The final task in the Healthy Relationship Curriculum is to make a booklet or write an advice column or do an essay that advices other teenagers about what was learned by reading the Choose Respect materials.
Make a booklet, entitled "Choose Respect" or write an advice column, called "Dear Teens" or do an essay entitled "Healthy Relationships" that advises other teenagers abot what you learned from the Choose Respect materials.
This document from the Mississippi State Department of Health provides lesson plans and activities for teaching adolescent development. It includes exercises for students to create "circles of community" diagrams identifying the different communities they feel connected to. Another activity has students discuss body image by brainstorming body parts people often dislike and creating collages of attractive people. The document also includes lessons on self-esteem, with activities like having students identify events that may damage their "IALAC sign" representing feelings of self-worth. It aims to help students understand adolescent development topics and reflect on their communities, bodies, and self-esteem.
This document outlines The Seven Habits of Student Success, which adapts Covey's 7 Habits of Highly Effective Teens and Basmagian's A Simple Way to an A. It provides guidelines for courageous conversation, icebreakers, group activities focused on developing goals and vision, and outlines each of the 7 habits with tools and exercises for students and parents.
This document provides guidance on using problem-based learning to motivate student-athletes, teachers, coaches, parents and promote a positive school environment. It recommends starting with defining what a motivated individual would look and act like. Participants are asked to consider what they know and think about motivation. Readings on motivation theory are provided but may be too advanced for some levels. The document stresses allowing students to formulate their own questions and hypotheses before providing challenging and supportive materials to push their thinking. It also warns against traditional assessments if they do not allow students to apply what they learned through the process. Motivation is discussed as having no single definition, with achievement goal theory and self-determination theory presented as two common approaches.
This document provides an introduction to a personal leadership series focused on developing a positive attitude. It discusses how attitude is the most important factor in determining success, more so than intelligence or skills. A positive attitude can be developed through focusing on total quality people with good character, values, and motivation. Examples are provided of how environment, experience, and education shape our attitudes from a young age. Maintaining the right attitude is presented as the foundation for achieving goals and success in life.
The document discusses creating a positive school climate through explicitly teaching respect, responsibility, and resilience. It argues for shifting from punitive approaches like detention to fostering qualities like empathy, initiative, and responsibility through opportunities for student leadership and recognition of positive behavior. The challenge is aligning school values with students' peer and family cultures that may resist education.
This packet is designed to promote psychosocial wellbeing and academic performance among students. It is divided into three parts - I AM, I CAN, I HAVE - to develop skills like safety, self-awareness, self-regulation, and understanding of community resources. The packet provides guidance on conducting activities to strengthen socio-emotional learning and includes checks for monitoring student wellbeing. Teachers are advised to consider student needs, maintain safety protocols, and be alert for signs of emotional distress.
1. The document provides strategies for supporting striving secondary readers through a literacy leadership network called R.E.SC.U.E., which stands for Relate, Expect, Scaffold, Uplift, and Engage.
2. It describes ways to build community and relationships with students, maintain high expectations, scaffold reading assignments, boost students' confidence, and actively engage students with choice, collaboration, and digital tools.
3. Educators are encouraged to implement these strategies to help striving readers feel more included and empowered in their learning.
Make a booklet, entitled "Choose Respect" or write an advice column, called "Dear Teens" or do an essay entitled "Healthy Relationships" that advises other teenagers abot what you learned from the Choose Respect materials.
This document from the Mississippi State Department of Health provides lesson plans and activities for teaching adolescent development. It includes exercises for students to create "circles of community" diagrams identifying the different communities they feel connected to. Another activity has students discuss body image by brainstorming body parts people often dislike and creating collages of attractive people. The document also includes lessons on self-esteem, with activities like having students identify events that may damage their "IALAC sign" representing feelings of self-worth. It aims to help students understand adolescent development topics and reflect on their communities, bodies, and self-esteem.
This document outlines The Seven Habits of Student Success, which adapts Covey's 7 Habits of Highly Effective Teens and Basmagian's A Simple Way to an A. It provides guidelines for courageous conversation, icebreakers, group activities focused on developing goals and vision, and outlines each of the 7 habits with tools and exercises for students and parents.
This document provides guidance on using problem-based learning to motivate student-athletes, teachers, coaches, parents and promote a positive school environment. It recommends starting with defining what a motivated individual would look and act like. Participants are asked to consider what they know and think about motivation. Readings on motivation theory are provided but may be too advanced for some levels. The document stresses allowing students to formulate their own questions and hypotheses before providing challenging and supportive materials to push their thinking. It also warns against traditional assessments if they do not allow students to apply what they learned through the process. Motivation is discussed as having no single definition, with achievement goal theory and self-determination theory presented as two common approaches.
This document provides an introduction to a personal leadership series focused on developing a positive attitude. It discusses how attitude is the most important factor in determining success, more so than intelligence or skills. A positive attitude can be developed through focusing on total quality people with good character, values, and motivation. Examples are provided of how environment, experience, and education shape our attitudes from a young age. Maintaining the right attitude is presented as the foundation for achieving goals and success in life.
The document discusses creating a positive school climate through explicitly teaching respect, responsibility, and resilience. It argues for shifting from punitive approaches like detention to fostering qualities like empathy, initiative, and responsibility through opportunities for student leadership and recognition of positive behavior. The challenge is aligning school values with students' peer and family cultures that may resist education.
This packet is designed to promote psychosocial wellbeing and academic performance among students. It is divided into three parts - I AM, I CAN, I HAVE - to develop skills like safety, self-awareness, self-regulation, and understanding of community resources. The packet provides guidance on conducting activities to strengthen socio-emotional learning and includes checks for monitoring student wellbeing. Teachers are advised to consider student needs, maintain safety protocols, and be alert for signs of emotional distress.
1. The document provides strategies for supporting striving secondary readers through a literacy leadership network called R.E.SC.U.E., which stands for Relate, Expect, Scaffold, Uplift, and Engage.
2. It describes ways to build community and relationships with students, maintain high expectations, scaffold reading assignments, boost students' confidence, and actively engage students with choice, collaboration, and digital tools.
3. Educators are encouraged to implement these strategies to help striving readers feel more included and empowered in their learning.
1. The document provides strategies for supporting striving secondary readers through a literacy leadership network called R.E.SC.U.E., which stands for Relate, Expect, Scaffold, Uplift, and Engage.
2. It describes ways to build relationships with students, maintain high expectations, scaffold reading assignments, boost students' confidence, and engage students through choice, collaboration, and digital tools.
3. Educators are encouraged to implement these strategies to help striving readers feel more included and empowered in the classroom.
Warm student-teacher relationships are strongly correlated with better student performance in thinking, language, and math skills. The quality of these relationships is the most important factor for classroom management and student achievement. However, only 20% of students feel positively about themselves by 5th grade. Building relationships requires understanding students' cultures and circumstances, maintaining authority while showing students your lighter side, and discovering the true intent behind disruptive behaviors in order to offer effective solutions. Relationship building and instilling a sense of hope in students are stronger indicators of academic success than test scores. Maximum results come from focusing on hunger, hope, commitment and actions through the power of positive relationships.
Michele And Julie Inviting Children To Beglennrmoses
The document provides parenting strategies and tips to promote children's success. It discusses establishing respect, responsibility and relationships; being an active listener; offering children choices with limits; maintaining consistency; and focusing on strengths rather than weaknesses. Specific parenting styles of consultant, helicopter and drill sergeant are compared. The importance of problem solving, empathy, and building developmental assets is also covered.
Parents night 2010 if i could highlight 5 thingsBo Adams
This document outlines the agenda for Westminster Junior High Parents Night. It includes:
- A parents social and sign-ups from 6:15-6:45pm
- A general parents meeting from 6:55-7:30pm covering PAWS, annual giving, and grade-level meetings
- Grade-level breakout meetings from 7:30pm covering topics like the school year goals and self-study
- Childhood stress can have lasting impacts on brain development and health. Stress in children is often exhibited through physical, emotional, or behavioral signs. Common causes of childhood stress include parental stress, schoolwork, friendships, sibling rivalry, abuse, illness, and overly packed schedules. Parents can help reduce stress in children by providing a calm and stable home environment, spending quality time together, being attentive listeners, building their child's self-esteem, and teaching relaxation techniques. When stress becomes excessive, seeking professional help may be necessary.
The document discusses various teaching techniques and strategies for effective teaching. It covers topics like understanding the teenage brain, motivation, risk-taking behavior, and handling different student behaviors. It provides examples of direct and indirect teaching styles and discusses ways to address common disruptive behaviors in the classroom like talking, arguing, hostility, and off-topic conversations. It emphasizes building rapport with students, using a variety of teaching methods, and maintaining student engagement.
This document discusses the challenges gifted and talented students face during transitions from one school level to the next. It notes that transitions can be difficult cognitively and emotionally for these students due to their intense processing style and perfectionist tendencies. The document provides suggestions for parents on supporting gifted adolescents through transitions, such as encouraging realistic expectations, celebrating mistakes, and helping students understand stress responses. Overall, the document aims to help parents navigate the academic and socioemotional needs of gifted children experiencing transitional periods.
The document provides 10-minute leadership lesson activities and discussions that teach leadership skills through experiential learning. It includes icebreakers, team-building activities, and discussion questions to help participants understand leadership concepts like communication, problem-solving, and self-awareness. The activities are designed to be fun, hands-on experiences that stimulate discussion and help people learn and apply leadership skills.
The passage discusses critical thinking and provides definitions from several sources. Critical thinking is defined as carefully examining and evaluating observations, communications, and arguments in an analytical and discerning way. It involves interpreting and making judgments about opinions and different perspectives rather than just finding fault. The passage also discusses identifying biases that can influence how opinions are evaluated and provides tips for identifying the main issue and conclusion in presentations to think critically.
The document discusses facilitating positive experiences for students through humor, novelty, awe, and fascination. It suggests incorporating routines, rituals, music, spontaneity, and dedicated time for student exploration of their interests to boost engagement and well-being. Specific strategies proposed include using humor to celebrate mistakes, evoking curiosity, helping students reframe challenges, and cultivating gratitude. The overall goal is to immunize students against stress and negativity through brief activities that trigger positive emotions.
Self-esteem is how a person values themselves and is influenced by relationships, physical self, work, hobbies, and life experiences. High self-esteem is associated with confidence, happiness, and success while low self-esteem leads to inhibition and vulnerability. Parents can promote their child's self-esteem by showing unconditional love, giving praise and encouragement, setting appropriate limits, and helping the child accept both successes and failures.
Early adolescence occurs between 10-13 years old and is marked by physical changes and the beginning of puberty. Middle adolescence occurs between 14-17 and is a time of continued physical, cognitive, and socio-emotional changes. Late adolescence occurs between 18-21 years old.
The document introduces life skills education, which aims to help individuals deal effectively with everyday life demands through developing abilities like problem-solving, critical thinking, decision making, stress management, communication, and interpersonal skills. It discusses definitions of life skills from WHO and UNICEF, why life skills are important for development, education, and fighting poverty/vulnerability. Key life skills are outlined, along with how they relate to the four pillars of learning: learning to know, be, live together, and do. The significance and teaching of various life skills like decision making, empathy, and refusal skills are then described.
Self-Regulation, Creativity, and Problem-Solving Through Playbcmuseum
This document discusses the importance of play for developing self-regulation, creativity, and problem-solving skills in children. It argues that the core executive functions of inhibitory control, working memory, and cognitive flexibility can be strengthened through play. Play not only directly trains these skills but also reduces stress and fosters social and emotional well-being, which supports executive function development. Specific examples of activities like storytelling, games, and pretend play are provided that challenge executive functions in developmentally appropriate ways.
Running Head EARLY CHILDHOOD 1EARLY CHILDHOOD DEVELOPMENT –.docxcharisellington63520
Running Head: EARLY CHILDHOOD 1
EARLY CHILDHOOD DEVELOPMENT –SELF DISCIPLINE 5
Early Childhood Development-Self Discipline
Alesia Whitaker
CM107-07
Prof. Ann Reich
March 17, 2014
Early Childhood Development-self Discipline
During their early years, children can develop a large field of skills. Most of them will enable cope with the dynamic and the ever changing world. It is however important to equip them with the right knowledge from their young age. This is because children tend to stick to them more than any other time in their life when growing. One most important quality is self-discipline. It is the backbone of human existence when critically examined like in the explanation below.
Self-discipline will make them more reliable .When someone in life has discipline in life; people will tend to have more trust on them and rely on them for many issues including guidance on many different issues in life. This is very important when choosing someone who can be entrusted by the people to handle their belongings. This also defines a leader as leaders are people who are either elected or qualified to be leaders. It is a good virtue for children to develop (Simons, 1978).
When a child develops self-discipline, they will tend to respect themselves. Respect has got very many dimensions not limited to other people. Respect is very importance in the society for people to coexist together in peace and harmony. Respect also goes further ahead to you kids choosing the best for their health by choosing good diet and even not involving themselves in drugs. These benefits of self-respect can all be attributed to self-discipline (Steffe & Wood ,2013).
Self-discipline will make the children more accountable. Accountability is when people feel the sense of responsibility. This is a virtue which when children acquire they will be responsible people for themselves since everyone in the society is charged by their actions, they will be compelled by their inner instincts to do good thus getting better judgment from the society. Accountability issue also comes in at an event when they grow up and become mature people and they won’t have issues raising their own children as they are accountable to them (Simons, 1978)
Self-disciple will make the children go through their life challenges with ease. Everyone in life will face their own challenges. How you handle it will finally determine how you will be successful. Children who are taught to have self-discipline will make the best decision when faced with a challenge. It is not always a guarantee that people will be successful in life when faced with a challenge but self-disciplined person will learn from it and face the next challenge with more confidence. It is therefore comparative for children to have the self-discipline in them (Simons, 1978)
Informed decisions .
Assignment 1 Discussion—A Life in ReviewIn late adulthood, most p.docxcarlibradley31429
Assignment 1: Discussion—A Life in Review
In late adulthood, most people engage in a process of life review. They recall their life histories and recount them to others as well. As people review the important events from their lives, they create a picture of their lives as an integrated whole. The last stage of Erikson’s theory is called ego integrity versus despair. As people complete their life reviews, they may feel a sense of integrity. This means they look back upon their lives with a sense of fulfillment and satisfaction. Others may have a sense of despair. They often feel unfulfilled and have regret about choices they have made or events that have occurred.
Many people fear and dread the late adulthood stage of life because they believe what awaits them is ill health and cognitive decline. While that description fits some adults in later life, it certainly does not describe them all. Many older adults lead healthy, active lives and are closely connected to their families and communities.
Use your module readings and the Argosy University online library resources to research the process of life review.
Conduct your own life review and then respond to the following:
What do you look forward to about getting older?
What would you most like to look back on?
How do you view Erikson’s stage of integrity versus despair as it relates to your own life?
Support your arguments with research, citing sources.
Write your initial response in 150–200 words. Apply APA standards to citation of sources. By
Friday, September 12, 2014
, post your response to the appropriate
Discussion Area
. Through
Wednesday, September 17, 2014
, review and comment on at least two peers’ responses. Ask a question, remark on an analysis presented, or suggest an alternative view. Be sure to formulate a thoughtful and substantive response.
.
How to Explain a Diagnosis to a Child (www.amazon.com) is a resource to guide parents and professionals through what can be a very sensitive process. This step-by-step guide includes templates and worksheets that can be tailored to meet the individual needs of the child and their families embrace who they are, regardless of a diagnosis. This may include Autism Spectrum Disorders (ASD), Learning Disabilities (LDs), Attention Deficit Hyperactive Disorder (ADHD), Dyslexia, Cerebral Palsy, etc. This guide may help answer those difficult questions regarding:
• Why parents decide to tell?
• Why parents may not tell?
• When to tell?
• Who should tell?
• What information to share?
• How do I explain?
Sessions include various topics such as celebrating differences, reviewing strengths and challenges, identifying learning style, understanding relationships, addressing questions about a diagnosis and others. This guide may help to build a child’s confidence and empower them to advocate for themselves.
The document discusses skills and principles to help teens make effective choices, including the 7 Habits of Highly Effective Teens. It describes the habits of being proactive, beginning with the end in mind, putting first things first, thinking win-win, seeking first to understand then to be understood, synergizing, and sharpening the saw. Teens are encouraged to take responsibility for their choices and life, prioritize actions, communicate to solve problems, work as a team, and continuously improve themselves. The document provides tools to help teens navigate life's decisions and make choices based on principles rather than reactions.
Mindset updated edition changing the way you think to fulfil your potential...EricWalter24
Dweck explains why it's not just our abilities and talent that bring us success-but whether we approach them with a fixed or growth mindset. She makes clear why praising intelligence and ability doesn't foster self-esteem and lead to accomplishment, but may actually jeopardize success. With the right mindset, we can motivate our kids and help them to raise their grades, as well as reach our own goals-personal and professional. Dweck reveals what all great parents, teachers, CEOs, and athletes already know: how a simple idea about the brain can create a love of learning and a resilience that is the basis of great accomplishment in every area.
Free nutrition and cooking workshops will be held at Dundee Presbyterian Church on November 24th, December 8th, and December 22nd from 1:00 p.m. to 2:00 p.m. and are being run by Camille, who can be reached at 243-9297. Participants will learn new cooking and nutrition skills and receive a free gift.
1. The document provides strategies for supporting striving secondary readers through a literacy leadership network called R.E.SC.U.E., which stands for Relate, Expect, Scaffold, Uplift, and Engage.
2. It describes ways to build relationships with students, maintain high expectations, scaffold reading assignments, boost students' confidence, and engage students through choice, collaboration, and digital tools.
3. Educators are encouraged to implement these strategies to help striving readers feel more included and empowered in the classroom.
Warm student-teacher relationships are strongly correlated with better student performance in thinking, language, and math skills. The quality of these relationships is the most important factor for classroom management and student achievement. However, only 20% of students feel positively about themselves by 5th grade. Building relationships requires understanding students' cultures and circumstances, maintaining authority while showing students your lighter side, and discovering the true intent behind disruptive behaviors in order to offer effective solutions. Relationship building and instilling a sense of hope in students are stronger indicators of academic success than test scores. Maximum results come from focusing on hunger, hope, commitment and actions through the power of positive relationships.
Michele And Julie Inviting Children To Beglennrmoses
The document provides parenting strategies and tips to promote children's success. It discusses establishing respect, responsibility and relationships; being an active listener; offering children choices with limits; maintaining consistency; and focusing on strengths rather than weaknesses. Specific parenting styles of consultant, helicopter and drill sergeant are compared. The importance of problem solving, empathy, and building developmental assets is also covered.
Parents night 2010 if i could highlight 5 thingsBo Adams
This document outlines the agenda for Westminster Junior High Parents Night. It includes:
- A parents social and sign-ups from 6:15-6:45pm
- A general parents meeting from 6:55-7:30pm covering PAWS, annual giving, and grade-level meetings
- Grade-level breakout meetings from 7:30pm covering topics like the school year goals and self-study
- Childhood stress can have lasting impacts on brain development and health. Stress in children is often exhibited through physical, emotional, or behavioral signs. Common causes of childhood stress include parental stress, schoolwork, friendships, sibling rivalry, abuse, illness, and overly packed schedules. Parents can help reduce stress in children by providing a calm and stable home environment, spending quality time together, being attentive listeners, building their child's self-esteem, and teaching relaxation techniques. When stress becomes excessive, seeking professional help may be necessary.
The document discusses various teaching techniques and strategies for effective teaching. It covers topics like understanding the teenage brain, motivation, risk-taking behavior, and handling different student behaviors. It provides examples of direct and indirect teaching styles and discusses ways to address common disruptive behaviors in the classroom like talking, arguing, hostility, and off-topic conversations. It emphasizes building rapport with students, using a variety of teaching methods, and maintaining student engagement.
This document discusses the challenges gifted and talented students face during transitions from one school level to the next. It notes that transitions can be difficult cognitively and emotionally for these students due to their intense processing style and perfectionist tendencies. The document provides suggestions for parents on supporting gifted adolescents through transitions, such as encouraging realistic expectations, celebrating mistakes, and helping students understand stress responses. Overall, the document aims to help parents navigate the academic and socioemotional needs of gifted children experiencing transitional periods.
The document provides 10-minute leadership lesson activities and discussions that teach leadership skills through experiential learning. It includes icebreakers, team-building activities, and discussion questions to help participants understand leadership concepts like communication, problem-solving, and self-awareness. The activities are designed to be fun, hands-on experiences that stimulate discussion and help people learn and apply leadership skills.
The passage discusses critical thinking and provides definitions from several sources. Critical thinking is defined as carefully examining and evaluating observations, communications, and arguments in an analytical and discerning way. It involves interpreting and making judgments about opinions and different perspectives rather than just finding fault. The passage also discusses identifying biases that can influence how opinions are evaluated and provides tips for identifying the main issue and conclusion in presentations to think critically.
The document discusses facilitating positive experiences for students through humor, novelty, awe, and fascination. It suggests incorporating routines, rituals, music, spontaneity, and dedicated time for student exploration of their interests to boost engagement and well-being. Specific strategies proposed include using humor to celebrate mistakes, evoking curiosity, helping students reframe challenges, and cultivating gratitude. The overall goal is to immunize students against stress and negativity through brief activities that trigger positive emotions.
Self-esteem is how a person values themselves and is influenced by relationships, physical self, work, hobbies, and life experiences. High self-esteem is associated with confidence, happiness, and success while low self-esteem leads to inhibition and vulnerability. Parents can promote their child's self-esteem by showing unconditional love, giving praise and encouragement, setting appropriate limits, and helping the child accept both successes and failures.
Early adolescence occurs between 10-13 years old and is marked by physical changes and the beginning of puberty. Middle adolescence occurs between 14-17 and is a time of continued physical, cognitive, and socio-emotional changes. Late adolescence occurs between 18-21 years old.
The document introduces life skills education, which aims to help individuals deal effectively with everyday life demands through developing abilities like problem-solving, critical thinking, decision making, stress management, communication, and interpersonal skills. It discusses definitions of life skills from WHO and UNICEF, why life skills are important for development, education, and fighting poverty/vulnerability. Key life skills are outlined, along with how they relate to the four pillars of learning: learning to know, be, live together, and do. The significance and teaching of various life skills like decision making, empathy, and refusal skills are then described.
Self-Regulation, Creativity, and Problem-Solving Through Playbcmuseum
This document discusses the importance of play for developing self-regulation, creativity, and problem-solving skills in children. It argues that the core executive functions of inhibitory control, working memory, and cognitive flexibility can be strengthened through play. Play not only directly trains these skills but also reduces stress and fosters social and emotional well-being, which supports executive function development. Specific examples of activities like storytelling, games, and pretend play are provided that challenge executive functions in developmentally appropriate ways.
Running Head EARLY CHILDHOOD 1EARLY CHILDHOOD DEVELOPMENT –.docxcharisellington63520
Running Head: EARLY CHILDHOOD 1
EARLY CHILDHOOD DEVELOPMENT –SELF DISCIPLINE 5
Early Childhood Development-Self Discipline
Alesia Whitaker
CM107-07
Prof. Ann Reich
March 17, 2014
Early Childhood Development-self Discipline
During their early years, children can develop a large field of skills. Most of them will enable cope with the dynamic and the ever changing world. It is however important to equip them with the right knowledge from their young age. This is because children tend to stick to them more than any other time in their life when growing. One most important quality is self-discipline. It is the backbone of human existence when critically examined like in the explanation below.
Self-discipline will make them more reliable .When someone in life has discipline in life; people will tend to have more trust on them and rely on them for many issues including guidance on many different issues in life. This is very important when choosing someone who can be entrusted by the people to handle their belongings. This also defines a leader as leaders are people who are either elected or qualified to be leaders. It is a good virtue for children to develop (Simons, 1978).
When a child develops self-discipline, they will tend to respect themselves. Respect has got very many dimensions not limited to other people. Respect is very importance in the society for people to coexist together in peace and harmony. Respect also goes further ahead to you kids choosing the best for their health by choosing good diet and even not involving themselves in drugs. These benefits of self-respect can all be attributed to self-discipline (Steffe & Wood ,2013).
Self-discipline will make the children more accountable. Accountability is when people feel the sense of responsibility. This is a virtue which when children acquire they will be responsible people for themselves since everyone in the society is charged by their actions, they will be compelled by their inner instincts to do good thus getting better judgment from the society. Accountability issue also comes in at an event when they grow up and become mature people and they won’t have issues raising their own children as they are accountable to them (Simons, 1978)
Self-disciple will make the children go through their life challenges with ease. Everyone in life will face their own challenges. How you handle it will finally determine how you will be successful. Children who are taught to have self-discipline will make the best decision when faced with a challenge. It is not always a guarantee that people will be successful in life when faced with a challenge but self-disciplined person will learn from it and face the next challenge with more confidence. It is therefore comparative for children to have the self-discipline in them (Simons, 1978)
Informed decisions .
Assignment 1 Discussion—A Life in ReviewIn late adulthood, most p.docxcarlibradley31429
Assignment 1: Discussion—A Life in Review
In late adulthood, most people engage in a process of life review. They recall their life histories and recount them to others as well. As people review the important events from their lives, they create a picture of their lives as an integrated whole. The last stage of Erikson’s theory is called ego integrity versus despair. As people complete their life reviews, they may feel a sense of integrity. This means they look back upon their lives with a sense of fulfillment and satisfaction. Others may have a sense of despair. They often feel unfulfilled and have regret about choices they have made or events that have occurred.
Many people fear and dread the late adulthood stage of life because they believe what awaits them is ill health and cognitive decline. While that description fits some adults in later life, it certainly does not describe them all. Many older adults lead healthy, active lives and are closely connected to their families and communities.
Use your module readings and the Argosy University online library resources to research the process of life review.
Conduct your own life review and then respond to the following:
What do you look forward to about getting older?
What would you most like to look back on?
How do you view Erikson’s stage of integrity versus despair as it relates to your own life?
Support your arguments with research, citing sources.
Write your initial response in 150–200 words. Apply APA standards to citation of sources. By
Friday, September 12, 2014
, post your response to the appropriate
Discussion Area
. Through
Wednesday, September 17, 2014
, review and comment on at least two peers’ responses. Ask a question, remark on an analysis presented, or suggest an alternative view. Be sure to formulate a thoughtful and substantive response.
.
How to Explain a Diagnosis to a Child (www.amazon.com) is a resource to guide parents and professionals through what can be a very sensitive process. This step-by-step guide includes templates and worksheets that can be tailored to meet the individual needs of the child and their families embrace who they are, regardless of a diagnosis. This may include Autism Spectrum Disorders (ASD), Learning Disabilities (LDs), Attention Deficit Hyperactive Disorder (ADHD), Dyslexia, Cerebral Palsy, etc. This guide may help answer those difficult questions regarding:
• Why parents decide to tell?
• Why parents may not tell?
• When to tell?
• Who should tell?
• What information to share?
• How do I explain?
Sessions include various topics such as celebrating differences, reviewing strengths and challenges, identifying learning style, understanding relationships, addressing questions about a diagnosis and others. This guide may help to build a child’s confidence and empower them to advocate for themselves.
The document discusses skills and principles to help teens make effective choices, including the 7 Habits of Highly Effective Teens. It describes the habits of being proactive, beginning with the end in mind, putting first things first, thinking win-win, seeking first to understand then to be understood, synergizing, and sharpening the saw. Teens are encouraged to take responsibility for their choices and life, prioritize actions, communicate to solve problems, work as a team, and continuously improve themselves. The document provides tools to help teens navigate life's decisions and make choices based on principles rather than reactions.
Mindset updated edition changing the way you think to fulfil your potential...EricWalter24
Dweck explains why it's not just our abilities and talent that bring us success-but whether we approach them with a fixed or growth mindset. She makes clear why praising intelligence and ability doesn't foster self-esteem and lead to accomplishment, but may actually jeopardize success. With the right mindset, we can motivate our kids and help them to raise their grades, as well as reach our own goals-personal and professional. Dweck reveals what all great parents, teachers, CEOs, and athletes already know: how a simple idea about the brain can create a love of learning and a resilience that is the basis of great accomplishment in every area.
Free nutrition and cooking workshops will be held at Dundee Presbyterian Church on November 24th, December 8th, and December 22nd from 1:00 p.m. to 2:00 p.m. and are being run by Camille, who can be reached at 243-9297. Participants will learn new cooking and nutrition skills and receive a free gift.
Our Town Rocks will be presenting an interactive mystery dinner theatre event performed by Acme Mystery Company called "The Y Files: Where are the Cows?" at the Veraisons Restaurant of Glenora on November 14th, 6 p.m. Call Linda @ (607) 678-4142 and reserve your spot to this hilarious show and enjoy a 3-course tasty meal for only $25. Note: Seating by reservation only. No walk ins as dinner is planned.
Gretchen Adams from Foodlink in Rochester will be here next week to teach us how to select, store, and prepare all kinds of fruits and veggies! Free gift for all. Woo hoo!
"Diabetes is not a life sentence to a rigid meal plan that deprives you of all the foods you love...The concept of a 'diabetes diet' is mostl myth. The best diet for aperson with diaetes is the same healthy diet that's best for everyone." dLife
You Can Do This! is part of a series of workshops conducted by Health Coach, Camille LoParrino, at Our Town Rocks, Dundee, NY to guide participants in what they can eat, how much they can eat, and how many times a day they can eat.
This document provides recipes that are approved by ChefMD for people with diabetes. It includes over 100 quick and easy recipes, over 200 meatless recipes, and individual recipes for items like frittatas, soups, chicken, breads and more. The recipes include ingredients and instructions for home cooking.
“Friendly Foods for Diabetics” is part of a series of discussions presented at Our Town Rocks in Dundee, NY by Health Coach, Author, and resident of the Finger Lakes, Camille LoParrino. With successful personal experience, Camille specializes in the prevention and control of pre-diabetes and Type 2. LoParrino holds two Masters in Education and she is a graduate of the Institute for Integrative Nutrition. Her recent book, “Dancing in the Street: A Journey into Wellness” is toolkit of information on how she personally found the motivation and information needed to prevent diabetic complications. This guidebook is available from Our Little Books, Amazon, and Smashwords and also found in book stores and gift shops in Penn Yan and Dundee.
This document provides information about healthy recipes from ChefMD for various medical conditions like diabetes. It lists over 120 recipes across categories like breakfast, salads, soups, vegetarian entrees, side dishes, and desserts. The recipes can be filtered by category, occasion, cuisine, dietary needs, and course. The goal is to provide great tasting yet healthy recipes to help improve health and wellness.
The document discusses healthy eating and provides tips for incorporating more fruits and vegetables into meals through recipes and cooking methods like grilling and stir-frying. It lists popular fruits and vegetables and gives recommendations for stocking a healthy kitchen as well as guidelines from health organizations on building a balanced plate and meal. Quick recipe ideas are provided that add fruits and vegetables to dishes for added nutrition, flavor, and color.
This document discusses various topics related to nutrition and healthy eating habits. It provides tips for eating more vegetables each day, such as stocking up on a variety of colors and choosing frozen or canned options. It also examines the causes of cravings and offers 10 steps for dealing with sugar addiction, including reducing caffeine and ensuring adequate sleep. Additionally, it highlights the benefits of sweet vegetables and "great grains" as well as the importance of calorie density in foods.
The document provides tips and strategies for eating healthier, meal planning, and lightening recipes including observing current eating habits, making gradual substitutions with healthier options, planning meals and creating a grocery list, and swapping high fat ingredients for healthier alternatives to reduce calories. Overall it offers advice on improving diet through better meal preparation and cooking techniques.
The document discusses eating fruits and vegetables and provides tips to help overcome excuses for not eating enough. It addresses common excuses like cost and preparation time and provides solutions like buying in-season produce. Easy ways to eat 5 servings a day are outlined, such as adding fruits to cereal and meals. A healthy snack list includes both crunchy and creamy options. The benefits of dark leafy greens are described along with different preparation methods.
The document discusses the Environmental Working Group's "Dirty Dozen" and "Clean 15" lists, which identify the 12 foods highest and 15 foods lowest in pesticide residues. It recommends buying the Dirty Dozen foods organic to avoid pesticides, and notes the Clean 15 are less important to buy organic. Reasons to buy organic are also given, such as avoiding pesticide ingestion and supporting environmentally friendly farming practices.
This document discusses various topics related to healthy living, including 10 effective steps to healthy living, eating on a budget, fruits and vegetables resources, ways to stay healthy via shopping and eating, and how to chew mindfully before, during and after meals. It provides details on each of these topics, with sections on identifying food intolerances, variety in diet, choosing protein wisely, focusing on vegetables and fruits, relaxing during meals, eating at regular intervals, growing your own food, getting children to eat a variety of foods, enjoying preparing meals, exercising, and mindful eating.
The document provides information about healthy eating and drinking habits for kids. It encourages kids to try different types of fruits and vegetables prepared in various ways to find ones they enjoy. It also recommends choosing water and milk as the best drinks and limiting sugary drinks like soda, which provide calories but lack nutrients. The document stresses the importance of breakfast and notes that while some kids are interested in healthy eating, others are not, and explores why eating habits may differ among kids.
This document discusses healthy and unhealthy relationships. It asks questions about why respect is important in a relationship and how it feels to be respected. It also asks what qualities define a healthy relationship and what the signs are of an unhealthy one. The final question asks what someone should do if they are not in a healthy relationship.
This is an abridged, mini version of the Social Health curriculum, focusing on the key issues within the Healthy Relationships unit. Could be downloaded, double sided and made into booklets for the class to be used individually or shared and completed as a group project.
1. HEALTHY
RELATIONSHIPS
TASK
Make a booklet, entitled
“Choose Respect” or write an
advice column, called “Dear
Teens” or do an essay
entitled “Healthy
Relationships” that advises
other teenagers about what
you learned from the Choose
Respect materials.
2. HEALTHY
RELATIONSHIPS
FINAL ASSESSEMENT
Make a booklet, entitled “Choose Respect” or write an advice column,
called “Dear Teens” or do an essay entitled “Healthy Relationships” that
advises other teenagers about what you learned from the Choose Respect
folder and the Red Light/Yellow Light/Green Light activity.
Contents of booklet, advice column, or essay must include
responses to these questions…
Why is respect so important in a relationship?
How could someone tell if they are in a
Healthy Relationship?
What qualities are important in a Healthy
Relationship?
What are the signs of an unhealthy
relationship?
What should someone do when they realize
they are not in a Healthy Relationship?