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Holly Barlaam

Facial Bones Video - 95 views

www.youtube.com/watch

anatomy physiology skeletal facial cranium

shared by Holly Barlaam on 18 Oct 11 - No Cached
  • Holly Barlaam on 18 Oct 11
     
    video covering the facial bones of the cranium
Roland Gesthuizen

Pathfinders for Autism | Articles - 17 views

www.pathfindersforautism.org/...-for-autism-spectrum-disorders

autism education pedagogy teaching

shared by Roland Gesthuizen on 06 Nov 13 - No Cached
  • Roland Gesthuizen on 06 Nov 13
     
    "Autism can block, delay, or distort signals from any or all of the senses. It is difficult for people with autism to interact with other people through social activities and spoken communication. Pragmatic language skills, including gestures, facial expressions, body language, and other nonverbal communication, may also be impaired. Autism may also be associated with difficulties with learning, imagination, and reasoning. "
Monica Lawrence

Do2Learn: Educational Resources for Special Needs - 53 views

www.do2learn.com/...index.htm

emotions do2learn psychology social

shared by Monica Lawrence on 04 Dec 09 - Cached
  • Steve C on 04 Dec 09
     
    Emotion color wheel for teaching emotional vocabulary. Great for teaching boys' writing.
  • Monica Lawrence on 08 Mar 12
     
    emotion wheel with click on emotions - shows facial example
Martin Burrett

Pupils with autism twice as likely to be bullied - what can teachers do? - 6 views

ukedchat.com/...autism-bullied-teachers

autism bullied bullying

shared by Martin Burrett on 04 Jan 19 - No Cached
  • Martin Burrett on 04 Jan 19
     
    "In the UK, there are about 100,000 children with autism - about one in 100 - according to the NHS and 70% are educated in mainstream schools. Learning and socialising with neurotypical children can pose a challenge for pupils with autism who find it hard to read facial expressions and body language and have difficulties understanding the intentions of their peers. They may also prefer to play alone which sets them up as targets in the playground, with other children finding it easier to pick on them as they do not have a support structure around them."
meghankelly492

Mental skills for musicians: Managing music performance anxiety and enhancing performance. - 1 views

psycnet.apa.org/...2011-20583-001.pdf

world Music

shared by meghankelly492 on 15 Sep 19 - No Cached
  • In asurvey of 2,212 classical musicians, 40% re-ported that anxiety interfered with their perfor-mances (Kirchner, Bloom, & Skutnick–Henley,
  • , see Kenny (2005) andMcGinnis and Milling (2005
  • Few studies have investigated whether a cog-nitive intervention can reduce anxiety and en-hance performance in musicians (Lehrer, 1987;Steptoe & Fidler, 1987)
  • ...30 more annotations...
  • did notreturn any recent studies investigating the effec-tiveness of a purely cognitive intervention in thetreatment of MPA; consequently, research inthis particular area is needed
  • Past re-search has focused on combined interventions;however, often these programs run for over 6weeks and it is unknown which aspects of theintervention are most effective (e.g., Nagel,Himle, & Papsdorf, 1989)
  • State–Trait Anxiety Inventory (STAI).The STAI is widely used in anxiety researchand is considered to be a valid and reliable scale(Kenny, 2006).
  • The PAI (Nagel, Himle, & Papsdorf, 1981) isbased on the STAI and is a music inventoryassessing the three-systems model of anxiety
  • heart rate at 10 min, 5
  • Signs of anxiety included trem-bling knees, lifting shoulders, stiff back and/orneck, trembling hands, stiff arms, face deadpan,shaking head, moistening and/or biting lips, dis-tressed facial expressions, and sweating.
  • Nagel et al.reported that the average preintervention scorewas 55 and the average postintervention scorewas 38, with a score of 39 or less indicating a
  • person has few problems with performance anx-iety
  • Researchers have found that MPA af-fects instrumentalists and vocalists of all agesand abilities, including students, professionals,amateurs, and children (Brotons, 1994; Kenny,2006; Liston, Frost, & Mohr, 2003)
  • Few studies have investigated whether a cog-nitive intervention can reduce anxiety and en-hance performance in musicians (Lehrer, 1987;Steptoe & Fidler, 1987)
  • Few studies have investigated whether a cog-nitive intervention can reduce anxiety and en-hance performance in musicians (Lehrer, 1987;Steptoe & Fidler, 1987
  • The cognitive intervention had no significanteffect on anxiety levels. Sweeney and Horan’s(1982) study indicated that a cognitive restruc-turing program may be helpful in the treatmentof MPA; their program, featuring cognitive re-structuring, significantly reduced anxiety.
  • d it is unknown which aspects of theintervention are most effective (e.g., Nagel,Himle, & Papsdorf, 1989)
  • The STAI is widely used in anxiety researchand is considered to be a valid and reliable scale
  • Performance Anxiety Inventory (PAI)
  • cognitive, behavioral, and physiological fac
  • and has beenwidely used in treatment outcome research
  • Behavioral Anxiety Index (BAI)
  • igns of anxiety included trem-bling knees, lifting shoulders, stiff back and/orneck, trembling hands, stiff arms, face deadpan,shaking head, moistening and/or biting lips, dis-tressed facial expressions, and sweating
  • Participants were then taught howthoughts, behaviors, and feelings interact andinfluence performance
  • practical exercise, how people waste their en-ergy trying to control uncontrollable factors,thereby impairing performance
  • This exercise wasdesigned to demonstrate how thoughts cansometimes be irrational and can be changed inlight of new evidence
  • how to use self-talk effectively and how touse cues
  • Participants practiced how to identify negativethoughts, stop the thoughts, and use cues to helpthem overcome the negative thoughts.
  • Imagery is a mentalexercise that can help athletes maintain concen-tration, decrease anxiety, and improve confi-dence; thus, it may also be helpful for somemusicians (Gregg & Clark, 2007).
  • Participants in the wait-list controlgroup waited 3 weeks until their second perfor-mance, which was on the same night as theirfirst worksho
  • MPA is a pervasive problem affecting musi-cians of all ages and abilities. As compared withthe research on mental skills training in athletes,relatively little is known about the assessment,treatment, and theoretical underpinnings ofMPA
  • Kenny (2006) suggested that improving perfor-mance quality will have a positive, self-reinforcing effect on the musician and enhanceconfidence in future performances.
  • We predicted that anxiety levels would de-crease in the treatment group from pre- to post-test. This hypothesis was partially supported.Specifically, there was a significant reductionon the PAI in the treatment group. Although theparticipants improved after the intervention,they were still not within the optimal rangeaccording to Nagel et al. (1981
  • Although the decrease in anxiety was notas large in our study, our participants droppedfrom the high performance anxiety category tothe moderate performance anxiety category
Martin Burrett

Mindfulness in the Classroom by @Ed_Tmprince - 26 views

ukedchat.com/...mindful-facial

mindfulness

shared by Martin Burrett on 05 Jan 18 - No Cached
  • Martin Burrett on 05 Jan 18
     
    "The development of mindfulness has, at its heart, the reduction of stress hormone levels. Teaching children a number of Mindfulness strategies allow children to find the ones that best meet their needs and successfully reduces their stress and anxiety. Massage and the power of touch are naturally relaxing and are ways to reduce these stress hormones. Maria Hernandez-Reid is a researcher at the Touch Research Institute. She says that the lowering of stress hormones not only reduces the feelings of anxiety but also supports a healthier immune system."
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