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Ed Webb

How to Land Your Kid in Therapy - Magazine - The Atlantic - 11 views

www.theatlantic.com/...8555

happiness psychology education parenting

shared by Ed Webb on 21 Jun 11 - No Cached
  • Meanwhile, rates of anxiety and depression have also risen in tandem with self-esteem. Why is this? “Narcissists are happy when they’re younger, because they’re the center of the universe,” Twenge explains. “Their parents act like their servants, shuttling them to any activity they choose and catering to their every desire. Parents are constantly telling their children how special and talented they are. This gives them an inflated view of their specialness compared to other human beings. Instead of feeling good about themselves, they feel better than everyone else.” In early adulthood, this becomes a big problem. “People who feel like they’re unusually special end up alienating those around them,” Twenge says. “They don’t know how to work on teams as well or deal with limits. They get into the workplace and expect to be stimulated all the time, because their worlds were so structured with activities. They don’t like being told by a boss that their work might need improvement, and they feel insecure if they don’t get a constant stream of praise. They grew up in a culture where everyone gets a trophy just for participating, which is ludicrous and makes no sense when you apply it to actual sports games or work performance. Who would watch an NBA game with no winners or losers? Should everyone get paid the same amount, or get promoted, when some people have superior performance? They grew up in a bubble, so they get out into the real world and they start to feel lost and helpless. Kids who always have problems solved for them believe that they don’t know how to solve problems. And they’re right—they don’t.”
  • I asked Wendy Mogel if this gentler approach really creates kids who are less self-involved, less “Me Generation.” No, she said. Just the opposite: parents who protect their kids from accurate feedback teach them that they deserve special treatment. “A principal at an elementary school told me that a parent asked a teacher not to use red pens for corrections,” she said, “because the parent felt it was upsetting to kids when they see so much red on the page. This is the kind of self-absorption we’re seeing, in the name of our children’s self-esteem.”
  • research shows that much better predictors of life fulfillment and success are perseverance, resiliency, and reality-testing
  • ...8 more annotations...
  • “They believe that ‘average’ is bad for self-esteem.”
  • Jane told me that because parents are so sensitive to how every interaction is processed, sometimes she feels like she’s walking on eggshells while trying to do her job. If, for instance, a couple of kids are doing something they’re not supposed to—name-calling, climbing on a table, throwing sand—her instinct would be to say “Hey, knock it off, you two!” But, she says, she’d be fired for saying that, because you have to go talk with the kids, find out what they were feeling, explain what else they could do with that feeling other than call somebody a “poopy face” or put sand in somebody’s hair, and then help them mutually come up with a solution. “We try to be so correct in our language and our discipline that we forget the true message we’re trying to send—which is, don’t name-call and don’t throw the sand!” she said. “But by the time we’re done ‘talking it through,’ the kids don’t want to play anymore, a rote apology is made, and they’ll do it again five minutes later, because they kind of got a pass. ‘Knock it off’ works every time, because they already know why it’s wrong, and the message is concise and clear. But to keep my job, I have to go and explore their feelings.”
  • “The ideology of our time is that choice is good and more choice is better,” he said. “But we’ve found that’s not true.”
  • Kids feel safer and less anxious with fewer choices, Schwartz says; fewer options help them to commit to some things and let go of others, a skill they’ll need later in life.
  • Most parents tell kids, ‘You can do anything you want, you can quit any time, you can try this other thing if you’re not 100 percent satisfied with the other.’ It’s no wonder they live their lives that way as adults, too.” He sees this in students who graduate from Swarthmore. “They can’t bear the thought that saying yes to one interest or opportunity means saying no to everything else, so they spend years hoping that the perfect answer will emerge. What they don’t understand is that they’re looking for the perfect answer when they should be looking for the good-enough answer.”
  • what parents are creating with all this choice are anxious and entitled kids whom she describes as “handicapped royalty.”
  • When I was my son’s age, I didn’t routinely get to choose my menu, or where to go on weekends—and the friends I asked say they didn’t, either. There was some negotiation, but not a lot, and we were content with that. We didn’t expect so much choice, so it didn’t bother us not to have it until we were older, when we were ready to handle the responsibility it requires. But today, Twenge says, “we treat our kids like adults when they’re children, and we infantilize them when they’re 18 years old.”
  • too much choice makes people more likely to feel depressed and out of control
John Marr

Don't show, don't tell? - MIT News Office - 11 views

web.mit.edu/...teaching-children-0630.html

learning Pedagogy

shared by John Marr on 02 Jul 11 - No Cached
Tero Toivanen liked it
  • Don’t show, don’t tell? Cognitive scientists find that when teaching young children, there is a trade-off between direct instruction and independent exploration. Emily Finn, MIT News Office
  • It turns out that there is a “double-edged sword” to pedagogy: Explicit instruction makes children less likely to engage in spontaneous exploration and discovery.
  • The danger is leading children to believe that they’ve learned all there is to know, thereby discouraging independent discovery.
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  • To study this phenomenon, the researchers built an original toy
  • they recruited 85 preschool-age children to interact with the toy under one of four conditions: pedagogical, interrupted, naïve and baseline.
  • In the pedagogical condition, the experimenter said, “Look at my toy! This is how my toy works,” and demonstrated the squeak function twice (but made no mention of the other functions).
  • Many children in the pedagogical condition failed to discover even one function in addition to the squeak, while children in the other three conditions found, on average, one or two functions they had not been taught. What’s more, children in the pedagogical condition spent less time playing with the toy — less than two minutes, on average — than children in the other conditions, whose times ranged from slightly more than two minutes in the naïve condition to longer than three minutes in the baseline condition.
  • “The whole double-edged sword concept is really interesting,” says Susan Gelman, a professor of psychology at the University of Michigan. “In almost any domain and across different cultures, we engage in spontaneous teaching. It doesn’t have to be in the classroom, we just naturally do this with young children — we show them how things are done, point out what’s important. This study shows how sensitive children are to the kind of cues that signal teaching.” Further experiments may want to examine differences in children’s behavior across cultures, she adds.
  • the study underscores the real-world trade-offs between education and exploration, and the importance of acknowledging what is unknown even while imparting what is known. Teachers should, where possible, offer the caveat that there may be more to learn.
  • John Marr on 02 Jul 11
     
    Recent study found that if you explain "all aspects" of a toy, children are less likely to discover new uses. If you allow them to "play and experiment" they will discover new a creative uses. This should be taken into account in teaching.
Vicki Davis

Endorphins: 8 Natural Boosters | Reader's Digest - 3 views

www.rd.com/...-naturally-increase-endorphins

education news psychology health

shared by Vicki Davis on 25 Mar 14 - No Cached
  • Vicki Davis on 25 Mar 14
     
    Natural ways to boost endorphins in your brain.
Victor Hugo Rojas B.

Howard Gardner, multiple intelligences and education - 4 views

www.infed.org/...gardner.htm

multipleintelligences education gardner intelligence learning research learningstyles psychology

shared by Victor Hugo Rojas B. on 08 Oct 09 - Cached
  • Victor Hugo Rojas B. on 08 Oct 09
     
    "Howard Gardner's work around multiple intelligences has had a profound impact on thinking and practice in education - especially in the United States. Here we explore the theory of multiple intelligences; why it has found a ready audience amongst educationalists; and some of the issues around its conceptualization and realization. "
Vicki Davis

Strong Work Friendships Reduce Social Conflict in Female Workforce | Psych Central News - 0 views

psychcentral.com/...123352.html

research 5ideafriday psychology workforce

shared by Vicki Davis on 17 Jul 17 - No Cached
  • Vicki Davis on 17 Jul 17
     
    "New research suggests an employer-facilitated workplace culture that supports positive, social relationships between women coworkers reduces the risk of conflict among women employees." - Interesting study relating to gender in the workplace.
Vicki Davis

It's not just lack of sleep: why pupils with an "owl" chronotype get lower grades - Res... - 0 views

digest.bps.org.uk/...wl-chronotype-get-lower-grades

research researcher_thoughtleader education psychology 5ideafriday

shared by Vicki Davis on 17 Jul 17 - No Cached
  • Vicki Davis on 17 Jul 17
     
    Students do better when they have a clock more aligned with their own body clock. Actually most kids may actually test better in the afternoons! Interesting study.
Vicki Davis

The Blue Whale Challenge is Real, Sad, & Frightening | World of Psychology - 0 views

psychcentral.com/...llenge-is-real-sad-frightening

education 5ideafriday socialmedia edu_trends

shared by Vicki Davis on 17 Jul 17 - No Cached
  • Vicki Davis on 17 Jul 17
     
    "You can tell someone is playing the game pretty easily, as they will have cuts on their hands with either the number 57 and/or 40 on them. You can check their social media accounts (the game says to use VKontakte, but users are using whatever social media they are currently on) and see if they've posted anything similar to #i_am_whale, a hashtag used in one of the steps of the game. The game is easily defeated by talking to your teen, child, or young adult about their suicidal feelings, and encouraging them to reach out to get help for them through psychotherapy or counseling. It's not an easy conversation to have, but it may be a life-saving talk."
Ed Webb

Why hard work and specialising early is not a recipe for success - The Correspondent - 0 views

thecorrespondent.com/...5432867990-073c5173

education LiberalArts psychology training

shared by Ed Webb on 09 Mar 20 - Cached
  • dispelling nonsense is much harder than spreading nonsense.
  • a worldwide cult of the head start – a fetish for precociousness. The intuitive opinion that dedicated, focused specialists are superior to doubting, daydreaming Jacks-of-all-trades is winning
  • astonishing sacrifices made in the quest for efficiency, specialisation and excellence
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  • Most things that people want to learn do not resemble language, golf or chess, but rather a game in which the generalist has an advantage. A hostile learning environment
  • Seemingly inefficient things are productive: expanding your horizons, giving yourself time, switching professions. 
  • early specialisation is a good idea if you want to become successful in certain fields, sports or professions. In fact, in some cases, it’s the only option. Take chess, for example: if you don’t start early, you won’t stand a chance at glory.
  • learning chess is not a good model for learning other things. Epstein explains this using the work of psychologist Robin Hogarth, who makes the distinction between friendly (kind) and unfriendly or hostile (wicked) learning environments.
  • In a friendly learning environment, such as chess, the rules are clear, the information is complete (all pieces are visible on the board), and you can (ultimately) determine the quality of every move. In other words, the feedback loop
  • friendly learning environments are the exception. The world is not as clear-cut as golf or chess. So early specialisation is often a bad idea. 
  • In hostile learning environments without repetitive patterns, mastery is much harder to achieve. The feedback loop is insidious. Unlike chess, experience does not necessarily make you better. You may stick with the wrong approach because you’re convinced it’s the right one. 
  • The better a teacher scored on their own subject (i.e., the higher the grades their students got in that subject), the more mediocre students’ scores were across the complete programme (all modules). The explanation? Those teachers gave their students rigidly defined education, purely focused on passing exams. The students passed their tests with high marks – and rated their teachers highly in surveys – but would fail later on. 
  • In learning environments without repetitive patterns, where cause and effect are not always clear, early specialisation and spending countless hours does not guarantee success. Quite the opposite, Epstein argues. Generalists have the advantage: they have a wider range of experiences and a greater ability to associate and improvise. (The world has more in common with jazz than classical music, Epstein explains in a chapter on music.)
  • Many modern professions aren’t so much about applying specific solutions than they are about recognising the nature of a problem, and only then coming up with an approach. That becomes possible when you learn to see analogies with other fields, according to psychologist Dedre Gentner, who has made this subject her life’s work.
  • Another advantage generalists and late specialists have is more concrete: you are more likely to pick a suitable study, sport or profession if you first orient yourself broadly before you make a choice.
  • Greater enjoyment of the game is one of the benefits associated with late specialisation, along with fewer injuries and more creativity.
  • which child, teenager or person in their 20s knows what they will be doing for the rest of their lives?
  • Persevering along a chosen path can also lead to other problems: frustrations about failure. If practice makes perfect, why am I not a genius? In a critical review,
  • The tricky thing about generalist long-term thinking versus specialist short-term thinking is that the latter produces faster and more visible results.
  • specialising in short-term success gets in the way of long-term success. This also applies to education.
  • (Another example: the on-going worry about whether or not students’ degree choices are "labour market relevant".)
  • Teachers who taught more broadly – who did not teach students readymade "prescribed lessons” but instilled "principles" – were not rated as highly in their own subject, but had the most sustainable effect on learning. However, this was not reflected in the results. These teachers were awarded – logically but tragically – lower ratings by their students.
  • the 10,000 hour gang has considerable power with their message "quitters never win, winners never quit".Epstein’s more wholesome message seems weak and boring in comparison. Some things are simply not meant for everyone, doubt is understandable and even meaningful, you can give up and change your choice of work, sports or hobby, and an early lead can actually be a structural disadvantage. 
  • "Don’t feel behind." Don’t worry if others seem to be moving faster, harder or better. Winners often quit.
Ed Webb

The crisis of student mental health is much vaster than we realize - The Washington Post - 1 views

www.washingtonpost.com/...is-much-vaster-than-we-realize

US USA education mentalillness health students resources

shared by Ed Webb on 05 Dec 22 - No Cached
  • the CDC found nearly 45 percent of high school students were so persistently sad or hopeless in 2021 they were unable to engage in regular activities. Almost 1 in 5 seriously considered suicide, and 9 percent of the teenagers surveyed by the CDC tried to take their lives during the previous 12 months. A substantially larger percentage of gay, lesbian, bisexual, other and questioning students reported a suicide attempt
  • More than 230,000 U.S. students under 18 are believed to be mourning the ultimate loss: the death of a parent or primary caregiver in a pandemic-related loss, according to research by the CDC, Imperial College London, Harvard University, Oxford University and the University of Cape Town. In the United States, children of color were hit the hardest, another study found. It estimated that the loss for Black and Hispanic children was nearly twice the rate of White children.
  • Professional organizations recommend one school psychologist per 500 students, but the national average is one per 1,160 students, with some states approaching one per 5,000. Similarly, the recommended ratio of one school counselor per 250 students is not widespread. The national average: one per 415 students.
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  • Seattle teachers who went on strike in September included a call for more mental health supports for students as one of their bargaining points. The strike settlement included part-time social workers at most schools
  • “We’ve seen increases in anxiety, disordered eating, suicidal ideation, OCD and many other mental health challenges,”
  • Last school year, nearly 40 percent of schools nationally reported increases in physical attacks or fights, and roughly 60 percent reported more disruptions in class because of student misconduct, according to federal data.
  • “School-based health centers fill a void, particularly in low-income communities,” said Robert Boyd, chief executive at the nonprofit School-Based Health Alliance. “In rural communities, sometimes it’s the only provider around.”
  • school systems are expanding social-emotional learning intended to help students understand and regulate their emotions, develop positive relationships and face challenges. These lessons may be embedded in classes (say, a discussion of empathy related to characters in a novel) or they may come directly through an activity about, for instance, decision-making. In some parts of the country, social-emotional teachings are tangled up in the culture wars, particularly when material deals with gender and racial equity.
  • Critics see the excused days off as counterproductive for students who have already missed too much school, but supporters say the laws recognize the stressful reality of many students’ lives and elevate the stature of mental health so that it is comparable to physical health.
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