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shared by Siri Anderson on 23 Feb 23 - No Cached

The “other students” in the room have agency over how they show up in difficult moments. Just like we support students to practice and use their agency responsibly in their learning, friendships, and community, we can do the same when it comes to moments of crisis
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What’s the dividing line between stress and trauma? While there’s no clear answer, one key element is sense-making
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When we are upset and overwhelmed, sometimes we hurt others.
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Our students need us to help them understand what it means when a classmate is struggling. They need us to create space and hear how they felt, and validate their emotions. They need help understanding why a situation got so big and scary all of a sudden. They need to hear us say that their classmate is getting the support they need (and mean it), and to hear us say that their classmate is still a cherished member of our community
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shared by Siri Anderson on 17 Oct 22 - No Cached

Goldstein et al. (2013) found that a year of acting practice decreased the use of emotional suppression in children aged 7–10, while adolescents majoring in acting at high school (compared to other art majors e.g., music) used less suppression. Additionally, 4–5-years olds randomly assigned to an 8-week drama condition (compared to block building or reading) showed increased emotional control (i.e., inhibition of affective responses to observed or discussed distress; Goldstein and Lerner, 2018).
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The ability to represent others' mental states, referred to as ToM or cognitive empathy, plays a critical role in understanding and navigating social situations
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