This document discusses programming and approaches for working with students with special needs. It provides the following key points:
1. Cultural tales and life experiences influence what we see, hear and believe. An inclusive approach considers those outside typical circles.
2. When connecting with students, it is important to show care, acknowledge emotions, and focus on building relationships rather than solutions. Different approaches are outlined for different student behaviors.
3. A strengths-based approach focuses on traits like achievement, cooperation and empathy rather than deficits. Emotional intelligence involves self-awareness, managing emotions and relationships.
Presentation on Highly Sensitive and Emotionally Intense Kids presented at the Parent Connection Conference in Virginia Beach Schools on January 28, 2012
Emotions develop throughout the lifespan beginning in infancy with basic emotions and increasing in complexity, especially during childhood as self-conscious emotions emerge and coping skills improve. During adolescence, emotions experience turmoil due to hormonal changes combined with environmental experiences, though moodiness is a normal part of development. The ability to understand and regulate emotions continues advancing into adulthood.
Northwest Justice Forum
An Unexpected Journey
Wednesday, June 26, 2013
Clackamas Community College
Chris Wilson
Self Awareness
Mediation
Emotional intelligence, mindfulness, unconscious processes
Young children experience significant physical, cognitive, and social-emotional development between ages 1-3. Physically, they gain improved motor skills and body proportions change rapidly. Their brains grow substantially and abilities like symbolic thought and theory of mind emerge. Socially, they begin to understand themselves as separate from others and develop gender identities. Psychodynamically, resolutions of complexes like the Oedipus help shape their relationships and sense of self.
This document provides an overview of a presentation on emotional intelligence. It discusses key concepts such as self-awareness, social awareness, self-management, relationship management, and EQ competencies. Various assessment tools are presented to help individuals understand their own preferences and strengths. Effective leadership is shown to require skills like self-confidence, credibility and trust that relate to emotional intelligence. Motivation and achieving goals are also linked to managing emotions. The importance of effective communication and relationships is emphasized.
Childhood Exposure to Domestic Violence and Health Kristin Bodiford
This document discusses children and youth exposed to domestic violence and building a responsive system grounded in resilience. It covers the impact of exposure to domestic violence, an introduction to resilience, research on neuroplasticity and resilience, and building a responsive system through a resilience lens. The key points are that exposure to domestic violence can negatively impact children's health, behavior, and development, but resilience and responsive systems that focus on strengths, relationships, and skill-building can help mitigate risks and promote positive outcomes for children.
Emotional intelligence refers to the ability to recognize and manage emotions in ourselves and in our relationships. It is a stronger predictor of career and life success than IQ. Emotional intelligence has 5 components: self-awareness, self-regulation, motivation, empathy, and social skills. Developing emotional intelligence can improve health, relationships, and performance at work and in leadership roles. As collaboration increases, emotional intelligence will become even more important in the future.
This document discusses emotional intelligence and its importance for leadership. It defines emotional intelligence as the ability to recognize and manage one's own emotions and the emotions of others. The document notes that while IQ is important, emotional intelligence may be a stronger predictor of success in life and career. It outlines various components of emotional intelligence, such as self-awareness, self-regulation, empathy, and social skills. The document argues that emotional intelligence is essential for effective decision-making and rational thinking. It also suggests that emotional intelligence can be developed through practices like mindfulness, managing stress, and developing empathy.
Presentation on Highly Sensitive and Emotionally Intense Kids presented at the Parent Connection Conference in Virginia Beach Schools on January 28, 2012
Emotions develop throughout the lifespan beginning in infancy with basic emotions and increasing in complexity, especially during childhood as self-conscious emotions emerge and coping skills improve. During adolescence, emotions experience turmoil due to hormonal changes combined with environmental experiences, though moodiness is a normal part of development. The ability to understand and regulate emotions continues advancing into adulthood.
Northwest Justice Forum
An Unexpected Journey
Wednesday, June 26, 2013
Clackamas Community College
Chris Wilson
Self Awareness
Mediation
Emotional intelligence, mindfulness, unconscious processes
Young children experience significant physical, cognitive, and social-emotional development between ages 1-3. Physically, they gain improved motor skills and body proportions change rapidly. Their brains grow substantially and abilities like symbolic thought and theory of mind emerge. Socially, they begin to understand themselves as separate from others and develop gender identities. Psychodynamically, resolutions of complexes like the Oedipus help shape their relationships and sense of self.
This document provides an overview of a presentation on emotional intelligence. It discusses key concepts such as self-awareness, social awareness, self-management, relationship management, and EQ competencies. Various assessment tools are presented to help individuals understand their own preferences and strengths. Effective leadership is shown to require skills like self-confidence, credibility and trust that relate to emotional intelligence. Motivation and achieving goals are also linked to managing emotions. The importance of effective communication and relationships is emphasized.
Childhood Exposure to Domestic Violence and Health Kristin Bodiford
This document discusses children and youth exposed to domestic violence and building a responsive system grounded in resilience. It covers the impact of exposure to domestic violence, an introduction to resilience, research on neuroplasticity and resilience, and building a responsive system through a resilience lens. The key points are that exposure to domestic violence can negatively impact children's health, behavior, and development, but resilience and responsive systems that focus on strengths, relationships, and skill-building can help mitigate risks and promote positive outcomes for children.
Emotional intelligence refers to the ability to recognize and manage emotions in ourselves and in our relationships. It is a stronger predictor of career and life success than IQ. Emotional intelligence has 5 components: self-awareness, self-regulation, motivation, empathy, and social skills. Developing emotional intelligence can improve health, relationships, and performance at work and in leadership roles. As collaboration increases, emotional intelligence will become even more important in the future.
This document discusses emotional intelligence and its importance for leadership. It defines emotional intelligence as the ability to recognize and manage one's own emotions and the emotions of others. The document notes that while IQ is important, emotional intelligence may be a stronger predictor of success in life and career. It outlines various components of emotional intelligence, such as self-awareness, self-regulation, empathy, and social skills. The document argues that emotional intelligence is essential for effective decision-making and rational thinking. It also suggests that emotional intelligence can be developed through practices like mindfulness, managing stress, and developing empathy.
Achieving autonomy is the ultimate goal in transactional analysis.Being autonomous means being self governing, determining one’s own destiny, taking responsibility for one’s own actions and feelings and throwing off patterns that are irrelevant and inappropriate to living in the here and now
Building Resilient Children by Creating Compassionate SchoolsEducationNC
The document provides information about creating compassionate schools to build resilient children. It discusses Buncombe County Schools' profile and initiatives to address trauma and adversity experienced by students. These include grants, curriculum, data collection, and multi-tiered systems of support. The goals of compassionate schools are to develop students' self-regulation, resiliency, executive function, and social/emotional competencies. Strategies discussed include trauma-informed practices, building staff capacity, and strengthening school-community partnerships.
Human development - Social and Personality Development Juliana Nunez
This document discusses social and personality development from various psychoanalytic perspectives. It covers development from infancy through late adulthood based on Freud and Erikson's theories. For infants, Freud believed oral gratification was important while Erikson focused on trust from nurturing. In early childhood, toilet training and autonomy vs shame were key. Middle childhood involved cultural skills and intimacy vs inferiority. Adolescence included identity formation and generativity vs stagnation in adulthood. Personality traits and continuity/change were also examined across the lifespan.
This document discusses strategies for teaching with the brain in mind by connecting the Teaching Pyramid practices to brain development. It explains that nurturing relationships and supportive environments promote brain integration and the development of executive functioning skills. Specific strategies are provided to help integrate different parts of the brain such as connecting and redirecting emotions, naming feelings to calm them, and engaging rather than enraging children when upset. The importance of these skills for school and life readiness is highlighted.
Emotional intelligence and Emotional Resilience in Social WorkClaudia Megele
This document summarizes a student summit on emotional intelligence and stress management in social work. It defines key concepts like emotions, emotional intelligence, stress and resilience. It discusses the importance of emotional skills in social work given its interpersonal nature. Factors that influence resilience are examined, including emotional competence, reflective ability, social support and organizational culture. Strategies are provided for both organizations and individuals to build resilience and manage stress. Research is cited showing links between emotional intelligence, resilience and psychological well-being.
This document discusses a presentation on emotional intelligence given by Randall Grayson. The presentation aims to define emotional intelligence, outline its domains, and explain why it is important. It also discusses emotionally intelligent parenting styles like emotion coaching versus dismissing, disapproving, or laissez-faire styles. Measurement options for emotional intelligence are also mentioned. The presentation seeks to provide an overview of emotional intelligence in under 90 minutes.
This presentation discusses social and emotional learning (SEL) and how its five core competencies - self-awareness, self-management, social awareness, relationship skills, and responsible decision-making - can be applied to gifted and talented education. SEL is promoted to help gifted learners develop emotional intelligence, cultivate growth mindsets, manage strong emotions and intensities, reduce stress and anxiety, and feel appreciated and confident. The framework offers viable strategies to create positive learning environments and support the unique cognitive and affective needs of gifted students.
125. Coping with stress through empathyLAKSHMANAN S
Empathy is the ability to understand another person's perspective and experience. There are three main types of empathy - cognitive empathy, which involves understanding another's thoughts and perspectives; affective empathy, which involves sharing another's emotions; and compassionate empathy, which combines understanding and emotion with a desire to help. Maintaining empathy is important for managing stress and conflict in relationships. The document provides guidelines for developing empathy through attentive listening, reflecting back what one understands of the other person's perspective, and suspending one's own judgments.
Stage 1: Obedience and punishment orientation
Conventional: Stage 2: Self-interest Right and wrong defined by what is in their own self-
9-20 years orientation interest. If they get caught stealing then they will get in
trouble so it is wrong.
Stage 3: Interpersonal accord and conformity Right and wrong defined by what is accepted by their
peers and society. They conform to social norms and
expectations.
Postconventional: Stage 4: Authority and social Right and wrong defined by laws and duties of a
20 years + contract orientation democratic society. They see rules as social contracts
and understand that people have created laws to
protect society and
This document discusses childhood education and development from a Spiritist perspective. It explains that children's spirits bring tendencies from past lives that begin to manifest early on. Parents should study their child's instincts to identify and combat any bad tendencies like selfishness. The early childhood years are when the spirit is most malleable and accessible to positive influences that can modify character for spiritual progress. Proper home education through love, kindness, dialogue and attention helps strengthen affective ties and prepare children for life's challenges. Corporal punishment should be avoided as it can cause trauma and other issues. Parents are encouraged to reward good behavior and use restrictions of privileges appropriately rather than harsh punishment.
I am in parent contamination when I mistake parental slogans for adult reality. These are taught beliefs that are taken as facts. Berne call this prejudice. When a person is speaking about herself and say you instead of I, it is likely that the content of what follows will be parent contaminated.
Intimacy means open sharing of feelings and wants between you and another person. In intimacy, feelings expressed are appropriate to finish the situation.
This document provides information on movement and mindfulness activities for healthy kids and classrooms. It outlines 4 adventure skills - drinking water, humming breath, monkey wisdom, and deep down wisdom - that can be used daily to support well-being and self-regulation. It also describes how to transform storybooks into story-in-motion activities to promote active play, social-emotional learning, and literacy. Research highlights the cognitive and behavioral benefits of movement for learning, attention, memory, and stress reduction.
This document provides an overview and materials from a workshop on demystifying emotional resiliency. The workshop covers 4 parts: 1) behavior in context, 2) trauma and survival behaviors, 3) networks of emotional support, and 4) teens as active agents in their healing. It discusses how trauma impacts foster youth, the importance of relationships and permanency. Activities are included to help participants understand the experiences of displaced children and how to support their emotional resiliency. The document also lists competencies around caring for traumatized youth.
This document discusses several topics related to human sexuality and intimacy. It begins by defining human sexuality and exploring how it impacts various aspects of life. It then discusses what intimacy means, describing it as a close, familiar relationship that involves emotional closeness, spiritual connection, and openness. The document also examines teenage relationships, noting both the advantages like learning about relationships but also the disadvantages such as emotional instability and life-long scars. It discusses pre-marital sexuality and why many societies forbid it due to potential consequences. Finally, it explores ways to avoid pre-marital sex through education and developing healthy views of sexuality and relationships from a young age.
This document discusses activities in transactional analysis. It was prepared by Manu Melwin Joy, a research scholar at the School of Management Studies at CUSAT in Kerala, India. The document defines activities as goal-directed communication between group members, with a focus on material outcomes. It notes that the adult ego state predominates during activities and that conditional positive and negative strokes are usually given at the end as rewards or consequences.
The document discusses how the teenage brain is still developing, especially the prefrontal cortex which is responsible for planning, decision making, and impulse control. During puberty, surges in hormones like testosterone can increase emotions like anger and sadness in teens. Their judgment is still maturing which may explain why teens take more risks and are highly influenced by peers. The limbic system and sympathetic nervous system play key roles in emotional arousal and the fight or flight response. While teens and adults both use these systems, teens process emotions differently and are more likely to take risks without fully considering consequences due to their developing brains.
YP-S3 ist so schoen bunt und gerade mal so gross wie ein Eis am Stil. Spass soll er machen, Musik, Videos und auch Spiele fuer die Unterhaltung liefern.
Este programa genera una foto automática de una persona a partir de datos sobre sus características faciales y físicas. El usuario responde preguntas sobre detalles como color de cabello, ojos, nariz, boca y más. Luego de procesar los datos, el programa muestra una foto aproximada a la persona real. Al final, se incluye un mensaje religioso sobre la imagen y semejanza de Dios en los seres humanos.
Este documento ofrece consejos sobre cómo llevar una vida feliz y significativa. Recomienda ayudar a los amigos, creer en uno mismo, expresarse creativamente, hacer ejercicio, pasar tiempo con amigos y familiares, y mantener una actitud positiva a pesar de los desafíos. El objetivo general es promover la bondad, la compasión y el bienestar propio y de los demás.
Achieving autonomy is the ultimate goal in transactional analysis.Being autonomous means being self governing, determining one’s own destiny, taking responsibility for one’s own actions and feelings and throwing off patterns that are irrelevant and inappropriate to living in the here and now
Building Resilient Children by Creating Compassionate SchoolsEducationNC
The document provides information about creating compassionate schools to build resilient children. It discusses Buncombe County Schools' profile and initiatives to address trauma and adversity experienced by students. These include grants, curriculum, data collection, and multi-tiered systems of support. The goals of compassionate schools are to develop students' self-regulation, resiliency, executive function, and social/emotional competencies. Strategies discussed include trauma-informed practices, building staff capacity, and strengthening school-community partnerships.
Human development - Social and Personality Development Juliana Nunez
This document discusses social and personality development from various psychoanalytic perspectives. It covers development from infancy through late adulthood based on Freud and Erikson's theories. For infants, Freud believed oral gratification was important while Erikson focused on trust from nurturing. In early childhood, toilet training and autonomy vs shame were key. Middle childhood involved cultural skills and intimacy vs inferiority. Adolescence included identity formation and generativity vs stagnation in adulthood. Personality traits and continuity/change were also examined across the lifespan.
This document discusses strategies for teaching with the brain in mind by connecting the Teaching Pyramid practices to brain development. It explains that nurturing relationships and supportive environments promote brain integration and the development of executive functioning skills. Specific strategies are provided to help integrate different parts of the brain such as connecting and redirecting emotions, naming feelings to calm them, and engaging rather than enraging children when upset. The importance of these skills for school and life readiness is highlighted.
Emotional intelligence and Emotional Resilience in Social WorkClaudia Megele
This document summarizes a student summit on emotional intelligence and stress management in social work. It defines key concepts like emotions, emotional intelligence, stress and resilience. It discusses the importance of emotional skills in social work given its interpersonal nature. Factors that influence resilience are examined, including emotional competence, reflective ability, social support and organizational culture. Strategies are provided for both organizations and individuals to build resilience and manage stress. Research is cited showing links between emotional intelligence, resilience and psychological well-being.
This document discusses a presentation on emotional intelligence given by Randall Grayson. The presentation aims to define emotional intelligence, outline its domains, and explain why it is important. It also discusses emotionally intelligent parenting styles like emotion coaching versus dismissing, disapproving, or laissez-faire styles. Measurement options for emotional intelligence are also mentioned. The presentation seeks to provide an overview of emotional intelligence in under 90 minutes.
This presentation discusses social and emotional learning (SEL) and how its five core competencies - self-awareness, self-management, social awareness, relationship skills, and responsible decision-making - can be applied to gifted and talented education. SEL is promoted to help gifted learners develop emotional intelligence, cultivate growth mindsets, manage strong emotions and intensities, reduce stress and anxiety, and feel appreciated and confident. The framework offers viable strategies to create positive learning environments and support the unique cognitive and affective needs of gifted students.
125. Coping with stress through empathyLAKSHMANAN S
Empathy is the ability to understand another person's perspective and experience. There are three main types of empathy - cognitive empathy, which involves understanding another's thoughts and perspectives; affective empathy, which involves sharing another's emotions; and compassionate empathy, which combines understanding and emotion with a desire to help. Maintaining empathy is important for managing stress and conflict in relationships. The document provides guidelines for developing empathy through attentive listening, reflecting back what one understands of the other person's perspective, and suspending one's own judgments.
Stage 1: Obedience and punishment orientation
Conventional: Stage 2: Self-interest Right and wrong defined by what is in their own self-
9-20 years orientation interest. If they get caught stealing then they will get in
trouble so it is wrong.
Stage 3: Interpersonal accord and conformity Right and wrong defined by what is accepted by their
peers and society. They conform to social norms and
expectations.
Postconventional: Stage 4: Authority and social Right and wrong defined by laws and duties of a
20 years + contract orientation democratic society. They see rules as social contracts
and understand that people have created laws to
protect society and
This document discusses childhood education and development from a Spiritist perspective. It explains that children's spirits bring tendencies from past lives that begin to manifest early on. Parents should study their child's instincts to identify and combat any bad tendencies like selfishness. The early childhood years are when the spirit is most malleable and accessible to positive influences that can modify character for spiritual progress. Proper home education through love, kindness, dialogue and attention helps strengthen affective ties and prepare children for life's challenges. Corporal punishment should be avoided as it can cause trauma and other issues. Parents are encouraged to reward good behavior and use restrictions of privileges appropriately rather than harsh punishment.
I am in parent contamination when I mistake parental slogans for adult reality. These are taught beliefs that are taken as facts. Berne call this prejudice. When a person is speaking about herself and say you instead of I, it is likely that the content of what follows will be parent contaminated.
Intimacy means open sharing of feelings and wants between you and another person. In intimacy, feelings expressed are appropriate to finish the situation.
This document provides information on movement and mindfulness activities for healthy kids and classrooms. It outlines 4 adventure skills - drinking water, humming breath, monkey wisdom, and deep down wisdom - that can be used daily to support well-being and self-regulation. It also describes how to transform storybooks into story-in-motion activities to promote active play, social-emotional learning, and literacy. Research highlights the cognitive and behavioral benefits of movement for learning, attention, memory, and stress reduction.
This document provides an overview and materials from a workshop on demystifying emotional resiliency. The workshop covers 4 parts: 1) behavior in context, 2) trauma and survival behaviors, 3) networks of emotional support, and 4) teens as active agents in their healing. It discusses how trauma impacts foster youth, the importance of relationships and permanency. Activities are included to help participants understand the experiences of displaced children and how to support their emotional resiliency. The document also lists competencies around caring for traumatized youth.
This document discusses several topics related to human sexuality and intimacy. It begins by defining human sexuality and exploring how it impacts various aspects of life. It then discusses what intimacy means, describing it as a close, familiar relationship that involves emotional closeness, spiritual connection, and openness. The document also examines teenage relationships, noting both the advantages like learning about relationships but also the disadvantages such as emotional instability and life-long scars. It discusses pre-marital sexuality and why many societies forbid it due to potential consequences. Finally, it explores ways to avoid pre-marital sex through education and developing healthy views of sexuality and relationships from a young age.
This document discusses activities in transactional analysis. It was prepared by Manu Melwin Joy, a research scholar at the School of Management Studies at CUSAT in Kerala, India. The document defines activities as goal-directed communication between group members, with a focus on material outcomes. It notes that the adult ego state predominates during activities and that conditional positive and negative strokes are usually given at the end as rewards or consequences.
The document discusses how the teenage brain is still developing, especially the prefrontal cortex which is responsible for planning, decision making, and impulse control. During puberty, surges in hormones like testosterone can increase emotions like anger and sadness in teens. Their judgment is still maturing which may explain why teens take more risks and are highly influenced by peers. The limbic system and sympathetic nervous system play key roles in emotional arousal and the fight or flight response. While teens and adults both use these systems, teens process emotions differently and are more likely to take risks without fully considering consequences due to their developing brains.
YP-S3 ist so schoen bunt und gerade mal so gross wie ein Eis am Stil. Spass soll er machen, Musik, Videos und auch Spiele fuer die Unterhaltung liefern.
Este programa genera una foto automática de una persona a partir de datos sobre sus características faciales y físicas. El usuario responde preguntas sobre detalles como color de cabello, ojos, nariz, boca y más. Luego de procesar los datos, el programa muestra una foto aproximada a la persona real. Al final, se incluye un mensaje religioso sobre la imagen y semejanza de Dios en los seres humanos.
Este documento ofrece consejos sobre cómo llevar una vida feliz y significativa. Recomienda ayudar a los amigos, creer en uno mismo, expresarse creativamente, hacer ejercicio, pasar tiempo con amigos y familiares, y mantener una actitud positiva a pesar de los desafíos. El objetivo general es promover la bondad, la compasión y el bienestar propio y de los demás.
Este documento presenta un proyecto de sistematización del proceso de diagnóstico, pronóstico y control de pronóstico en la Universidad "Israel". El proyecto busca automatizar estos procesos mediante el desarrollo de una aplicación informática que agilice la evaluación de aspirantes y el manejo de sus datos. Se incluye un estudio de factibilidad técnica, económica e indicadores que demuestran la viabilidad del proyecto.
Este documento resume los conceptos clave de dinero electrónico y publicidad en internet. Explica que el dinero electrónico es un instrumento basado en transferencias de fondos electrónicas para facilitar pagos a través de redes. Luego describe proveedores populares como PayPal, ClickandBuy y E-gold. Finalmente, detalla diferentes tipos de publicidad en internet como banners, pop-ups y correo electrónico, y concluye explicando amenazas cibernéticas como phishing, ransomware y spam.
El documento habla sobre la importancia del esfuerzo y la dificultad en la vida a través de la metáfora de una oruga y una mariposa. Un hombre ayudó a una oruga a salir de su capullo sin esfuerzo, pero luego la mariposa no pudo volar porque no había desarrollado sus alas y músculos a través del esfuerzo de salir por sí misma. El documento sugiere que a veces necesitamos dificultades en la vida para fortalecernos y volar, y que Dios nos da problemas para resolver y personas
Este documento describe una actividad práctica para construir una silla utilizando materiales reciclados como botellas de plástico, una carpeta y varillas de plástico. Explica los pasos para construir la estructura de la silla sujetando las botellas a los agujeros de la carpeta y añadiendo varillas como brazos. Luego, se decora la silla con fieltro y limpia pipetas. El proceso toma aproximadamente una hora y demuestra cómo convertir objetos desechados en algo útil mediante la creatividad y re
La novela Memorias de un Canalla narra la historia de Fedro Mariné contada a través de su diario personal. A través de trampas y deshonestidad, Fedro logra una fortuna pero sacrifica a su familia en el proceso, traicionando sus valores morales por ambición. Al final, es traicionado y queda solo, sin dinero ni familia, por lo que decide quitarse la vida. La obra expone los temas de la corrupción, falta de valores, discriminación y traición a través de la historia de Fedro y su ascenso y caída en
Los conductores tienden a adquirir malos hábitos con el paso del tiempo que conducen, relajándose y automatizando maniobras de forma inconsciente. Estos defectos, como no mantener la distancia de seguridad, no usar correctamente las señales o distraerse, son responsables del 70% de los accidentes según datos de la Dirección General de Tráfico. El documento enumera varios de estos malos hábitos frecuentes como sentarse incorrectamente, no respetar la prioridad de paso o conducir cansado o distraído, y
La ciudad de Badajoz se prepara para celebrar la Navidad con iluminación en las calles y belenes para mostrar la historia del nacimiento de Jesús. La gente desea a todos una Feliz Navidad.
St. George's once thriving economy has declined due to lack of planning and investment. The document outlines a revitalization plan to repair infrastructure, incentivize businesses to relocate to St. George's, and attract tourists through improved transportation, security, and promotion of activities like fishing and sailing. The goal is to diversify St. George's economy and reverse its economic troubles.
The document discusses emerging technologies that can be applied to logistics, including QR codes, NFC, WiFi, Bluetooth, and mobile applications. It provides examples of how these technologies are currently used in areas like ticketing, payments, inventory tracking, and asset management. It also examines factors like power consumption, size, and data flow that must be considered when determining the best technology solution for a given logistics problem.
El documento discute cómo la sociedad ha ido alejando a Dios de las escuelas y el gobierno a través de varias decisiones, como prohibir la oración y lectura bíblica en las escuelas. Argumenta que esto ha llevado a un aumento en la violencia, el sexo ilícito y la falta de valores morales entre los jóvenes. Finalmente, reflexiona sobre cómo nos preocupamos más por la opinión de los demás que por lo que Dios piensa de nosotros.
Este documento ofrece consejos sobre cómo llevar una vida feliz y significativa. Recomienda ayudar a los amigos, creer en uno mismo, expresarse creativamente, mantener la calma incluso en momentos difíciles, reír y divertirse, amar a los amigos sin importar quiénes sean, relajarse incluso en días estresantes, y trabajar como un equipo. En general, enfatiza la importancia de las relaciones positivas, el optimismo y el apoyo mutuo.
El documento describe varios lugares y actividades de un viaje a Praga, incluyendo la catedral, el castillo, un cementerio indio y paseos agradables por los jardines de la Alhambra con la nieta y sus amigos.
A new instance-based label ranking approach using the Mallows modelroywwcheng
This document presents an instance-based approach to label ranking that uses a probabilistic model called the Mallows model. The approach infers a ranking for a new instance by aggregating the observed rankings from similar training instances using either the median rank or Borda count. It can handle both complete and incomplete rankings from neighbors. Experimental results on several datasets show the approach is competitive with state-of-the-art model-based approaches and the spread parameter it estimates provides a useful measure of confidence in the predicted ranking.
‘I have found it
really useful to help
children to understand
their emotions and how to
deal with them in a
positive way’.
‘It has helped me to
understand the child’s
perspective better and
respond in a more
constructive way’.
‘I have noticed a
reduction in
challenging
behaviour and
improvements in
relationships’.
‘It has helped me to
reflect on my own
reactions and responses
to children’s emotions’.
‘It has helped me to
understand the child
better and build a
stronger relationship’.
‘I feel more confident
in my ability to handle
emotional situations
constructively’.
This document discusses emotional intelligence and its importance. It begins by defining emotions and explaining that emotions are important because they give meaning to our lives. It then discusses the components of emotional intelligence, including self-awareness, self-management, social awareness, and relationship management. High emotional intelligence is linked to greater success in life and work. Developing emotional intelligence skills such as self-awareness, impulse control, and stress management can be learned through practice.
Mental health needs of looked after young people toolkitYoungMinds
An introduction to the mental health needs of Looked After Young People.
YoungMinds supports and informs professionals who work with children or young people, whether through paid employment or voluntary work. We are the UK’s leading provider of training on children’s mental health and wellbeing.
Find out more here: http://www.youngminds.org.uk/training_services
This document discusses emotional intelligence, including its components and importance. It defines emotional intelligence as the ability to recognize our own feelings and those of others to motivate ourselves and manage emotions well. The five components are self-awareness, self-regulation, self-motivation, social awareness, and social skills. Developing these skills is important for career success, relationships, and leadership. Strategies for improving emotional intelligence include mindfulness, recognizing emotions, understanding what causes feelings, and developing empathy and listening skills.
This document provides an overview of emotional intelligence (EI). It defines EI as the capacity for recognizing our own feelings and those of others, and for managing emotions well in ourselves and our relationships. The document discusses various components of EI, including emotional self-awareness, self-regulation, self-motivation, social awareness, and social skills. It notes that EI involves abilities like empathy, managing emotions in oneself and others, and using emotions to maximize decision making. The document also discusses gender differences in EI, importance of EI for organizations and leadership, and improving EI through training.
This document provides an overview of a session on domestic violence that includes understanding gender roles and emotions. It discusses how gender roles and stereotypes are learned from a young age and influence behaviors. Emotions help guide actions in important situations and each emotion provides a readiness to act. Emotional intelligence involves self-awareness of emotions and managing them appropriately. Children learn emotional skills from their family environment and parenting styles can influence a child's long-term emotional well-being. Unresolved trauma can lead to emotional addictions as the brain's limbic system dominates and unhealthy behaviors are used to cope with emotions.
This document provides a study guide on self-awareness and emotional competence. It discusses key topics such as defining self-awareness, the Johari window model of the four selves (open, blind, unknown, hidden), factors important for children's sense of self, the importance of self-awareness, and strategies for self-management and developing emotional intelligence. The guide also examines components of emotional competence, the five domains of emotional intelligence at work, and important realities of the human person like self-image and influence of others.
The document discusses several theories of personality, including:
- Freud's psychoanalytic theory which describes the id, ego, and superego. It also discusses defense mechanisms like repression and projection.
- Jung's analytical theory which describes the collective unconscious and archetypes. It also discusses introversion and extraversion.
- Adler's individual psychology which focuses on feelings of inferiority and compensation through developing a personal lifestyle and striving for superiority.
- Horney's feminine psychology which emphasizes the role of early relationships and anxiety over sexuality in personality development and neurotic coping strategies.
- Rogers' humanistic theory which sees people as inherently good and striving for self-actualization with unconditional positive regard.
The document discusses building self-esteem. It defines self-esteem as one's judgment of their own worth and capabilities. Self-esteem is learned from experiences and can change over time. Low self-esteem results from feeling incompetent in important areas of life and is characterized by behaviors like excessive bragging or blaming others. The foundation for happiness and success is having a positive self-view, which develops from unconditional love and acceptance as a child. Five feelings that build high self-esteem are security, self-knowledge, belonging, purpose, and competence. The document provides ideas to enhance these feelings in children.
This document provides an overview of emotional intelligence. It begins by defining emotional intelligence as the ability to recognize and manage one's own emotions and the emotions of others. It describes the four elements of emotional intelligence as self-awareness, self-management, social awareness, and relationship management. The document then discusses various techniques for improving emotional intelligence, such as practicing self-regulation, self-motivation, empathy, and emotional honesty. It concludes by noting the importance of emotional intelligence in fields like medicine and outlines formulas for increasing happiness and success through developing emotional intelligence.
This document discusses emotional intelligence and emotion coaching. It defines emotional intelligence as the ability to identify and understand one's own emotions, use emotions during social interactions, use emotional awareness to solve problems, deal with frustration, control how emotions are expressed, and keep distress from overwhelming thinking. Emotion coaching is described as a parenting technique where parents accept children's emotions, use emotional moments to teach life lessons, build trust, and help children develop strategies to handle ups and downs. The benefits of emotion coaching include helping children regulate emotions, problem solve, focus attention, and have healthier relationships.
Emotional intelligence sets apart good leaders ppt Babasab Patil
Emotional intelligence involves the ability to understand and manage one's own emotions and recognize emotions in others. There are three main models of emotional intelligence: the ability model, mixed models, and trait model. The ability model views emotions as useful sources of information, while mixed models focus on competencies like self-awareness, self-management, social awareness, and relationship management. Trait models refer to self-perceptions of emotional abilities. Developing emotional intelligence skills like empathy, self-awareness, and social skills can help with decision-making, relationships, and leadership.
Emotional Intelligence MPDD with respect to Employess Motivation.pptxmudassarsabac
The document discusses emotional intelligence, including its origins in the 1990s based on earlier work by psychologists. It defines emotional intelligence as the ability to identify and understand one's own emotions and those of others to self-motivate and manage relationships. The core skills of emotional intelligence include self-awareness, self-management, social awareness, and relationship management. Developing emotional intelligence can improve team performance, leadership, and decision-making. While IQ is only 20% predictive of life success, emotional intelligence is four times more important.
1) The document discusses emotional intelligence (EQ), defining it as the ability to recognize and manage one's own emotions and the emotions of others.
2) EQ has four components - self awareness, self management, social awareness, and relationship management. Developing EQ can improve personal and professional success.
3) The document provides tips for improving EQ, such as practicing self regulation of emotions, developing empathy, and using EQ to reduce stress. EQ is an important skill for medical professionals to develop strong patient relationships and manage work stress.
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.
This document provides an overview of emotional intelligence. It discusses the history and definitions of emotional intelligence. Key aspects that were summarized include:
1. Emotional intelligence involves the capacity for recognizing our own feelings and those of others, motivating ourselves, and managing emotions well.
2. There are four main components of emotional intelligence: self-awareness, self-management, social awareness, and relationship management.
3. Effective leadership requires skills like empathy, adaptability, and persuasiveness that are aspects of emotional intelligence. Developing self-awareness, self-confidence, and trust are important for leaders.
This document provides an overview of key concepts in developmental psychology. It discusses three domains of development - physical, cognitive, and social/emotional. Nature and nurture both impact child development, as seen through comparisons of monozygotic and dizygotic twins. Child behavior is also influenced by parenting styles like authoritarian, authoritative, and permissive parenting. Several theories of development are presented, including Piaget's stages of cognitive development, Kohlberg's stages of moral development, Erikson's psychosocial stages, and Vygotsky's sociocultural theory emphasizing social learning.
Trauma-informed practice aims to create safe, predictable environments that foster relationships and build on student strengths. It involves educating staff about trauma and its effects, using trauma-sensitive classroom management, teaching coping skills, and employing collaborative problem solving. The goal is to accommodate trauma's impacts on cognitive, physical, emotional and relational development rather than viewing problems through an uninformed lens.
The document discusses interpersonal skills and their importance in organizations. It identifies four main components of interpersonal skills: self-awareness, self-management, social awareness, and social skills. It then provides further explanation and examples of self-awareness and self-regulation, which are described as key aspects of being a leader. Effective interpersonal skills such as self-awareness, self-management, and social skills are important for cooperation, trust and effectiveness in organizations.
Similar to Programming for special needs my presentation (20)
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
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Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
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Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
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This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
1. Programming for Special Needs
University of Winnipeg-Asia
Graduate Program
By
Shafaq Shafi
Nakorn Payap International School
Chaingmai Thailand
2. “ I see, hear and believe what I want. We are a product
of our education and how we have been raised”
Dr. Heinrich
Hoffmann
“My cultural
tale influences
what I see, hear
and believe.”
Cultural tales
teach us to
focus on
4. It is easy to include the smart, powerful
and beautiful; it is quite another thing to
include those outside our circles
5. Flight Kid
Regressive
disengaged
cry
Connecting to the flight kid
•Tell them you care
•Ask, “how are you doing?”
•Think about connection after the fact, after
lunchtime, school, recess
•Persistent-come back again and talk again
•Give a task-redirect
•Pre-teach- there are safe places you can go to.
6. Fight Kid
Uses Physical violence to express emotion.
Aggressive
Making Connections
•Say you have the right to show
anger
•Acknowledge the anger
•Try to remove the audience
•Refrain from judging. Get rid of
self talk.
•Do not talk about the solution
right away.
7. Fool kid
passive aggressive
ways/argue/confront/use sarcasm
Connections
• Honor his/her ability
• Acknowledge and move on.
Don’t take the hook. “Never let
them see you sweat”
• Engage in the banter
• Hear them out
• Praise, add humor, show
kindness, give away some
power
8. There is more going on than that
meets the eye
Empower the kid in the process
Become a spark in the child’s eye
Be genuine and true
Be kind and caring
9. Set up a classroom where emotions
are validated
12. Strength based Psychology
Autonomy Achievement
Altruism
Cooperation Self control Responsible
Respectful Resiliency Empathetic
Trust Friendships
Assertive problem solver Creative leader
13. Emotional intelligence
knowing one’s emotions, self awareness, recognize a feeling
as it happens
Being able to
motivate one self
Being able to
manage emotions
Being able to
recognize emotions
in others-empathy
Being able to create
healthy relationships
14. Difference in Psychological Worlds
Helping Humans Hurting Humans
Perceiving Diverse Concrete
Multidimensional One dimensional
Thinking Logical Illogical
Cognitively based Omnipotent
Irrational traps
Feeling Accepts and Flooded
applies controls Explosive
Behaving Accepts Hides or hurls
Responsibility for Responsibility at
behavior others
15. Stress in Children’s Lives
Understand the feelings/reasons behind
inappropriate behavior
• Developmental
• Psychological
• Reality
• Physical
16. Emotional Defenses
• Denial-didn’t happen
• Regression-going back to a
safer place
• Conversion-turn psychological
stress into a physical stress
• Rationalization-talk yourself
out of it
• Displacement-displacing your
stress on others
• Projection-take your stress and
problems and give them to
someone else
18. Conflict Cycle
Power Struggle or Emotional Reaction Cycle
Cycle begins again A stressful
but increases in situation
intensity occurs
Creates
Creates feeling affected
additional
by the child’s sense of
stress for
self
the child
Adults begin to mirror the Coping/negative behavior:
child’s feelings: demanding, lying, cheating, hitting,
scolding, yelling, swearing swearing, rationalizing
Creates
stress in an
adult
19. Breaking the conflict cycle
• Know that adults should take
responsibility to disengage
• Be in touch with your own feelings
• Understand how a child’s behavior
can be mirrored
• Verbalize messages using “I”
instead of “You”
• Understand the feelings / reasons
behind inappropriate behavior
• Be aware of the emotional
defenses humans use
• Know the child and know yourself
• Don’t be afraid to ask for help
• Feelings are OK when you have
them. Don’t be had by them
20.
21. Why Humans become Counter Aggressive
Caught in the 40% Nick Long and Life Space Intervention
conflict cycle
Violation of 25%
cherished hopes
and beliefs
Being in a bad 10%
mood
Exposing our 10%
finished business
Not meeting 5%
professional
expectations
Feeling of 5%
helplessness
Prejudging a 5%
troubled student
22. Be in touch with your own feelings
Emotional Intelligence
• Knowing one’s emotion,
self awareness, recognizing
a feeling as it happens
• Being able to recognize
emotions in others;
empathy
• Being able to create healthy
relationships
• Being able to motivates
one’s self
• Ability to manage our
emotions
23. Verbalize messages using “I” instead of
“You”
Use “I” messages instead of “you” messages
“I feel … when you… because...”
24. The question is not what is wrong with you? It is what
has happened to you or what has happened to your
brain?
The brain is built for 3 tasks
• Reacting
• Valuing
• Thinking( takes longest to
develop)
Repetition is a way of
effective learning
25. • Largest & complex organ
Brain
• 100 billion nerves, trillions of connections –synapses
• Outer most layer-cortex-thinking & voluntary
movements
• Brain stem between the spinal cord & the rest part of
the brain. Breathing & sleep controlled here.
• Cerebellum –base & back of the brain-coordination &
balance
• Frontal lobe-problem solving & motor function
• Parietal lobes-sensation, handwriting & body position
The brain is also divided into several lobes:
• The frontal lobes are responsible for problem solving
and judgment and motor function.
• The temporal lobes- memory and hearing.
• The occipital lobes - visual processing system.
• Meninges- surrounding layer of tissue
• The skull (cranium) protects the brain from injury.
26. Understanding the Brain and
Intelligence
• Fluid intelligence is the ability to solve new problems. It
employs short term memory and focused attention
• Crystallized intelligence grows with wisdom gained
over a lifetime
• Learning involves connections in networks of neurons
• Hippocampus: a piece in our brain that sorts important
information
• Teen brains crave novelty and excitement. Without
mature mentors, they become prisoners addicted to
high risk pleasure (Raymond Cattell 1987)
• Neuroplasticity is the brains ability to change when
faced with new problems
28. The moment someone sees an emotion
expressed on your face, they will at once sense
that on themselves
29. Three Pillars of Trauma Informed Care
• Safety
• Connections – relationships
• Self regulation – teaching skills to control anger
Co-regulation Coercive regulation
Goal- help the child to calm Goal -stop bad behavior
Soothing and assertive tone Loud and aggressive tone
Absorb the child’s outburst Retaliate to child’s outbursts
Focus on child’s feelings Focus on the child’s behavior
• Ad
Attention to the child’s need Ignore the child’s needs
Adult is aware of own feelings Adult is oblivious to own feelings
30. The only person you can control…the only
person you can truly motivate is yourself
Discipline Punishment
Proactive reactive
Natural consequences Arbitrary, adult
consequences imposed
Social responsibility taught Obedience to authority
figures
Control through inner Control by external rule &
values threat
Psychological & physical Psychological & physical
punishment is not used punishment is used
31. Fair doesn’t mean you treat everybody equally.
Fair means getting everybody’s needs met
32. Sandwich Scripts
• Enclosing a criticism between two
positive comments
• Positive Comment: “You take very
good
• care of your things.”
• Constructive criticism: “ Perhaps you
• could be more organized before class
• so you do not have to get up out of
• your chair so many times during
class.”
• Positive Comment: “ You are such a
quick learner, I could teach you how
to do this in no time.”
33. What do children & youth need to become good
people and live a good life
love understanding
34. The A. Maslow Model
Self actualization Self respect
Belonging/affection
Physiological
Safety & security
needs
A. Maslow wrote about a ‘peak experience” an event that happens in your life where
you have an overwhelming sense of the rightness of something, it is not a planned
experience.
36. Stanley Coppersmith Model
The Antecedents of Self-
Esteem
Significance
Competence
Power
virtue
37. Developmental assets from the search
institute - resiliency
External assets Internal assets
• Support: family, positive • Commitment to learning
• Positive values
communication, other adult
• Positive identity
relationships, caring • Social competencies: Planning and
neighborhood, caring school decision making; young person knows
climate, parental involvement how to plan ahead and make choices.
Interpersonal competence; young
in school person has empathy, sensitivity and
friendship skills. Cultural competence.
• Empowerment: community Resistance skills; young person can
values youth, youth resources, resist negative peer pressure and
dangerous situations.
service to others, safety Peaceful conflict resolution; young
• Boundaries and expectations person seeks to resolve conflict
nonviolently
• Constructive use of time
40. Five elements necessary for the
ultimate human goal of well being
(Martin Seligman)
• Positive emotion: happiness and life satisfaction
• Positive relationships: other people are important
• Meaning: serving something more than yourself
• Accomplishment: achievement
• Engagement: were you completely absorbed in the
task?
42. The Circle of Courage
generosity belonging
independence mastery
43. Values: Circle of Courage
• Attachment or belonging – Relationships (we
don’t heal separated from others)
• Achievement or mastery – “I can… (improve,
figure things out for myself)”
• Altruism or generosity – Give back (the ability
to do good things)
• Autonym or independence – Empower
44. Suggestions why children misbehave
• Relationship problems (belonging): alienation
• Feelings of inadequacy (mastery): failure
• Loss/lack of power (independence):
helplessness
• Problems with purpose (generosity):
selfishness
49. • Nicholas Hobbs-we
learn best at the
edge of success and
failure
• Mary Pipher-school
failure hurts self
esteem
• Praise not the
product but the
effort
50. When mastery is absent or
distorted:
• Feel stupid, avoid risks,
failure oriented, learned
helplessness, boredom,
learning passion
ignored, gives up easily
• Labeling: lazy, attitude
problem, doesn’t work
to potential
• School failure hurts self
esteem
• Cheating
55. When generosity is absent or distorted
• Narcissistic
• Psychopathic
• Anti social
• Overindulgent
• Self helping
56. Managing Behavior
• Planned ignoring: not paying attention to things that don’t
matter
• Proximity control: move into the child’s space in respectful
ways
• Signal inference: cue the child
• Redirection: find something new to focus on
• Support from routine: security in routine
• Support from restructuring: motivation through creative
effort
• Direct appeal to values: state the value; ask the child for co-
operation
• Support through humor: laughter is good medicine
(From Life Space Crisis Intervention, Nick Long and others)
We must look on children in need not as problems but as individuals with potential to share if they were given the opportunity. Each child is precious and there is some goodness and we have to find ways to draw that out.
Story telling is an integral part of every childhood. I come from northern part of India; and in my childhood days we often used to have power cutoffs. My cousins and me used to gather around our Grandma who used to tells us stories which I sometimes share with my own children. A very simple way of teaching values indeed. I still remember my dad –”As you sow so shall you reap”. I still value this and would want to pass it on to my own children as well as my students at school.
What do you want from your Life? What do you want to do with your life? You only live once, so make the most of it. Everybody lives for themselves, only a few make a difference for others.
To have a family and friends at school or work gives one a sense of belonging. However not everyone is fortunate. Some do get alienated due to numerous circumstances and are labeled as unfriendly, aggressive, anxious, attention disordered or affectionless, unmotivated and unteachable.
To meet the needs of youth at risk, one must be clear about both the nature of alienation and its locus in the life span of the child.(Reclaiming youth at risk)When the basic needs of a child are not met they learn that the adults are unpredictable or unreliable and they view even the friendly and helpful adults with distrust. They develop difficulties in social and emotional adjustments. They become mentally ill, feel depressed and defeated.
The modern society is creating a growing number of children at risk for relationship impairments. There are numerous homeless children ,children without belongings, that are mistreated, abandoned and rejected. Rousseau(28 June 1712 – 2 July 1778) was a Genevan philosopher, writer, and composer of 18th-century. His philosophy influenced the French Revolution and the overall development of modern political, sociological and educational thought. “There are no longer fathers, mothers, children, brothers or sisters. Each thinks for himself. When the home becomes a sad place of isolation, people look for comfort and relationships beyond and sometimes they end up with other outcast or unclaimed youth.
We as educational professionals should be skillful at building relationships with difficult youth. There has to be an to putting blame on the home and parents. The children should have the freedom to express their emotions and taught ways to manage them. School should be a place for such youth where they can find peace within themselves and the environment surrounding them.
The D words used to describe the people whose behavior deviates from what their society consider acceptable. Abnormal behavior usually involves a deviation from social norms rather than an illness.
In 1998 Martin Seligman and MihalyCsikszentmihalyi proposed Positive Psychology: "We believe that a psychology of positive human functioning will arise, which achieves a scientific understanding and effective interventions to build thriving in individuals, families, and communities”. Positive psychology’s prime focus is to find and nurture genius and talent, make life more fulfilling and not simply to treat mental illness.
Emotional intelligence (EI) is the ability to perceive, control and evaluate emotions. Peter Salovey and John D. Mayer have been the leading researchers on emotional intelligence since 1990. In their influential article "Emotional Intelligence," they defined emotional intelligence as, "the subset of social intelligence that involves the ability to monitor one's own and others' feelings and emotions, to discriminate among them and to use this information to guide one's thinking and actions" (1990).Salovey and Mayer identified four different factors of emotional intelligence: the perception of emotion, the ability to reason using emotions, the ability to understand emotion and the ability to manage emotions.Perceiving Emotions: is to accurately perceive emotions. This also involves understanding nonverbal signals like body language and facial expressions.Reasoning With Emotions: Is to promote thinking and cognitive activity.Understanding Emotions: The emotions one perceives can have a wide variety of meanings. If someone is expressing angry emotions, the observer must interpret the cause of their anger and what it might mean.Managing Emotions: Managing emotions effectively is a key part of emotional intelligence. Regulating emotions, responding appropriately and responding to the emotions of others are all important aspect of emotional management.
Emotions are the life blood and there is no life living without emotions. People’s thoughts, feelings and behaviors are influenced by presence of others.
The demands placed on us and the ability to meet them is stress which can affect anyone who feels overwhelmed-even kids. Stress in children can be due to over scheduled activities, what’s happening in their own lives, disturbing events shown on TV. Short term behavioral changes in sleep patterns, bedwetting, stomachaches, headaches, trouble concentrating or completing school work can be indicators of stress.
Some children who are coping with stress can become withdrawn and spend time alone. They can pick new habits-thumb sucking, nose picking, hair twirling, lie, bully and defy adult authority. They can have nightmares, separation anxiety, over react to minor problems and there can be changes in academic performance.
If we want to know what is happening then the way to do it is to figure out what processes are actually going on in their minds. We tend to ignore the personalexperiences that people have. We fail to account for the influence of the environment on behavior.Talking about what may be causing their behavior or when they can't or won't discuss their issues, we should try talking about our own. This shows that we are willing to tackle tough topics and are available to talk to them with when they're ready.
Before initiating conflict management or prevention measures it is important to understand the actual occurrence of conflict thus making it of prime importance.The body and face language let us know when a student is emotionally overwhelmed and the behavior interferes with learning and their behavior is hurtful to others.So what is the role of adults/professionals?The first step should be to respond to the anger and then give directives.We should design plans anticipating problems and work towards keeping the kids safe until they can keep themselves safe.
Emotional Intelligence is being “Heart Smart”. It helps you build strong relationships, succeed at work, and achieve your goals and can be developed throughout one’s life.
In a "You-message," the target is the person and we often end up making judgments about that person. Sometimes the people are tagged with labels. But withI-messages we simply state a problem, without putting the blame on someone. This helps solve the problem, without admitting who or what was wrong.What does an I-Message do?An I-message:1. Is helpful in changing the behavior of another person demonstrating an unacceptable behavior. 2. Protects the self esteem of the other person. 3. Helps form stronger bonds
Trauma is associated with the reacting or survival brain – amygdala reads emotional cues to separate friend from foeSimple trauma is one overwhelming eventComplex trauma is on going exposure to fear and helplessnessCauses include: neglect, family conflict, unsupportive care giver, homelessness, violence, age segregation, poverty, privilege, racism, bigotry, addiction, abuseSymptoms include: inattention, impulsiveness, irritability, anger frustration, moodiness and fear Primary impact of traumatic stress is a breakdown in the capacity to regulate internal stasis like fear anger or sexual impulses
Emotions are what we feel-our feelings. We feel emotion when we associate with people and events. We feel emotions in our body as tingles, hot spots and muscular tension. Emotions cause us to want and not want. Emotions area part of our mood and affects our judgments and decision making.
Traumatic experiences upset and distress us. People have different reactions and vary at coping up with what has happened. Bottling up your feelings does not help, so talk about your feelings and don’t be embarrassed about them.
Motivation is the desire to do things. It’s very crucial in setting and attaining goals.Discipline helps children learn to control their behavior and they act on what they perceive is right or wrong. The children learn that there are consequences to what they do or how they act. It’s called learning the hard way.Punishment teaches a child to use violence to solve problems and kills self esteem. It makes the child hate himself and others.
A positive way to discipline a child by focusing both on the strengths and the problem.
A Theory of Human Motivation by Abraham Maslow in 1943 proposed that terms like Physiological, Safety, Belongingness and love, esteem and self actualization are patterns of motivation that a human moves through. He studied the healthiest student population and likes of Albert Einstein rather than mentally ill people. He quoted “The study of crippled, stunned, immature and unhealthy specimens can yield only a crippled psychology and crippled philosophy.”Physiological needs are the requirements for human survival, without which the body cannot function.Safety needs include personal and financial security, health and well being.Self actualization is realizing one’s potential and what one can be and must be.
William Glaser is the developer of reality therapy and choice theory. His main focus are personal choice, responsibility and personal transformation. A person is in control of his/her own behavior and long lasting psychological problems are related to relationships.We are born with 5 ‘genetically encoded needs – survival, love and belonging, power, freedom, and fun. These vary in strength from person to person. Our brains constantly monitor whether these needs are being satisfied or not. Our pain drives us to find a way to feel better. Glaser believes the need to love and to belong is the primary need. (source-REALITY THERAPY: William Glaser)
In this world each person has an ability to do something no matter big or small and the right to win the world. To attain equality one should strengthen oneself as an individual. Parents teach an individual of their worth which is reinforced by others. A child models the respect and the worthiness of self as they see in their parents.
The capacity to rise above adversity and to forge lasting strengths in the struggle. It is the means by which children/adults can rebound from hardship and emerge as strong, healthy individuals, able to lead gratifying lives, albeit with some scars to show for their experiences. Stephen and Sybil WolinFamily support provides high levels of love and support. Caring adults, caring neighborhood, caring school climate, positive communication all instill a strong sense of independence, sense of personal power, self esteem, self discipline and strive for success and achievement.
Empowerment is the process of increasing the capacity of individuals or groups to make choices and to transform those choices into desired actions and outcomes. To increase the spiritual, political, social, educational ,gender or economic strength of individuals and communities.
In today’s society success –wealth and power are the pre-eminent values. To find a value that is appropriate for youth at risk, Traditional Native American child rearing philosophies provide a powerful alternative. Little is known about this 15,000 years old traditional knowledge. Native American philosophies of child management which emerged from cultures with a central purpose of education and empowerment seems to be the most effective system of positive discipline. Self esteem which is fostered by sense of self worth is a primary goal in socializing children. The 4 components of self esteem as proposed by Stanley Coopersmith are significance, competence, power and virtue. George Blue Bird an artist from Lakota Sioux portrayed this philosophy of child development in the medicine wheel in which belonging, mastery, independence and generosity are the central values which do not only belong to Native people but are for the world’s children.
In traditional Native society, it was the duty of all adults to serve as teachers for younger persons. The sense of belonging extended to nature as well. Children were taught through stories that everything in nature was interdependent and if this harmony was disturbed it would result in tragedies and disasters.
A student who demonstrates belonging includes others, helps people feel safe and respects people for who they are.
The goal of native education was to develop cognitive, physical, social and spiritual competence. When a child’s need to be competent is satisfied, motivation for further achievement is enhanced. A student who demonstrates mastery completes a task without giving up, believes that practice makes it perfect and sets goals and strives to achieve them.
Learning is social-we learn when we use one another. when we have the chance to be with one another.
Traditional Native culture placed a high value on individual freedom. Survival outside the camp circle depended upon making independent decisions and the training began in early childhood.A student who is independent takes responsibility for his/her actions, knows how actions impact the self and environment and is responsible and positive leader.
Children in Native cultures often sat in a circle while an older person talked to them of what was ahead as they became adults and what they should do to live good lives. Children were instructed to always share generously without holding back.A student who is generous does something good and does not expect anything in return and helps or teaches others.
Managing behavior is not changing behavior. This includes simple things which will keep the classroom environment safe and comfortable.