Angela Hough-Maxwell, one of the speakers at the 2014 Psychology Festival of Learning, talks about the challenges of parenting today & how to overcome them.
Did you know that ShelterBox distributes educational
supplies and stationery in addition to emergency
shelter and vital aid to communities affected by disaster
and humanitarian crisis? ShelterBox representatives
and Rotarian volunteers will discuss ShelterBox’s
educational program and opportunities for Rotarians,
Rotaractors, and Interactors to work with ShelterBox
locally and abroad.
Helicopter parenting has sparked much debate over the years. The term “helicopter parent” is defined as a parent who is overly involved in the life of his or her child.
Visit our website: http://familyfirstpeds.com/
Did you know that ShelterBox distributes educational
supplies and stationery in addition to emergency
shelter and vital aid to communities affected by disaster
and humanitarian crisis? ShelterBox representatives
and Rotarian volunteers will discuss ShelterBox’s
educational program and opportunities for Rotarians,
Rotaractors, and Interactors to work with ShelterBox
locally and abroad.
Helicopter parenting has sparked much debate over the years. The term “helicopter parent” is defined as a parent who is overly involved in the life of his or her child.
Visit our website: http://familyfirstpeds.com/
Manadoob a comprehensive presentation websitemanadoob
Developed by educators, child psychologists and child development experts “The Manadoob Program for Self Esteem” is an inquiry-based, social and emotional learning program (aka SEL program). It teaches children self-esteem while enhancing their reading and writing skills through the use of story, craft and individualized interpretation
Sally Baggett, Carolina Health Centers, Inc.
Georgia Deal, Carolina Health Centers, Inc.
Mary Allison McCaskill, MSW, LMSW, Carolina Health Centers, Inc.
Resources for families, building protective factors and how communities can prevent child maltreatment.
Presented by Jim McKay, State Coordinator, Prevent Child Abuse WV
We have a responsibility to carry out the promise of Early Head Start which includes preparing all children for later success in school and in life. It all starts here in the infant and toddler program. Come learn about real-life strategies you can put into action to enhance school readiness for infants and toddlers in your care and how to educate families about their role in the process.
Manadoob a comprehensive presentation websitemanadoob
Developed by educators, child psychologists and child development experts “The Manadoob Program for Self Esteem” is an inquiry-based, social and emotional learning program (aka SEL program). It teaches children self-esteem while enhancing their reading and writing skills through the use of story, craft and individualized interpretation
Sally Baggett, Carolina Health Centers, Inc.
Georgia Deal, Carolina Health Centers, Inc.
Mary Allison McCaskill, MSW, LMSW, Carolina Health Centers, Inc.
Resources for families, building protective factors and how communities can prevent child maltreatment.
Presented by Jim McKay, State Coordinator, Prevent Child Abuse WV
We have a responsibility to carry out the promise of Early Head Start which includes preparing all children for later success in school and in life. It all starts here in the infant and toddler program. Come learn about real-life strategies you can put into action to enhance school readiness for infants and toddlers in your care and how to educate families about their role in the process.
Protective Factors that Prevent Child Abuse & NeglectJim McKay
The Center for the Study of Social Policy (CSSP) has completed a comprehensive research
analysis, which identified five Protective Factors that are linked to the prevention of child abuse and neglect.
These Protective Factors or “Circles of Caring” are conditions in families and communities that,
when present, increase the health and well-being of children and families. These attributes also
serve as buffers against risk factors for child maltreatment.
ToddlERS,
ANd ThElR
FAMIUES
Janice Im, Rebecca Parlakian, and Sylvia Sanchez
Understanding the Influence of
Culture on Caregiving Practices • • •
From the Inside Out
Lisa and Danielle are collegial
coteachers in an infant and tod-
dler classroom. Occasionally
what seem like minor Issues
cause them to make some
pointed comments that silence
them both. For example, Lisa
believes that babies need to
be held and cuddled as often
as possible; she carries them
throughout the day or picks
them up at the first sign of fuss-
iness. She frequently observes
aloud, "Babies need lots of
love and attention." Danielle
responds by rolling her eyes
and saying, "They also need
to learn to soothe themselves.
You're going to spoil them if
you pick them up and carry
them all the time."
Their different views about
feeding can also lead to minor
conflicts. Lisa refuses to let
babies eat with their fingers.
She thinks they won't get
enough to eat and that it's too
messy. Danielle lets babies pick
up food off their trays as soon
as they are able, stating that "it
helps them to deveiop indepen-
dence and small muscles."
Why do Lisa and Danielle
each get exasperated with the
other's "illogical" way of think-
ing? Their own upbringings
and cultural perspectives about
children influence their views
on everyday activities such as
holding, responding to, and
feeding infants and toddlers.
naeyc 1,3,7
Everyone bring^s specific vaiues,
beliefs, and assumptions about child recir-
ing and child development to their work
with infants and toddlers. Even two teach-
ers who share the same ethnic culture may
not share the same beliefs about what is
best for young children. Conflicts around
these issues can arise with colleagues and
families in early care and education pro-
grams. Recognizing and acknowledging
another person's point of view and coming
to a shared solution is critical in providing
high-quality care to infants and toddlers.
The roots of caregiving
It is helpful to understand and explore
two particular areas when caring for infants
and toddlers—self-knowledge and knowl-
edge of culturally informed teaching (Abt-
Perkins & Rosen 2000).
Self-knowledge
Self-knowledge is defined here as "a thor-
ough understanding of one's own cultural
roots and group affiliations" (Haberman
& Post 1998). Before we as teachers can
address the needs of very young children,
we must first become more aware of our
own cultural beliefs and practices. By taking
a good look at our early relationships and
childhood experiences, we can recognize
the influence that these factors have on our
role as caregivers, as well as on our feel-
ings, attitudes, and beliefs about children.
The people we were close to as we grew
up—and our experiences with them—shape
who we are today. Most of us still believe
much of what those special people taught
us about ourseives, other people, and the
world. The messages our caregivers con-
veyed in words and actions reflected their
cultures, beliefs, values, ...
8.1 Problem Solving with AdultsStandard 1 of NAEYCs Early Child.docxalinainglis
8.1 Problem Solving with Adults
Standard 1 of NAEYC's Early Childhood Program Standards and Accreditation Criteria (2005a) states, "The program promotes positive relationships among all children and adults to encourage each child's sense of individual worth and belonging as part of a community and to foster each child's ability to contribute as a responsible community member" (p. 9). The rationale for the standard is that positive relationships and a positive, nurturing, sensitive climate are essential for the development of emotional regulation, constructive interactions, and overall learning in children (NAEYC, 2005a). Children develop a positive sense of self, and they are encouraged to respect and cooperate with others.
However, problems, conflicts, disagreements, and distrust can—and often do—develop. These can occur between the family and the program, between staff within the programs—staff to staff, directors and staff, staff and consultants—and between children in the program. When this occurs, caregivers need to engage in problem solving. While no family or early care and education program is ever totally without conflicts and issues to solve, the goal is, firstly, to create an environment where constructive problem solving can take place and, secondly, to be able to constructively solve problems.
Feelings
Conflicts, confusion, and disagreements can cause intense feelings among those involved. To address conflicts and disagreements, we must try to determine where these feelings come from. In the heat of the moment, this will probably not be possible, but once we have had time to reflect, we need to look at the feelings that disagreements and problems produce.
We all have feelings, and it is very important to accept and appreciate these feelings. We need to reflect on our feelings and on why certain things make us feel a certain way. Feelings are complex, subjective experiences that involve physical and mental aspects of self—they can be felt, expressed, acted on, and thought about (Greenspan & Greenspan, 1985). All feelings have value and are useful—even ones we view as negative. Feelings are how we react to experiences, and they help us organize and make sense of our world. The great works of art, music, drama, and dance are based on feelings—some pleasant, and some dark and tragic.
We learn about feelings from our childhood experiences. When children are young, adults label the child's emotions: "That bang scared you!" "The dog's bark upset you!" Part of this socialization process is to help children know how to respond to the environment—for safety, to develop appropriate reactions to the environment, and to teach children culturally appropriate responses to their feelings. Other feelings, such as those of love, trust, fear, excitement, and surprise, are natural responses to the environment that help us feel good about ourselves and the social environment (Rogers, 1980).
Another way we learn about feelings is through social r.
Families, Schools, and Communities: Historical and Philosophical Perspectives...Mr. Ronald Quileste, PhD
Parents, communities, and schools have changing roles in the life and education of the child from the past and in the present. This slide presentation will provide the pre-service and in-service teacher insights on these changes as well as descriptions of the varied roles of parents in the 21st century.
The essence of quality childcare…when a teacher recogn.docxmehek4
The essence of quality childcare…
when a teacher recognizes and accepts
where a child is
academically, socially and culturally
and teaches them through play
allowing them to engage in learning.
Quality Care Overview
What does QUALITY mean?
• How good or bad something is
• A characteristic or feature that someone or
something has
• Something that can be noticed as a part of a
person or thing
• A high level of value or excellence
Why is Quality Childcare
important?
What is Quality Childcare?
We will emphasize a high level of
value or excellence in maintaining
standards, best practices and
attitudes that support the
development of children in our care.
The state regulates quality based on the following aspect:
• Ratio: The number of children per adult in a home or classroom
• Group Size: The total number of children
• Health: Policies and practices around illness, immunization, nutrition,
cleanliness, and preventing the spread of germs
• Safety: Practices to make sure the environment is safe, both indoors
and outdoors. This includes practices around First Aid and Infant and
Child CPR training for staff, fire precautions, criminal background
checks
• Training, education and experience of the provider: Assures that
providers are knowledgeable in child development and other related
topics
Quality care is more than
just following regulations,
it is embracing the
individual, developmental, and academic
needs of children;
meanwhile respecting parents as their
primary educators.
Research has shown that building positive relationships with
children and their families, plus providing safe developmentally
appropriate learning environments produces long lasting
positive effects on children’s cognitive and social development.
This includes:
developmentally appropriate curriculum
knowledgeable and well-trained teachers
comprehensive services that support the health, nutrition and
social well-being, in an environment that respects and supports
diversity
Employing effective practices in the
following stages of quality care
are essential for
every early childhood teacher.
Stages of Development
Children grow and develop at different rates. While their
pathways through childhood differ, most pass a set of
predictable milestones along the way.
The information presented here offers a map that can
help you follow a child's journey.
The map divides the developmental milestones
into four areas:
Physical Development
From the start, babies want to explore their
world. As they grow, children's determination to
master movement, balance, and fine-motor skills
remains intense.
Social and Emotional
Social and emotional milestones are often harder to
pinpoint than signs of physical development. This area
emphasizes many skills that increase self-awareness
and self-regulation. Research shows that social skills
and emotional development (ref lected in the ability to
pay at ...
Jean-Pierre Senekal – The Impact of Self-Esteem on the Student Supervisor Wor...SACAP
In this Festival of Learning 2016 presentation, Jean-Pierre Senekal examines how self-esteem and the stress of thesis work impacts the relationship between student and supervisor.
John Paisley – Trends in Coaching: Community CoachingSACAP
More and more NPO's are engaging communities through coaching, especially learners in senior schools. John Paisley offers a brief overview of the trend.
Karolyne Williams: A coaching way of being for non-coachesSACAP
Drawing from a coaching way of being, there are simple orientations and skills that anyone
can practice to improve their interactions with those around them. This approach is
congruent with increasing your own potential as a leader. This short talk aims to ignite your
own thinking about how you can best develop those around you.
Change! We can hate it. Love it. Ignore it. Or embrace it!
However you may feel about change and how you choose to handle it, does not change it!
Change is coming! It’s the one consistency in our lives we can count on.
What will you do, that allows change to impact and empower your vision positively?
Co-dependents grow up never having learned how to be themselves, or even what their true
identity really is. In adulthood this causes them to become over-identified with other people,
particular roles, jobs or professions. They basically focus on others problems to avoid having to
look at their own stuff. They try to change others – they are those who are heard saying: “I’d be
all right if only everybody else would change”. This talk gets to the heart of what this very
misunderstood process addiction is about.
Dr. John Parker: The Lentegeur Spring: recovery and hope in a psychiatric ins...SACAP
The purpose of the Lentegeur Spring Foundation is to bring alive this beautiful name, helping
the hospital to evolve into a place that gives birth to hope through re-connection in every
possible way!
Gayle Bowey – Transgender women: building capacity and authenticity through g...SACAP
Understanding Human Rights, Sex Worker Rights and Discrimination in the South African
Context.
Transgender female sex workers are a vulnerable key population, specifically in relation to
sexual health, intimacy, gender identity and gender based violence. Discrimination and stigma
impacts this group of women, with limited access for health and human rights benefits, on the
one hand, and providing a sensitive and safe space for transgender female sex workers to
express themselves on the other.
The talk will look at the means by which we understand our own change opportunities and
ensure that they fit well with those of others and of organisations.
Self-awareness is key here and a desire to understand others equally to ensure that change is
positive and continuous.
Welcome to the Program Your Destiny course. In this course, we will be learning the technology of personal transformation, neuroassociative conditioning (NAC) as pioneered by Tony Robbins. NAC is used to deprogram negative neuroassociations that are causing approach avoidance and instead reprogram yourself with positive neuroassociations that lead to being approach automatic. In doing so, you change your destiny, moving towards unlocking the hypersocial self within, the true self free from fear and operating from a place of personal power and love.
Ethical_dilemmas_MDI_Gurgaon-Business Ethics Case 1.pptx
Angela hough
1. Welcome
To view material from this talk visit
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2. The challenges of parenting in this time
Angela Hough-Maxwell
anghough@gmail.com
http://anghoughmaxwell.withtank.com/
3. “The paradox of our time is that we have taller buildings, but shorter tempers, wider freeways, but narrower viewpoints, we spend more and buy more, but enjoy it less, we have bigger houses and smaller families, more access to knowledge and less trust of our inner knowledge, more medicine and experts but less wellness, more food but less nutrition.”
-Quoted from Jack Miller, University of Toronto.
4. The challenges of parenting in this time
•lack of support for soul
•‘nuclear’ isolated parenting
•multimedia
•split from earth
•uncertain future
•individual consciousness (i-pads, i-phones)
•Constantcommentary on parenting etc.
•Addiction
•Everything now
•Over-attentive
5. Challenges to family in the Context
•Poverty
•HIV
•Multiple loss
•Break down in family and community structures
•Increased burden of care
•Fast paced, consumer based lifestyle demands
6. Importance of family: research tells us:
•Children’s psychosocial needs (even in trauma) are best met by their families, schools and communities
•Long-term investments in strengthening family support are more sustainable than short-term, crisis-driven interventions to help individual children.
•The earlier we provide support in a child’s life the better the investment. Rates on return of human capital investment (Heckman, 2004)
•Brain most open to formation up to age four -develop pathways for learning and thinking-families provide that stimulation
•Early caregiver-child interactions play a profound role in emotional adjustment, nutrition, cognitive development, language acquisition and self-regulation.
7. Research re families continued..
•A stable and emotionally supportive family life has been associated with:
Higher rates of school attendance
Better school performance
Greater resilience to adversity
Higher self esteem.
•For resilience a child needs:
A relationship with consistent caring adult and sense of belonging
Hope for the future
Meaningful participation (in family, society and cultural practices)
8. Research re families continued…
•Quality of attachment (secure) is an important factor in the child’s capacity to process and resolve the trauma (Shore, A. 2001)
•Maternal affection lessens likelihood of developing mental health difficulties later in life.
–E.g. Gardner, A. (2010)Health.com followed 500 infants into 30’s. Found those receiving above average affection were happier children, less anxious or hostile in adulthood and had fewer psychosomatic symptoms
•Affection (e.g. breastfeeding) increases hormone oxytoxin(“bonding hormone” )in brain–leading to more effective social interactions in future
9. Therefore a strong case for:
• Policies, practices and programmes that strengthen
relationships and foster positive interactions between
carers and children,
e.g. parenting support, paid parental leave, infant massage,
ECD, promoting play, etc.
• Supporting families to support young children’s healthy
development.
• Help those who work with young children appreciate
the importance of supporting families and realise the
impact that their strong relationships with parents
have on a child’s healthy development.
Concluding Thoughts
Hands
Heart
Head
DON’T EVER LET THEM
BE TAKEN APART
10. The call
•What is the call of these challenges to those of us living and parenting in these times? Parenting will challenge each of us in ways we need to grow personally, but also us as a society.
11. Call to actionRichter, Foster and Sherr(2006) & Richter (2006)
•Prioritiseeveryday systems ofcare and support.
•Invest long-term in integrated services to promote psychosocial wellbeing
•Realisethe right of all children to access these integrated services.
•Demand that more governments take the lead in guaranteeing this right
•Earmark resources for applied research to expand the evidence base.
•Safe play spaces
12. Personal call
•To do our own inner work
•“God be with the mother. As she carried her child may she carry her soul. As her child was born, may she give birth and life and form to her own higher truth. As she nourished and protected her child, may she nourish and protect her inner life and her independence. For her soul shall be her most painful birth, her most difficult child, and the dearest sister to her other children.” –MichaleLuenig
•We treat the fatal consequences of technology as though they were a technical defect that could be remedied by technology alone. We are looking for an objective way out of the crisis of objectivism.
13.
14. Child care act
•Carers are responsible for the day-to-day care of a child.
•Children should have a right to play and enjoy their childhood whilst they are still young
•Prevention and early intervention programmesthat look at preserving the family –making sure that the family stays together.
•Approaches that: Support the best interests of child, strengthen and build capacity in the parenting skills, non-violent discipline, taking care of children with disabilities and having good relationships in the family.
15. The 3 dialogues and 8 guidelines of good interaction
•Express feelings
•Tune in to child
•Expression of love
•acknowledgement
The emotional expressive dialogue
•Joint attention & shared focus
•Give meaning
•Expand with explanation
The meaning oriented expansive dialogue
•Plan
•Positive limit setting
•Step by step instruction
The regulative dialogue
16. 4 languages of care for child (BALL)
•Boundaries:Language of boundaries-rules, routine, setting limits, providing consistency and safety. Tell your children what behaviour you would like.
•Affirmation: Language of affirmation –praise the positive things they do, notice their strengths, say thank you.
•Love:Language of love: show your child you love them: Give affection -hugs, kisses, smiles.
•Learning:Language of learning-encourage learning by: sharing interest in; and spending quality time doing things together, playing with, showing interest in what your children are interested in, expanding on what they know, reading together
19. Parental (carer) role
•Carers are responsible for the day-to-day care of a child.
•They bring a sense of security and trust
•Make a child feel loved, and worthy of love
•They provide a secure base from which to explore the world
•Teach a child values and what is right & wrong,
•They act as a role-model to the child
20. Some tools:
•Tolerate ambiguity and bridge polarities
•Recognising our strength and weakness (core quadrant model):
•Build community:
•Sort our too-muchness
•One task at a time
•Listen to you soul, teach your children to listen to theirs
•Consider the whole
21. Thank you
To view material from this talk visit www.sacap.edu.za/events
Like our Facebook Page
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#psychologyfest