The presentations for a day of training Nicola Morgan delivered for the UK Boarding Schools Association on Mar 9th 2015. Aimed at attendees of that day and any colleagues they wish to share it with in their own schools. All material copyright. Email n@nicolamorgan.co.uk for enquiries and see www.nicolamorgan.com for Nicola Morgan's writing and events.
Returning to School After Traumatic Brain Injury (TBI)Bonnie Landau
Information for Counselors and parents on how to help students who have TBI (traumatic brain injury) when they return to school after being home or hospitalized. Many supports are needed for students and they may require an IEP or 504 to put accommodations or modifications into place. A special education advocate might be helpful if the school is difficult about providing support. Find out more information at https://www.specialmomadvocate.com/returning-school-tbi/
Returning to School After Traumatic Brain Injury (TBI)Bonnie Landau
Information for Counselors and parents on how to help students who have TBI (traumatic brain injury) when they return to school after being home or hospitalized. Many supports are needed for students and they may require an IEP or 504 to put accommodations or modifications into place. A special education advocate might be helpful if the school is difficult about providing support. Find out more information at https://www.specialmomadvocate.com/returning-school-tbi/
This presentation presents strategies on how to build healthy parent/child relationships, how to discipline effectively, how to maintain attachment during adolescence.
As a Parent
- Frustrated from kids not listening?
- Tired from yelling at the people you love the most?
- Exhausted from feeling everything being a battle?
Being a parent is one of the most challenging roles we will ever have in our lives and unfortunately our contemporary society gives absolutely no training on how to be a good parent. We all love our kids but from my experience the ABC’s of parenting which are the love, common sense and natural instinct were not enough for me to help me raise my kids in a way that was serving them.
Learning the EFG’s of Parenting helped me transform my life and the lives of parents who learn them.
POSITIVE PARENTING : PERSPECTIVES AND PRINCIPLES OF PARENTING WITH INDIAN EMP...Devashish Konar
This presentation should help in providing a cultural perspectives in parenting. Indian parents may find some stimulating thoughts and students of cross cultural parenting should find Indian perspective as observed by a child psychiatrist.
lecture 23 from a college level introduction to psychology course taught Fall 2011 by Brian J. Piper, Ph.D. (psy391@gmail.com) at Willamette University, includes cognitive development, moral development
This presentation presents strategies on how to build healthy parent/child relationships, how to discipline effectively, how to maintain attachment during adolescence.
As a Parent
- Frustrated from kids not listening?
- Tired from yelling at the people you love the most?
- Exhausted from feeling everything being a battle?
Being a parent is one of the most challenging roles we will ever have in our lives and unfortunately our contemporary society gives absolutely no training on how to be a good parent. We all love our kids but from my experience the ABC’s of parenting which are the love, common sense and natural instinct were not enough for me to help me raise my kids in a way that was serving them.
Learning the EFG’s of Parenting helped me transform my life and the lives of parents who learn them.
POSITIVE PARENTING : PERSPECTIVES AND PRINCIPLES OF PARENTING WITH INDIAN EMP...Devashish Konar
This presentation should help in providing a cultural perspectives in parenting. Indian parents may find some stimulating thoughts and students of cross cultural parenting should find Indian perspective as observed by a child psychiatrist.
lecture 23 from a college level introduction to psychology course taught Fall 2011 by Brian J. Piper, Ph.D. (psy391@gmail.com) at Willamette University, includes cognitive development, moral development
Seen Through a Screen - parent talk on Teenage Brains and LivesNicola Morgan
Nicola Morgan, The Teenage Brain Woman, will share deep and wide-ranging insights into what makes teenagers tick. She will select the most important and mind-opening research about adolescent brain development and show how modern pressures, especially from screens and social media, can affect how teenagers think, feel and behave - and what we can do to support them towards strong independence. Nicola has written books on many aspects of teenage wellbeing, including brain development, stress, learning, body image, the reading brain, peer pressure, sleep, exams and the science of life online.
Between high academic demands, pressure from schools, parents and peers and advances in technology teenagers have a lot going against them these days. Here is some important information to remember when wanting to do what's best for our teens in today's world.
The pressure on students today is creating more anxiety and pathological coping skills. Please check out this presentation and think about ways we as a society can think bigger picture about how to create life long learners
For helping young people (or adults!) deal with negative intrusive thoughts. Full instructions provided. Perfect growth mindset practice. By Nicola Morgan, The Teenage Brain Woman.
Stress Well for Schools: 2.3.1 FLOURISHNicola Morgan
This is the Powerpoint from Nicola Morgan's Stress Well for Schools course, Ppt 2.3.1 - FLOURISH. For details of the whole course, see here: https://www.nicolamorgan.com/product/stress-well-for-schools/
Nicola Morgan is an expert in adolescent stress and she shares her understanding with teenagers and the adults who care about them. This is her "pathways in the brain" model for helping young people deal with intrusive thoughts. It's part of the STRESS WELL FOR SCHOOLS materials and it will really only make sense if you either have those materials or you have attended a training day where Nicola has used it.
For the benefit of those who came to my talk on writing for children and teenagers at York Festival of Writing, 2014. It will not make much sense if you weren't there, though you may find some useful tips at the end.
Perfect Submission - part 1 York Festival of Writing 2014Nicola Morgan
Part 1 of Nicola Morgan's workshop on The Perfect Submission at York Festival of Writing 2014. It won't make complete sense if you weren't there!
www.nicolamorgan.com
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
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?
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
3. Consider this:
• What would your pupils most benefit from
knowing?
• How might you share this knowledge with
them?
• And, importantly, your colleagues?
4. Teenage brains + behaviour
• Generalisations – teenagers are
individuals
• A Very Modern Problem?
• State of Brain and Stage of Life
• Understanding is hugely empowering
• Understanding based on:
– Natural, necessary, temporary and positive
– With aim of independence – breaking away
– Explains why teenagers listen to peers >
adults
5. Main brain differences
A. 3 stages, fr age c11 (Gs usually before
Bs)
1. Major increase in volume of grey matter
(from more connections)
2. Major pruning (ie loss) of connections
3. Strengthening (“myelination”) of connections
B. Prefrontal cortex (pfc) develops last (23+)
C. Some different brain activity (eg in social
embarrassment and risk/emotion)
6. Teenage brain in practice:
Lost connections
• May experience diminishing of a previous
skill – demoralising and stressful
• Clumsiness – especially in boys, as the
cerebellum changes more
• TOOLS? Knowledge => practice
7. Teenage brain in practice: Emotion
All illustrations especially commissioned from artist Katherine Lynas
8. Teenage brain in practice: Emotion
• (Hormones + stress also affect emotions)
• Poorer at recognising emotions in faces
(esp 11-12yo)
• Strong amygdala may overpower weaker
pfc
PFC
Amygdala
Limbic
system
9. Tools (re emotion)
• Share understanding: physical; temporary
• Remember: brain develops by practice +
eg
• Forgive mistakes
– Encourage self-forgiveness
• Look for underlying stressors
• Provide safe outlets for emotion
• All pupils should have a “trusted adult”
11. Teenage brain and risk
• Evolutionary drive/biology encourages
risk:
– Dopamine in “reward systems”
– In some teenagers, reward systems more
active
– And even more when peers are present
• Amygdala may overpower pfc
• More weight on immediate emotion
– Highly social teenage brain => great reward
for attracting peer respect
12. Tools (re risk)
• Again, teach biology of risk-taking
• Provide risk opportunities – needn’t be
physically dangerous
• Warning re danger does work for some:
– Eg re drugs, alcohol, early sex
– True cautionary tales work well
• Consider relevant teenage novels – take
risks in reading; expanding understanding
14. Teenage brain in practice: Sleep
• Teenagers need average 9.25 hours
• But melatonin switches on later at night
• And off later in the morning
• So very likely to be sleep deprived:
– Mood, stress, concentration, performance
15. Tools for better sleep
1. Understand “Sleep Hygiene”
• Educate re daylight/screens
2. Create routine
3. Strategies for sleepless nights
4. My classroom resources (Brain Sticks)
5. See your handout + sheet of tips for
pupils
16. Teenage brain in the classroom
• Boys/girls reach stages at different times
• If young for year, may not be in stage 3
when peers are
• Self-consciousness can be huge stressor
• Being a learner is stressful; lack control
• Note: stress will affect performance
• (Effects of dyslexia etc)
17. DISCUSS
1. What 2-4 things struck you most?
2. What do you think pupils would be
interested in?
3. How could you share those points with
pupils?
4. And colleagues?
19. What is stress?
• Fight or flight response
• Adrenalin and cortisol
• Cortisol builds up if no relief
• Same effects, whatever age
– Immune system, concentration, mood, sleep
– Performance
• “Preoccupation”
20. “Preoccupation”
• If part of attention is on something else,
cannot perform 100% on the task in hand
1. Worry/stress about anything – intrusive
thoughts
2. “Scarcity” – eg of time – deadlines + diets
3. Social media/email/phones
• Preoccupation diminishes performance/IQ:
– Cognitive capacity (aspects of learning)
– Executive control (aspects of behaviour)
22. Teenage stresses
• Perfect storm of change: brain, body,
chemistry, friends, fears, expectations,
pressure
• “New” stresses: exams + internet
• Biggest stresses: exams and friendship
issues
• Biological differences: eg a) self-
consciousness b) more brain activity in
stress responses c) slower adaptation
23. Introversion/extroversion
• Introverts are not necessarily “shy”
• They spend huge energy in social
situations
• If needs aren’t met => more stress
• Most school situations are highly stressful
for introverts
24. Tools
• Teenagers know very little about stress.
Need basic facts; symptoms; “cup of
stress”
• Need 3 approaches:
1. Instant breathing exercise
2. Daily time-out – free choice
3. General thought processes
• (Intrusive thoughts: pathways)
On my
website
25. This FLOURISH card is
available free as a
downloadable pdf card on
my website
My Brain Sticks materials
are largely built around
promoting this FLOURISH
model of brain health and
wellbeing
26. “What went well?”
• Martin Seligman – “Authentic Happiness”
website and his book, FLOURISH
• “What did I do for someone else?”
27. PERMA model of wellbeing
P = positive feelings
E = engagement
R = relationships
M = meaning
A = accomplishment
See Teaching Wellbeing in Schools by Ian
Morris
28. Reading for Pleasure
Benefits:
• “Flow” or engagement
• Increase knowledge
• Increase understanding of self and others
• Reduce stress
• Stop thinking about worries
• Associated with higher attainment
• Uses many areas of brain
29. Resilience
Ability to bounce back after a setback – some
have more resilience than others but we now
know it can be taught; is not a fixed skill
– Why did that go wrong?
– How can I get control?
– How can I let go the things I can’t control?
– What went well?
– What strengths did I use?
– Who am I connected to?
• youngminds.org for classroom resources
30. DISCUSS
1. Do your pupils have downtime? Do they
know what to do with it?
2. Does your school adequately teach about
stress: what it is and how to avoid
negative effects?
3. Can you suggest a 3-point plan of action
or 3 things you think most useful to
teach??
34. Intrusive thoughts
• Every thought is a pathway in the brain
• The brain learns by repetition, creating
strong pathways that are easy to follow
• But the brain can learn negative, unhelpful
things, too => negative intrusive thoughts
• It is in our control to replace this with +ve
thought
• (The following slides show this)
35.
36.
37.
38.
39.
40.
41.
42.
43.
44. Online porn and relationships
• Boys tend to believe porn is educational; girls tend
to believe it’s harmful
• Most do what they think “everyone else” is doing –
need to fit in
• Young women (16-24) at greatest risk of violence;
evidence this is not improving
• Acting in moment, not looking ahead
• Core message: if you make a person do
something they don’t want, it’s assault
• And sharing indecent picture u18 is illegal
• www.thinkuknow.org
46. Self-harm
• Stats vague – 13%? 70% increase in A&E
admission from s-harm in 2014, on previous
2y
• Variety of reasons – beware generalisations
• Harmer often feels self-disgust; fear
• Physical urge => dopamine
• Distraction strategies; safety advice
• And essential to have talking therapy
• Dangerous to prevent, if no coping
strategy/support
• www.selfharm.co.uk
47. Depression
• Signs
– Gender differences – males may exhibit anger
• May not ask for help; think no point
• Reassure that is an illness + solutions exist
• Get professional help – 3 steps
• Role of sleep – (poor sleep may be more
than a symptom of depression; may help
cause)
• Taking control in small steps
48. Mental Health First Aid
Scottish MHFA: www.smhfa.com/
1. Assess for risk of suicide/harm
2. Listen without judgement
3. Reassure and inform
4. Encourage and facilitate seeking
professional help
5. Recommend other forms of help