The document discusses strengthening the homeroom program at Joaquin Smith National High School by facilitating homeroom activities. It was authored by Rolando F. Malafu, who has a MAEd and is a registered guidance counselor. The goal is to help students gain clarity about themselves through the homeroom program, which can help them make better decisions when faced with challenges and opportunities. An understanding of oneself is the foundation of a successful homeroom guidance program.
Truckee Meadows Community College - M4MHO - 3.14.23 - Presentation.pdfRebeccaPontieri
The document summarizes a virtual panel discussion on mental health and movies. It provides instructions for participants on how to engage with audio, video, polls and chat. It introduces the panelists and their roles in supporting mental health. Participants shared self-care practices and discussed how mental illness is portrayed in media. Short films were screened and discussed. Body scans and breathing exercises were practiced. Participants explored stigma and finding support. The panelists answered questions to close the discussion.
This document summarizes a event called "Movies for Mental Health" held at the Maryland Institute College of Art. The event was organized to reduce stigma around mental health issues through screening short films and facilitating discussion. It provided an introduction to the event format and themes to be covered, including defining stigma, exploring portrayals of mental illness in film, and discussing ways to support those struggling and seeking help. The event aimed to create an open space for connection and understanding around personal experiences with mental health.
When Covid-19 hit the world, it was a whirlwind of emotions that we have to face for many of us. Loss of certainty and autonomy are huge emotional triggers to a lot of people. It triggered us into worries, anxieties, frustration and everyone was looking for ways to cope.
The social media was filled with quick tips and coping strategies, which was great. Unfortunately, for some who are not getting the big picture, it turned out to be toxic positivity and back fire.
While being positive is great, that is not the only coping mechanism. This is where the lessons of mindfulness and EQ will help.
The document describes the nine personality types of the Enneagram system. It provides details about the core traits and motivations of Type One (The Perfectionist), Type Two (The Helper), and Type Three (The Achiever). For each type, it discusses what they typically like and find difficult about their personality, how they often were as children, how they tend to be as parents, and tips for getting along with them.
This document provides an overview of a presentation on lateral kindness given by Greg Riehl. It begins with a land acknowledgment recognizing the traditional Indigenous lands. It then discusses the presenter's conflict of interest statement and learning objectives, which are to describe lateral kindness, explore unconditional positive regard, bullying and the role of victim, and share experiences supporting the Platinum Rule of treating others as they want to be treated. The presentation then discusses stories from the presenter's nursing career working with different communities and situations.
TRULY, MADLY, DEEPLY UNDERSTANDING YOUR FOSTER AND/OR ADOPTED CHILDJeanette Yoffe
Developed by Jeanette Yoffe, M.F.T. for Parents and Professionals as well as Adoptees and Foster Youth to educate about the emotional, psychological lifelong special needs for this population.
Story Arts - M4MH - 10.4.23 - Presentation.pdfRebeccaPontieri
The document introduces 1990s Chris, the facilitator of the workshop. He is a queer working class poet and writer from England who specializes in film and audio. The workshop will include watching and discussing short films on themes of masculinity, class, queer identity and mental health. It will feature a panel of students and resources followed by an evaluation where participants can enter to win a $25 gift card.
The document discusses strengthening the homeroom program at Joaquin Smith National High School by facilitating homeroom activities. It was authored by Rolando F. Malafu, who has a MAEd and is a registered guidance counselor. The goal is to help students gain clarity about themselves through the homeroom program, which can help them make better decisions when faced with challenges and opportunities. An understanding of oneself is the foundation of a successful homeroom guidance program.
Truckee Meadows Community College - M4MHO - 3.14.23 - Presentation.pdfRebeccaPontieri
The document summarizes a virtual panel discussion on mental health and movies. It provides instructions for participants on how to engage with audio, video, polls and chat. It introduces the panelists and their roles in supporting mental health. Participants shared self-care practices and discussed how mental illness is portrayed in media. Short films were screened and discussed. Body scans and breathing exercises were practiced. Participants explored stigma and finding support. The panelists answered questions to close the discussion.
This document summarizes a event called "Movies for Mental Health" held at the Maryland Institute College of Art. The event was organized to reduce stigma around mental health issues through screening short films and facilitating discussion. It provided an introduction to the event format and themes to be covered, including defining stigma, exploring portrayals of mental illness in film, and discussing ways to support those struggling and seeking help. The event aimed to create an open space for connection and understanding around personal experiences with mental health.
When Covid-19 hit the world, it was a whirlwind of emotions that we have to face for many of us. Loss of certainty and autonomy are huge emotional triggers to a lot of people. It triggered us into worries, anxieties, frustration and everyone was looking for ways to cope.
The social media was filled with quick tips and coping strategies, which was great. Unfortunately, for some who are not getting the big picture, it turned out to be toxic positivity and back fire.
While being positive is great, that is not the only coping mechanism. This is where the lessons of mindfulness and EQ will help.
The document describes the nine personality types of the Enneagram system. It provides details about the core traits and motivations of Type One (The Perfectionist), Type Two (The Helper), and Type Three (The Achiever). For each type, it discusses what they typically like and find difficult about their personality, how they often were as children, how they tend to be as parents, and tips for getting along with them.
This document provides an overview of a presentation on lateral kindness given by Greg Riehl. It begins with a land acknowledgment recognizing the traditional Indigenous lands. It then discusses the presenter's conflict of interest statement and learning objectives, which are to describe lateral kindness, explore unconditional positive regard, bullying and the role of victim, and share experiences supporting the Platinum Rule of treating others as they want to be treated. The presentation then discusses stories from the presenter's nursing career working with different communities and situations.
TRULY, MADLY, DEEPLY UNDERSTANDING YOUR FOSTER AND/OR ADOPTED CHILDJeanette Yoffe
Developed by Jeanette Yoffe, M.F.T. for Parents and Professionals as well as Adoptees and Foster Youth to educate about the emotional, psychological lifelong special needs for this population.
Story Arts - M4MH - 10.4.23 - Presentation.pdfRebeccaPontieri
The document introduces 1990s Chris, the facilitator of the workshop. He is a queer working class poet and writer from England who specializes in film and audio. The workshop will include watching and discussing short films on themes of masculinity, class, queer identity and mental health. It will feature a panel of students and resources followed by an evaluation where participants can enter to win a $25 gift card.
The document discusses assertiveness and how to communicate effectively. It defines assertiveness as having the courage to express one's thoughts, feelings, and needs honestly. An assertive person is direct but also understands other perspectives. In contrast, aggressive people ignore others' views and passive-aggressive people manipulate covertly. The document provides tips for assertive behaviors, such as making requests using clear descriptions and expressions of feelings rather than accusations.
People Who Cause You Harm: How to Explain Dramatic and Erratic Personality Di...Jeni Mawter
This presentation identifies a massive gap in trauma-informed care for young people, the long-term harm of having a parent or family member with a personality disorder, specifically the Cluster “B” Personality Disorders.
Society is going through a radical shift in how it views, treats and manages Anxiety, Depression, Suicide Prevention, and Substance Abuse and Addiction. Rapid technological advances are seeing a cross fertilization between the traditional medical sciences of neurology and psychiatry. The traditional approach was that damage to the nervous system resulted in neurological disorders whereas psychiatric disorders involved disturbed behavior and emotional states. Today we know that neurological changes underpin psychiatric disorders as well as mental health and mental illness.
Another huge breakthrough in the neuropsychiatric research findings is the link to Mental Health and Trauma. Childhood Trauma initially focused on physical abuse in the Domestic Violence setting. Gradually, emotional abuse was taken into consideration to address risk and harm. Children and young people were considered at risk in light of such factors as homelessness, refugee and asylum seekers, juvenile justice settings and for those in indigenous communities. The issue of personality disorder and family relationships and breakdown has been ignored.
A personality disorder is a mental health disorder that affects how a person thinks, behaves and relates to others. The Cluster “B” parent has erratic and dramatic emotions and behaviors. Regulating emotions and maintaining healthy relationships is impossible. They are impulsive, low in empathy and low in conscience. They have a need to manipulate, control and disempower others. For family members, specifically their children, this culminates in significant distress and trauma. There is considerable harm to social, emotional, cognitive, spiritual and educational development.
Currently, there are almost no resources for children and young adults who have a Cluster “B” parent. The first step to healing is education to understand what, how and why this has happened to them. This SlideShare presentation aims to shed light on such questions as: What happened to me? Am I crazy? Are they the psycho or am I? Why do I feel so depressed/anxious/worthless? Most importantly, the goal is to help towards hope and healing, good mental health, resilience and peace.
Call to Action: Cluster “B” pathology is insidious, pernicious, deliberate and dangerous. These parents have tremendous destructive potential. Harm is hidden behind charm. They impact homes, families, workplaces, relationships and societies. Education is critical for every person in every system caught in the aftermath of dealing with their destruction: mental health, general health, family law, police departments, criminal justice, domestic violence and social service. Thank you.
College of Alameda - M4MHO - 3.7.23 - Presentation.pdfRebeccaPontieri
The document summarizes a virtual panel discussion on mental health and movies hosted by Art with Impact. It provides an agenda for the event including opportunities for participants to engage through polls, a breathing exercise, body scan, and discussions on various short films covering topics like anxiety, racism, and transphobia. The panel consisted of mental health professionals who were available for private support. Participants were encouraged to reflect on their experiences and practices supporting wellness. At the end, they were invited to fill out an anonymous evaluation and enter to win a $25 gift card.
Barstow Community College - M4MH - 5.3.22- Presentation.pdfBethKillian
This document summarizes an online event about movies and mental health hosted by Art With Impact. It provides information about the event facilitator, Carly Weckstein, and the agenda which includes watching and discussing short films, a panel discussion with students and resources, and time for mingling and questions. The event aims to use movies to start conversations about mental health, stigma, self-care, and how to support oneself and others. Participants shared reflections on films and engaged in breathing and body scan exercises.
This document summarizes a mental health event held at New York University on February 15, 2018. It included a brief introduction, screening of short films about mental health issues, and a discussion panel. The event was aimed at raising awareness of mental health topics like stigma, various mental illnesses, reasons people may not seek help, and how viewers can support those struggling with mental health issues. Attendees were encouraged to join a community of ambassadors to continue the conversation online and through other initiatives.
University of California Los Angeles - M4MH - 4.16.22 - Presentation.pdfBethKillian
This document summarizes an event about using movies to discuss mental health. It provides an agenda for the event including viewing and discussing films, a panel discussion with students and campus resources, and an evaluation. The event is hosted by Art with Impact and involves sharing experiences with mental health, stigma, support systems, and mindfulness activities like breathing exercises. Participants are encouraged to reflect on how media portrays mental illness and how to support themselves and others struggling with mental health issues.
Moving from lateral violence to lateral kindness practical nursing feb 15 2019griehl
This document discusses lateral violence and bullying in the workplace. It defines lateral violence as behaviors between colleagues that create a hostile work environment, such as gossiping, criticism, intimidation, and racism. The document explores the characteristics of bullies, victims, bystanders, and upstanders. It provides strategies for dealing with lateral violence, such as using respectful communication and promoting dignity and respect. The goal is to move from lateral violence to lateral kindness in the workplace.
Mercy College of Ohio - M4MHO - 2.21.23 - Presentation.pdfRuvimboChipazi
The document summarizes a virtual panel discussion on mental health hosted using an online meeting platform. Participants were able to engage through chat, polls, and sharing experiences with movies and short films about mental illness. The discussion covered topics like stigma, cultural perspectives on mental health, self-care practices, and ways to support oneself and others. Participants engaged in guided relaxation exercises and discussed how art can help depict and process mental health experiences. The panel consisted of students and professionals sharing resources for further discussion opportunities. Participants completed an anonymous evaluation at the end.
This document summarizes a mental health event held at Eastern Connecticut State University on April 10, 2018. The event featured short films about mental health issues and a discussion with a panel of students and mental health professionals.
The event was introduced with information about stigma surrounding mental health and discussions of several short films that portrayed mental illness and experiences with conditions like eating disorders and anxiety. Attendees then shared their reactions to the films and discussed what people can do to address mental health issues and stigma.
The event concluded with a panel discussion featuring student and professional perspectives on mental health. Attendees were also invited to join an ambassador program to continue raising awareness through activities like blogging and organizing campaigns.
This document outlines an event hosted by Beth Killian on the topic of using movies to discuss mental health. The event includes watching short films about mental illness, having a panel discussion with students and resources, and providing an evaluation for a chance to win a prize. Participants discuss films and their portrayals of mental illness, share their self-care practices, and reflect on exercises like breathing and body scans. The event aims to reduce stigma around mental health through arts-based community.
SUNY at Cortland - M4MH - 10.21.22 - Presentation.pdfAlex Reynolds
This document outlines an event hosted by Beth Killian on the topic of using movies to discuss mental health. The event includes watching short films about mental illness, having a panel discussion with students and resources, and providing an evaluation for a chance to win a prize. Participants discuss films and their portrayals of mental illness, share their self-care practices, and reflect on how stigma feels. They do breathing and movement exercises. The event aims to support attendees and help them understand their own and others' experiences of mental health.
College of San Mateo - M$MH - 10.5.22 - Presentation.pdfAlex Reynolds
This document summarizes an online event hosted by Art With Impact about movies and mental health. The event included short films about mental health issues, group discussions about the films and participants' experiences, and a panel discussion with student peer educators and a personal counselor. Participants were encouraged to share ways of supporting mental health through self-care practices and caring for others, and to learn more about Art With Impact's community events and resources.
This document discusses interpersonal skills and their importance in organizations. It identifies four key components of interpersonal skills: self-awareness, self-management, social awareness, and social skills. It provides details on each component, including self-awareness involving understanding one's own emotions and their effects on others, and self-management relating to controlling one's emotions and reactions. Transactional analysis methods are also summarized briefly.
Trent University - M4MH - 1.26.24 - Presentation.pdfjulesp4
Movies for Mental Health is an arts-based mental health workshop that focuses on empowering young adults, educators, health professionals and community members to gain a better understanding of mental health within their environment.
Learn how to recognize and manage your emotions. Spot the emotions in others. Become more skilled at managing the emotions in others. Have better relationships with those around you. Move from being emotional to emotional intelligence. All of this is necessary to truly be prepared for the future of work.
This document discusses various concepts related to leadership, personal development, and spirituality. It contains 3 main points:
1) Leadership is about inspiring and empowering others rather than controlling them. True leadership comes from moral authority rather than formal authority.
2) Personal growth involves moving from ego and separateness to unity with others. This includes shifting one's mindset from blame to taking responsibility.
3) Practices like gratitude, generosity, compassion, and forgiveness can help reduce stress and promote well-being. Letting go of resentment allows one to move forward in a positive manner.
Riverside city college m4 mh online - 10.23.20 - presentation w-responsesKalynSaylor
The document describes a virtual mental health workshop hosted by Natalie Patterson. It provides an overview of the agenda which includes watching short films about mental health issues, participating in discussions and exercises like breathing and body scans. It also gives information about accessing mental health resources and support during the workshop through the chat or by private messaging facilitators.
This document summarizes an event called "Movies for Mental Health" that was held on April 11, 2018 at the University of California, Irvine. The event included watching short films about mental health issues, discussions about the films and themes of stigma and mental illness, and a panel discussion with students and mental health professionals. The goal was to use films to start conversations about improving understanding and support for mental health issues.
Working and learning well with each other moving to lateral kindness cnur 305...griehl
This document discusses strategies for addressing lateral violence and bullying in the workplace. It begins by defining lateral violence as poorly expressed anger that can manifest through gossiping, criticism, intimidation, racism and physical harm. It then outlines 10 common forms of lateral violence including non-verbal innuendo, verbal affronts, undermining activities, withholding information, and sabotage. The document also discusses different types of bullies like narcissistic, accidental and serial bullies. It emphasizes promoting dignity and respect to prevent bullying and provides a communication model for addressing problematic behaviors.
This document summarizes personality type 9, known as the Mediator. It discusses unhealthy relationships, signs of stress, signs of growth, and self-care signs for type 9 personalities. When stressed, type 9s can become paranoid, passive aggressive, or stubborn. For growth, they become motivated and develop grit. Type 9s should practice self-care when avoiding priorities or numbing out. Suggested self-care includes meditation, helping oneself decide, noticing feelings, placing time limits, and doing assertiveness or conflict resolution courses.
This document provides information on personality Type 8, known as "The Boss". It discusses unhealthy relationships characterized by control and domination. Signs of stress include withdrawal and secretiveness. Signs of growth involve becoming more caring, empathetic, and able to appreciate others. Self-care is important when feeling the need to be in "battle mode" or overspending time on activities. Suggested self-care activities include meditation, yoga, volunteering, negotiation training, therapy, and delaying conflicts.
The document discusses assertiveness and how to communicate effectively. It defines assertiveness as having the courage to express one's thoughts, feelings, and needs honestly. An assertive person is direct but also understands other perspectives. In contrast, aggressive people ignore others' views and passive-aggressive people manipulate covertly. The document provides tips for assertive behaviors, such as making requests using clear descriptions and expressions of feelings rather than accusations.
People Who Cause You Harm: How to Explain Dramatic and Erratic Personality Di...Jeni Mawter
This presentation identifies a massive gap in trauma-informed care for young people, the long-term harm of having a parent or family member with a personality disorder, specifically the Cluster “B” Personality Disorders.
Society is going through a radical shift in how it views, treats and manages Anxiety, Depression, Suicide Prevention, and Substance Abuse and Addiction. Rapid technological advances are seeing a cross fertilization between the traditional medical sciences of neurology and psychiatry. The traditional approach was that damage to the nervous system resulted in neurological disorders whereas psychiatric disorders involved disturbed behavior and emotional states. Today we know that neurological changes underpin psychiatric disorders as well as mental health and mental illness.
Another huge breakthrough in the neuropsychiatric research findings is the link to Mental Health and Trauma. Childhood Trauma initially focused on physical abuse in the Domestic Violence setting. Gradually, emotional abuse was taken into consideration to address risk and harm. Children and young people were considered at risk in light of such factors as homelessness, refugee and asylum seekers, juvenile justice settings and for those in indigenous communities. The issue of personality disorder and family relationships and breakdown has been ignored.
A personality disorder is a mental health disorder that affects how a person thinks, behaves and relates to others. The Cluster “B” parent has erratic and dramatic emotions and behaviors. Regulating emotions and maintaining healthy relationships is impossible. They are impulsive, low in empathy and low in conscience. They have a need to manipulate, control and disempower others. For family members, specifically their children, this culminates in significant distress and trauma. There is considerable harm to social, emotional, cognitive, spiritual and educational development.
Currently, there are almost no resources for children and young adults who have a Cluster “B” parent. The first step to healing is education to understand what, how and why this has happened to them. This SlideShare presentation aims to shed light on such questions as: What happened to me? Am I crazy? Are they the psycho or am I? Why do I feel so depressed/anxious/worthless? Most importantly, the goal is to help towards hope and healing, good mental health, resilience and peace.
Call to Action: Cluster “B” pathology is insidious, pernicious, deliberate and dangerous. These parents have tremendous destructive potential. Harm is hidden behind charm. They impact homes, families, workplaces, relationships and societies. Education is critical for every person in every system caught in the aftermath of dealing with their destruction: mental health, general health, family law, police departments, criminal justice, domestic violence and social service. Thank you.
College of Alameda - M4MHO - 3.7.23 - Presentation.pdfRebeccaPontieri
The document summarizes a virtual panel discussion on mental health and movies hosted by Art with Impact. It provides an agenda for the event including opportunities for participants to engage through polls, a breathing exercise, body scan, and discussions on various short films covering topics like anxiety, racism, and transphobia. The panel consisted of mental health professionals who were available for private support. Participants were encouraged to reflect on their experiences and practices supporting wellness. At the end, they were invited to fill out an anonymous evaluation and enter to win a $25 gift card.
Barstow Community College - M4MH - 5.3.22- Presentation.pdfBethKillian
This document summarizes an online event about movies and mental health hosted by Art With Impact. It provides information about the event facilitator, Carly Weckstein, and the agenda which includes watching and discussing short films, a panel discussion with students and resources, and time for mingling and questions. The event aims to use movies to start conversations about mental health, stigma, self-care, and how to support oneself and others. Participants shared reflections on films and engaged in breathing and body scan exercises.
This document summarizes a mental health event held at New York University on February 15, 2018. It included a brief introduction, screening of short films about mental health issues, and a discussion panel. The event was aimed at raising awareness of mental health topics like stigma, various mental illnesses, reasons people may not seek help, and how viewers can support those struggling with mental health issues. Attendees were encouraged to join a community of ambassadors to continue the conversation online and through other initiatives.
University of California Los Angeles - M4MH - 4.16.22 - Presentation.pdfBethKillian
This document summarizes an event about using movies to discuss mental health. It provides an agenda for the event including viewing and discussing films, a panel discussion with students and campus resources, and an evaluation. The event is hosted by Art with Impact and involves sharing experiences with mental health, stigma, support systems, and mindfulness activities like breathing exercises. Participants are encouraged to reflect on how media portrays mental illness and how to support themselves and others struggling with mental health issues.
Moving from lateral violence to lateral kindness practical nursing feb 15 2019griehl
This document discusses lateral violence and bullying in the workplace. It defines lateral violence as behaviors between colleagues that create a hostile work environment, such as gossiping, criticism, intimidation, and racism. The document explores the characteristics of bullies, victims, bystanders, and upstanders. It provides strategies for dealing with lateral violence, such as using respectful communication and promoting dignity and respect. The goal is to move from lateral violence to lateral kindness in the workplace.
Mercy College of Ohio - M4MHO - 2.21.23 - Presentation.pdfRuvimboChipazi
The document summarizes a virtual panel discussion on mental health hosted using an online meeting platform. Participants were able to engage through chat, polls, and sharing experiences with movies and short films about mental illness. The discussion covered topics like stigma, cultural perspectives on mental health, self-care practices, and ways to support oneself and others. Participants engaged in guided relaxation exercises and discussed how art can help depict and process mental health experiences. The panel consisted of students and professionals sharing resources for further discussion opportunities. Participants completed an anonymous evaluation at the end.
This document summarizes a mental health event held at Eastern Connecticut State University on April 10, 2018. The event featured short films about mental health issues and a discussion with a panel of students and mental health professionals.
The event was introduced with information about stigma surrounding mental health and discussions of several short films that portrayed mental illness and experiences with conditions like eating disorders and anxiety. Attendees then shared their reactions to the films and discussed what people can do to address mental health issues and stigma.
The event concluded with a panel discussion featuring student and professional perspectives on mental health. Attendees were also invited to join an ambassador program to continue raising awareness through activities like blogging and organizing campaigns.
This document outlines an event hosted by Beth Killian on the topic of using movies to discuss mental health. The event includes watching short films about mental illness, having a panel discussion with students and resources, and providing an evaluation for a chance to win a prize. Participants discuss films and their portrayals of mental illness, share their self-care practices, and reflect on exercises like breathing and body scans. The event aims to reduce stigma around mental health through arts-based community.
SUNY at Cortland - M4MH - 10.21.22 - Presentation.pdfAlex Reynolds
This document outlines an event hosted by Beth Killian on the topic of using movies to discuss mental health. The event includes watching short films about mental illness, having a panel discussion with students and resources, and providing an evaluation for a chance to win a prize. Participants discuss films and their portrayals of mental illness, share their self-care practices, and reflect on how stigma feels. They do breathing and movement exercises. The event aims to support attendees and help them understand their own and others' experiences of mental health.
College of San Mateo - M$MH - 10.5.22 - Presentation.pdfAlex Reynolds
This document summarizes an online event hosted by Art With Impact about movies and mental health. The event included short films about mental health issues, group discussions about the films and participants' experiences, and a panel discussion with student peer educators and a personal counselor. Participants were encouraged to share ways of supporting mental health through self-care practices and caring for others, and to learn more about Art With Impact's community events and resources.
This document discusses interpersonal skills and their importance in organizations. It identifies four key components of interpersonal skills: self-awareness, self-management, social awareness, and social skills. It provides details on each component, including self-awareness involving understanding one's own emotions and their effects on others, and self-management relating to controlling one's emotions and reactions. Transactional analysis methods are also summarized briefly.
Trent University - M4MH - 1.26.24 - Presentation.pdfjulesp4
Movies for Mental Health is an arts-based mental health workshop that focuses on empowering young adults, educators, health professionals and community members to gain a better understanding of mental health within their environment.
Learn how to recognize and manage your emotions. Spot the emotions in others. Become more skilled at managing the emotions in others. Have better relationships with those around you. Move from being emotional to emotional intelligence. All of this is necessary to truly be prepared for the future of work.
This document discusses various concepts related to leadership, personal development, and spirituality. It contains 3 main points:
1) Leadership is about inspiring and empowering others rather than controlling them. True leadership comes from moral authority rather than formal authority.
2) Personal growth involves moving from ego and separateness to unity with others. This includes shifting one's mindset from blame to taking responsibility.
3) Practices like gratitude, generosity, compassion, and forgiveness can help reduce stress and promote well-being. Letting go of resentment allows one to move forward in a positive manner.
Riverside city college m4 mh online - 10.23.20 - presentation w-responsesKalynSaylor
The document describes a virtual mental health workshop hosted by Natalie Patterson. It provides an overview of the agenda which includes watching short films about mental health issues, participating in discussions and exercises like breathing and body scans. It also gives information about accessing mental health resources and support during the workshop through the chat or by private messaging facilitators.
This document summarizes an event called "Movies for Mental Health" that was held on April 11, 2018 at the University of California, Irvine. The event included watching short films about mental health issues, discussions about the films and themes of stigma and mental illness, and a panel discussion with students and mental health professionals. The goal was to use films to start conversations about improving understanding and support for mental health issues.
Working and learning well with each other moving to lateral kindness cnur 305...griehl
This document discusses strategies for addressing lateral violence and bullying in the workplace. It begins by defining lateral violence as poorly expressed anger that can manifest through gossiping, criticism, intimidation, racism and physical harm. It then outlines 10 common forms of lateral violence including non-verbal innuendo, verbal affronts, undermining activities, withholding information, and sabotage. The document also discusses different types of bullies like narcissistic, accidental and serial bullies. It emphasizes promoting dignity and respect to prevent bullying and provides a communication model for addressing problematic behaviors.
Similar to IQEQ Presentation Slides 130522.pdf (20)
This document summarizes personality type 9, known as the Mediator. It discusses unhealthy relationships, signs of stress, signs of growth, and self-care signs for type 9 personalities. When stressed, type 9s can become paranoid, passive aggressive, or stubborn. For growth, they become motivated and develop grit. Type 9s should practice self-care when avoiding priorities or numbing out. Suggested self-care includes meditation, helping oneself decide, noticing feelings, placing time limits, and doing assertiveness or conflict resolution courses.
This document provides information on personality Type 8, known as "The Boss". It discusses unhealthy relationships characterized by control and domination. Signs of stress include withdrawal and secretiveness. Signs of growth involve becoming more caring, empathetic, and able to appreciate others. Self-care is important when feeling the need to be in "battle mode" or overspending time on activities. Suggested self-care activities include meditation, yoga, volunteering, negotiation training, therapy, and delaying conflicts.
This document provides an overview of personality type 8, known as "The Boss". It describes their general unconscious behaviors as seeking control and testing authority through confrontation and conflict. Their basic desire is for self-protection due to feeling dominated as a child. As adults, type 8s have a self-image of being strong leaders who protect others. However, an imbalanced personality can lead them to overindulge and drive aspects of their life with excessive force of will.
This document provides information on personality Type 7: The Optimist. It discusses unhealthy relationships, signs of stress, signs of growth, and self-care signs for Type 7s. It recommends several self-care and mindfulness exercises for Type 7s, including meditating regularly, keeping lists of important vs. exciting ideas, checking for avoidance behaviors, seeking mentorship, reading recommended books, and practicing presence during others' negative emotions. The next session will cover Type 8 - The Boss.
This document provides an overview of personality type 7, known as "The Optimist". It describes their general unconscious behaviors which include always having multiple options in mind, preferring to plan and discuss rather than take action, and using charm to manipulate. Their basic desire in life is to be happy by constantly escaping into pleasurable thoughts of past and future events to block any potential emotional pain. As children, they felt disconnected from a nurturing figure, leading them to decide to look after their own needs as adults through a focus on positive thoughts and experiences. The result of an imbalanced personality of this type is an insatiable desire for positive thoughts and activities that can lead to problems with focus, follow-through, and tolerating
This document provides information on personality type 6, known as the devil's advocate. When under stress, type 6 personalities become fixated on details, act competitively to maintain their image, and align extremely with beliefs or groups in a dismissive way towards outliers. However, type 6 personalities can grow from a negative, pessimistic individual who catastrophizes, to an optimistic, loyal and supportive friend by making a conscious decision to deepen self-awareness through mindfulness practices. Self-care signs for type 6 include losing faith in dealing with personal problems and giving away personal autonomy to groups instead of trusting their own intuition. Recommended self-care and mindfulness exercises include meditating, writing, exercising, requesting clarity from others,
This document provides information about Type 5 personality in the Myers-Briggs Type Indicator. It discusses unhealthy relationships, signs of stress, signs of growth, signs that self-care is needed, and self-care and mindfulness exercises for Type 5 personalities. Type 5 personalities relate to others in detached ways when stressed and withdraw into isolation, analyzing problems intellectually. Signs of growth include becoming more socially comfortable and motivated to interact. Self-care is needed when they withdraw or overanalyze. Suggested exercises include meditation, assertiveness training, detachment training, accepting personality traits, being spontaneous, exposing oneself in public, and letting self be seen.
This document provides an overview of personality type 5, known as "The Observer". It discusses their general unconscious behaviors which include maintaining emotional distance, feeling drained by others' needs, and urge to self-isolate. Their basic desire in life is to be competent and knowledgeable by acquiring extensive knowledge on specific topics. As children, they may have felt their family was overwhelming and had to retreat emotionally. When imbalanced, they become avaricious, jealously guarding resources and living minimally to reduce dependency on others.
This document discusses personality type 4, known as the individualist. It provides information on unhealthy relationships, signs of stress, signs of growth, and signs that self-care is needed for this personality type. It concludes by offering several self-care and mindfulness exercises for type 4s, including meditation, reality checking intense emotions with others, cognitive behavioral therapy, accepting others may not want to share intense emotions, exercise, and taking up a low-pressure hobby.
This document discusses personality type 4, known as "The Individualist". It provides details on their general unconscious behaviors, basic desire in life, self-image, childhood, and the potential results of an imbalanced personality for this type. Specifically, it notes their focus on what is missing rather than what they have, feeling different and unique, intense emotional expression, and viewing relationships and jobs as meaningless unless emotionally fulfilling or supporting their true calling.
This document discusses personality type 2, known as "The Giver." It describes unhealthy relationships, signs of stress, signs of growth, and signs that self-care is needed for this personality type. It also provides self-care and mindfulness exercises, such as being protective of personal time, spending time alone, seeing a therapist, and writing down personality traits. The overall message is that type 2 personalities need to recognize and satisfy their own needs through self-care and mindfulness practices.
This document discusses personality Type 2, known as "The Giver." It provides details on their general unconscious behaviors, basic desire in life, self-image, childhood, and the potential result of an imbalanced personality. Type 2s seek approval and affection from others, learn to please others to receive love as children, and may come to resent this role if their needs are not met through serving others. Their core desire is "to be loved" but they learn to serve others for approval rather than have needs of their own.
This document discusses personality Type 1, known as the Perfectionist. It describes some unhealthy relationship patterns for Type 1s, as well as signs of stress like becoming moody or irrational. Signs of growth include becoming less judgmental and more accepting. The document recommends self-care for Type 1s, such as yoga or scheduling pleasurable activities, when they feel obligated to fix others' problems or feel stressed by personal obligations. It concludes by thanking the reader and previewing next week's focus on Type 2.
This document summarizes the personality type of the perfectionist. It describes the perfectionist's general unconscious behaviors as believing there is one correct way to do things, being critical of self and others, and procrastinating due to fear of being wrong. Their basic desire in life is to have integrity and be principled. As children, perfectionists may have faced heavy criticism and felt it was not okay to make mistakes. When imbalanced, perfectionists suppress their anger which can lead to tension, frustration with themselves, and resentment of others.
The document introduces the Enneagram personality framework, which focuses on 9 distinct personality types. It explains that the Enneagram aims to help with emotional intelligence and personal growth by identifying each person's core preoccupation and how it shapes their behaviors, decisions, and reactions to their upbringing. It then provides a brief overview of each of the 9 personality types, describing their main preoccupation.
This document discusses personality types and how personality is formed. It notes that personality is a complex mix of genes and upbringing, formed to help individuals function in the world. It defines personality type as categorizing people with similar beliefs, behaviors, and emotions. Knowing one's personality type is important because it reveals unconscious emotional patterns and scripts from childhood that may no longer fit in adulthood and cause suffering. The document also connects personality and ego, describing the ego as the protective mechanism for one's core personality beliefs and identity.
This document discusses mindfulness and its connection to emotional intelligence. It defines mindfulness as focusing the mind on anything to the exclusion of other thoughts. There are three types of mindfulness practices: focusing on breathing, open awareness, and focusing on positive emotions. The aims of mindfulness are to regulate emotions by being less reactive, improve health, and have a more productive mind. Mindfulness and emotional intelligence are connected because mindfulness quiets the mind to deal with emotions as they arise, while emotional intelligence identifies and responds appropriately to emotions. The subconscious mind stores memories, emotions, and beliefs that unconsciously trigger emotional reactions, so mindfulness is needed to anticipate, rather than react to, these triggers.
This document provides an introduction to emotional intelligence, including what it is, its benefits, and how to improve it. It defines emotional intelligence as the ability to identify and appropriately respond to one's own emotions and read and empathize with the emotions of others. The benefits listed are less conflict, more resilience, well-being, happiness, and better decision making. It recommends education and training, practicing mindfulness, and rewiring the mind through conscious new behaviors to become more emotionally intelligent.
2. TODAY’S CONTENT
Content
Personal Introduction
The Samaritans- who are they & what’s in it for me?
What is Emotional Intelligence?
Why is knowing your personality type vital for Emotional Intelligence?
9 Personality Types and their relationship with Loneliness.
Recap
Contact Details
3. WHO AM I & WHAT DO I
OFFER?
❑Barrister: various in-house roles in financial
services area.
❑Trainer: train in legal and financial services areas
in negotiation, leadership and emotional
intelligence.
❑Author: Published ‘Stop Being Your Self’
December 2021.
❑Author: ‘Stop Being Your Self- in negotiations and
leadership’ (due for publication early 2023).
5. SAMARITANS- WHAT'S IN IT FOR
ME?
• Active Listening &
Empathy.
• No approval or
admiration.
• Culture of talk.
• Focus on others.
• Arrests Judgment &
Improves tolerance.
• Emotional Triggers.
6. WHAT IS EMOTIONAL INTELLIGENCE?
Part 1: ‘the
ability to identify
our emotions as
they arise and to
respond in an
appropriate
manner’.
Part 2: ‘to be
able to read the
emotions of
others in our
interactions and
to respond with
empathy’.
7. WHY IS KNOWING YOUR PERSONALITY TYPE
VITAL FOR EMOTIONAL INTELLIGENCE?
IDENTIFY AND LABEL
EMOTIONS.
MENTAL SPACE AND
AWARENESS- NOT ACT OUT.
EMOTIONAL REGULATION.
8. TYPE 1: THE PERFECTIONIST
PRINCIPLED/ ACCURATE/ REFORMING V JUDGMENTAL/IMPATIENT/INNER-CRITIC
Will I support a Lonely Colleague?
Do I feel Lonely?
➢ No- my focus is on how to do
things the right way, and you
will have had to do
something wrong to be
lonely.
➢ Maybe- if they admit they
are wrong and need
something reformed.
➢ But, I am a principled person,
so it would be the right thing
to do.
9. TYPE 2: THE GIVER
CARING/ OPEN/ HELPFUL V APPROVAL/ INDISPENSABLE/ GUILT
Do I feel Lonely?
➢Yes, but I will deny it as I do
not like to admit I have needs
of my own.
➢Feelings of Loneliness peak
when exhausted through serving
others and not receiving
approval.
Will I support a Lonely Colleague?
➢Absolutely, that is what I was
put on this earth to do- help
others in need.
10. TYPE 3: THE PERFORMER
ACCOMPLISHED/ EFFICIENT/ SELF ASSURED V IMAGE CONSCIOUS/ WORKAHOLIC/ COMPARING
Do I feel Lonely?
➢No, I don’t have time to feel
lonely.
Will I support a Lonely Colleague?
➢Don’t stress me out, you know I
hate emotionally needy people.
➢But, maybe getting them
onboard will ensure we get this
project finished more quickly and
I am people’s greatest
cheerleader when they striving
for success.
11. TYPE 4: THE INDIVIDUALIST
SPECIAL/ DISCERNING/ METAPHYSICAL V MISUNDERSTOOD/ INTENSE/ VOCATION
Do I feel Lonely?
➢Yes, I spend a lot of time
feeling totally alone in this
world- no one understands me.
Will I support a Lonely Colleague?
➢Absolutely, I get such a high
from helping people that are
emotionally distraught.
12. TYPE 5: THE OBSERVER
SCHOLAR/ SELF SUFFICIENT/ COMPOSED V DETACHED/ ISOLATE/ DRAINED
Do I feel Lonely?
➢No, not really, I love to be
alone- I find people very
draining.
➢But, because I spend so much
time alone, the isolation
eventually leads to anxiety and
depression.
Will I support a Lonely Colleague?
➢No, people and their emotions
are not my department. I can
speak at length about a
psychological definition of
loneliness- if that helps?
13. TYPE 6: THE DEVIL’S ADVOCATE
LOYAL/ ANALYTICAL/ DISCERNING V PROCRASTINATION/ PARANOID/ REBELLING OR ACCEPTANCE
Do I feel Lonely?
➢No, my focus is on who I can
trust out there in the world.
Will I support a Lonely Colleague?
➢Maybe, if you are in my circle
of trust, I will be 100% loyal
and supportive to you.
➢But, if I don’t trust or like you,
your loneliness and emotions just
make me more anxious than I am
already.
14. TYPE 7: THE OPTIMIST
CHARISMATIC/ IMAGINATIVE/ VERSATILITY V OPTIONS/ FANTASIST/ CHARM
Do I get Lonely?
➢No!!! Life is an amazing and
exciting adventure- don’t waste
your time being lonely!
Will I support a Lonely Colleague?
➢I am a natural at lifting the mood
and keeping spirits high in the
workplace, so I suppose I would!
➢I just don’t see the point in being
negative or negative emotions- lets
make a joke and shake the loneliness
off!
15. TYPE 8: THE BOSS
STRONG/ ACTION-ORIENTATED/ PROTECTIVE V CONTROLLING/ CONFLICT/ VULNERABILITY
Do I get Lonely?
➢This is a definitive no from me-
I don’t get lonely, I take
ACTION!
Will I support a Lonely Colleague?
➢If they are on my side, I will
support and back them to the
grave. No one will mess with
you, until we get you well again.
16. TYPE 9: THE MEDIATOR
CALMING/ UNDERSTANDING/ EMPATHETIC V STUBBORN/ DECISIONS/ PRIORITISING
Do I get Lonely?
➢No, my peace in life is
unshakable.
➢But, when I space out too long
to anything like tv or music, and I
am not in a supportive regular
routine, I can feel isolated and
down.
Will I support a Lonely Colleague?
➢I get along with everyone, of
course I will. No better person than
myself for understanding people’s
point of view.
➢But, I do tend to minimise difficult
emotions and I might not pick up on
emotional cues unless the person
actually says it to me!
17. THANK YOU
❑Contact for training needs discussion:
info@stopbeingyourself.ie
❑Go to website for more information:
https://stopbeingyourself.ie
❑Buy a copy of ‘Stop Being Your Self’:
Stop Being Your Self: A unique and
practical take on the Enneagram
personality framework: Amazon.co.uk:
Gallagher, Ronan: 9798760357281:
Books