This presentation deals with Learned Helplessness. Optimism and Pessimism as causes of Learned Helplessness. It also deals with the health and the social impacts of learned helplessness.
Course Description (From www.PESI.com):
Attend this day of training and leave with a brand new toolkit of skills, interventions, and principles for rapid success with traumatized clients. Join Jamie Marich and learn the standard of care for treatment in the field of traumatic stress – and its key ingredients. Implement evidence-based treatment protocols and interventions for establishing safety, desensitizing and reprocessing trauma memories, metabolizing and resolving grief/loss and finally, assisting clients in reconnecting to lives full of hope, connection, and achievement.
Jamie is a certified EMDR Therapist and approved consultant through the EMDR International Association (EMDR). She is additionally a member of the American Academy of Experts in Traumatic Stress, the International Association of Trauma Professionals (IATP), and has earned Certification in Disaster Thanatology.
Jamie began her career in social services as a humanitarian aid worker in post-war Bosnia-Herzegovina opening her eyes to the widespread, horrific impact of traumatic stress and grief.
Objectives:
Describe the etiology and impact of traumatic stress on the client utilizing multiple assessment strategies.
Assess a client’s reaction to a traumatic event and make an appropriate diagnosis.
Explain how grief, bereavement, and mourning are accounted for in the new DSM-5®.
Implement interventions to assist a client in dealing with the biopsychosocial manifestations of trauma, PTSD, and traumatic grief/complicated mourning.
Utilize appropriate evidence-based interventions to assist a client in dealing with the biopsychosocial-spiritual manifestations of trauma.
Explain the effects of trauma on the structure and function of the brain.
This presentation deals with Learned Helplessness. Optimism and Pessimism as causes of Learned Helplessness. It also deals with the health and the social impacts of learned helplessness.
Course Description (From www.PESI.com):
Attend this day of training and leave with a brand new toolkit of skills, interventions, and principles for rapid success with traumatized clients. Join Jamie Marich and learn the standard of care for treatment in the field of traumatic stress – and its key ingredients. Implement evidence-based treatment protocols and interventions for establishing safety, desensitizing and reprocessing trauma memories, metabolizing and resolving grief/loss and finally, assisting clients in reconnecting to lives full of hope, connection, and achievement.
Jamie is a certified EMDR Therapist and approved consultant through the EMDR International Association (EMDR). She is additionally a member of the American Academy of Experts in Traumatic Stress, the International Association of Trauma Professionals (IATP), and has earned Certification in Disaster Thanatology.
Jamie began her career in social services as a humanitarian aid worker in post-war Bosnia-Herzegovina opening her eyes to the widespread, horrific impact of traumatic stress and grief.
Objectives:
Describe the etiology and impact of traumatic stress on the client utilizing multiple assessment strategies.
Assess a client’s reaction to a traumatic event and make an appropriate diagnosis.
Explain how grief, bereavement, and mourning are accounted for in the new DSM-5®.
Implement interventions to assist a client in dealing with the biopsychosocial manifestations of trauma, PTSD, and traumatic grief/complicated mourning.
Utilize appropriate evidence-based interventions to assist a client in dealing with the biopsychosocial-spiritual manifestations of trauma.
Explain the effects of trauma on the structure and function of the brain.
Clinical Psychology Case Formulation and Treatment Planning: A PrimerJames Tobin, Ph.D.
The aim of this primer is to support the learning of clinical case conceptualization and treatment planning for graduate students in clinical psychology, other trainees in the mental health professions, and early-career psychologists and mental health workers.
Disruptive, Impulse Control & Conduct Disorders for NCMHCE StudyJohn R. Williams
Quick review of the essential points— DSM5 diagnosis criteria, assessments, treatments—of these disorders to better prepare for the National Clinical Mental Health Counseling Exam. This can be used like flashcards or as a presentation.
Powerpoint accompanying workshop session from the Homeless and Housing Coalition of Kentucky's 2013 conference. Presented by Tim Welsh
Trauma is a common occurrence in the lives of homeless individuals and can have a significant impact on one’s
ability to function. This training will help participants identify signs of trauma and ways in which they can engage
in trauma-informed practice with clients
Cutting (1997) provided a framework wherein he classified emotional disorders based on intensity, duration, timing, quality of experience, expression and appropriateness to the object or social setting.
Clinical Psychology Case Formulation and Treatment Planning: A PrimerJames Tobin, Ph.D.
The aim of this primer is to support the learning of clinical case conceptualization and treatment planning for graduate students in clinical psychology, other trainees in the mental health professions, and early-career psychologists and mental health workers.
Disruptive, Impulse Control & Conduct Disorders for NCMHCE StudyJohn R. Williams
Quick review of the essential points— DSM5 diagnosis criteria, assessments, treatments—of these disorders to better prepare for the National Clinical Mental Health Counseling Exam. This can be used like flashcards or as a presentation.
Powerpoint accompanying workshop session from the Homeless and Housing Coalition of Kentucky's 2013 conference. Presented by Tim Welsh
Trauma is a common occurrence in the lives of homeless individuals and can have a significant impact on one’s
ability to function. This training will help participants identify signs of trauma and ways in which they can engage
in trauma-informed practice with clients
Cutting (1997) provided a framework wherein he classified emotional disorders based on intensity, duration, timing, quality of experience, expression and appropriateness to the object or social setting.
April 9, 2009 Edutopia webinar: "How the Brain Learns Best: Strategies to Mak...Edutopia
Host: Grace Rubenstein, staff writer and multimedia producer, Edutopia
Presenter: Judy Willis, middle school teacher and neurologist and authority on learning-centered brain research and classroom strategies derived from this research
Neuroscience is a complex field that educators don't often turn to for inspiration, but knowing a few basic concepts can help you plan teaching strategies that will prompt your students to be more receptive to learning. Find out how introducing a few simple techniques to your craft -- and increasing some of those you may already employ -- can encourage productive learning and actually change brain chemistry, increasing children's ability to learn (and retain) new skills and information.
I gave this presentation at Lean Kanban Asia-Pacific conference in Bangalore, India on December 11th, 2014 and at AgileDC on Washington, USA on October 21st, 2014.
I have several recent blog posts on this topic, This search link should get most of them: http://connected-knowledge.com/?s=lead+time. If you need one "best" post, here it is, Inside a Lead Time Distribution: http://connected-knowledge.com/2014/09/07/inside-lead-time-distribution/
Kanban Metrics in practice for leading Continuous ImprovementMattia Battiston
Why should I bother collecting metrics? How can they help me? My CFD is pretty and colourful, but what is it actually trying to tell me?
CFD, control chart, lead time distribution, percentiles...Metrics can be daunting to start with but if you know how to interpret them they can drive continuous improvement and forecast the future and take your Kanban system to the next level! It’s much easier than you think, no need for complex maths or expensive software.
At Sky Network Services a few teams are using Kanban and metrics. In this talk I’ll share our experience: what metrics we use, how we use each one of them, what little data we collect to get a whole lot of value, what pitfalls we encountered.
Downloads
Powerpoint: https://goo.gl/4CkKJd
PDF: https://goo.gl/VDW93U
How could you be more productive in life with less stressJaleel Polin
How could you be more productive in life with less stress? This presentation shows you how to plan your life strategically and how make the plan works on a day to day basis. It covers personal strategic planning, positive thinking, how to fight procrastination, stress management and much more.
Chapter 20 - The Adolescent's Perception of Failure by William Allan Kritsoni...William Kritsonis
Chapter 20 - The Adolescent's Percepiton of Failure by William Allan Kritsonis, PhD
See: NATIONAL FORUM JOURNALS - www.nationalforum.com
Dr. Kritsonis enjoys teaching face-to-face, online and mentoring students and faculty. He has extensive experience teaching in Principal, Superintendent and Teacher Certification and preparation programs along with assisting to develop new and existing programs. He earned his PhD from The University of Iowa, Iowa City, MEd from Seattle Pacific University, and BA from Central Washington University.
1-Pretend that you are a new teacher. You see that one of your st.docxjasoninnes20
1-Pretend that you are a new teacher. You see that one of your students likes to tease and joke on the other students. This student targets some students more than others and is meaner to them. The students who are targeted most often are those who appear to be less socially adept than some of the others. They may be younger, seem to have a more obvious disability or be overweight, wear glasses or not dress in trendy clothes. The student's behavior goes well beyond "friendly banter" and often leaves the other students feeling hurt and ashamed. How do you stop the student from bullying his or her peers and work to build the self-esteem of the students who have been picked on? What could be some of the causes of the student's bullying behavior and how might you work to address the root of the behavior?
2-Tiered Behavior Management and Response to Intervention (RtI
Please share a situation where you have worked with a challenging or difficult student. Was a tiered program or RtI a part of the program used to work with the student? How does a tiered program encourage student success? What are some of the challenges you have experienced while working with a tiered program? How have your students responded to the program or programs?
3-Special education teachers may work at different education levels at various points in their careers. Inclusion will be different in the lower grades than it would be in a high school classroom. How do you think that inclusion may look different for students at the elementary level as opposed to the high school level? What are some of the methods used to include students at all educational levels? What are some of the benefits and challenges you can see of the different inclusion models used with the different age students?
4-As a teacher of students with mild disabilities your class may be a diverse mix of students with various abilities and disabilities. How might inclusion and classroom management change when working with students with Autism and Autism Spectrum Disorders or other specific disabilities such as Down Syndrome? What would you need to take into account when developing behavior intervention plans (BIPs) and Individual Education Plans (IEPs)? How do you think these would change as the student grew and progressed through school?
5- This week you have a special task for the discussion. You will need to read about a disability category or specific disability that is of interest to you. Many of you may have a student, friend or family member with a specific disability we have not talked about so far in class. Use what you learn in the materials you read, the professional organization's website you visit or the videos you watch to talk about the specific inclusion and behavior management needs of students with that disability.
Example: My niece has ADHD and Asperger's Syndrome. She has been receiving services part time since she was in kindergarten. She also sees a counselor a.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
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.
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.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
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.
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
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
2. What Is Learned Helplessness? Before students even have a chance to see what they were working on they feel defeated. Learned helplessness “exists when individuals believe that their own behavior has no influence on consequent events” (Seligman, 1975).
3. Seligman believes this phenomenon is comprised of three different parts; (a) an undermining of one’s motivation to respond; (b) a retardation of one’s ability to learn that responding works; and (c) an emotional disturbance, usually depression or anxiety.
4. 10 Ways to see if your student exhibits learned helplessness behaviors!
5. Does your student…. 1. Prefer to do easy problems rather than hard ones? 2. Takes little independent initiative? 3. Fail one part of a task and is certain to fail at the entire task? 4. Make negative or degrading comments about his/her ability when s/he performs poorly? 5. Give up when you correct them?
6. Does your student…. 6. Stop trying when s/he encounters an obstacle in school work? 7. Asks for help from aides, other students more than necessary? 8. Fail a few problems, and continues to do poorly even though the problems are within his/her ability range? 9. Not respond with enthusiasm and pride when asked how s/he is doing on an academic task? 10. Attribute their good grade to luck, problems being easy or you were being nice?
7. How does learned helplessness affect yourstudents? The most common signs of learned helplessness are those of “shared depression symptoms such as passivity, interjected hostility, weight loss, appetite loss, and social deficits. In addition to these familiar signs, learned helplessness also has some diagnostic symptoms including depressed mood, feelings of worthlessness, and suicidal ideation
8.
9. *Academic failures of the past lead to flawed deductive reasoning in children, the conclusion of which is that failure is the norm. *This vicious cycle of failure, doubt and failure again can manifest in both academic achievement and social development. Thus learned helplessness is not only an additional learning barrier but also a comforting internal excuse. *Once behind in academic skills, students feel hopeless and lose interest in even trying.
10. How can I teach these students? The first thing we can attempt with these students is forms of positive reinforcement. When good performance is achieved; perhaps positive verbal feedback, tokens, stickers or some type of reward for a job well done; anything that will give these students a pat on the back and make them feel worthy.
11. In addition to the positive praise wegive students, we also need to be aware of the type of critical responsewe give.
12. Processcriticism like ; "Maybe you can think of another way to do it?" leads to a healthier academic attitude. "I'm very proud of you" leads to student centered outcomes such as "I'm a success, I'm a failure;" whereas process praise like "You must have tried really hard" leades to challenge centered outcomes such as "I can do this" (Sutherland and Singh, 2004, pg. 175).
13. Conclusion In today’s society, our students have additional pressure for high academic performance from their parents, school systems, and state tests. This additional anxiety often leads to learned helplessness behaviors that we see in the classroom more and more. Although these behaviors are difficult to handle in our classroom management, it is our duty to try different methods to combat this condition.
14. We need to make conscious efforts to give special attention to these students so that they may succeed in their academic career.
15. Lastly.. As teachers ; keep it simple: praise, praise, praise on procedure and model the positive behaviors in your classroom.