Bullying
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1. The document provides tips on how to handle bullying situations, including avoiding bullies, being confident, telling an adult, and not fighting back. 2. It recommends various strategies like walking confidently, using humor, rating how bad the bullying is on a 1 to 10 scale, and standing up for yourself while staying calm. 3. Key facts are presented about bullying, such as over 5 million kids in the US experiencing it annually and different forms bullies take based on gender.
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Shyness is very common in young children and teenagers because those are times when a person goes through many important changes. New and unfamiliar situations can bring out shy feelings — like the first day of school, meeting someone new, or speaking in front of a group for the first time.
Like other emotions, shy feelings can be mild, medium, or intense — depending on the situation and the person. Someone who usually or often feels shy might think of himself or herself as a shy person. People who are shy may need more time to get used to change. They might prefer to stick with what's familiar.
People who are shy often hesitate before trying something new. They often prefer watching others before joining in on a group activity. They usually take longer to warm up to new people and situations.
Sometimes being quiet and introverted is a sign that someone has a naturally shy personality. But that's not always the case. Being quiet is not always the same as being shy.
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Shyness (also called diffidence) is the feeling of apprehension, lack of comfort, or awkwardness especially when a person is around other people. This commonly occurs in new situations or with unfamiliar people. Shyness can be a characteristic of people who have low self-esteem.
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1. Public speaking is many people's biggest fear, even more so than snakes or death. While 10% enjoy it and 10% are terrified, most people (80%) experience butterflies and anxiety but can get through it.
2. Common fears around public speaking include being judged negatively, feeling like a fool if mistakes are made, and not being liked or understood by the audience.
3. With practice, people can turn their butterflies into an advantage by preparing, practicing, controlling their presence, and knowing their audience and material. Effective communication as a public speaker involves techniques like voice variation, body language, eye contact, and confidence.
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The document discusses shame, shadow material, and how to work with disowned parts of oneself. Some key points:
1. Shame is a painful human experience that can be healthy or unhealthy depending on if it is normal and temporary or excessive and prolonged. Unhealthy shame can lead to an anger cycle as people try to avoid feeling shame.
2. Shadow material refers to negative and positive qualities within ourselves that we do not accept and instead project onto others. We are often not aware we are doing this projection.
3. A process called "3-2-1 Shadow Material" is described to help identify and work with shadow material without it destroying one's life. This involves imagining and dialoguing
How to Listen With Your Eyes
This document provides an overview and agenda for a training on body language and non-verbal communication. It discusses how over 90% of communication is non-verbal and covers gender differences, attention spans, recognizing signals, and meanings behind various hand gestures, facial expressions, and body positions. The goal is for participants to learn how to better understand clients' non-verbal cues and manage their own signals in interactions.
Language unsaid
Body language and nonverbal communication provide clues to detect lies and understand people's true emotions and states of mind. Some signs that may indicate lying include avoiding eye contact, speaking in an excessively convincing manner, pausing unexpectedly, and showing signs of nervousness like stuttering. Different walking styles and handshakes can also reveal personality traits and current moods, such as a defensive folded arms walk, an introverted hands in pockets walk, or a proud strutting walk. Careful observation of facial expressions, gestures, posture, and handwriting can provide insights, but judgments based on nonverbal behavior alone may be incorrect.
LANGUAGE UNSAID
Body language and nonverbal communication provide clues to detect lies and understand people's true emotions and states of mind. Some signs that may indicate lying include avoiding eye contact, speaking in an excessively convincing manner, pausing unexpectedly, and showing signs of nervousness like stuttering. Different walking styles and handshakes can also reveal personality traits and current moods, such as a defensive folded arms walk, an introverted hands in pockets walk, or a proud strutting walk. Careful observation of facial expressions, gestures, posture, and handwriting can provide insights, but judgments based on nonverbal behavior alone may be incorrect.
Anger Management
The document provides guidance on anger management and developing skills to identify and constructively express anger. It discusses identifying triggers for anger, aggressive behaviors, consequences of anger, internal anger cues, and developing coping mechanisms. Approaches include taking ownership of feelings, using "I" statements, finding distractions, problem solving techniques, and ensuring actions don't hurt others. The overall message is to understand anger and channel it appropriately rather than acting aggressively.
Anger management
This document provides information on anger management techniques. It discusses identifying thoughts and feelings related to anger, different anger styles ("lock it up", "turn it loose", "manage it"), communicating during conflicts using "What, Why, How" messages, using positive self-talk, acknowledging other people's feelings, sharing your own feelings, making conciliatory gestures, expressing needs calmly, using self-protective techniques during criticism, and coping with angry outbursts by reflecting on personal experiences and relationships.
Behaviour Management Training | Rainbow Staff Training Day
This document provides guidance on effective behavior management strategies for early childhood educators. It emphasizes using clear, positive expectations and language to encourage good behavior. Key recommendations include establishing a small number of simple, positively stated ground rules and regularly reinforcing them. The document also stresses the importance of realistic expectations that consider children's limited attention spans, as well as helping children develop self-control rather than relying on external controls. Overall, it promotes a strengths-based approach focused on catching children being good.
DevOps Days Ohio - You Don't Belong Here
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Introduction to Personal Development
This document discusses signs of low self-esteem in teenagers and how personal development can help overcome challenges. It lists behaviors associated with low self-esteem, such as walking with head down, avoiding eye contact, teasing others, excessive boasting, loudly speaking, and constantly apologizing. Personal development is described as an ongoing process to regain self-worth and confidence by addressing negative beliefs and building interpersonal relationships and self-worth.
2016 - You Don't Belong Here: Dealing with Impostor Syndrome
Presentation by Jody Wolfborn
An estimated 70% of people will experience Impostor Syndrome at some point in their lives, despite having objective evidence of success in their field, sometimes in copious amounts. People in all fields of work experience pervasive psychological distress, believing that they are intellectual frauds and fearing being recognized as impostors. The objective of this presentation is to provide relief to those suffering from Impostor Syndrome by analyzing possible sources of this distress, exploring tactics to overcome these feelings, and recognizing that we have a community of peers sharing the same experience.
Assertiveness Techniques
The document discusses assertive behavior and provides tips for being more assertive. It defines assertive behavior as acting in one's own best interest without undue anxiety while respecting others. It notes that assertiveness reduces stress, improves decision making, and helps handle difficult people. Some assertiveness techniques discussed include using "I" statements, maintaining eye contact, speaking confidently, listening actively, and saying "no" directly but briefly. Fogging and inquiry techniques are also presented to respond to criticism assertively without being aggressive.
Bullying
This document provides information about bullying and tips to deal with it. It defines bullying as repeated mistreatment by someone with more power due to physical strength or social status. Bullies often target those they see as different. They may bully to feel powerful or because they were bullied themselves. The document recommends telling trusted adults, staying with friends, ignoring bullies, controlling emotions, and finding true friends for support. It also advises bullies to think about others' feelings and change their behavior, and to sincerely apologize. The overall message is that bullying hurts everyone and should stop.
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Techniques to calm a distressed individual
Techniques to maintain a safe environment
Increased self-awareness of body language and vocal tone
How to display empathy
Techniques to avoid escalating
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- 2. 1. AVOID 2. BODY LANGUAGE 3. VERBAL 4. YELL! 5. TELL AN ADULT
- 3. you bullies 1. Walk to school earlier or later 2. Don’t be alone at all times 3. Avoid areas where bullies are 4. Don’t put yourself in situations where you could get bullied
- 4. Self confident Not self confident Walk with confidence when walking Hold your head up, keep shoulders back, and smile! Don’t slouch, look at the ground or your feet when walking. It gives the impression that you’re unsure about yourself.
- 5. Verbal “Gum in my hair” by Twister Scholar, http:///www.twistedscholar.com used by permission
- 6. 1. Don’t be afraid to make a scene. 2. If you feel threatened or scared for your life, YELL! 3. Yell at them to leave you alone or to stop. 4. Yelling makes you feel powerful and in control.
- 7. Teachers can call a meeting to help make the bullying stop. They can be a good outlet for the fears and anger that can build up. And remember telling isn’t snitching!
- 8. 1. Who bullied you and who saw it happen. 2. What happened to you and what you did. 3. When does it happen and how often. 4. Where does it happen.
- 9. Talk the talk (stand your ground) 1. Tell what behavior you don’t like. 2. Tell how the behavior makes you feel. 3. Tell what behavior you want. 4. Tell what will happen if you can’t work things out.
- 10. DON’T FIGHT BACK! This is the response the bully wants from you. Stay calm! They want to know that they’re in control of your emotions If you can’t walk away, use humor- it throws them off
- 11. How bad is it really? 1 5 10 Not important End of the world • Imagine your actions • Ask yourself • Talk yourself out of it • Use the scale to put it in perspective • Remember YOU’RE in control • No negative self talk
- 12. What can you do if you are being bullied? 1. Remember it will end 2. Don’t fight back or get mad 3. Hang out with friends 4. Check the way you act 5. Look around school
- 13. • Stop bullying games • Bullying quiz • Facts on bullying 1. Over 5.7 million kids are either involved in bullying as either a bully, a target of bullying, or of both in the U.S. 2. Males are most likely to slap, punch, or push when bullying. Females are most likely to spread gossip or encourage others to exclude another girl. 3. Bullying isn’t normal and isn’t part of growing up.
- 14. 1. What should you never do if you are getting bullied? 2. How should you look when walking ? 3. True or false: using humor is a way to respond to bullies? 4. What does #10 on the badness scale mean? 5. What are the 4 things to tell the person bullying you?