How Does a Divisive Covid Environment Make us Less Human?

Continuous messaging about danger impacts the brain’s limbic system, leading to impulsive behavior. • 4:05

Prefrontal cortex engagement decreases during a divisive COVID environment, affecting critical thinking. • 5:04

The limbic system is an ancient part of the brain responsible for the fight or flight response shared with animals. • 5:24

Emotions are not being thought about, leading to decreased critical thinking and increased impulsivity. • 6:25

Excessive fear-messaging can lead to a hyperactive amygdala, triggering impulsive behaviors. • 6:43

Anxiety and fear are evolutionary benefits, but prolonged exposure to scary environments can be detrimental. • 7:54

Divisive environments caused by COVID-related anxiety are damaging to human beings and society. • 9:02

Political divisions, like in the US, show a lack of understanding and create a war-like atmosphere. • 9:09

The rise of ‘COVID phobia’ parallels other phobias, leading to uncontrollable fear responses. • 9:29

Fear-mongering through propaganda without counterbalancing information can perpetuate anxious behaviors. • 11:33

Narratives in mainstream media contribute to further polarization and division. • 11:56

Fear drives two opposing groups – COVID phobia and government mandate overreach phobia. • 12:18

Empathy and understanding needed to bridge the divide between fearful groups. • 14:04

Acknowledging fear as a common denominator in driving behaviors and responses. • 14:29

Lack of consensus on ‘the science’ leads to polarized beliefs and actions. • 15:46

Science thrives on diverse perspectives and findings, not a singular dogma. • 16:08

Anger stems from underlying fear, serving as a reaction to perceived threats. • 17:05

Fear-based emotions like anger are often fueled by past traumatic experiences and future uncertainties. • 17:12

Fear and anger towards the situation affecting mental health. • 17:49

Distrust towards psychology due to the pandemic response. • 18:21

Questioning the collective compliance and manipulation by authorities. • 18:36

Observation of increased fear-based narratives since 9/11. • 20:03

Utilization of fear and shock tactics in public health messaging. • 21:12

Rapid production of propaganda during the early days of lockdown. • 22:47

Preparation and coordination of messaging by media and authorities. • 23:01

Public scrutiny and fear of not meeting expectations intensified during the pandemic. • 23:22

Professionals faced public vilification and criticism for perceived failures during the crisis. • 23:29

Challenges in balancing personal experiences with professional responsibilities amidst public pressure. • 23:40

Personal experiences of facing backlash for professional decisions, highlighting the emotional toll of the pandemic. • 24:06

Reflection on the real fear and impact of colleague’s death emphasizing the seriousness of the situation. • 24:28

Distinguishing between clinical perspective and public perception of the pandemic’s severity and impact. • 25:01

Critique of statistical modeling and its influence on policies and public perception during the crisis. • 28:01

Comparison to a scenario of fear-based decision-making and loss of personal agency during the pandemic. • 28:59

Loss of trust in systems due to pandemic handling. • 28:35

Emotional trauma leading to long-lasting effects. • 29:23

Lack of repair efforts by UK systems. • 31:02

Distrust in education system and political divisions. • 31:32

No public campaigns or acknowledgment of societal damage. • 33:06

Fear of consequences hindering acknowledgment. • 33:42

Comparison to past instances of lack of acknowledgment. • 34:03

Lack of accountability and ownership in addressing Covid inquiry findings. • 34:28

Focus on personalities rather than societal impact in Covid inquiry. • 35:19

Importance of asking critical questions like the origin of the pandemic. • 37:16

Need for deeper understanding to find resolutions in pandemic response. • 38:08

Challenges in discussing and questioning mainstream narratives without labels. • 38:50

Observations of deviation from pandemic plans and lack of grounded decisions by authorities. • 39:25

Feeling offended for being called stupid for asking questions and not blindly following the general narrative. • 40:03

Desire to be proven wrong and acknowledge if perspective is flawed, emphasizing ethical behavior. • 41:34

Worry about the longer-term health outcomes of Covid and the need to mitigate potential disastrous effects. • 44:56

Prolonged screen time and lack of socialization during lockdown leading to ADHD diagnoses and stunted growth. • 45:13

Children exposed to online risks and limited social interactions, affecting brain development and social skills. • 45:30

Increased stress, anxiety, and potential abuse within households during lockdown, impacting children’s well-being. • 47:20

Lack of trust in education system to provide proper support and concerns about children’s wellness over academic achievement. • 48:01

92,000 children no longer in school roles, highlighting the damaging effects of the pandemic on education and social contract between schools and parents. • 49:03

Urgent need for comfort and support for distressed children instead of labeling, as well as acknowledgment and repair of societal damage caused by the pandemic. • 50:00

Failure to address the long-term consequences of lockdown on children and society will have detrimental effects on both children and adults. • 50:34

Society is divided into multiple groups with differing beliefs. • 50:42

Healing the divide may be challenging due to lack of political will. • 51:42

Common ground and acknowledging shared experiences can help bridge divisions. • 52:50

Individuals need to decide on the kind of society they want to live in. • 54:13

People who exploit situations for political gain pose a threat to society. • 54:48

Protecting individuality and critical thinking can safeguard against manipulation. • 56:06

Focus on the positive aspects of human potential and society. • 56:30

Neurological diseases are a major global health concern, prioritize brain health. • 56:57

Importance of the information and data our brains receive daily. • 57:10

Balance understanding negative aspects of society with seeking out positives. • 57:24

Emphasize interactions with others and finding joy in simple pleasures of life. • 57:31

Encouragement to engage in research and stay informed. • 57:45

Expressing gratitude and farewell to the audience. • 58:02

Closing remarks and well wishes for the evening. • 58:27