Getting to the root of difficult behaviorsWilliam Sharp
Talk for Wheelock College's Alumni Symposium March 2014. Talking about relationships, social media, and how to deal with difficult behaviors- from kids, partners, etc.
Interpersonal Transformation (Part II): Attachment vs. RelatednessJames Tobin, Ph.D.
My perspective on interpersonal transformation involves the capacity to recognize how we are coercing our romantic partner, or being coerced by our partner, to perpetuate an unresolved early developmental trauma in our adult life. It is not uncommon for these coercive patterns to play out not only in romantic relationships, but also in our work lives, family lives, even with friends. The main idea I have been discussing in recent group sessions is our need to quickly recognize when we are being drawn into these insidious psychological and emotional provocations so that we can avoid them or act to change them. However, a major concept I have not yet described is the utility of identifying and understanding how our own unique attachment patterns increase our tendency to get drawn into negative relationship dynamics. By the term “attachment” I am referring to innate, unconscious, and highly rigid feelings, emotions, and assumptions about bonding with another that we inherited from childhood. What is problematic is that many people never make a highly significant psychological transition in their adult lives: abandoning these old attachment tendencies for a more mature, healthy, and well-boundaried style of adult relatedness. In this presentation, I describe how relatedness is achieved, what it consists of, and how it can prompt and maintain successful romantic relationships as well as a deeply sensual and erotic connection with our partner.
Evaluating other people is something you will do all of your life, both formally, as a teacher, parent, or manager, and informally, as in personal relationships with your peers.
Various unconscious factors that set the stage for the unfolding of relational dynamics that can be distressing, emotionally painful, and highly destructive. The narcissist-codependent bond is a good example of this. I have argued that such dynamics are largely pre-determined and out of our control and awareness, which is why so many people become frustrated at identifying and limiting the negative impact of these dynamics on their lives. Consequently, these dynamics overtake our best efforts at living a healthy, productive life, and tend to cause chronic damage in our romantic lives, careers, friendships, and even in relation to our own self-care and self-esteem. In this talk, I present an approach to identifying and taking better control of these dynamics – so that we do not allow them to unfold in their typical insidious fashion. My perspective on interpersonal transformation involves a systematic analysis of what constitutes how we view others and how others view us. I will suggest that how we view and are viewed consist primarily of fabrications that perpetuate a series of emotional and psychological provocations which, ultimately, restrict how we maneuver through and negotiate the social world. How to identify and alter these fabrications is perhaps the most common question that has come up in our groups so far and that is asked by patients who see me individually for psychotherapy.
Getting to the root of difficult behaviorsWilliam Sharp
Talk for Wheelock College's Alumni Symposium March 2014. Talking about relationships, social media, and how to deal with difficult behaviors- from kids, partners, etc.
Interpersonal Transformation (Part II): Attachment vs. RelatednessJames Tobin, Ph.D.
My perspective on interpersonal transformation involves the capacity to recognize how we are coercing our romantic partner, or being coerced by our partner, to perpetuate an unresolved early developmental trauma in our adult life. It is not uncommon for these coercive patterns to play out not only in romantic relationships, but also in our work lives, family lives, even with friends. The main idea I have been discussing in recent group sessions is our need to quickly recognize when we are being drawn into these insidious psychological and emotional provocations so that we can avoid them or act to change them. However, a major concept I have not yet described is the utility of identifying and understanding how our own unique attachment patterns increase our tendency to get drawn into negative relationship dynamics. By the term “attachment” I am referring to innate, unconscious, and highly rigid feelings, emotions, and assumptions about bonding with another that we inherited from childhood. What is problematic is that many people never make a highly significant psychological transition in their adult lives: abandoning these old attachment tendencies for a more mature, healthy, and well-boundaried style of adult relatedness. In this presentation, I describe how relatedness is achieved, what it consists of, and how it can prompt and maintain successful romantic relationships as well as a deeply sensual and erotic connection with our partner.
Evaluating other people is something you will do all of your life, both formally, as a teacher, parent, or manager, and informally, as in personal relationships with your peers.
Various unconscious factors that set the stage for the unfolding of relational dynamics that can be distressing, emotionally painful, and highly destructive. The narcissist-codependent bond is a good example of this. I have argued that such dynamics are largely pre-determined and out of our control and awareness, which is why so many people become frustrated at identifying and limiting the negative impact of these dynamics on their lives. Consequently, these dynamics overtake our best efforts at living a healthy, productive life, and tend to cause chronic damage in our romantic lives, careers, friendships, and even in relation to our own self-care and self-esteem. In this talk, I present an approach to identifying and taking better control of these dynamics – so that we do not allow them to unfold in their typical insidious fashion. My perspective on interpersonal transformation involves a systematic analysis of what constitutes how we view others and how others view us. I will suggest that how we view and are viewed consist primarily of fabrications that perpetuate a series of emotional and psychological provocations which, ultimately, restrict how we maneuver through and negotiate the social world. How to identify and alter these fabrications is perhaps the most common question that has come up in our groups so far and that is asked by patients who see me individually for psychotherapy.
Inducing and Being Induced: How to Recognize Dysfunctional Relationship DynamicsJames Tobin, Ph.D.
As a species, we are socialized from birth to compromise various aspects of one’s true identity in order to appeal to the primary caregiver. Consequently, we learn how to play roles in relationships very early in development. Yet, role-playing continues into adulthood and even across the lifespan. Every human interaction may be conceptualized from the vantage point of roles, as roles organize emotional experience, the hierarchy of power between individual s and groups, and the execution of tasks. Human relationships, therefore, revolve around inhibitions and resistances to authentic intimacy given that roles provide an architecture of human relatedness and fend off psychological fears and anxieties about closeness. In no other aspect of human life is this most apparent than in romantic relationships. We unconsciously coerce or “induce” others to act in accordance with our role preference, and in turn we are coerced or induced to act in accordance with the role preferences of others. These induced roles quickly set into motion a sequence of interactions that constricts a person’s relational freedom, thus straight jacketing the person into a role that, over time, becomes quite rigid and constraining. Understanding these induction processes, as well as the unconscious longings that generate them, are perhaps the most important keys to having fulfilling, surprising, and viable relationships. In this presentation, I will discuss these induction processes, explain why they are so prevalent, and offer my thoughts on how they may be avoided and/or dissolved.
The Dynamics of Unconscious Communication: Projection, Projective Identificat...James Tobin, Ph.D.
According to Dr. Tobin, communication occurs at an unconscious level and is organized largely around psychological processes that re-create historical events. This talk seeks to clarify how projection and projective identification are relevant in all romantic relationship and engineer patterns of relatedness oriented toward re-traumatization.
Naturally, children are extremely perceptive and intuitive creatures. Unbeknownst to many parents, children are highly in tuned with their familial environment and their personal surroundings. They are observing every verbal and nonverbal communication that we are uttering. They are aware of our faults, our limitations, and our weaknesses. They are equally aware of our strengths, resiliency and our personal fortitude.
Simple Practical Ways to Overcome Inferiority ComplexNzubeOkoye1
The feeling of inferiority has become a major defeat for many through lack of confidence and self-doubt. This feeling of inadequacy has erected power barriers in some people’s personality that they find it difficult to find and release their God given powers.
The sole objective of the book is to:
help you achieve a happy, satisfying, confident life.
help you gain a shift in your outlook on life.
help you become a person of greater usefulness.
Rubber band expresses graphically how we respond at times as though we had been catapulted back to early childhood scenes. Imagine a giant rubber band stretching through time. It hooks on to some feature of the present that recalls childhood pain, and twang – off we go into the past.
this presentation is about Inferiority complex,Inferiority Feelings and Personality. It is based on types of inferiority complex, Causes of inferiority complex,Tests for inferiority complex ,Superiority complex,Causes of superiority complex
Difference between Inferiority & Superiority complex
How to overcome Inferiority complex& how to overcome superiority complex.
Intimacy means open sharing of feelings and wants between you and another person. In intimacy, feelings expressed are appropriate to finish the situation.
People moving toward autonomy expand their personal capacities for awareness, spontaneity and intimacy. As this occurs, they develop integrated adult ego states.
Filtering more and more Parent and Child material through their Adult and learning new behavior patterns are parts of the integrating process.
Life scripts - Transactional analysis - Manu Melwin JoyManu Melwin Joy
The theory of script was developed by Eric Berne and his Co-workers, notably Claude Steiner, in the mid 1960’s.
The concept of script has grown in importance as a part of TA theory, until now it ranks with the ego state model as a central idea of TA.
Inducing and Being Induced: How to Recognize Dysfunctional Relationship DynamicsJames Tobin, Ph.D.
As a species, we are socialized from birth to compromise various aspects of one’s true identity in order to appeal to the primary caregiver. Consequently, we learn how to play roles in relationships very early in development. Yet, role-playing continues into adulthood and even across the lifespan. Every human interaction may be conceptualized from the vantage point of roles, as roles organize emotional experience, the hierarchy of power between individual s and groups, and the execution of tasks. Human relationships, therefore, revolve around inhibitions and resistances to authentic intimacy given that roles provide an architecture of human relatedness and fend off psychological fears and anxieties about closeness. In no other aspect of human life is this most apparent than in romantic relationships. We unconsciously coerce or “induce” others to act in accordance with our role preference, and in turn we are coerced or induced to act in accordance with the role preferences of others. These induced roles quickly set into motion a sequence of interactions that constricts a person’s relational freedom, thus straight jacketing the person into a role that, over time, becomes quite rigid and constraining. Understanding these induction processes, as well as the unconscious longings that generate them, are perhaps the most important keys to having fulfilling, surprising, and viable relationships. In this presentation, I will discuss these induction processes, explain why they are so prevalent, and offer my thoughts on how they may be avoided and/or dissolved.
The Dynamics of Unconscious Communication: Projection, Projective Identificat...James Tobin, Ph.D.
According to Dr. Tobin, communication occurs at an unconscious level and is organized largely around psychological processes that re-create historical events. This talk seeks to clarify how projection and projective identification are relevant in all romantic relationship and engineer patterns of relatedness oriented toward re-traumatization.
Naturally, children are extremely perceptive and intuitive creatures. Unbeknownst to many parents, children are highly in tuned with their familial environment and their personal surroundings. They are observing every verbal and nonverbal communication that we are uttering. They are aware of our faults, our limitations, and our weaknesses. They are equally aware of our strengths, resiliency and our personal fortitude.
Simple Practical Ways to Overcome Inferiority ComplexNzubeOkoye1
The feeling of inferiority has become a major defeat for many through lack of confidence and self-doubt. This feeling of inadequacy has erected power barriers in some people’s personality that they find it difficult to find and release their God given powers.
The sole objective of the book is to:
help you achieve a happy, satisfying, confident life.
help you gain a shift in your outlook on life.
help you become a person of greater usefulness.
Rubber band expresses graphically how we respond at times as though we had been catapulted back to early childhood scenes. Imagine a giant rubber band stretching through time. It hooks on to some feature of the present that recalls childhood pain, and twang – off we go into the past.
this presentation is about Inferiority complex,Inferiority Feelings and Personality. It is based on types of inferiority complex, Causes of inferiority complex,Tests for inferiority complex ,Superiority complex,Causes of superiority complex
Difference between Inferiority & Superiority complex
How to overcome Inferiority complex& how to overcome superiority complex.
Intimacy means open sharing of feelings and wants between you and another person. In intimacy, feelings expressed are appropriate to finish the situation.
People moving toward autonomy expand their personal capacities for awareness, spontaneity and intimacy. As this occurs, they develop integrated adult ego states.
Filtering more and more Parent and Child material through their Adult and learning new behavior patterns are parts of the integrating process.
Life scripts - Transactional analysis - Manu Melwin JoyManu Melwin Joy
The theory of script was developed by Eric Berne and his Co-workers, notably Claude Steiner, in the mid 1960’s.
The concept of script has grown in importance as a part of TA theory, until now it ranks with the ego state model as a central idea of TA.
April 2014 talk to child care providers at MA's Park St. office of the Department Of Children and Families. Starting with the feelings someone has, we look at what behaviors can mean, and finally ways of creating the MOST effective discipline strategies.
This educational program explores the impact of trauma on adolescent learning. PTSD impacts social connection, relationship with educators, social skills, cognitive development and increases risk of drug use. This education program explores skills for educators to work with teens with trauma.
School Bullying: toward Better Mitigation and ResponseJason Atherton
Presentation on school bullying as part of the Strategies to Mitigate and Respond to Bullying seminar at Intertel Academy on November 11 2016. https://www.intertel.co.za
Why Traditional Parenting Logic Doesnt WorkAlex Clapson
Traditional parenting logic is all about rewards and consequences. Good parents use these methods with their children all the time with excellent results. But, what happens when good people are raising a child that has a significant history of trauma?
This brief article offers some practical approaches.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Unit 8 - Information and Communication Technology (Paper I).pdf
Fourndations of sel
1. FOUNDATIONS OF SEL
LEARNING IN GROUPS
William SharpWilliam Sharp
Boston Graduate School ofBoston Graduate School of
PsychoanalysisPsychoanalysis
617 216 3871617 216 3871
7. THE LION WON’T EAT ME-
I AM A VEGETARIAN:
Remember, the more regressed, the more likely it
comes down to fight or flight.
8. WE BELIEVE WE ARE
THINKING CREATURES
WHO FEEL, BUT WE ARE
FEELING CREATURES
WHO THINK.
9. What is the impact of a lack of
SELF AWARENESS
RELATIONSHIP SKILLS
RESPONSIBLE DECISION MAKING?
10. FUTURE IMPACT ON LEARNING
View failures and traumas as sadness and anger
over disruption to their life
Safe havens are needed
Shaken values and identity
Acting out behaviors
Manipulation: playing authority off each other
11. EMPATHY V SYMPATHY
https://youtu.be/1Evwgu369Jw
Also…
The Power of Vulnerability
https://youtu.be/iCvmsMzlF7o
12. SOLUTIONS
Maintain boundaries
You can be friendly, but you cant be their friend
Avoid attacks on weak egos
(avoid the use of you in favor of I)
TALK TALK TALK.. .use your thoughts and
feelings to show words have a power without a
side effect.
13. SOLUTIONS (CONT)
Utilize strengths
Find creative ways to be with them
Try new things to see results
Get consultations and help
Refer out for special needs
Mind-body breaks
Breath
Count to 125
Be…
14. HOW WOULD YOU RESPOND IF
YOUR TEACHER SAID… “YOU
KIDS BETTER SHAPE UP, I AM
IN NO MOOD TO FOOL AROUND
TODAY.”
“Oh, I better behave, she means business today.”
“Oh, what have I been doing wrong so far, am I
fooling around now? Maybe I had better stay
perfectly still.” (Freeze or Flight into themselves)
“Oh, she wants a fight… I can give her a fight.”
15. WHAT DO I DO WITH A CLASSROOM
FULL OF PERSONALITY?
(DISORDERS, HORMONES, ETC)
Group as a whole – the use of Bridging (or the
power of peer pressure)
Individual interventions in a group setting
16. STUDY THE TENSION STATE
What is baseline?
What raises it?
What lowers it?
Remember, it may not be the same for you.
ISTJ and ENFPs
19. IF ONLY THIS WORK HAD WARNING
SIGNS…
UNIVERSAL PRECAUTIONS FOR
WORKING WITH KIDS
20. TRANSFERENCES
You are not who you think you
are… there are ghosts, baggage,
and blue prints from other
relations and attachments.
21. COUNTER TRANSFERENCES
You have feelings about them
that are not necessarily about
them…
They may be displaced from
other places.
22. RESISTANCES
Remember to be aware of
anything that might block talking
in new a progressive ways.
Habits are hard to break- even
unhealthy ones- do you have one?
23. IMPACT ON YOU…
Grief and Loss of a wish: Remember, Welcome to Holland
The child’s tendency to try and recreate their old home in
your home
Repetitions
Inductions and contagions
Acting out behaviors
Manipulation: playing providers off each other
Splitting, including Social workers and foster/kinship
placements
Trying to get themselves rejected if that is the only
thing they have to control.
24. WHY DO THIS WORK?
Only work that
promotes growth and
ego development in
both patient [or
student] and therapist
[teacher/parent] is
worth what [it] costs
both to do.
- Margaret Little
25. JUST ANOTHER ZANY IDEA FROM WILLIAM …
READ TO KIDS…
FAIRY TALES AND FANTASY
If internal pressure is too much, it has to
get out of the child.
If a child is told only “real” stories – he
may fail to get pleasure from unconscious
fantasy and either avoid all inner life or
totally engage in his head- Bettelheim,
p66 The Uses of Enchantment
27. GREENSPAN WRITES (1998)
The ability to deal with group dynamics help children
to develop cognitive and social skills valuable in
school and beyond.
They learn that most life operates in shades of grey,
not all or nothing extremes.
(pg 25, The Challenging Child)
28. MUCH NEEDED! SKILL
DEVELOPMENT
Ability to look, listen, be calm
Relate (to feel closeness)
Emotional Ideas- learning to use words; “I
am angry” as opposed to hitting or
withdrawing.
Understanding and using non-verbal cues.
Use your own strength’s here…
Work on your weaknesses!
29. EXPLORATION WITH THE CHILD
Listening does not mean agreeing!
Object oriented questions
Avoid YOU, use I or talk to the universe
Share your adult ego with those who are thin
skinned.
Ask what you are supposed to do when…
Read up on Active Listening…
30. HOW DO YOU DEAL WITH APATHY?
Much of what we said really applies to apathy.
DECIDE on your atmosphere and tenor
TALK about it with peers and then the class
ADDRESS apathy.
31. REMEMBER: PREVENTION
STRATEGIES
Talk vs Action!
Identify triggers (what’s hardest for you is the
most needed in toughest situations.)
Decreasing tension- containment and holding-
aggression for destruction OR construction.
32. PREVENTION CONTINUED
Appropriate language – where they are at, one
step behind, or one step ahead
Respect- Modeled and enacted
Repetition, Repetition, Repetition
You can be friendly, you can not be their friend
33. GOALS OF ENGAGEMENT
Join their perceptions to get a better
understanding of the
communication.
Remember, you are in charge and
just because you are listening to
them doesn’t mean you agree with
them.
34. HOW DO I USE ANGER?
(*MINE AND THEIRS)
Training, Supervision, Therapy
Meet them where they are.
Be the mature adult.
Never work harder than them!
Optimal Frustration is the key to change.
36. RESOURCES
Interested in taking a Myer-Briggs type test:
http://www.humanmetrics.com/cgi-win/JTypes2.asp
Good books for teachers
Reaching the Unreachable Child, Shelia Zaretsky
Emotional Muscle, John and Kerry Novick (ages 0-
5, but it applies! )
37. RESOURCES CONTINUED
GOOD BOOKS ON ADOLESCENT
DEVELOPMENT
Highly recommend:
Get Out of My Life, but First Could You Drive Me
and Cheryl to the Mall?: A Parent's Guide to the
New Teenager.
How talk so your teen will listen.
Good as well:
I’d listen to my parents if they’d just shut up.
When we are in public, pretend you don’t know me.
Trust me mom, everyone is is going
Yes, Your Teen is Crazy
I’m not mad, I just hate you.
38. THEORETICAL BUT GOOD
Modern Psychoanalysis in the Schools, William
Kirman
Resolving Resistances, Leslie Rosenthal
39. SOMETHING I LIKE TO REVIEW
NOW AND THEN ABOUT THE LD
CHILD.
http://www.youtube.com/watch?v=O4f4rX0XEBA&feature=re
Have you ever told someone to look at something
harder? How about bribing them instead of
intervening to help? How about threatening them
when the bribe didn’t work? Have you ever
blamed the victim (“you are not
trying”/motivated)?
40. 2 OF 3
http://www.youtube.com/watch?v=01tGtFQ0Ivs&feature=rela
If you were learning disabled, do you see how you
might avoid taking risks? Do you see how lack of
reinforcement for the right answer and
punishment for the wrong answer can lead you to
not wanting to respond to surprises in class?
42. DR WILLIAM SHARP
617 216 3871
DrWilliamSharp@gmail.com
1581 Beacon St., Brookline MA 02150
Anne McCauley, Director
School Based Counseling
AmcCauley@bostoninstitute.org
43. PRESCRIPTION PAD
TEACHER: _______________
Authorized to:
__ join with a resistance instead of fight it
__ try something new when all regular methods
have failed.
__ get angry and be human as needed
Prescribing therapist: _____________________
William Sharp, PsyaD
Editor's Notes
Put them in a corner, fight or flight will come to pass.
(Little, p. 31)
Little, Margaret (1960). Countertransference. British Journal of Medical Psychology, 33: 29-31.
The fairy tale purposefully sets up the “other reality” by making things a long time ago, far far away, when wishes worked, sun’s smiled, animals talked, etc.
The things that are absurd to rational adults unable to integrate the two worlds of reality and fantasy, make sense to kids and help explain the real worlds that can overwhelm. For example, the grandmother replaced by wolf- there is a reasoning to it in the fantasy which can help the child deal with a loving cookie giving grandmother in one sense and a yelling grandmother in another.
The child can also do this themselves- i.e. split the “somebody else” who wets their bed at nigth from the “them” of dry all day pants.
Look to at Hans the Hedgehog and The seven Ravens for examples of how impulsivity on adults parts or anger and rashness leads to problems (children born with misfit heads but bodies that work).
See also how little people can triumph (The tailor and the Giant) and how little apparently insignificant things can make a big different later (what I do now as a small child helps me later in life) The Golden Goose, The Spirit in the Bottle, and Puss-in-boots.
The Challenging Child, Greenspan- blends across types- sensitivity varies by kid AND within kid by sensory system
Motor planning- planning out out a series of movements to deal with tension states