Coaching Guidelines for Teachers of Young Children and Ways to Handle Bullying by Amb Juan

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The Author personally conducts the Lecture-Workshop in your Country. She lives in Tagaytay City, Philippines. To Reserve a Workshop Date in your Venue, please call her directly: Local (Philippines): 09295197788 or International: (63) 9266787938.E-mail: wellnesspilipinasinternational@gmail.com. E-mail: ambassadorzara@gmail.com

ARRANGEMENT & FEES:
Professional Fee: (Philippines):
P10,000 per talk provided the Organizer will fetch and bring back the Speaker in Tagaytay City.

For Companies Without Transportation Arrangement, Speaker's Fee is P15,000 for Private Companies

Hotel Accommodation and Plane Tickets c/o Organizer (for out-of-town)


INTERNATIONAL Professional Fee: $1,000 USD per talk
Hotel Accommodation and Plane Tickets c/o Organizer

FYI: Ambassador Zara Jane Juan conducts the Training herself to fund the Peace Missionary Programs of Sailing for Peace because she doesn’t receive donations to prevent corruption.

PEACE VIGIL Programs are:
Initiating Peace: Interfaith Interracial Intercultural Worldwide Prayers to End Terrorism
Educating Peace: Wellness for Peace Education on Climate Change Worldwide
Innovating Peace: Climate Change & Peace Building Eco Forum and Symposium

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Coaching Guidelines for Teachers of Young Children and Ways to Handle Bullying by Amb Juan

  1. 1. COACHINGCOACHING GUIDELINESGUIDELINES FORFOR TEACHERSTEACHERS OF YOUNGOF YOUNG CHILDREN &CHILDREN & WAYS TOWAYS TO HANDLEHANDLE BULLYINGBULLYING New Edition by:New Edition by: Amb. Zara Jane JuanAmb. Zara Jane Juan
  2. 2. COACHING GUIDELINESCOACHING GUIDELINES FOR TEACHERS OF YOUNG CHILDRENFOR TEACHERS OF YOUNG CHILDREN by Ms. Zara Jane Juanby Ms. Zara Jane Juan Profile of LearnersProfile of Learners Diagnosis of ChildhoodDiagnosis of Childhood Nine Factors of Innate TemperamentNine Factors of Innate Temperament Special Evaluation Issues in ChildhoodSpecial Evaluation Issues in Childhood PsychotherapyPsychotherapy Behavioral TherapyBehavioral Therapy Play TherapyPlay Therapy Family TherapyFamily Therapy Back to Innocence Workshop for AdultsBack to Innocence Workshop for Adults to help them understand their Childrento help them understand their Children Factors on LeadershipFactors on Leadership Constructive Strength & Destructive WeaknessConstructive Strength & Destructive Weakness Identifying a Promising PersonIdentifying a Promising Person How to Develop a Young LeaderHow to Develop a Young Leader
  3. 3. ProfileProfile ofof LearnersLearners
  4. 4. 0-7 yrs old0-7 yrs old General Characteristics:General Characteristics: - Imitating those around them- Imitating those around them - Absorbs everything & blendAbsorbs everything & blend themselves in thethemselves in the environmentenvironment - Move & playMove & play
  5. 5. 1-3 yrs old1-3 yrs old - Imitative play; mimicking actionsImitative play; mimicking actions 3-5 yrs old3-5 yrs old - Transformative playTransformative play - (real objects into fantasy)(real objects into fantasy) 5-7 yrs old5-7 yrs old - Imaginative playImaginative play - (how something will look like & plan(how something will look like & plan how will it become)how will it become)
  6. 6. 8-14 yrs old8-14 yrs old General Characteristics:General Characteristics: - picture thinking- picture thinking - They love storytelling from- They love storytelling from adultsadults
  7. 7. 8-11 yrs old8-11 yrs old - Notices that she /he is differentNotices that she /he is different from the restfrom the rest - A lot physical & psychologicalA lot physical & psychological changeschanges 12-14 yrs old12-14 yrs old - Interested in cause & effectInterested in cause & effect relationshipsrelationships - Beginning of logical thinkingBeginning of logical thinking
  8. 8. 15-20 yrs old15-20 yrs old General Characteristics:General Characteristics: - upsurge of sexual drives- upsurge of sexual drives - Aggressive impulsesAggressive impulses - Acting out tendenciesActing out tendencies - Become capable of abstractBecome capable of abstract reasoning (hypotheticalreasoning (hypothetical situation)situation) - Focus of interaction fromFocus of interaction from family to peerfamily to peer
  9. 9. SummarySummary  12-14 yrs old > Concern:12-14 yrs old > Concern: Body ImageBody Image  15-17 yrs old > Concern:15-17 yrs old > Concern: EstablishingEstablishing peer grouppeer group identityidentity  18-20 yrs old > Concern:18-20 yrs old > Concern: VocationalVocational && RomanticRomantic identityidentity
  10. 10. Diagnosis ofDiagnosis of ChildhoodChildhood Source:Source: Childhood DisordersChildhood Disorders byby Dr. Norman R. BernsteinDr. Norman R. Bernstein
  11. 11. Child PsychiatryChild Psychiatry (general)(general)  The approach to the child’sThe approach to the child’s network of drives andnetwork of drives and psychological defenses ispsychological defenses is based on the biopsychosocialbased on the biopsychosocial modelmodel  BIOPSYCHOSOCIAL meansBIOPSYCHOSOCIAL means that the emphasis is upon thethat the emphasis is upon the child as a developing andchild as a developing and maturing being in the contextmaturing being in the context of the social systemof the social system
  12. 12. InnateInnate TemperamentTemperament  Studies focus on the inbornStudies focus on the inborn characteristics of children thatcharacteristics of children that determine the ways in whichdetermine the ways in which they will handle problems allthey will handle problems all throughout their livesthroughout their lives
  13. 13. 9 factors in9 factors in innateinnate temperamentemperamen tt
  14. 14. 1. Activity Level1. Activity Level The frequency & speed ofThe frequency & speed of movement of the child in themovement of the child in the bath or in the crib in earlybath or in the crib in early infancy or crawling, walking,infancy or crawling, walking, or running in lateror running in later developmental stagesdevelopmental stages
  15. 15. 2. Rhythmicity2. Rhythmicity Biologic regularity or irregularity,Biologic regularity or irregularity, as seen in such functions asas seen in such functions as the sleep-wake cycle and thethe sleep-wake cycle and the timing of hungertiming of hunger
  16. 16. 3. Approach /3. Approach / WithdrawalWithdrawal  The immediate reaction of aThe immediate reaction of a child (e.g. acceptance orchild (e.g. acceptance or rejection) to a new experiencerejection) to a new experience such as new bed, place,such as new bed, place, scheduleschedule
  17. 17. 4. Adaptability4. Adaptability  The amount of time requiredThe amount of time required (short, moderate, long) for a(short, moderate, long) for a child to adapt to a newchild to adapt to a new experience or scheduleexperience or schedule
  18. 18. 5. Threshold5. Threshold  The minimum strength ofThe minimum strength of stimulus required to engagestimulus required to engage the child’s attentionthe child’s attention
  19. 19. 6. Intensity6. Intensity  The energy expenditure givenThe energy expenditure given to the expression of moodto the expression of mood
  20. 20. 7. Mood7. Mood  The predominance duringThe predominance during waking hours of positivewaking hours of positive mood as opposed to neutralmood as opposed to neutral or negative mood expressionor negative mood expression
  21. 21. 8. Distractibility8. Distractibility  The ease to which the child’sThe ease to which the child’s attention is drawn from an on-attention is drawn from an on- going activitygoing activity
  22. 22. 9. Attention span9. Attention span & persistence& persistence  Attention span refers to theAttention span refers to the uninterrupted attention givenuninterrupted attention given in an activity such as gazingin an activity such as gazing or playing with toysor playing with toys  Persistence is the direction onPersistence is the direction on uninterrupted activity towarduninterrupted activity toward completion of a task orcompletion of a task or spontaneous return to taskspontaneous return to task after an interruptionafter an interruption
  23. 23. SpecialSpecial evaluationevaluation issues inissues in ChildhoodChildhood  Physical AbusePhysical Abuse  Sexual AbuseSexual Abuse  Divorce / SeperationDivorce / Seperation
  24. 24. GeneralGeneral TreatmentTreatment
  25. 25. PsychotherapyPsychotherapy  Requires a permissive, non-Requires a permissive, non- threatening atmosphere in w/cthreatening atmosphere in w/c an attempt is made to thean attempt is made to the child understand his/herchild understand his/her behavior and clarify thebehavior and clarify the realities of the situation whilerealities of the situation while providing a climate for theproviding a climate for the child to continuechild to continue developmental tasksdevelopmental tasks
  26. 26. PsychotherapyPsychotherapy  The treatment variesThe treatment varies according to theaccording to the developmental stage of thedevelopmental stage of the child:child:
  27. 27. PsychotherapyPsychotherapy  Toddlers requires moreToddlers requires more support in feeding & simplersupport in feeding & simpler playplay  Kindergarten benefits bothKindergarten benefits both from a mixture of play andfrom a mixture of play and talkingtalking  School Age kids on drawing,School Age kids on drawing, reading & sports activities &reading & sports activities & talk therapytalk therapy
  28. 28. BehavioralBehavioral TherapyTherapy  Methods based on conceptsMethods based on concepts of learning theoryof learning theory
  29. 29. BehavioralBehavioral TherapyTherapy  Focus on undesirableFocus on undesirable behavior, examine theirbehavior, examine their frequency & setting upfrequency & setting up reinforcers & adversive stimulireinforcers & adversive stimuli to alter the components ofto alter the components of behavior that are involvedbehavior that are involved using rewards or punishmentsusing rewards or punishments
  30. 30. BehavioralBehavioral TherapyTherapy  Desensitization has beenDesensitization has been used to gradually diminish aused to gradually diminish a negative response such asnegative response such as fear of classroom; this is usedfear of classroom; this is used with concurrent relaxation orwith concurrent relaxation or anxiety reducing methodsanxiety reducing methods
  31. 31. Play therapyPlay therapy  It encompasses the use of theIt encompasses the use of the room, pens, pencils, models,room, pens, pencils, models, crayons, and dolls to evoke &crayons, and dolls to evoke & express a wide variety of theexpress a wide variety of the fantasies of the childfantasies of the child  Enhance the child’s selfEnhance the child’s self reliance in adaptation to his orreliance in adaptation to his or her place in the family and inher place in the family and in societysociety
  32. 32. Family therapyFamily therapy  Involves an awareness of theInvolves an awareness of the family context, its culturalfamily context, its cultural pattern and socio-economicpattern and socio-economic level, and the particular valuelevel, and the particular value systems of the child’s familysystems of the child’s family
  33. 33. Back toBack to InnocenceInnocence WorkshopWorkshop SensitivitySensitivity Exercise 1Exercise 1
  34. 34. TEAMTEAM BUILDINGBUILDING
  35. 35. AgeAge WriteWrite down adown a SignificaSignifica nt Eventnt Event in yourin your life?life? If youIf you imaginimagin e thee the ShapeShape , what, what is it:is it: SpikySpiky oror CurveCurve dd WhyWhy thatthat shapeshape ?? ExplaiExplai n inn in 3-53-5 sentensenten cesces WhatWhat is theis the ColorColor do youdo you seesee whenwhen youyou recallrecall thatthat significsignific antant event?event? 2121 1818 1414 1010 88 55
  36. 36. What was your favorite toyWhat was your favorite toy when you were 5 yrs old?when you were 5 yrs old? If you want something badly,If you want something badly, how do you get it when youhow do you get it when you were 10 yrs old?were 10 yrs old?
  37. 37. What was your favorite role in aWhat was your favorite role in a play when you were 8 yrs old?play when you were 8 yrs old? What is your role in your peerWhat is your role in your peer group “barkada” when yougroup “barkada” when you were 14 yrs old. How do theywere 14 yrs old. How do they call you or see you?call you or see you?
  38. 38.  What was your initial reactionWhat was your initial reaction when you were reprimandedwhen you were reprimanded by your elders when you wereby your elders when you were 18 yrs old?18 yrs old?  What was your secret wishWhat was your secret wish when you were 21 yrs old?when you were 21 yrs old?
  39. 39. BreakBreak
  40. 40. WHAT ISWHAT IS MEANT BYMEANT BY LEADERSHIPLEADERSHIP ?? Source: Addison, Linda ERIC Clearinghouse on Handicapped and Gifted Children R
  41. 41. Leadership is theLeadership is the ability toability to influence theinfluence the activities of anactivities of an individual or groupindividual or group toward thetoward the achievement of aachievement of a goal.goal. The definition has evolved from theThe definition has evolved from the idea ofidea of a leader beinga leader being a born leader or simply "one whoa born leader or simply "one who leads"leads" to a more complex view ofto a more complex view of how a person exerts influence.how a person exerts influence. Source: Addison, Linda ERIC Clearinghouse on Handicapped and Gifted Children R
  42. 42. leaders can beleaders can be influential as:influential as: task-orientedtask-oriented leadersleaders oror relationship-relationship- orientedoriented leaders.leaders. Source: Addison, Linda ERIC Clearinghouse on Handicapped and Gifted Children R
  43. 43. leadersleaders excels atexcels at establishingestablishing well-definedwell-defined patterns ofpatterns of organization,organization, channels ofchannels of communication,communication, and ways ofand ways of getting tasksgetting tasks accomplishedaccomplished Source: Addison, Linda ERIC Clearinghouse on Handicapped and Gifted Children R
  44. 44. The relationship-The relationship- oriented leader,oriented leader, leads byleads by maintainingmaintaining personalpersonal relationshipsrelationships between membersbetween members of the group byof the group by opening upopening up communication,communication, providingproviding emotional supportemotional support and usingand using facilitatingfacilitating Source: Addison, Linda ERIC Clearinghouse on Handicapped and Gifted Children R
  45. 45. Both task-orientedBoth task-oriented and relationship-and relationship- oriented leadersoriented leaders are necessary forare necessary for effective groupeffective group functioningfunctioning Source: Addison, Linda ERIC Clearinghouse on Handicapped and Gifted Children R
  46. 46. Another helpfulAnother helpful way to identifyway to identify and nurtureand nurture leadership is thatleadership is that ofof the activethe active versusversus the reflectivethe reflective leader.leader. Source: Addison, Linda ERIC Clearinghouse on Handicapped and Gifted Children R
  47. 47. The active leaderThe active leader exerts influenceexerts influence over the groupover the group through the forcethrough the force of his or herof his or her personality.personality. Source: Addison, Linda ERIC Clearinghouse on Handicapped and Gifted Children R
  48. 48. The reflectiveThe reflective leader, on theleader, on the other hand, isother hand, is influential throughinfluential through the force of his orthe force of his or her ideasher ideas Source: Addison, Linda ERIC Clearinghouse on Handicapped and Gifted Children R
  49. 49. HOW CANHOW CAN TEACHERSTEACHERS IDENTIFY THEIDENTIFY THE LEADERSHIPLEADERSHIP ABILITIES OFABILITIES OF GIFTED ANDGIFTED AND TALENTEDTALENTED STUDENTS?STUDENTS? Source: Addison, Linda ERIC Clearinghouse on Handicapped and Gifted Children R
  50. 50.  --Nomination and/or rating by--Nomination and/or rating by peers, teachers, self, orpeers, teachers, self, or community group memberscommunity group members  --Observation of simulation--Observation of simulation activitiesactivities  --Biographical information on--Biographical information on past leadership experiencespast leadership experiences  --Interviews--Interviews  --Personality tests--Personality tests  --Leadership styles--Leadership styles instrumentsinstruments Source: Addison, Linda ERIC Clearinghouse on Handicapped and Gifted Children R
  51. 51. Ten Ways to IdentifyTen Ways to Identify aa Promising PersonPromising Person Source: Addison, Linda ERIC Clearinghouse on Handicapped and Gifted Children R
  52. 52. to distinguishto distinguish between the skill ofbetween the skill of performance and theperformance and the skill of leading theskill of leading the performanceperformance Source: Addison, Linda ERIC Clearinghouse on Handicapped and Gifted Children R
  53. 53. 1.1. Leadership in the past. The bestLeadership in the past. The best predictor of the future is the past.predictor of the future is the past. 2.2. The capacity to create or catchThe capacity to create or catch vision.vision. 3.3. A person who knows how to askA person who knows how to ask the right questionthe right question 4.4. A person who feels the thrill of aA person who feels the thrill of a challengechallenge 5.5. A constructive spirit of discontentA constructive spirit of discontent 6.6. Have Practical IdeasHave Practical Ideas 7.7. Willingness to take responsibilityWillingness to take responsibility 8.8. Completion factorCompletion factor 9.9. Peer respect & Family respectPeer respect & Family respect 10.10.Holding Court (people listen toHolding Court (people listen to them)them) Source: Addison, Linda ERIC Clearinghouse on Handicapped and Gifted Children R
  54. 54. Points to Consider:Points to Consider: Source: Addison, Linda ERIC Clearinghouse on Handicapped and Gifted Children R
  55. 55. It's not enough forIt's not enough for people to havepeople to have leadership potential;leadership potential; they must havethey must have character and thecharacter and the right setting in whichright setting in which to grow.to grow. Source: Addison, Linda ERIC Clearinghouse on Handicapped and Gifted Children R
  56. 56. What will this personWhat will this person dodo to be liked?to be liked? It's nice to be liked,It's nice to be liked, but as a leader itbut as a leader it cannot be thecannot be the controlling factor.controlling factor. The cause must beThe cause must be thethe prime motivator.prime motivator. Source: Addison, Linda ERIC Clearinghouse on Handicapped and Gifted Children R
  57. 57. Does this personDoes this person have a destructivehave a destructive weakness?weakness? There are only twoThere are only two things I need tothings I need to know about myselfknow about myself as a leader:as a leader: my constructivemy constructive strength and anystrength and any destructivedestructive weaknessweakness Source: Addison, Linda ERIC Clearinghouse on Handicapped and Gifted Children R
  58. 58. A destructiveA destructive weakness may, forweakness may, for example, be anexample, be an obsession.obsession. An obsessionAn obsession controls us;controls us; we don't control it.we don't control it. It only grows worseIt only grows worse over time.over time. Source: Addison, Linda ERIC Clearinghouse on Handicapped and Gifted Children R
  59. 59. Can I provide this personCan I provide this person the environment tothe environment to succeed?succeed? An environment thatAn environment that threatens our sense ofthreatens our sense of security or well-beingsecurity or well-being splits our concentrationsplits our concentration from the cause.from the cause. Young leaders need anYoung leaders need an environment in which theyenvironment in which they can concentrate oncan concentrate on leading.leading. Source: Addison, Linda ERIC Clearinghouse on Handicapped and Gifted Children R
  60. 60. Dimensions ofDimensions of Sustaining LeadershipSustaining Leadership Source: Addison, Linda ERIC Clearinghouse on Handicapped and Gifted Children R
  61. 61. Partnership and voicePartnership and voice Vision and valuesVision and values Knowledge and daringKnowledge and daring Confidence and persistenceConfidence and persistence Personal qualities (passion,Personal qualities (passion, humor, and empathy strength ofhumor, and empathy strength of character, general maturity,character, general maturity, patience, wisdom, commonpatience, wisdom, common sense, trustworthiness,sense, trustworthiness, reliability, creativity, sensitivity)reliability, creativity, sensitivity) Source: Addison, Linda ERIC Clearinghouse on Handicapped and Gifted Children R
  62. 62. Individual ClubsIndividual Clubs Work PlanWork Plan WhWh enen JulJul yy 2929 JulJul yy 2222 JulJul yy 1515 JulJul y 8y 8 JulJul yy 0101 JuJu nene 2424 JuJu nene 1717 WhWh oo WhWh atat ActiActi vityvity WhWh ereere -- VenVen ueue Wh
  63. 63. Individual ClubsIndividual Clubs Work PlanWork Plan WhWh enen AuAu gg 55 AuAu gg 1212 AuAu gg 1919 AuAu gg 2626 SeSe ptpt 22 SeSe ptpt 99 SeSe ptpt 1616 WhWh oo WhWh atat ActiActi vityvity WhWh ereere -- VenVen ueue Wh
  64. 64. Individual ClubsIndividual Clubs Work PlanWork Plan WhWh enen SeSe ptpt 2323 SeSe ptpt 3030 NoNo vv 44 NoNo vv 1111 NoNo vv 1818 NoNo vv 2525 DeDe cc 22 WhWh oo WhWh atat ActiActi vityvity WhWh ereere -- VenVen ueue Wh
  65. 65. Individual ClubsIndividual Clubs Work PlanWork Plan WhWh enen DeDe c 2c 2 DeDe cc 99 DeDe cc 1616 DeDe cc 2323 DeDe cc 3030 JaJa nn 66 JaJa nn 1313 WhWh oo WhWh atat ActiActi vityvity WhWh ereere -- VenVen ueue Wh
  66. 66. Individual ClubsIndividual Clubs Work PlanWork Plan WhWh enen JaJa nn 2020 JaJa nn 2727 FeFe bb 33 FeFe bb 1010 FeFe bb 1717 FeFe bb 2424 MarMar ch 3ch 3 WhWh oo WhWh atat ActiActi vityvity WhWh ereere -- VenVen ueue Wh
  67. 67. Individual ClubsIndividual Clubs Work PlanWork Plan WheWhe nn MarMar chch 1010 MarMar chch 1717 MarMar chch 2424 MarMar chch 3131 WhoWho WhaWha tt ActivActiv ityity WheWhe rere -- VenVen ueue WhyWhy --
  68. 68. TheThe CatholicCatholic LeadershipLeadership
  69. 69. What isWhat is youryour Sense ofSense of ConvictioConvictio nn to theto the CatholicCatholic Faith?Faith?
  70. 70. CatholicCatholic LeadershiLeadershi pp
  71. 71. Term 1 – focus onTerm 1 – focus on SELFSELF  ““Good leadership is truthful andGood leadership is truthful and trustworthy. Leaders can acttrustworthy. Leaders can act more confidently if they have amore confidently if they have a strong sense of their own innerstrong sense of their own inner truths and are resolute intruths and are resolute in upholding positions that may beupholding positions that may be unpopular but congruent withunpopular but congruent with the leader’s values.”the leader’s values.” (Kevin(Kevin Treston)Treston)  their own faiththeir own faith experience/spiritualityexperience/spirituality  their knowledge andtheir knowledge and understanding of their faithunderstanding of their faith  their own valuestheir own values
  72. 72. Term 2 – focus onTerm 2 – focus on CONTEXT.CONTEXT.  This is the vision which shapes theThis is the vision which shapes the daily life of a Catholic school as adaily life of a Catholic school as a community in which faith iscommunity in which faith is expressed and shared through everyexpressed and shared through every aspect of its activity.”aspect of its activity.”  How their personal vision impacts onHow their personal vision impacts on their present schooltheir present school  How they would want their personalHow they would want their personal vision to impact on any future leadershipvision to impact on any future leadership role in a schoolrole in a school  The distinctive vision/mission of aThe distinctive vision/mission of a Catholic schoolCatholic school  Evaluating the Catholic nature of aEvaluating the Catholic nature of a schoolschool
  73. 73. Term 3 – focus onTerm 3 – focus on TASKTASK “ …“ … be clear that providingbe clear that providing leadership and management forleadership and management for a Catholic school is totallya Catholic school is totally compatible with the ‘standardscompatible with the ‘standards agenda. The requirement toagenda. The requirement to improve the quality ofimprove the quality of educational provision and pupileducational provision and pupil achievement needs to beachievement needs to be understood and interpretedunderstood and interpreted within the setting of an ethoswithin the setting of an ethos rooted in the Catholic Churchrooted in the Catholic Church and Gospel values.”and Gospel values.”
  74. 74. Spiritual Needs:Spiritual Needs: FaithFaith HopeHope LoveLove
  75. 75. Material Needs:Material Needs: SexSex MoneyMoney PowerPower
  76. 76. How do weHow do we reconcilereconcile Material NeedsMaterial Needs && Spiritual Needs?Spiritual Needs?
  77. 77.  John Paul IIJohn Paul II stated “[Opusstated “[Opus Dei] has as its aim theDei] has as its aim the sanctification of one’s life,sanctification of one’s life, while remaining within thewhile remaining within the world at one’s place of workworld at one’s place of work and profession: to live theand profession: to live the Gospel in the world, whileGospel in the world, while living immersed in the world,living immersed in the world, but in order to transform it,but in order to transform it, and to redeem it with one’sand to redeem it with one’s personal love for Christ.personal love for Christ.
  78. 78.  John Paul IIJohn Paul II  "All the"All the faithfulfaithful, whatever their, whatever their condition or state, are called bycondition or state, are called by the Lord, each in his own way, tothe Lord, each in his own way, to that perfect holiness whereby thethat perfect holiness whereby the Father Himself is perfect (MtFather Himself is perfect (Mt 5:48)." "It belongs to the laity to5:48)." "It belongs to the laity to seek the kingdom of God byseek the kingdom of God by engaging in the affairs of the worldengaging in the affairs of the world and directing them according toand directing them according to God's will."God's will."
  79. 79. AchievingAchieving PerfectionPerfection isis Working forWorking for HolinessHoliness
  80. 80. To reconcileTo reconcile Faith to achieveFaith to achieve PowerPower Hope to AchieveHope to Achieve Wealth / MoneyWealth / Money Love to AchieveLove to Achieve PhysicalPhysical SatisfactionSatisfaction
  81. 81. BreathingBreathing ExerciseExercise Meditation PrayerMeditation Prayer

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