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Why Do I Always Tell My Children “No”: Understanding and Shifting the Habit

As a parent, you want the best for your children. But you may have noticed yourself often saying “No” automatically, even when it comes to requests that might be harmless. This habit is common among parents and often rooted in various psychological and situational factors. Understanding why we respond this way can help us build a more balanced approach to parenting, one that encourages open communication, nurtures independence, and helps children feel heard and respected.

 1. The “No” Habit and Parenting Stress

Saying “No” frequently can become an unconscious habit. With the demands of work, household responsibilities, and parenting, parents often operate on “auto-pilot” (Harris, 2009). “No” may seem like the easiest response because it quickly resolves the request, keeping daily tasks from being interrupted. However, constantly saying “No” can lead to a tense relationship with your child and make them feel their needs aren’t valued.

 Why This Happens

Stress and fatigue are significant factors here. When parents are overwhelmed, they tend to take shortcuts, often opting for immediate control over open discussions (APA, 2020). Unfortunately, this response can create a cycle where children either learn to stop asking or begin to push back, escalating power struggles.

 What You Can Do

Recognize when stress is affecting your interactions with your children. Taking a few deep breaths or a moment to think before responding can help you evaluate whether the “No” is necessary. Reflecting on why you’re saying “No” can help break the habit and introduce more flexibility in your responses.

 2. The Desire to Protect

One of the main reasons parents instinctively say “No” is the need to protect their children from potential harm, failure, or disappointment. Psychologically, this is known as “protective parenting,” a natural inclination that stems from love and a desire to keep children safe (Siegel & Bryson, 2012). But, when used too often, it can limit children’s opportunities to explore and grow.

 Why This Happens

The need to shield children from harm is deeply ingrained in parents, especially when it comes to risky situations. However, saying “No” to low-risk situations, like letting kids experiment with small tasks, can prevent them from developing resilience and confidence.

 What You Can Do

When your child asks for something, take a moment to consider if there’s a real risk. If it’s safe, try saying “Yes” or providing a compromise. For instance, instead of saying “No, you can’t go out in the rain,” you might say, “Yes, but let’s put on a raincoat and boots first.” Allowing children to safely navigate challenges can build their confidence and independence (Dweck, 2006).

 3. The Need for Control and Consistency

Parents often feel that frequent “No’s” maintain consistency and reinforce boundaries. While setting boundaries is crucial, constantly saying “No” can sometimes be less about discipline and more about maintaining a sense of control during chaotic moments (Gottman & DeClaire, 1998). This may unintentionally communicate rigidity rather than guidance.

 Why This Happens

Establishing order feels essential when parents have many responsibilities. However, too many “No’s” can restrict children’s ability to express themselves and explore their environment, which are important aspects of childhood development (Ginsburg, 2007).

What You Can Do

Try establishing a few firm boundaries while allowing flexibility in less critical areas. For instance, if your child wants to play before finishing their homework, consider a time-limited break rather than a strict “No.” Offering choices within boundaries helps children feel a sense of control and teaches decision-making skills.

 4. The Negativity Bias and Past Experiences

Parents’ own childhood experiences and memories can shape their instinctual reactions. If you grew up in a strict environment, you might find yourself unconsciously repeating similar patterns. Additionally, the human brain has a “negativity bias,” which means we naturally focus more on potential negative outcomes (Goleman, 2006). This bias can make it easier to focus on why something is a bad idea instead of the potential positives.

Why This Happens

Experiences from your own childhood can subconsciously shape how you react. For instance, if you were often told “No,” you may find yourself doing the same with your children, without fully realizing why.

What You Can Do

Reflect on how your own experiences may be influencing your parenting style. Are there situations where you can be more open? Journaling or talking with a counselor can help you become more aware of these patterns and make conscious choices to encourage a positive environment.

 5. The Desire for Predictability

Saying “No” often gives parents a feeling of predictability and control. Children can be unpredictable, and setting strict boundaries can feel like a way to keep things manageable. However, children’s development thrives in environments where they feel safe to explore, make choices, and occasionally make mistakes (Montessori, 2013).

 Why This Happens

When schedules are tight and parents are balancing many responsibilities, controlling the environment by saying “No” can feel like a quick fix. Unfortunately, this can also stifle curiosity and experimentation.

 What You Can Do

Embrace moments of “controlled unpredictability.” For instance, if your child wants to play with something messy like paint, plan it for a specific time when you can manage it. Being flexible helps children feel more comfortable trying new things and builds trust in the parent-child relationship.

 6. Building a More Balanced Approach: When to Say “Yes”

It’s important to remember that not every “Yes” has to be a big decision. Small “Yeses” can empower your child and strengthen your bond. Saying “Yes” doesn’t mean a lack of boundaries—it means choosing which requests to support and which to discuss more.

 What You Can Do

Start by saying “Yes” to safe, reasonable requests whenever possible. If something doesn’t work out perfectly, use it as a learning experience. This shift toward a more balanced approach can help your child feel heard, build trust, and even encourage more positive behavior.

Moving Away from “No” for a Healthier Connection

Saying “No” is sometimes necessary, but it doesn’t have to be the automatic response. By understanding why you might be inclined to say “No” and practicing a more flexible approach, you can encourage a more supportive, open relationship with your child. Remember, balanced guidance, mixed with the freedom to explore, is a powerful combination that can help your child grow with confidence and curiosity.

This article has been written by John S. Collier, MSW, LCSW. Mr. Collier has over 25 years of experience in the social work field and is based in London Kentucky through Southeast Kentucky Behavioral Health, LLC. Mr. Collier may be reached by phone at (606) 657–0532 extension 101 or by email at [email protected].

 References

  • American Psychological Association. (2020). Parenting in the Time of COVID-19. APA.
  • Dweck, C. S. (2006). Mindset: The New Psychology of Success. Random House.
  • Ginsburg, K. R. (2007). The Importance of Play in Promoting Healthy Child Development and Maintaining Strong Parent-Child Bonds. Pediatrics, 119(1), 182-191.
  • Goleman, D. (2006). Social Intelligence: The New Science of Human Relationships. Bantam.
  • Gottman, J., & DeClaire, J. (1998). Raising an Emotionally Intelligent Child. Simon & Schuster.
  • Harris, P. (2009). Parenting Without Stress: How to Raise Responsible Kids While Keeping a Life of Your Own. PuddleDancer Press.
  • Montessori, M. (2013). The Absorbent Mind. Start Publishing LLC.
  • Siegel, D. J., & Bryson, T. P. (2012). The Whole-Brain Child: 12 Revolutionary Strategies to Nurture Your Child’s Developing Mind. Bantam.
Why Do We Feel Guilty When We Take the Time to Relax?

In today’s fast-paced world, feelings of guilt often accompany moments of rest and relaxation. Many individuals experience anxiety and guilt when taking time for themselves, feeling as if they are neglecting responsibilities or failing to meet societal expectations of productivity. This article explores psychological, cultural, and societal reasons behind the guilt associated with relaxation and offers insights into how individuals can overcome this guilt to achieve a healthier work-life balance.

 The Psychological Basis of Guilt

Guilt, as a psychological experience, can be described as a negative emotional state that arises when one perceives that they have done something wrong or violated personal values. Research suggests that guilt often stems from deeply embedded societal and cultural norms, as well as from internalized expectations about productivity and self-worth (Tangney et al., 2007).

For instance, cognitive theories suggest that individuals may develop “should” statements, such as “I should be working,” which create a sense of duty to be constantly productive (Beck, 1976). This cognitive distortion leads to an emotional response that equates rest with irresponsibility or laziness, thus inducing guilt.

 Cultural and Societal Pressures

Cultural norms around productivity significantly contribute to feelings of guilt. In many cultures, particularly those with strong individualistic values, productivity is often equated with personal value (Hofstede, 1984). In these settings, people may feel that their self-worth is directly tied to their achievements, making it challenging to relax without feeling as though they are compromising their personal value.

Furthermore, the “hustle culture” promoted on social media often glorifies overworking and presents relaxation as a luxury for the unmotivated (Shapiro, 2019). This societal influence can lead people to internalize the belief that downtime is wasted time, thereby increasing the guilt associated with it.

The Role of Personal Values and Work Ethic

For many individuals, personal values and work ethic play a role in the experience of guilt during relaxation. Those who value hard work and efficiency may find it difficult to allow themselves time off without feeling that they are violating their core values (Grant, 2013). This guilt may be especially prominent in individuals with a strong sense of duty or responsibility toward others, such as parents, caregivers, or people in helping professions (Gould & Buss, 2015).

Coping Strategies

Overcoming guilt associated with relaxation requires reframing beliefs around productivity and self-care. Cognitive Behavioral Therapy (CBT) techniques, for instance, can help individuals challenge irrational thoughts around relaxation and redefine it as a necessary component of overall well-being (Beck, 2011). Mindfulness practices also encourage people to stay present in the moment, allowing them to focus on relaxation without ruminating over undone tasks (Kabat-Zinn, 1990).

In addition, developing a structured schedule that includes dedicated time for rest can reduce feelings of guilt. Viewing relaxation as part of a balanced routine, rather than as a diversion from productivity, can help normalize it as a beneficial practice (Levine, 2000).

Feeling guilty about taking time to relax is a common experience that stems from psychological, cultural, and personal factors. Understanding the origins of this guilt and practicing techniques to reframe one’s mindset can help individuals find greater balance. Recognizing that relaxation is essential for well-being, rather than an indulgence, is a vital step in fostering a healthier relationship with oneself.

This article has been written by John S. Collier, MSW, LCSW. Mr. Collier has over 25 years of experience in the social work field. Mr. Collier currently serves as the Executive Director/President and Outpatient service provider through Southeast Kentucky Behavioral Health, LLC. Mr. Collier may be reached by phone at (606) 657–0532 extension 101 or by email at [email protected].

References

  • Beck, A. T. (1976). Cognitive Therapy and the Emotional Disorders. International Universities Press.
  • Beck, A. T. (2011). Cognitive Behavior Therapy: Basics and Beyond. Guilford Press.
  • Gould, L., & Buss, D. M. (2015). The Psychology of Moral Emotions. Academic Press.
  • Grant, A. M. (2013). Give and Take: Why Helping Others Drives Our Success. Penguin Books.
  • Hofstede, G. (1984). Culture’s Consequences: International Differences in Work-Related Values. Sage.
  • Kabat-Zinn, J. (1990). Full Catastrophe Living: Using the Wisdom of Your Body and Mind to Face Stress, Pain, and Illness. Bantam.
  • Levine, R. (2000). A Geography of Time: The Temporal Misadventures of a Social Psychologist. Basic Books.
  • Shapiro, J. (2019). The paradox of hustle culture: How working nonstop became a status symbol. Journal of Media Psychology, 12(3), 210-217.
  • Tangney, J. P., Stuewig, J., & Mashek, D. J. (2007). Moral emotions and moral behavior. Annual Review of Psychology, 58, 345-372.
What Does It Mean to Be Emotionally Available to Your Partner?

Emotional availability is a crucial component of healthy, intimate relationships. It refers to the ability to engage deeply, authentically, and compassionately with your partner’s emotional needs while being open to sharing your own feelings. Emotional availability provides a sense of security and intimacy, laying the groundwork for a resilient, supportive partnership. This article explores what it means to be emotionally available, why it’s important, and how you can cultivate emotional availability in your relationships.

1. Understanding Emotional Availability

Emotional availability is the capacity to be present, empathetic, and open to emotional intimacy with another person (Shaver & Mikulincer, 2007). It requires self-awareness, emotional intelligence, and a willingness to connect beyond surface-level exchanges. According to Johnson (2004), emotional availability involves being responsive to your partner’s needs and showing consistent interest in understanding their feelings. It’s the foundation of a secure attachment, where both partners feel safe to express vulnerability and engage in emotional reciprocity.

2. Key Characteristics of an Emotionally Available Partner

An emotionally available partner demonstrates certain key behaviors and attitudes that foster emotional closeness and trust. These include:

• Active Listening: Listening attentively without interrupting or rushing to give advice. Active listening validates your partner’s feelings, making them feel valued (Rogers, 1951).

• Empathy: Trying to understand your partner’s perspective and emotions without judgment (Decety & Jackson, 2004). Empathy allows you to emotionally connect and validate your partner’s experience.

• Open Communication: Willingness to discuss emotions, even when they are difficult or uncomfortable. Open communication helps build trust and prevents misunderstandings (Gottman & Silver, 1999).

• Consistency: Being reliable and responsive, showing that your partner can count on you during both good and challenging times (Bowlby, 1988).

• Vulnerability: Sharing your own thoughts and emotions openly, which fosters intimacy and encourages your partner to do the same (Brown, 2012).

These behaviors show a commitment to understanding and responding to your partner’s emotional needs, which builds a foundation of trust and security in the relationship.

3. Why Emotional Availability Is Important in Relationships

Research shows that emotional availability is linked to relationship satisfaction and stability. A study by Feeney and Collins (2001) found that partners who felt emotionally supported were more satisfied in their relationships. Emotional availability fosters a secure attachment style, which helps couples better navigate conflicts and maintain a strong bond (Simpson & Rholes, 1998).

When both partners are emotionally available, they can openly express their needs, work through challenges, and grow together. This openness helps prevent resentment, miscommunication, and emotional distance, which are common sources of conflict in relationships (Gottman, 1994). Furthermore, emotionally available partners provide each other with a sense of validation and acceptance, reinforcing a positive sense of self-worth (Rogers, 1959).

4. Obstacles to Emotional Availability

Emotional availability doesn’t come naturally to everyone. Several factors can hinder a person’s ability to be emotionally available, including:

• Fear of Vulnerability: Some people may fear that sharing their emotions will make them seem weak or lead to rejection (Brown, 2012). This fear can prevent them from opening up.

• Past Trauma or Attachment Issues: Unresolved trauma or insecure attachment styles developed in childhood can impact a person’s capacity for emotional availability (Hazan & Shaver, 1987).

• Poor Emotional Regulation Skills: Difficulty managing emotions can make it challenging to engage in open, supportive communication with a partner (Gross, 2002).

• Stress and Mental Health Issues: High stress levels, anxiety, and depression can make it difficult for individuals to be emotionally available, as they may be overwhelmed by their own emotional struggles (Larsen & Prizmic, 2008).

Recognizing these barriers is essential for understanding and addressing emotional unavailability in relationships.

5. Cultivating Emotional Availability in Your Relationship

Developing emotional availability is a process that requires self-awareness, commitment, and sometimes professional support. Here are some strategies to help cultivate emotional availability:

• Practice Mindfulness: Being present in the moment helps you tune into your own emotions and those of your partner, enhancing emotional connection (Kabat-Zinn, 2003).

• Work on Emotional Intelligence: Emotional intelligence involves recognizing, understanding, and managing emotions effectively. Improving emotional intelligence can make it easier to connect emotionally with your partner (Goleman, 1995).

• Seek Therapy or Counseling: Individual or couples therapy can help address past traumas, attachment issues, or mental health challenges that hinder emotional availability (Johnson, 2004).

• Communicate Openly and Regularly: Make it a habit to check in with each other about emotions, needs, and concerns, even outside of conflicts. Regular communication fosters trust and understanding (Gottman, 1994).

• Show Empathy and Compassion: Cultivate empathy by actively listening and showing compassion toward your partner’s experiences and feelings. Simple gestures of understanding can significantly deepen emotional intimacy (Decety & Jackson, 2004).

Conclusion

Emotional availability is a vital aspect of any healthy, fulfilling relationship. By being emotionally available, you create an environment where both partners feel safe to express themselves, fostering a deeper and more resilient connection. Emotional availability is not an innate trait but a skill that can be cultivated through self-awareness, empathy, and open communication. For those who find emotional availability challenging, seeking support and practicing mindfulness can help unlock the potential for genuine emotional intimacy. By prioritizing emotional availability, couples can build a strong foundation of trust, support, and love.

This article was written by John S. Collier, MSW, LCSW. Mr. Collier has over 25 years experience in the social work field. He currently serves as the executive Director and outpatient provider for Southeast Kentucky Behavioral health based out of London Kentucky. He may be reached by phone at 606-657-0532 extension 101 or by email at John @sekybh.com.

References

• Bowlby, J. (1988). A secure base: Parent-child attachment and healthy human development. Basic Books.

• Brown, B. (2012). Daring greatly: How the courage to be vulnerable transforms the way we live, love, parent, and lead. Penguin.

• Decety, J., & Jackson, P. L. (2004). The functional architecture of human empathy. Behavioral and Cognitive Neuroscience Reviews, 3(2), 71-100.

• Feeney, B. C., & Collins, N. L. (2001). Predictors of caregiving in adult intimate relationships: An attachment theoretical perspective. Journal of Personality and Social Psychology, 80(6), 972.

• Goleman, D. (1995). Emotional intelligence: Why it can matter more than IQ. Bantam.

• Gottman, J. M. (1994). What predicts divorce? The relationship between marital processes and marital outcomes. Psychology Press.

• Gottman, J. M., & Silver, N. (1999). The seven principles for making marriage work. Harmony Books.

• Gross, J. J. (2002). Emotion regulation: Affective, cognitive, and social consequences. Psychophysiology, 39(3), 281-291.

• Hazan, C., & Shaver, P. (1987). Romantic love conceptualized as an attachment process. Journal of Personality and Social Psychology, 52(3), 511.

• Johnson, S. M. (2004). The practice of emotionally focused couple therapy: Creating connection. Brunner-Routledge.

• Kabat-Zinn, J. (2003). Mindfulness-based interventions in context: Past, present, and future. Clinical Psychology: Science and Practice, 10(2), 144-156.

• Larsen, R. J., & Prizmic, Z. (2008). Regulation of emotional well-being: Overcoming the hedonic treadmill. In M. Eid & R. J. Larsen (Eds.), The science of subjective well-being (pp. 258-289). Guilford Press.

• Rogers, C. R. (1951). Client-centered therapy: Its current practice, implications, and theory. Houghton Mifflin.

• Shaver, P. R., & Mikulincer, M. (2007). Adult attachment strategies and the regulation of emotion. In J. J. Gross (Ed.), Handbook of emotion regulation (pp. 446-465). Guilford Press.

• Simpson, J. A., & Rholes, W. S. (1998). Attachment theory and close relationships. Guilford Press.

How to Cope with Seasonal Depression During the Holidays

For many, the holiday season is synonymous with joy, family gatherings, and celebration. However, for those affected by seasonal depression or Seasonal Affective Disorder (SAD), this time of year can bring heightened feelings of sadness, anxiety, and fatigue. While the holidays can trigger or exacerbate symptoms, there are strategies for coping effectively. Understanding the underlying causes of holiday-related seasonal depression and implementing research-based approaches can empower individuals to manage their mental health during this season.

1. Understanding Seasonal Depression and the Holiday Season

Seasonal Affective Disorder (SAD) is a type of depression that typically occurs during the fall and winter months when daylight hours are shorter (Melrose, 2015). Symptoms of SAD include low energy, loss of interest in daily activities, changes in sleep and appetite, and feelings of sadness or hopelessness (Roecklein & Rohan, 2005). For some, these symptoms may intensify around the holiday season due to various triggers, such as financial stress, family dynamics, and the expectation to “feel joyful.”

Social pressures during the holidays can amplify feelings of isolation and inadequacy, while disrupted routines and financial obligations may also contribute to stress and anxiety (Boyce & Parker, 1989). Understanding these dynamics is essential in developing effective coping strategies.

2. Evidence-Based Strategies for Coping with Seasonal Depression During the Holidays

  • a) Increase Exposure to Natural Light or Consider Light Therapy: One of the most well-researched treatments for SAD is light therapy, which involves exposure to a light box that mimics natural sunlight. Studies have shown that daily use of a 10,000-lux light box for 20-30 minutes can reduce symptoms for many people with SAD (Golden et al., 2005). Additionally, making a conscious effort to spend time outdoors during daylight hours can increase natural sunlight exposure, which helps regulate melatonin and serotonin levels that influence mood (Roecklein & Rohan, 2005).
  • b) Establish and Maintain Routines: The holiday season often disrupts daily routines, which can make it difficult for individuals with SAD to manage their symptoms. Establishing and sticking to a daily schedule for sleep, exercise, and nutrition can provide a sense of structure and stability. Research suggests that regular physical activity can alleviate symptoms of depression by releasing endorphins and promoting overall well-being (Craft & Perna, 2004). Even light to moderate exercise, such as a daily walk, can have significant mood-boosting effects.
  • c) Limit Alcohol Intake and Maintain a Balanced Diet: Alcohol is a depressant, and excessive consumption can worsen feelings of sadness and anxiety. Studies indicate that people with depressive symptoms are more susceptible to the mood-altering effects of alcohol, especially when trying to cope with stressors (Schuckit et al., 1998). To help regulate mood, limit alcohol intake and prioritize a balanced diet rich in whole grains, fruits, and vegetables, which can support stable energy levels and mental health (O’Neil et al., 2014).
  • d) Practice Mindfulness and Gratitude: Mindfulness techniques, such as meditation, deep breathing, and grounding exercises, have been shown to reduce symptoms of anxiety and depression (Hofmann et al., 2010). During the holiday season, setting aside even a few minutes daily to practice mindfulness can help individuals feel more grounded and focused. In addition, practicing gratitude has been shown to improve mental well-being by fostering positive thinking patterns (Emmons & McCullough, 2003). Writing down a few things to be thankful for each day can create a positive shift in outlook and mood.
  • e) Prioritize Self-Care and Set Boundaries: Holiday obligations can feel overwhelming, especially for those with seasonal depression. It’s important to prioritize self-care by setting boundaries around social commitments. Communicate your needs with family and friends, and don’t be afraid to decline invitations if they feel burdensome. Research shows that setting healthy boundaries and prioritizing self-care can reduce stress and enhance emotional well-being (Cook et al., 2009). Taking breaks, engaging in relaxing activities, or even simply spending time alone can help manage stress and prevent burnout.
  • f) Seek Social Support and Professional Help When Needed: Social support plays a crucial role in managing symptoms of SAD. Reaching out to trusted friends, family, or support groups can provide emotional relief, especially during times of isolation. If symptoms become severe or unmanageable, seeking professional help is a wise option. Cognitive-behavioral therapy (CBT) has been proven effective in treating SAD, helping individuals challenge negative thought patterns and develop healthier coping mechanisms (Rohan et al., 2004).

3. Recognizing and Managing Holiday Triggers

Many people with SAD find that certain holiday-related stressors, such as family conflict, financial worries, or high expectations, exacerbate their symptoms. Being mindful of these triggers can help with preemptive coping. For example, establishing a holiday budget can reduce financial stress, while openly communicating boundaries with family members can prevent feelings of overwhelm. Developing a holiday plan that focuses on activities you genuinely enjoy rather than on societal expectations can also provide relief.

Conclusion

The holiday season can be challenging for those affected by seasonal depression, but understanding its causes and utilizing evidence-based coping strategies can help manage symptoms effectively. By increasing exposure to natural light, maintaining routines, limiting alcohol intake, practicing mindfulness, prioritizing self-care, and seeking support, individuals can foster resilience and find moments of joy and connection during the holidays. Seasonal depression is a difficult journey, but with the right strategies and support, it is possible to navigate this season more comfortably.

This article has been written by John S. Collier, MSW, LCSW. Mr. Collier has over 25 years of experience in the social work field and is based in London Kentucky through Southeast Kentucky Behavioral Health, LLC. Mr. Collier may be reached by phone at (606) 657–0532 extension 101 or by email at [email protected].

References

  • Boyce, P., & Parker, G. (1989). Seasonal affective disorder. The British Journal of Psychiatry, 155(4), 394-398.
  • Cook, P., Casale, M., & Faulkner, L. (2009). Practicing self-care for mental health: Strategies and impacts. Social Work in Mental Health, 7(3), 303-315.
  • Craft, L. L., & Perna, F. M. (2004). The benefits of exercise for the clinically depressed. Primary Care Companion to The Journal of Clinical Psychiatry, 6(3), 104–111.
  • Emmons, R. A., & McCullough, M. E. (2003). Counting blessings versus burdens: An experimental investigation of gratitude and subjective well-being in daily life. Journal of Personality and Social Psychology, 84(2), 377–389.
  • Golden, R. N., Gaynes, B. N., Ekstrom, R. D., et al. (2005). The efficacy of light therapy in the treatment of mood disorders: A review and meta-analysis of the evidence. American Journal of Psychiatry, 162(4), 656–662.
  • Hofmann, S. G., Sawyer, A. T., Witt, A. A., & Oh, D. (2010). The effect of mindfulness-based therapy on anxiety and depression: A meta-analytic review. Journal of Consulting and Clinical Psychology, 78(2), 169–183.
  • Melrose, S. (2015). Seasonal affective disorder: An overview of assessment and treatment approaches. Depression Research and Treatment, 2015, 1-6.
  • O’Neil, A., Quirk, S. E., Housden, S., et al. (2014). Relationship between diet and mental health in children and adolescents: A systematic review. American Journal of Public Health, 104(10), e31-e42.
  • Roecklein, K. A., & Rohan, K. J. (2005). Seasonal affective disorder: An overview and update. Psychiatric Services, 56(8), 1161-1170.
  • Rohan, K. J., Roecklein, K. A., Lacy, T. J., & Vacek, P. M. (2004). Winter depression recurrence: A comparison of cognitive-behavioral therapy, light therapy, and combination treatment. Journal of Consulting and Clinical Psychology, 72(3), 523-532.
  • Schuckit, M. A., Tipp, J. E., Smith, T. L., et al. (1998). An evaluation of type A and type B alcoholics. Addiction, 93(8), 1149–1164.