If we are to promote the wellbeing of others, we must attend to the wellbeing of ourselves. By doing so, we not only light our own spark, we can share it with others and leave lasting leagacies.
The document discusses strategies for promoting teacher wellbeing. It notes that teacher stress and burnout are high, and teacher wellbeing is linked to student achievement. The concept of PERMA is introduced as a framework for wellbeing, including positive emotions, engagement, relationships, meaning and accomplishment. Specific classroom strategies are provided under each PERMA pillar, such as developing emotional literacy, identifying student strengths, establishing support networks, helping students set goals, and recognizing achievements. The overall message is that by supporting teacher wellbeing, they can better manage stress and act as role models to students.
This document provides guidance to a student on researching and finding peer-reviewed journal articles on concepts of wellbeing. It outlines the end goal of finding two recent peer-reviewed journal articles and steps the student needs to take, including deciding on a topic, using databases to search, and confirming the articles are peer-reviewed. It recommends top databases to search and developing an effective search strategy using relevant keywords. Finally, it lists library helpzone hours for the student to get assistance.
Presentation from the February 2017 Mindfulness Symposium at Rider University. Focuses on Mindful Leadership: Self-reflection and self-care in leadership, and empathic and reflectiove reflective leadership
Succeeding Professionally Without Becoming A ZombieAndrew Roberts
Child welfare work is highly stressful due to concerns for personal safety, high caseloads, and impacting families. This can lead to burnout, secondary traumatic stress, and poor mental health. The document recommends several self-care strategies to prevent this, including processing with peers, maintaining boundaries, mindfulness, hobbies, exercise, and balancing work and personal life. Proper self-care is important for workers' well-being and job performance.
This document discusses promoting emotional resiliency in children. It defines resiliency as the ability to bounce back from difficulties and adapt to challenges. A resilient child is motivated, asks for help, and connects with others. The document outlines risk factors like family stress, child temperament issues, and experiences of abuse. Protective factors include a supportive family, social skills, autonomy, and a sense of purpose. Ways to build resiliency are through predictability, teaching competencies and coping skills, social connection, and perceived control. The resiliency wheel model emphasizes prosocial bonding, clear boundaries, life skills, caring support, expectations, and participation. Children draw resilience from relationships, personal qualities, and problem-solving
Pendidikan positif (Intervensi Psikologi Positif dalam Pendidikan)Juneman Abraham
Psikologi Positif merupakan istilah yang memayungi studi terhadap emosi positif, sifat dasar positif, dan pemberdayaan institusi/komunitas. Dokumen ini menjelaskan konsep-konsep psikologi positif seperti emosi positif, karakter positif, dan lembaga yang berdaya. Dokumen ini juga memberikan contoh-contoh aktivitas psikologi positif seperti mengekspresikan rasa syukur dan menggunakan kekuatan tanda tangan untuk meningkat
This document provides guidance and questions for a unit on promoting wellbeing and resilience in children and young people. It addresses factors that influence children's wellbeing such as social, emotional, physical and economic issues. Resilience is defined as the ability to deal with life's ups and downs and is based on self-esteem. Developing resilience is important for children's self-esteem, coping with change, and relating positively to others. The document discusses working with parents and carers to promote children's wellbeing through activities, role modeling, and involvement in planning. It also addresses supporting children's social and emotional identity development and using goals to build self-esteem.
The document discusses strategies for promoting teacher wellbeing. It notes that teacher stress and burnout are high, and teacher wellbeing is linked to student achievement. The concept of PERMA is introduced as a framework for wellbeing, including positive emotions, engagement, relationships, meaning and accomplishment. Specific classroom strategies are provided under each PERMA pillar, such as developing emotional literacy, identifying student strengths, establishing support networks, helping students set goals, and recognizing achievements. The overall message is that by supporting teacher wellbeing, they can better manage stress and act as role models to students.
This document provides guidance to a student on researching and finding peer-reviewed journal articles on concepts of wellbeing. It outlines the end goal of finding two recent peer-reviewed journal articles and steps the student needs to take, including deciding on a topic, using databases to search, and confirming the articles are peer-reviewed. It recommends top databases to search and developing an effective search strategy using relevant keywords. Finally, it lists library helpzone hours for the student to get assistance.
Presentation from the February 2017 Mindfulness Symposium at Rider University. Focuses on Mindful Leadership: Self-reflection and self-care in leadership, and empathic and reflectiove reflective leadership
Succeeding Professionally Without Becoming A ZombieAndrew Roberts
Child welfare work is highly stressful due to concerns for personal safety, high caseloads, and impacting families. This can lead to burnout, secondary traumatic stress, and poor mental health. The document recommends several self-care strategies to prevent this, including processing with peers, maintaining boundaries, mindfulness, hobbies, exercise, and balancing work and personal life. Proper self-care is important for workers' well-being and job performance.
This document discusses promoting emotional resiliency in children. It defines resiliency as the ability to bounce back from difficulties and adapt to challenges. A resilient child is motivated, asks for help, and connects with others. The document outlines risk factors like family stress, child temperament issues, and experiences of abuse. Protective factors include a supportive family, social skills, autonomy, and a sense of purpose. Ways to build resiliency are through predictability, teaching competencies and coping skills, social connection, and perceived control. The resiliency wheel model emphasizes prosocial bonding, clear boundaries, life skills, caring support, expectations, and participation. Children draw resilience from relationships, personal qualities, and problem-solving
Pendidikan positif (Intervensi Psikologi Positif dalam Pendidikan)Juneman Abraham
Psikologi Positif merupakan istilah yang memayungi studi terhadap emosi positif, sifat dasar positif, dan pemberdayaan institusi/komunitas. Dokumen ini menjelaskan konsep-konsep psikologi positif seperti emosi positif, karakter positif, dan lembaga yang berdaya. Dokumen ini juga memberikan contoh-contoh aktivitas psikologi positif seperti mengekspresikan rasa syukur dan menggunakan kekuatan tanda tangan untuk meningkat
This document provides guidance and questions for a unit on promoting wellbeing and resilience in children and young people. It addresses factors that influence children's wellbeing such as social, emotional, physical and economic issues. Resilience is defined as the ability to deal with life's ups and downs and is based on self-esteem. Developing resilience is important for children's self-esteem, coping with change, and relating positively to others. The document discusses working with parents and carers to promote children's wellbeing through activities, role modeling, and involvement in planning. It also addresses supporting children's social and emotional identity development and using goals to build self-esteem.
This document discusses the concept of resilience. It defines resilience as the ability to overcome challenges and adversity. It notes that resilience is not a trait but a complex set of processes involving both psychological strengths and environmental supports. The document then outlines several factors that contribute to resilience in children, families, and communities. These include secure attachments, social support systems, a sense of self-efficacy, problem-solving skills, and faith. It also discusses seven learnable skills that build resilience and strategies caregivers can use to promote resilience in children in their care.
This was released as Episode 384 of Counselor Toolbox Podcast. You can find specific episodes and CEU courses based on the podcasts at https://allceus.com/counselortoolbox You can also subscribe on your favorite podcast app like Apple Podcasts, Google Play or Castbox.
This document discusses resilience and protective factors that promote resilience in children. It defines resilience as the ability to overcome hardships and bounce back from setbacks. Protective factors that can decrease the risk of negative outcomes include proactive orientation, self-regulation skills, strong connections to family and community, academic achievement, and involvement in extracurricular activities. The document recommends teaching children skills like problem-solving, self-esteem building, and coping strategies to promote resilience.
This document discusses resilience in students and provides resources for teachers to help build resilience. It defines resilience as the ability to recover from hardship or adapt to changes. The document outlines 5 levels of resilience: emotional well-being, problem solving skills, self-esteem, developed resilience skills, and finding opportunity in challenges. It provides tips teachers can use, such as establishing routines and goals or discussing change. Resources include an APA program that helps families of injured military members build resilience through difficult experiences.
Self efficacy ppt OF HR MANAGEMENT MBA Babasab Patil
Self-efficacy refers to an individual's belief in their own ability to complete tasks and reach goals. It is developed from four main sources: mastery experiences, social modeling, social persuasion, and physiological factors. People with high self-efficacy view challenges as problems that can be solved, commit strongly to goals, and rebound quickly from failures, while those with low self-efficacy tend to avoid difficult tasks and give up easily when problems arise. Self-efficacy influences cognitive processes like goal-setting, as well as motivational and emotional processes, and plays an important role in behavior throughout life.
The document introduces life skills education, which aims to help individuals deal effectively with everyday life demands through developing abilities like problem-solving, critical thinking, decision making, stress management, communication, and interpersonal skills. It discusses definitions of life skills from WHO and UNICEF, why life skills are important for development, education, and fighting poverty/vulnerability. Key life skills are outlined, along with how they relate to the four pillars of learning: learning to know, be, live together, and do. The significance and teaching of various life skills like decision making, empathy, and refusal skills are then described.
The document discusses five ways to improve mental wellbeing: connect, be active, take notice, keep learning, and give. Connecting with others through relationships, social activities, and community involvement enhances wellbeing. Being active, such as walking, can improve both mental and physical health. Taking notice of one's feelings and surroundings increases self-awareness and appreciation. Keeping the mind active through learning promotes cognitive stimulation. Finally, helping others through volunteer work or kindness increases happiness and life satisfaction. The five ways framework provides simple, evidence-based strategies to incorporate wellbeing activities into daily life.
This document discusses the importance of relationships in middle years education. It argues that building trusting relationships with students through care, respect and mutual understanding will lead to better learning, behavior and life outcomes for students. It provides insights into adolescent brain development and the need for supportive relationships and mentors during this stage of life. Several classroom strategies are presented for developing positive student-teacher relationships that can promote student engagement, motivation and mental well-being.
Selling Social Emotional Learning (SEL) at Your School: Start a Program That ...shakerjc
School Counselors are in a unique position to transform their schools by being the visionaries, the cheerleaders, and the patient shepherds of a social-emotional learning program. This presentation gives the information and the inspiration counselors need to start and maintain a successful SEL program. Check www.jcshakespeare.com/asca for more research, ideas and resources.
Self Concept of Children with Special NeedskavithaJayalal
Self-concept refers to how individuals view themselves and can be positive or negative. For children with special needs, having a positive self-concept is important so that others view them positively as well. There are three main types of self-concept in children with disabilities: inflated, underestimated, and accurate. Children with an inflated self-concept view themselves too positively and unrealistically, which can interfere with learning. Those with an underestimated self-concept have too negative a view of their abilities. Providing feedback and helping children develop an accurate self-concept can facilitate their achievement and treatment progress.
This document discusses resilience and promoting emotional and social competence in children. It provides definitions of key concepts like resilience, protective factors, and emotional literacy. It also outlines a whole-school approach to developing these competencies in children through early childhood education, effective school policies, and multi-professional collaboration between schools and other organizations.
The document discusses essential life skills for youth, including planning, focus, self-control, awareness, flexibility, and problem solving. It emphasizes practicing skills in real situations and avoiding emotional triggers. Childhood stress can negatively impact brain development by weakening neural pathways and cognitive functions. Creating safe, private environments and encouraging peer collaboration and social skills can help reduce youth stress. Adolescents need autonomy, respect, and guidance as they develop independence. Digital tools and youth seminars can help spread awareness of issues facing youth.
This document discusses life skills and the need for life skills training among school students. It defines life skills as abilities that help individuals deal with daily challenges according to the World Health Organization. The ten core life skills identified are self-awareness, empathy, critical thinking, creative thinking, decision making, problem solving, effective communication, interpersonal relationships, coping with stress, and coping with emotions. The document outlines pressures students face, issues among youth, and needs of adolescents to argue that life skills training is important. It advocates for active learning methods like discussion to maximize retention of the skills.
B.tech i ecls_u-4_positive attitude and outlookRai University
This document discusses positive attitude and thinking. It defines positive attitude as expressing favor toward people and situations, and being formed by past and present experiences. Positive thinking involves thinking good, affirmative thoughts to improve health and growth. Negative attitude is defined as unhappiness and feeling everything is unfair. The benefits of positive attitude include increased lifespan, better health, and resilience. Developing positive attitude involves practices like positive self-talk, helping others, expressing gratitude, and focusing on enjoyable moments.
This document discusses self-efficacy in students. It defines self-efficacy as a student's belief in their ability to accomplish goals and defines its sources as mastery experiences, vicarious experiences, verbal persuasion, and emotional state. Students with high self-efficacy are intrinsically motivated, persist through challenges, and achieve personal goals, while those with low self-efficacy avoid challenges and give up easily. The document provides tips for teachers to improve students' self-efficacy such as using moderate tasks, modeling, teaching strategies, feedback, and challenging negative thoughts.
Self-efficacy refers to an individual's belief in their own ability to achieve goals or accomplish tasks. According to psychologist Albert Bandura, there are four main sources of self-efficacy: mastery experiences, social modeling, social persuasion, and psychological responses. People with strong self-efficacy view challenges as tasks that can be mastered through sustained effort, while those with weak self-efficacy tend to avoid challenges and focus on potential failures. Bandura's seminal 1977 paper on self-efficacy helped make it one of the most studied topics in psychology.
This document discusses resilience and provides strategies to build resilience. It defines resilience as adapting well in the face of adversity or stress. It then lists 15 elements of resilience related to having supportive relationships, being likeable, respectful, and able to solve problems. The document recommends 10 ways to build resilience, including making connections with others, maintaining a hopeful outlook, and taking care of yourself. It emphasizes developing resilience through practice and connecting with family, friends, and community.
Identifying and managing mental health issues in the classroomsagedayschool
Identifying strategies to support teachers and staff within schools to better meet the needs of students exhibiting mental health issues in the classroom.
Role models inspire others through their passion for their work, commitment to values, and service to community. Students admire those who live according to their beliefs, are actively involved in community organizations, and accept others regardless of differences. Role models also overcome obstacles and inspire others through their own initiative and belief in themselves. Having role models helps children develop self-efficacy, the belief that they can achieve and make a difference.
This document discusses strategies for promoting mental health and wellness in adolescents through mindfulness and positive psychology. It provides statistics showing that depression and anxiety are common among teens. Positive psychology focuses on building individual strengths rather than remedying weaknesses. Mindfulness techniques like breathing exercises and being present-focused can help teens manage stress and negative thoughts. Practicing gratitude, kindness, and savoring good experiences can increase well-being and resilience.
This document discusses promoting mental health and well-being for caregivers. It notes that caregivers often neglect their own needs while caring for others, which can lead to mental and physical health problems if not addressed. The document recommends that caregivers discover their own difficulties, reflect on stress management strategies, and learn to handle everyday pressures in a sustainable way in order to maintain the equilibrium needed to function optimally. It promotes connecting with others, being active, taking notice of one's feelings and surroundings, helping others, and continuous learning as ways to improve well-being and build resilience.
This document discusses the concept of resilience. It defines resilience as the ability to overcome challenges and adversity. It notes that resilience is not a trait but a complex set of processes involving both psychological strengths and environmental supports. The document then outlines several factors that contribute to resilience in children, families, and communities. These include secure attachments, social support systems, a sense of self-efficacy, problem-solving skills, and faith. It also discusses seven learnable skills that build resilience and strategies caregivers can use to promote resilience in children in their care.
This was released as Episode 384 of Counselor Toolbox Podcast. You can find specific episodes and CEU courses based on the podcasts at https://allceus.com/counselortoolbox You can also subscribe on your favorite podcast app like Apple Podcasts, Google Play or Castbox.
This document discusses resilience and protective factors that promote resilience in children. It defines resilience as the ability to overcome hardships and bounce back from setbacks. Protective factors that can decrease the risk of negative outcomes include proactive orientation, self-regulation skills, strong connections to family and community, academic achievement, and involvement in extracurricular activities. The document recommends teaching children skills like problem-solving, self-esteem building, and coping strategies to promote resilience.
This document discusses resilience in students and provides resources for teachers to help build resilience. It defines resilience as the ability to recover from hardship or adapt to changes. The document outlines 5 levels of resilience: emotional well-being, problem solving skills, self-esteem, developed resilience skills, and finding opportunity in challenges. It provides tips teachers can use, such as establishing routines and goals or discussing change. Resources include an APA program that helps families of injured military members build resilience through difficult experiences.
Self efficacy ppt OF HR MANAGEMENT MBA Babasab Patil
Self-efficacy refers to an individual's belief in their own ability to complete tasks and reach goals. It is developed from four main sources: mastery experiences, social modeling, social persuasion, and physiological factors. People with high self-efficacy view challenges as problems that can be solved, commit strongly to goals, and rebound quickly from failures, while those with low self-efficacy tend to avoid difficult tasks and give up easily when problems arise. Self-efficacy influences cognitive processes like goal-setting, as well as motivational and emotional processes, and plays an important role in behavior throughout life.
The document introduces life skills education, which aims to help individuals deal effectively with everyday life demands through developing abilities like problem-solving, critical thinking, decision making, stress management, communication, and interpersonal skills. It discusses definitions of life skills from WHO and UNICEF, why life skills are important for development, education, and fighting poverty/vulnerability. Key life skills are outlined, along with how they relate to the four pillars of learning: learning to know, be, live together, and do. The significance and teaching of various life skills like decision making, empathy, and refusal skills are then described.
The document discusses five ways to improve mental wellbeing: connect, be active, take notice, keep learning, and give. Connecting with others through relationships, social activities, and community involvement enhances wellbeing. Being active, such as walking, can improve both mental and physical health. Taking notice of one's feelings and surroundings increases self-awareness and appreciation. Keeping the mind active through learning promotes cognitive stimulation. Finally, helping others through volunteer work or kindness increases happiness and life satisfaction. The five ways framework provides simple, evidence-based strategies to incorporate wellbeing activities into daily life.
This document discusses the importance of relationships in middle years education. It argues that building trusting relationships with students through care, respect and mutual understanding will lead to better learning, behavior and life outcomes for students. It provides insights into adolescent brain development and the need for supportive relationships and mentors during this stage of life. Several classroom strategies are presented for developing positive student-teacher relationships that can promote student engagement, motivation and mental well-being.
Selling Social Emotional Learning (SEL) at Your School: Start a Program That ...shakerjc
School Counselors are in a unique position to transform their schools by being the visionaries, the cheerleaders, and the patient shepherds of a social-emotional learning program. This presentation gives the information and the inspiration counselors need to start and maintain a successful SEL program. Check www.jcshakespeare.com/asca for more research, ideas and resources.
Self Concept of Children with Special NeedskavithaJayalal
Self-concept refers to how individuals view themselves and can be positive or negative. For children with special needs, having a positive self-concept is important so that others view them positively as well. There are three main types of self-concept in children with disabilities: inflated, underestimated, and accurate. Children with an inflated self-concept view themselves too positively and unrealistically, which can interfere with learning. Those with an underestimated self-concept have too negative a view of their abilities. Providing feedback and helping children develop an accurate self-concept can facilitate their achievement and treatment progress.
This document discusses resilience and promoting emotional and social competence in children. It provides definitions of key concepts like resilience, protective factors, and emotional literacy. It also outlines a whole-school approach to developing these competencies in children through early childhood education, effective school policies, and multi-professional collaboration between schools and other organizations.
The document discusses essential life skills for youth, including planning, focus, self-control, awareness, flexibility, and problem solving. It emphasizes practicing skills in real situations and avoiding emotional triggers. Childhood stress can negatively impact brain development by weakening neural pathways and cognitive functions. Creating safe, private environments and encouraging peer collaboration and social skills can help reduce youth stress. Adolescents need autonomy, respect, and guidance as they develop independence. Digital tools and youth seminars can help spread awareness of issues facing youth.
This document discusses life skills and the need for life skills training among school students. It defines life skills as abilities that help individuals deal with daily challenges according to the World Health Organization. The ten core life skills identified are self-awareness, empathy, critical thinking, creative thinking, decision making, problem solving, effective communication, interpersonal relationships, coping with stress, and coping with emotions. The document outlines pressures students face, issues among youth, and needs of adolescents to argue that life skills training is important. It advocates for active learning methods like discussion to maximize retention of the skills.
B.tech i ecls_u-4_positive attitude and outlookRai University
This document discusses positive attitude and thinking. It defines positive attitude as expressing favor toward people and situations, and being formed by past and present experiences. Positive thinking involves thinking good, affirmative thoughts to improve health and growth. Negative attitude is defined as unhappiness and feeling everything is unfair. The benefits of positive attitude include increased lifespan, better health, and resilience. Developing positive attitude involves practices like positive self-talk, helping others, expressing gratitude, and focusing on enjoyable moments.
This document discusses self-efficacy in students. It defines self-efficacy as a student's belief in their ability to accomplish goals and defines its sources as mastery experiences, vicarious experiences, verbal persuasion, and emotional state. Students with high self-efficacy are intrinsically motivated, persist through challenges, and achieve personal goals, while those with low self-efficacy avoid challenges and give up easily. The document provides tips for teachers to improve students' self-efficacy such as using moderate tasks, modeling, teaching strategies, feedback, and challenging negative thoughts.
Self-efficacy refers to an individual's belief in their own ability to achieve goals or accomplish tasks. According to psychologist Albert Bandura, there are four main sources of self-efficacy: mastery experiences, social modeling, social persuasion, and psychological responses. People with strong self-efficacy view challenges as tasks that can be mastered through sustained effort, while those with weak self-efficacy tend to avoid challenges and focus on potential failures. Bandura's seminal 1977 paper on self-efficacy helped make it one of the most studied topics in psychology.
This document discusses resilience and provides strategies to build resilience. It defines resilience as adapting well in the face of adversity or stress. It then lists 15 elements of resilience related to having supportive relationships, being likeable, respectful, and able to solve problems. The document recommends 10 ways to build resilience, including making connections with others, maintaining a hopeful outlook, and taking care of yourself. It emphasizes developing resilience through practice and connecting with family, friends, and community.
Identifying and managing mental health issues in the classroomsagedayschool
Identifying strategies to support teachers and staff within schools to better meet the needs of students exhibiting mental health issues in the classroom.
Role models inspire others through their passion for their work, commitment to values, and service to community. Students admire those who live according to their beliefs, are actively involved in community organizations, and accept others regardless of differences. Role models also overcome obstacles and inspire others through their own initiative and belief in themselves. Having role models helps children develop self-efficacy, the belief that they can achieve and make a difference.
This document discusses strategies for promoting mental health and wellness in adolescents through mindfulness and positive psychology. It provides statistics showing that depression and anxiety are common among teens. Positive psychology focuses on building individual strengths rather than remedying weaknesses. Mindfulness techniques like breathing exercises and being present-focused can help teens manage stress and negative thoughts. Practicing gratitude, kindness, and savoring good experiences can increase well-being and resilience.
This document discusses promoting mental health and well-being for caregivers. It notes that caregivers often neglect their own needs while caring for others, which can lead to mental and physical health problems if not addressed. The document recommends that caregivers discover their own difficulties, reflect on stress management strategies, and learn to handle everyday pressures in a sustainable way in order to maintain the equilibrium needed to function optimally. It promotes connecting with others, being active, taking notice of one's feelings and surroundings, helping others, and continuous learning as ways to improve well-being and build resilience.
Based on the symptoms you circled, do you notice any correlation between your stress levels
and workload over the past week? Reflect on possible causes and consider ways to better manage
your stress.
This resource guide provides information and tools for managing stress through 7 units:
1. Defines stress and its physiological response to stimuli.
2. Explains the physiology of stress and its immediate, intermediate, and prolonged effects.
3. Discusses the psychology of stress and its relationship to various psychological aspects.
4. Covers personality traits, spirituality, and developing a stress-resistant personality.
5. Provides strategies for coping with stress through various relaxation techniques.
6. Focuses on breathing, meditation, mental imagery, and bridging left and right brain functions.
7. Addresses nutrition, exercise, and using a journal to self-assess stress levels
The document discusses 10 keys to happier living according to recent scientific evidence. The keys are: giving to others, strengthening relationships, exercising and healthy living, appreciating the present moment, learning new things, having goals and direction, developing resilience when facing difficulties, maintaining a positive outlook, self-acceptance, and finding meaning and purpose. Practical tips are provided for each key to improve well-being, such as acts of kindness, spending quality time with loved ones, getting outside, learning mindfulness, trying new activities, and volunteering to help others. The overall message is that small, positive actions in these areas can significantly impact happiness.
The Science of Happiness and Link to Preventing DementiaDiana Gardner
Presentation for the Advance Club in Marion, Indiana introducing the Science of Happiness and activities that crossover into preventing dementia. Presented October 20, 2021 First 14 slides is the back story of how I became interested in this topic - notes start on slide 15.
Positive psychology focuses on human thriving and optimal functioning. It studies factors that allow individuals and communities to flourish, in contrast to normal psychology's focus on mental illness. This document summarizes key concepts in positive psychology including happiness, optimism, character strengths, and motivation. Happiness is defined as subjective well-being and includes pleasure, life satisfaction. Research shows happiness is correlated with factors like marriage, health, and optimism rather than money. Optimism can be learned and involves explaining events in a way that is external, temporary, and situation-specific for bad events but internal, permanent and global for good events. Identifying and using one's character strengths leads to fulfillment and goal achievement. Intrinsic rather than extrinsic motivation is
This document contains exercises from a health and wellness course. It includes sections for students to write about and reflect on their health philosophy, wellness paradigm, and daily stressors as a college student. For the health philosophy exercise, the student wrote that experiences with family members struggling with substance abuse and work as a massage therapist influenced them to prioritize health. They described maintaining a mostly organic diet, regular exercise and self-care activities. For the wellness paradigm exercise, the student emphasized the importance of balance across mental, physical, emotional and spiritual health. They also ranked common college student stressors and identified academic workload as their top concern.
This document discusses work-life balance and stress management. It notes that over 60% of respondents report an inability to balance their personal and professional lives. Long work hours, competition, and globalization are contributing factors. Consequences of an imbalance include health risks like obesity and exhaustion, as well as absenteeism, burnout, and stress. HR solutions proposed include flexible work arrangements, time off policies, and seminars on work-life balance. Stress management techniques discussed are identifying stress sources, healthy coping strategies, exercise, relaxation, time management, and maintaining a healthy lifestyle.
Life can be stressful, and joyful, and difficult, and exciting, and negative, depending on how you choose to make it. There are spiritual and psychological factors which may impact one’s overall wellness. Teaching yourself to do a periodic spiritual and psychological inventory of what’s going on with you, in your life, will help gain a greater perspective on how to deal with the challenge’s in life and how to celebrate life’s joys. The aspects of spiritual wellness outlined in the following inventory include, life’s purpose, connections or relationships, forgiveness, love, practice and being present.
The document summarizes the findings of a computer model study on the impact of the measles immunization program in the United States. The summary is:
The study found that in the prevaccine era, approximately 10.6% of the population was susceptible to measles, most of whom were children under 10 years old. With the introduction of the measles vaccination program in 1978, the proportion of susceptibles fell to 3.1% by 1981. However, the study projected that the proportion would begin rising by 0.1% per year, reaching about 10.9% in 2050 when susceptibles would be evenly distributed across all age groups. While the vaccination program effectively eliminated measles in the short-term
Connecting Happiness and Success - Hands On AnalogyRay White
A guide to becoming successful through happiness. This is a Hands-on speech providing physical examples of how happiness and success are connected and how you should work on both every day. Happier people are more successful. This presentations provides instruction for how to be happier and have that add to your success. We use an analogy of Happiness Moments caught in a Happiness cup with a flag representing our definition of success. Arts and Crafts meets Happiness and Success.
Top five skills which everyone should have in their emotional toolbox are
1.Resilience
2.Creativity
3.Assertiveness
4.Mental Flexibility
5.Self Awareness
This document provides an overview of wellness and achieving holistic health through balance. It defines health as a state of complete physical, mental and social well-being, while wellness refers to purposeful and enjoyable living through lifestyle choices. The wellness wheel model depicts six dimensions of wellness: social, spiritual, physical, intellectual, occupational, and emotional. Each dimension is then defined and characteristics of being healthy in that area are described. The document concludes that everything we do affects each dimension, so we must evaluate our balance and set goals to improve areas that are ignored or out of balance.
This document discusses the importance of spiritual wellness and includes a 10-question inventory to assess spiritual well-being. The inventory addresses topics like meditation, social support, physical activity, volunteering, finding meaning and purpose, managing stress, forgiveness, and overall happiness. The author interviewed several women of different ages and backgrounds who found the inventory questions relevant to their own spiritual journeys, though their specific answers varied.
Top five skills which everyone should have in their emotional toolbox are
1.Resilience
2.Creativity
3.Assertiveness
4.Mental Flexibility
5.Self Awareness
Jason MacKenzie experienced the tragic effects of mental illness when he lost his first wife to suicide after she was diagnosed with bipolar disorder. He turned to alcohol to cope with the stress but later realized he was developing a drinking problem. After hitting rock bottom, he committed to sobriety and transformed his physical and mental health through diet, exercise, meditation and affirmations. The article discusses recognizing signs of depression and anxiety and maintaining good mental health through relationships, meaning, accomplishment, engagement and positive emotion as defined by Martin Seligman's PERMA model of well-being.
Coping with Stress in Middle and Late Adolescence.pptxChing Bonachita
The document discusses coping with stress in middle and late adolescence. It identifies common stressors teenagers face like school demands, relationships, and changes in their bodies. The document provides suggestions for healthy ways teenagers can cope with stress, such as getting enough sleep, engaging in physical activity, focusing on their strengths, and talking to trusted people.
The document discusses the physical, cognitive, psychosocial, and emotional development of adolescents. During adolescence, teens experience rapid physical development including growth spurts and development of secondary sex characteristics. Cognitively, teens develop advanced reasoning, abstract thinking, and meta-cognition skills. Psychosocially, teens establish their identity, autonomy, intimacy, sexuality, and achievement. Emotional development involves learning to perceive, assess, and manage emotions. Support from family and understanding adolescent development are important for healthy development.
Similar to Promoting wellbeing light your spark (20)
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
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 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.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
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+.
The event will cover the following::
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.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
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!"
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
2. Manage their emotions - Positive Emotions
Find what they love - Engagement (or flow)
Communicate with others - Relationships
Connect to their purpose - Meaning
Set & achieve goals - Accomplishment
3. Did you Know .....
Studies in the USA have shown that most people in the USA aren't
flourishing? More than half (54%) are only "moderately mentally
healthy” yet not flourishing, i.e. they lack great enthusiasm for life and
are not actively and productively engaged with the world. (Sonja
Lyubomirsky)
Life satisfaction has been proved to be internally based – external
influences, such as marriage, health, and wealth, only account for 15%
of life satisfaction (Seligman)
Happiness is directly linked to genetics, our perception of life events
and our level of optimism . This means we can LEARN OPTIMISM
(Seligman)
Studies in happiness show a direct link to increased production of
neurotransmitters such as dopamine (pleasure & motivation) &
serotonin (sensory perception and emotions)
4. In the past 50 years in the US, GDP has tripled yet depression rates
have increased tenfold. As numbers of cars increase, antidepressant
sales rise, psychotherapy bills increase, etc – wellbeing decreases.
The practice of repetitively replaying your happiest life events serves to
prolong and reinforce positive emotions and make you happier,
whereas systematically analysing your happiest life events has the
reverse effect.
Companies with a ratio between 3:1 and 13:1 with positive to negative
comments at work were the most successful and “flourishing.”
Hugs make people happier? Students at Penn State Uni who shared a
minimum of 5 hugs per day over 4 weeks, became much happier.
Students who merely recorded their reading activity showed no
changes.
Source , Sonja Lyubomirsky, “The How of happiness”
6. The Positive Psychology Institute of Aust defines;
“The scientific study of what enables individuals and
communities to thrive.”
University of Pennsylvania (Seligman) defines ....
Positive Psychology is founded on the belief that people want
more than an end to suffering. Individuals want to lead
meaningful and fulfilling lives, to cultivate what is best within
ourselves, to enhance our experiences of love and work.
7.
8. 1. Practice gratitude
2. Make social connections
3. Identify your character strengths
4. Establish clear goals
5. Have strategies to manage stress
6. Nurture your body and your soul
7. Live in the present
10. Who are the people that are important to you?
How could you connect with others in a positive
way?
11. How can you apply your character
strengths?
http://www.authentichappiness.sas.upenn.edu
Write 2 of your greatest strengths ;
• How do you know these are strengths?
• How do you feel when doing these things
• How often do you show these strengths?
12. A picture of your Ideal Self
When are you at your happiest?
13. If you secretly knew how to
better manage your stress,
what would you do?
“There's only one corner of the universe you can be
certain of improving, and that's your own self.”
Aldous Huxley
14. How could you support your physical body?
How could you support your spirit?
20. 1. Gratitude – “What did you love about today?”
2. Social – Help them find things in common
3. Strengths – Identify what they do well for them – animals
4. Goals – “How do you want it to be?”
5. Stress – Stop, breathe, think, “Is it true?”
6. Body – Check for food and water
7. Present – “That was then, this is now”
21. The next step ...
What is the biggest
learning for you?
What is one action
you will take forward?
“Today you are You, that is truer than true.
There is no one alive who is Youer than You.”
Dr. Seuss
Thanks for inviting me – it is a pleasure to be hereWhen Clare first asked me to talk about “What lights your spark” I spent many days thinking to myself , what does this even mean, to light your spark, what is a spark and where is it? I came up with – its when i fell alive, i feel connected, purposeful and the moment seems effortless eg laughing with family and friends, walking through wentworth falls in the BM, being here infront of you – what about you?I recently watched a movie where a lady said she was tired of just making a living and instead she wanted to make a life and I suppose this is what we are talking about here.On a scale of 1-10 where is your spark now?The concept of PP is not so much about avoiding illness or disease but building on strengths to thrive with meaning and purpose.So, today Im going to talk to you about lighting your spark in the context of PP – has anyone heard of this before?
We are going to look at PP in more detail later but in a nutshell it can said that our spark becomes lit when we experience;1. Positive Emotions - love, joy, happiness 2. Engagement (or flow) - time seems effortless3. Relationships - we connect with others4. Meaning (and purpose) – we feel purposeful5. Accomplishment - we see results and feel recognisedThe reason i share this with you is because, it can be easy to think that lighting our spark is wishy-washy, when in fact it can be directly related to the science of Positive psychologyActivity – how would you rate your inner spark right now out of 10?
Science of happiness includes studies on the biochemincal pathways of the brain that show a direct link to increased production of neurotransmitters such as dopamine (pleasure & motivation) & serotonin (sensory perception and emotions)
Wellbeing is being able to live with hope, possibility and optimism. In order to so this we require a level of optimism – lets face it, we all experience challenges in our lives, the question is not what happens but how we approach it. Now I know you teach this every day in the field so I'm not going to patronize you with how to do this. What I will do though is explain to you’re the science and the strategies behind what you are already doing and why it is important to keep doing it – even more consciously.Activity,Given this information, I want you to stand up and hug 5 people and sit back downWho is the best hugger in the group?How would you rate your spark? – we rate this against - PERMA
Ask participants if anyone has ever set a goal and NOT achieved it?How did it make them feel? How did they overcome the disappointment?Introduce the concept of RESILIENCE – recap the resilience formula Often reflecting on choices and decisions can be both a challenging and a rewarding experience. When we achieve a success we may feel great & when things don’t go our way, perhaps we don’t feel that great..... and let’s face it, we have all made mistakes along the way. The key here is not to judge ourselves for perceived mistakes or focus on the challenges. Instead it is to embrace resilience and optimism. Resilience is our ability to “bounce back” from challenging situations – it is not born but learnt.
Positive Psychology is the scientific study of optimal human functioning. The Positive Psychology Institute of Aust defines it as “The scientific study of what enables individuals and communities to thrive.” This theory is based on Martin Seligman’s (2003) research where he asserts there are three roads to the good life (or positive mental health and wellbeing):More simply, Positive Psychology is the scientific study of what makes life worth living. It’s foundation lies in understanding the psychological science and practice of working with strengths as much as weakness. It aims to support building the best things in life and not just repairing the worst. It has a focus in helping make the lives of normal people more fulfilling instead of focussing on healing pathology such as depression and anxiety. In a study of nuns who ate the same bland diet, had the same medical care, same socioeconomic status, didn’t smoke, didn’t drink alcohol & refrained from sex. It was found that the amount of positive feeling they expressed in their lives was significant in predicting life expectancy. When two nuns were compared, Sister Cecilia described herself as being very happy and joyous, eager to start her life as a nun and used the word ‘love’ to describe starting her life with God’s grace. Sister Marguerite described her pre-convent life as unrelated to God, didn’t describe feelings of positive emotion – joy or happiness – but rather considered her role as a nun as one of duty and order, like a job. These differing attitudes had a dramatic effect on life expectancy. It was found that 90% of nuns who described their life as cheerful were alive at age 85, while only 34% of the less cheerful nuns were alive at that age. Positive Psychology is the science of wellbeing
Lets take this further .....These are known as foundation in PP
Turn to any of your notes pages and list as many things as you can that ANNOY you at work in 30 secNow make a list of everything you are grateful for at workWhat is the energy of each of the lists?Which was easier to write or longer?
From my experience, social connections have never really been a problem at OEG, everyone is one nig family – some a little too close at times but there is real strength in its community – would you agree.Why are they important?What do they give us?Yes, as himans we all have basic needs, one of them is a sense of belonging – social connections are essnetial for this. They also offer us different ways of thinking to help us step out of our own head.
The next key to understanding what lights your spark is knowing you are good it.In the PP we talk about this as character strengths such as virtue, honesty, reliability and I have put in a free strengths test in your notes for you all to do and perhaps share with your teams. For now, though, I want you to write down 3 of your greatest strengths in your role at work.How do you know they are a strength?Next to these, write how you feel when you are doing these things?Write how often you do this things?DISC, Pen Uni etc are godd indictors of our strengths – by knowing this we can plan activities and roles in relation to hwat is going to make us feel good, more meaningful, in flow, engaged etc. Part of our role as OE’s is to giving people a variety of experience to help them uncover what their strengths are,, to help them grow and develop in their own charcter.
In pairs, one is A and one is B. Person A put your hand up, point to your partner as say ‘you're answering first’.So person A asks the question to B – when are you at your happiest at work? Person A writes the answers. Repeat the question 3 times until an extensive list is developed. Look at the list and circle the words that show a reoccurring theme.Change over …….When are you happiest at work … is it when you are with people, without people, signing contracts, writing strategy, alone in your tent, walking, cooking, singing, talking ………is it based on what you do or others do ( the challenge here is that you cant control others so you may never find what your looking for) This is the area that you goal should be centered around – this way you are emotionally connected to it, are more likely to be in flow to achieving it etc ….. The point here is to SET AN INTENTION that is CONSCIOUSLY CONNECTING TO YOUR SPARK.
I know from personal experience the season stress that comes with several programs at once in March , little in June and then crazy again in October.Everyone handles this differently – the important thing here is that stress has a direct effect on the adrenal glands in our body, it causes an increase in cortisol, it can deplete our body of vitamin D, B and calcium if not addressed.While we all know stress, we again, must consciously have strategies to manage this that are more than just having a beer after work.
I know was very conscious about meeting this need with the food and workshops planned for today
Did you know that we have 60,000 thoughts a day and they are usually the samae 60,000 thoughts from the day before etc …… You see often we have the same story going round and round our heads, and each time we tell the story, we embellish it a little more where it gets bigger, more exciting, more dramatic etc.I think we all know someone who has a tendency to catastrophise with comments like “you don’t understand how bad it is”, or generalizes with comments like “That always happens to me”, “ I never get anything” etc. By living in the present, we consciously stop this loop from reoccurring.Everyone stand up, close your eyes and imagine that you about to go through a big body scanning machine, expect it s not a machine aits actually just your inner eyes looking at your own body.Start from your toes and really feel your toes connect with the floor, move up etc…….Open your eyes
So, In a nutshell, happiness is a CHOICE. In Sonja Lyubomirsky’s book “The How of Happiness” she explains how studies show that 50% of individual differences in happiness are determined by genes, 10% by life circumstances, and 40% by our intentional activities.( pp. 20-22 ). In this workshop, we will be giving you some tools to help support that 40%of intentional activities. Through these activities you will be able to support your own wellbeing.
As we know, all theory remain theory until we ground it in an experience.Using the template in your NOTES, answer each of the 7 questions to create a 7 step strategy for connecting to your spark and supporting your wellbeing for TODAY. I encourage you to do this again for setting your intention for the coming month, but in the mean time, practice setting your intention for today – it can be as deep or superficial as you choose.On a scale of 1- 10 how connected to your inner spark are you right now?
In a nutshell, we each have a spark...... You choose how much it shinesThe one thing you can be sure of is, if you support others light they will inturn support yours, if you dull others light .....We either feed each others spark or we put it out? This is where relationships are important