rather exceptional way, from extinct in the wild to near threatened, she said.
“Today, Al Ain Zoo is home to a significant amount of healthy Arabian oryx and was also successful in achieving a gender balance, which is usually difficult to accomplish when breeding the animals in captivity,” she said.
The Arabian oryx is known for its ability to fully adapt to the desert environment and reduce its need for water consumption during the summer. When water is scarce, the Arabian oryx can supply themselves with the water from the dew drops that form on the surface of plants. The Arabian oryx is also known for its identical large horns.
Muna said illegal hunting, urbanisation, and the restriction of the desert areas, plants and shade were the reasons that took the animals near extinction.
Al Ain Zoo is a member of the World Association for Zoo and Aquaria (WAZA) and is actively involved in several internationally coordinated conservation projects, working with other like-minded organisations such as Durrell Wildlife, Jersey, the Environment Agency Abu Dhabi, the Species Survival Commission, San Diego Zoo, the Northern Rangelands Trust of Kenya and the Sahara Conservation Fund.


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A Comprehensive Beginner’s Guide to Keto
If you are considering making the Keto diet a part of your diet, you are likely wondering exactly what this new diet entails. You are not alone, however. This diet has been successful for almost everyone. You can too, if you have the right information. This guide to keto will provide you with the information you need to get started eating keto-friendly meals and achieve optimal weight loss.
What is the Keto Diet?
The ketogenic diet is a diet that focuses on the use of fats and carbs to provide energy. It is a low-carb, high-fat diet that uses body fat as its primary source of energy. It lowers insulin levels. This makes the body a fat burning machine. MCT oil can increase the production of ketones. You should look for recipes that include this type of fat in the diet.
The foods you can eat on the ketogenic diet include fatty meats, eggs, fish, cheese, heavy whipping cream, and grass-fed butter. Avoid sugary foods, artificial sweeteners and most fruits. It is also forbidden to consume alcohol, as well as many sweetened drinks and beers. You may also want avoid sweeter wine. It is possible to still get enough protein through the keto diet, even if you don’t follow any strict guidelines.
The ketogenic diet may not be the best option for everyone, but it has many benefits. The diet focuses on losing weight by boosting mental focus and improving mood. It increases energy and mental focus. You might be curious about the ketogenic lifestyle. Keep reading to find out more. This diet is becoming more popular among dieters as it’s proving to be the best option for many people.
Is it worth trying the keto diet?
The Keto diet is not a great way to lose weight, but it does have its advantages. You could have digestive issues as well as higher cholesterol and weight. You may find yourself craving foods you once loved, and reverting back to old habits. You may not get enough fiber, and your body may not function properly without it. Aside from that, the diet is not very nutritious for your gut.
Ketoacidosis, which is the most common complication of diets, is the most serious. This condition is potentially life-threatening and occurs when your blood pH falls below normal. The good news is that the chances of developing ketoacidosis are very low in healthy people, and this complication is rare. If you do develop ketoacidosis, it is not likely to be serious, as ketones are not enough to lower your blood pH.
Get your Keto Recipes Free!
A good Keto beginner’s book should be filled with simple recipes that are low in carbs, sugar, and any other unhealthy ingredients. This will keep you on the right track to success and ensure you are satisfied for many more days. Sticking to the diet is the biggest problem that Keto users face. You can ask for help from a support group, or send an article. This will help them keep on track and motivate them to complete the program.
Keto is not suitable for everyone. Before you start the diet, your doctor should discuss any restrictions or health improvements with you. You should keep your diet simple and stick to whole, healthy meals. A beginner’s guide to Keto is not hard to find, but it does require a bit of research. There are many keto-friendly recipes. They emphasize the importance and benefits of whole foods, protein, and healthy oils.
The Ultimate Keto Meal Plan
The Ultimate Keto Meal Plan: Beginner is designed to help beginners understand the basics of healthy eating. These include protein, carbohydrates, fat, and macronutrients such as iron, zinc, calcium, and phosphorus. The goal is to get a balanced intake all macronutrients. This is a complex formula so it is best to consult a qualified nutritional advisor to determine which foods you should include in your daily meal plan.
Ketogenic diets prohibit most foods high in carbohydrates, such as fruit juice and starchy vegetables. While cheese is high in fat, it is not associated with increased risk of heart disease. Non-starchy vegetables make excellent choices for this diet, as they are high in fiber and low in calories. They also contain antioxidants that protect your body from free radicals.
The Ultimate Keto Meal Plan For Beginners includes recipes for the morning and evening meals. It includes recipes and meal prep instructions you can download to your tablet or smartphone. The program also contains a complete grocery list. This list is specifically designed for keto dieters. This list will help with weight loss and exercise.
Visit www.claudiacaldwell.com for Best Keto Plan
The 30 Days Keto Plan provides a step-by, step guide to lose weight and maintain ketosis. Claudia Caldwell is a weight loss expert. This plan includes easy-to-follow meals and recipes. The plan also uses only chemical-free ingredients to reduce carbohydrate intake and promote a slimmer body.
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Learn how to lose fat is the first step to a ketogenic diet. As westerners, we have grown to eat a steady diet of carbohydrates. Therefore, our bodies are not equipped to burn fat for energy. However, with a little bit of information, beginners can learn how to burn fat by decreasing carbohydrates and maximizing healthy fats. Protein intake should be kept moderate.
What keto diet should you eat?
It is a good idea to first look at the macronutrient proportions when you are trying to decide what foods to eat while on the ketogenic diet. You should aim to eat between 0.6 and 1.0 grams of protein per pound of lean body mass. If you are 250 pounds, that means you have 75 lbs of fat and 175 lbs of lean body weight. Your daily protein intake should not exceed 105 grams.
Keto diets have many benefits. They can reduce appetite and increase energy levels. People who have tried the diet report feeling less hungry and more energetic. However, this doesn’t come overnight. Your body will take between two and seven days to enter ketosis. It will then start burning fat. These symptoms are common in the first few weeks.
A keto diet that is well-formulated focuses on electrolytes and mineral balance as well as a higher intake green vegetables. This is a good option for athletes who sweat more than others. You need to supplement your diet because sweat and exercise deplete minerals. This plan is more difficult to follow, but it can be more beneficial in the long-term. Supplementation may be an option for those who aren’t comfortable eating high-carbohydrate meals.
keto diet what to avoid
You can enjoy many things on a keto diet. However, you must be aware of what to avoid. Nuts, which are naturally low carbohydrate, should be avoided. They have different amounts of carbohydrate, but be careful not too much! You can still enjoy nuts but be careful about how many you eat. You should choose non-starchy, healthy nuts. You can also choose healthier options, like sunflower seeds. Lastly, you should try to stick to drinking water and not soda. Even though you can’t drink coffee or alcohol, you can still enjoy flavored water, including sparkling water. Seltzer also offers a variety of flavors.
Moderation is key when it comes to meat consumption. Meat is a staple of the keto diet. However, it contains hidden carbs as well as sugar. Avoid processed meats as they can increase your body’s carb count. Although seafood is rich in protein and fats, shellfish may have significant carbohydrate content. Talk to your doctor about the Keto diet if you are on medication for hypertension.
What Should You Eat and Drink on a Keto Diet?
You may be familiarized with the Keto diet, and its restrictions. This diet focuses on protein, fat, and limits carbohydrates. Most fruits and starchy veggies are prohibited. Alcohol is also prohibited. This includes sweeter wines, beers, and sugary cocktails. What are some good foods and drinks to eat on a Keto diet. Here are some tips.
Sugar, despite its name, is a foe of the Keto diet. Many foods are labelled as healthy, but many contain hidden sugar. Other than refined sugar, processed foods may contain other types that can be harmful to your body. You can replace sugar with sugar-free sweeteners. Keep reading to learn more about the things to avoid.
Despite its name, the ketogenic diet doesn’t call for a strict zero-carb plan. You can consume up to 50g of carbohydrates daily. It may seem impossible to adhere to a strict diet for the entire day. However, it is possible to sneak in a small cheat meal from time to time. About 34 grams are found in one large doughnut and one cup of marshmallows. While you may feel satisfied, your body will react negatively to too much sugar, which can increase your risk of heart disease, diabetes, and cancer.
When it comes to alcohol, you may want to reconsider. The keto diet allows you to consume up to half a cup of alcohol. You might have to reduce your carb intake, such as by eating Greek yogurt and fruit. Alcohol, on the other hand, can make weight loss even more difficult, as your body has to burn alcohol calories first before fat calories. You should choose a low-carb option if you do want to consume alcohol.
There are many reasons for avoiding honey while on a Keto diet. Honey is high in carbs, despite its good reputation. The same principle is also true for other natural sweeteners. These include maple syrups, coconut sugar, molasses, and agave. Avoid sugar alcohols like sucralose anderythritol. These sweeteners are not compatible with the keto diet.
Some people don’t like honey so you might try a keto-friendly version. These low-carb sweeteners provide the sweetness you desire without compromising your keto diet. Also, dietician Abbey Sharpe warns against artificial sweeteners. Instead, she suggests using honey from local sources. Honey can be used as a sweetener for many other reasons. Honey is naturally sweet and has many benefits for health, so don’t be afraid to give it a try.
Monk fruit is 200-times sweeter than sugar. Monk fruit extract can be naturally sweetened with sugar, but manufacturers sometimes add sweeteners to their products. This can increase calorie intake and lead to metabolic syndrome. Honey is a sweetener. However it has fewer calories per cup than sugar. You can also substitute monk fruit extract for honey. Monk fruit products should be purchased with care.
Maple syrup should be avoided
Many people worry that maple syrup is out of bounds for Keto dieters. Although maple syrup is sweeter than most syrups, it still has a higher carb count than most other syrups. Maple syrup is high in total carbs. This is unlike coconut sugar, which contains very few carbs. Maple syrup is a healthier option to regular table sugar, but it does contain vitamins, minerals.
Although maple syrup has a lower Glycemic Index than other sugars (it is less than other sugars), the high level of fructose can cause digestive discomfort. To make the sweetener keto-friendly, it should be in powder form. Alternatively, it should be flavored with maple extract. You should not use it too often as it can make sugar-free syrup gritty. It is best to talk to your doctor before you use maple syrup if you are unsure if it is suitable for Keto diet.
Maple syrup can be substituted for sugar-free options. A low-carb substitute is glucomannan, which melts in hot liquids to create the ideal syrup consistency. Maple extract can be used instead of maple syrup. Maple extract is similar to maple syrup. You can mix it with vanilla to get the same taste. Xanthan Gum thickens the syrup, giving it the same mouthfeel and taste as maple syrup.
Avoid gluten-free breads
Whether you’re following a low-carb or low-gluten diet, you might be surprised to know that most grains contain gluten. Gluten proteins, which are found in wheat, rye, and barley, are responsible for dough’s chewiness and sticky texture. Although wheat naturally contains gluten it is also added to bread and pizza. Gluten is what helps food stay together by binding them together, and increasing their volume. However, gluten can have adverse effects on your health.
You will likely avoid pizza, bread, and pasta if you are following the keto diet. While it might seem tempting to skip gluten-free pasta and bread, these items are unlikely have the same nutritional content as those made with wheat flour. You might also want to consider cereals if you have wheat allergies. These cereals often contain gluten-like protein. Other Keto-friendly foods to avoid include processed meats, alcohol, and cheese, all of which can be problematic.
Many people mistakenly believe that gluten-free pasta and breads contain no carbs. That is true for products that carry the gluten-free label, but it doesn’t mean they’re keto-friendly. Many of these products still contain high amounts carbohydrates, even though they have a label. The gluten-free version might contain wheat-alternatives, such as potato starch and modified food starch. These can also be high in carbs and can make it difficult to stay ketosis-free.
If you’re following the keto diet, you may be wondering whether to include beans in your meals. Beans are high in carbs, so technically it is possible. A cup of beans contains approximately half your daily allowance of carbohydrate. Consider other beans that are suitable to a ketogenic diet. Continue reading to learn why beans should be part of your daily diet.
Beans are a common staple, rich in fiber and nutrients. Beans can contain both insoluble and soluble fiber. By binding with cholesterol in food, soluble fiber helps regulate blood cholesterol. Insoluble fiber attracts water, which is crucial for cell function and weight regulation. Both of these fibers promote regularity. The ketogenic diet will love beans. They are also gluten-free.
While beans are generally off-limits during a keto diet, some varieties are okay to eat on a low-carb diet. Soybean, for example, has only 2.3g net carbs per 100g. Other beans like Green beans and Lupins have 10g or more net carbs per 100g. Beans have virtually no fat, which is the biggest enemy of ketosis.
Avoid eating fruits
When following a Keto diet, you should limit your fruit intake, but you don’t have to completely cut out fruits from your diet. Many fruits are extremely nutritious and healthy. And, even though they may not be in season, you can still enjoy them throughout the year. Here are the top fruits you should include in your Keto diet. You may be surprised by what you find! And, you’ll be surprised at how many fruits you can enjoy.
Apples have the highest carb count of any fruit, with just 25g per serving. Strawberries contain half of your daily carbohydrate limit, and are high in fiber. Strawberry are a better option. Depending on your sugar tolerance, you can try these fruits out occasionally. Strawberries are a great fruit to eat on Keto. Try some strawberries to help you decide.
A cup of coffee is fine, but you should avoid drinking sugary beverages. These beverages can be rich in fiber but too many carbs for the keto diet. Sweetened tea, sports drinks, soda and soda all have added sugar so they are not recommended for the Keto diet. Regular water is the best way for keto to stay hydrated. You can also substitute sweetened beverages with unsweetened and sparkling water.
Avoid snacking on processed foods
A keto diet requires that you avoid eating processed snacks. These foods, despite their delicious taste, are often high in sugar and carbohydrates. Beer and wine are acceptable for low-carb diets, but it is better to limit their consumption. Starchy vegetables like potatoes and corn have more carbs that fiber. Avoid high-sugar fruits such as bananas and apples. These can spike blood sugar much faster than vegetables, protein, and vegetables. Instead, opt for plain yogurt or Greekyogurt. These two have lower carbohydrates than regular yogurt.
It is best to reduce snacking while on the ketogenic diet. Avoid snacking on processed foods and eat only a few real foods at mealtimes. You will be able to curb your snack cravings and delay your next meal by eating a full meal. By delaying the feeling of hunger until the next meal, you are training your body to be able to fast and keep fat stores full. You can also substitute your snack with boiled, scrambled, or steamed eggs. These are easy to prepare and won’t cause you to break your Keto diet.
You should avoid fruits and vegetables as well as foods that contain wheat gluten or products made with these ingredients. Refined foods such as white bread, BPA-lined canned cans, and HFCS should be avoided. Factory-farmed pork is a bad choice, as it may contain mercury and omega-6 fatty acids. Avoid seafood because it may contain PCBs or mercury.

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