|
Index of More Articles about Leadership
|
Articles about Leadership
Businesses Benefit from Leadership Programs
by Morgan Hamilton
If you are planning to build a wonderful career, maybe you should first go through some preliminary training. Nowadays, there are very successful leadership programs being developed. Leadership programs...
Emotional Intelligence & Responsibility
by Nicole D. Huff, R.N.
Educators of emotional intelligence teach us that we are solely responsible for our own emotional experiences. As a preventive measure, this concept works to dissuade the development of emotional dependence...
Just Wait Teens™ program
by Carl LaFresnaye
The Just Wait Teens™ program has been 8 years in development. The theory behind the program is based on the research of the National Center on Addiction and Substance Abuse. Joseph Califano, the former...
What is Emotional Intelligence?
by Tristan Loo
Emotional intelligence, also known as EI, is the innate ability of a person to perceive, assess, and influence one's own emotion and the emotions of other people around them. The term emotional intelligence...
|
|
The Stanford Marshmallow Experiment
In above video you will see kids participating in the Stanford Marshmallow Experiment. The Stanford Marshmallow Experiment must be the most astounding psychological study ever performed, or at any rate ranking right up there with some of the experiments done by Stanley Milgram.
Who would ever guess that a brief observation of a four-year old alone with a marshmallow would be an excellent predictor of college entrance exam scores — twice as good a predictor as IQ test scores? In one of the most amazing developmental studies ever conducted, Walter Michel of Stanford created a simple test of the ability of four year old children to control impulses and delay gratification.
Children were taken one at a time into a room with a one-way mirror. They were shown a marshmallow. The experimenter told them he had to leave and that they could have the marshmallow right then, but if they waited for the experimenter to return from an errand, they could have two marshmallows. One marshmallow was left on a table in front of them. Some children grabbed the available marshmallow within seconds of the experimenter leaving. Others waited up to twenty minutes for the experimenter to return.
In a follow-up study (Shoda, Mischel, & Peake, 1990), children were tested at 18 years of age and comparisons were made between the third of the children who grabbed the marshmallow (the "impulsive") and the third who delayed gratification in order to receive the enhanced reward ("impulse controlled").
The third of the children who were most impulsive at four years of age scored an average of 524 verbal and 528 math. The impulse controlled students who scored 610 verbal and 652 math! This astounding 210 point total score difference on the SAT was predicted on the basis of a single observation at four years of age! The 210 point difference is as large as the average differences between that of economically advantaged versus disadvantaged children and is larger than the difference between children from families with graduate degrees versus children whose parents did not finish high school!
At four years of age gobbling a marshmallow now v. waiting for two later is twice as good a predictor of later SAT scores than is IQ. Poor impulse control is also a better predictor of later delinquency than is IQ.
Obviously there's a strong correlation between IQ and impulse control. People who do well in life have lots of both, and vice versa for those who don't do well.
Sociologists have regaled us for years with their theories as to the causes of poverty: lack of education, structural causes, racism. But it seems that, at least where opportunity exists, the reason for differences in income and wealth is that the poor have high impulsivity.
|
The Just Wait Teen Program
The teenagers of the Just Wait Teen™ program are exposed to the information and research concerning their Happiness, their Temperaments, their Talents, their Attributes, their Gifts and how to maintain long term relationships. The Just Wait Teen™ program is life enhancing program, not a substance rehabilitation program. Although its' objective is to give the teens tools and understandings to reach 21 years - substance free.
This Program was developed by the Just Wait Foundation a 501 (c)(3) nonprofit corporation to prevent drug, alcohol, and tobacco problems among teenagers. The Foundation provides one-year scholarships (two semesters) at a Community College or $1000 award to teens that completes the 4 year Just Wait Teen™ Positive Youth Development Program, obtains a GED, or graduates from high school - alcohol, tobacco, and drug free. The Just Wait Foundation has arranged to use of 80 acres to raise fruit and vegetables to finance the scholarships
We offer free training for any person or group that wants to start this program in their community.
Contact Us
Copyright 2009 - 2010 & Developed by
Just Wait Teens
|
|
Communicating with your Young Child: Focus on Strengths
Ursula Ansbach
Effective communication with your young child doesn't just happen. As adults, we need to set the stage. In previous articles we've discussed that talking and listening are important. We also talked about the importance of sharing our adult control.
There is another area to consider: focusing on strengths.
Article to continue below-------------------------------------
The Effect Of Parenting On Psychological Well-being (Australian Broadcasting Corporation)
Researchers in the UK looked at the relationship between parenting styles during childhood and adolescence and children's psychological well-being in midlife
-----------------------------------------------------------------
When we focus on the strengths of young children we encourage and support them in ways that opens up the channels to effective communication. We set the stage for children to want to communicate with us because we are building trust and establishing an emotional environment that is conducive to exploration and developing confidence.
What do we mean by "focusing on strengths" and how do we accomplish this?
Article to continue below------------------------------------
Portland Radio Personality Sheryl Stewart Moves Into An EarthSmart Home This Thursday, Offering Real-Time Commentary. (PR Newswire Via Yahoo! Finance)
This Thursday, March 25, Sheryl Stewart, environmentally conscious radio personality at KRSK FM, 105.1 The Buzz, along with her husband, will move into an EarthSmart home at the Edgewater on the Tualatin,...
Sir David Richards Denies Personality Clash Forced Ian Watmore Out Of FA (Guardian Unlimited)
Sir David Richards has denied that a personality clash with Ian Watmore precipitated the resignation of the Football Association's chief executive yesterday.
------------------------------------------------------------------
Focusing on a child's strengths means that we pay attention to what the child CAN do instead of looking at what the child cannot do. It means that we encourage what the child does well instead of worrying about the areas that are perhaps not developmentally "on schedule." It means that we understand that although children pass through all the same developmental milestones they do so at varying rates. Your child may learn to read in pre-school while your neighbor's child may learn to read in second grade. Both are ok. It means we measure a child's development according to his own pace instead of going by a pre-set scale. We respect individual differences and levels of development.
How do we accomplish focusing on strengths? We simply look for those strengths and support them. We have learned the importance of observing and listening in the first article of this series. Now we use those observation skills to note what our children's strengths are.
For example, you know that your pre-school child loves drawing and painting but she isn't writing her name yet, even though her classmates are. Instead of panicking and having her trace her name ten times a day, focusing on her strengths would mean that we support her love for drawing, painting. As she continues to paint and draw she will actually strengthen all the skills needed for learning to write. Painting and drawing are pre-reading and pre-writing skills so as she practices these she is moving towards writing. She is strengthening her small motor skills and her visual skills and forming beginning letters in the squiggles of those drawings and paintings. That is how writing is formed.
Another example: your toddler is crawling around everywhere. However, your older daughter was already walking at this age. Instead of pulling your toddler up onto her feet in an effort of getting her to walk, simply let her crawl as much as possible. Give her more practice crawling and when she is ready she will begin to stand and walk. By crawling she is strengthening her large motor skills and when she is strong enough she will stand and walk.
Consider this adult analogy: Imagine that you are taking a beginning class in cooking. You're pretty good with scrambled eggs and you can make toast and coffee but you've burned every cake you ever tried to bake and your pot roast isn't really edible. You put yourself in this cooking class ready to learn the next step towards good pot roast and the teacher comes in and asks you to make a three course French gourmet meal.
How do you think your meal would turn out? How do you think you would feel in the process? I don't know about you, but in that situation, I would definitely feel overwhelmed - and incompetent besides. I might be tempted to leave that class and vow to eat in restaurants the rest of my life. I certainly wouldn't be terribly excited about continuing my exploration of the world of cooking.
This is exactly the experience we don't want our young children to have. We don't want to discourage them by asking them to do what they cannot do. We don't want them to lose their natural enthusiasm for exploring and learning about their world.
We do want young children to feel confident, successful, curious, and eager to explore their world and we want to establish a lifelong love for learning. We want them to be confident and to feel successful. This is accomplished by accepting their strengths. It is accomplished when we use those strengths as a foundation for moving on to the next level of growth.
When these goals are established, young children will experience a world where they want to communicate. This is the environment in which they will develop language and where we can talk effectively with our young children.
Ursula Ansbach is the owner of the online furniture store MyBabyFurniturePlus. She is also a parent, grandparent, educator and teacher who lives on the shores of Lake Erie with her family.
http://www.mybabyfurnitureplus.com
Index of Articles about Temperaments & Strengths
|