Thursday, January 13, 2011

Guidance Consortium Report: A Classic Awakening among Palladio High School Girls

Just one year ago, Palladio International Campus celebrated our first New Year's Eve Gala.  Open invitations extended to every member -young and old- in our Global Families Network!   This remarkable occasion generated several notable landmark initiatives.  Here we recount just one of them:


This memorable night began it's luminous tone and intention early in the day...
.....All ages and stages of our great family strolled on the vast network of the paths spread throughout our beloved Central Park.  An easy flow of delighted visitors reminded many of five years earlier when the park hosted the Saffron Artist. Our well-trained youth ambassadors, escorted by their Canine Walking Companions, stopped to answer visitor questions about the Fair in the City, about Palladio International Academies, about the Ambassador program at Palladio.  
.....Research activities at our Fair in the City allowed members of the general public to release a balloon into the air over Central Park if they enjoyed their engagement at the colorful booths and banners affirming our mission and purposes.  Our mission inherently networks all ages and career stages... Jeffersonian style ... on organically expanding campuses around  the perimeter of Central Park.

Later this night, atop the golden sheen of two hundred year old oak floors, Nelson Riddle voiced a term none of us have heard since we were in high school reading the classics.  Across the ballroom,  the sudden appearance of a scantily clad high school female attracted a swarm of giggling U.S. students.  Scanning the room, Dr. Riddle noticed that our international students continued in conversation and dance with their dates.  Observing this dramatic discrepancy, Dr. Riddle marked the magical moment of truth, "Seems we have failed our Little Women in this relatively young country - with our focus on physical prowess, over character, over intelligence, over unity."  

Stunned, we stood still -ten of us!  What he had just said, rang true -and we needed to know more, that very night.   Nelson led us through the text he had just reviewed as a member of his cultural research team.  A spell-binding narrator as well as clinician and researcher, Dr. Riddle described the landmark scene between an enlightened mother and her four daughters.  Marmee cautioned and redirected their temptation to sink into vanity with its emphasis on popularized physical beauty ...rather than rely for self-esteem on their intelligence and character practices.

"Like Marmee's Little Women, our nation's little women have much to learn about deriving their inherent value from outside themselves...from secularized and popularized standards almost unattainable without making themselves sick in mind, in heat, and for the very unfortunate segment -sick in body as well!  The wise mother expresses her fear for their future..." if you feel your value lies in being purely decorative."

She further clarifies the problem need correcting: "I wont have my girls being silly over boys..." 


Dr. Riddle shared research from hundreds of interviews contrasting U. S female child-rearing practices and cultural expectations with those young women from other continents:
"We need parents, teachers, the neighborhood and the marketplace to strategically determine organic ways of cultivating the natural beauty inherent in each child.
"Everyone must be on board  to unveil her inherent beauty ...that mirrored in her demeanor, the way she thinks about herself, and affirm deep value in each female child  -as a thinker, feeler, creator, healer, prime contributor to the health of our global society.
"We must research and revisit, generate if need be, programs that help her  reflect her inner beauty in her speech, tone, word choice, choice of clothing and adornments, what she allows herself to consume, engage, participate in, accrue, think and express.
"On the whole, our international Little Women are clearly more advanced in self-respect, self-regard, and authentic self-confidence...and they have much to teach and model for our Little Women across this nation.
 "So far we've conducted five hundred forty-three clinical interviews. A key element missing from interviews with females from the other continents is an early and pervasive focus on comparing physical self to other females in the media and personal encounters.  Their developmental stories reveal a preponderance of the "decorative archetype."

"Girls from the US have for decades now felt social pressure to focus on their physical appearance over cognitive characteristics and character (including emotional development).   These results bring to mind a series of compelling linesincorporated by author Louisa May Alcott challenging the "property value" of women during this period of time:


  • "I should have been a great many things..." Jo to a table of colleagues in Manhattan, surprised at her capacity to think and articulate
  • "Please yourself, my opinion is of no importance... there is more to you than this...if you have the courage to write it..." Philosopher and Professor Frederick to Jo, encouraging professional activation of her sense of self above and beyond popular expectations of her as a female property of her father, or husband.

For the rest of this New Year evening into early morning, the ten of us crafted our primary draft that became 12PowerLittleWomen-for high school age females.  Our position paper is based upon research results that Dr. Riddle shared from his consortium's data collection so far, and his clinical interviews as resident school psychologist at Palladio's Dairy.

In conclusion, we want our Little Women not to beg: "...give me the streets of Manhattan...", but to rebuild these streets, sidewalks, bridges, thinking, and creating of Manhattan and beyond.  Live and learn and generate in such ways that all little women are free to walk confidently, respectfully, co-creatively, and responsibly together with their brothers, fathers, husbands, partners, co-workers, mothers, sisters, and children -living their dreams in the home, neighborhood, marketplace, global society.

Wednesday, December 22, 2010

Attachment Rupture

Helping Baby Sleep (See Palladio end of term report 12/22/10),
p. 84
re  babies' brains "left swimmining in stress hormones" and don't recieve the reinforcement of re-attunement with parents during and following a stressful experience in the new world they have entered.

Goldi noted during Saturday's family dinner at the Boathouse: "We shouldn't be surprised that parents feel tremendous anxiety at the start of the military nature of csellp training...for heaven's sake our natural compulsion biologically speaking is to protect andcomfort our offspring...not separate from them and allow themselves to wail themselves into a toxic chemical stupor."

...Hurray, Goldi! You never mince words. "From God's mouth to Goldi's ears..."  Ora proclaimed into the microphone over waves of applause.

Friday, December 17, 2010

Parents seeking peace of mind? Delve into Natural and Logical Consequences ...it will be worth your time!

Natural and logical consequences date back to Haim Ginott in the sixties
...his wisdom is shared from decades of studying children's thinking and behaving.  Parents and teachers seeking need a basic, simple, and effective principle for developing children's capacity to make informed choices habitually.  Natural and logical consequences evokes a child's ability to think and choose.

Haim Ginott is a classic in the field of child psychology.  His guidance flows from what is currently today best practices from wide knowledge bases: child development, attachment theory, self-efficacy, and neuropsychology.  The principle of natural and logical consequences operates in the home and classroom as simply and effectivly as that basic invention, the wheel!

The wheel works across time, because it fits reality. It's organic, it flows from reality. The same is true of  natural consequences, which evolve into use of logical consequences. Better than coddling, excusing, overlooking, or pretending with kids. "Reality therapy" is what Haim Ginott called this application of his life's work with kids. He encouraged parents and teachers to use reality therapy with kids at home and in school. If we all followed his advice consistently, we might have been able to purchase condos on the moon by now!

Just the same, as I sift through the new books for those who develop youth, I am glad to see some authors returning to the classics.  And newbies to parenting and teaching are finding that too many babies were tossed out with the bathwater. Strategies, based on principles that form from solid knowledge of child development  work here and now because they make sense...did then, do now! 

Take a look at Rules in School. Encourage parents to visit the Global Parent Academy blogspot to learn how to practice these tried and true strategies at home!

Tuesday, December 7, 2010

Goldi & Ora: Daily Now! ...The Art and Science of Parenting

Tune into Internet radio programming, Daily Now!,  6:30-7 a.m. Monday through Friday.  CEU credits are available and packets can be downloaded from Daily Now! Parents collaborating receive additional credit.
Goldi & Ora's launch topic?  Peaceful Parents - Block by Block ....
How Parents Build Peace of Mind @ Home, around Home, and through Home's work

Palladio scholar, Nadja Primbatova, has defined her Contribution of Great Merit in the field of journalism and newscasting!  Nadja will serve the good of her country and New York City through hosting and broadcasting our esteemed Emeritus Professors ...Goldi & Ora, live now from Tillson, through each morning's edition of The Art and Science of Parenting.

Preparations have been underway since Ms. Primbatova returned in June from her native Kazakhstan. 

Monday, December 6, 2010

Helping Kids Stay with It

When a series of chores or tasks needs completion, making a numbered list facilitates action because


  1. we can read what needs to be accomplished in order to alot the time needed
  2. a list let's us know what is expected from start to finish ... so we can ask clarifying questions before we  even begin
  3. a list lets us know what is expected from start to finish ... so our mind can begin rehearsing each step and linking them one after the other in our minds
  4. a list let's us know what is expected from start to finish ... so we can predict when we will be done (and begin already to relish that experience of completion)! 
  5. a list becomes our anchor (the place we come back to after we complete each step) ...so we don't need to hold all the items in our mind (which interfers with being fully present during a task)
  6. if we get distracted at any point, and go off-task, we have a place to come home to...Our List!
  7. after each completion, we can enjoy highlighting, checking, or crossing it off ... indicating accomplishment. This builds awareness of self-efficacy!
  8. after each completion: highlighing, checking, or crossing it off -can build to our sense of order
  9. order and accomplishment enhances our self trust 
  10.  self trust builds self-esteem  ... leading us to set realistic goals

Monday, November 29, 2010

Research News from Carol Dweck, Ph.D.: "Effort, not Smarts"

A is very different from Z.
A is like and upside down V.
When learning the alphabet visually, learners require less instructional intervention to differentiate A from Z.  Remembering that A is not V seems to pose more challenge.

Knowing this perceptual axiom operates in human learning, think about how you would  rate (1, 2, 3, 4, 5) the following pairs for ease of differentiation (1=hard to differentiate; 5=easy to differentiate):
  1. A vs O
  2. A vs B
  3. C vs O
  4. I vs. O
  5. E vs B
  6. T vs I
  7. D vs A
  8. D vs O
  9. F vs E
  10. F vs B
Through this exercise, we learn that the more features item or event (x) has in common with another item/event (y), the more thoroughly we must examine their similarities and differences in order to tell them apart.  

Practical Application for Parents and Teachers: 
If we want our children to more quickly change their behaviors from the kind we disapprove of to the kind we approve of then we must make it easy for them to differentiate.  Smiles and affable talk clearly indicate parents and teachers approve of the behavior displayed.  Neutral face with a firmly stated "No"(or some equivalent of "No") typically indicates disapproval -with an explicit or implicit invitation to shift to an approved behavior.

We make it  hard for chidren learn to control their impulses (i.e.,  master the necessary shifting to approved behaviors)  when we muddle our verbal, voice tone, and body language cues.  When we mix communication features of a YES vs NO, we delay the development of impulse control.  We make it harder for learners to distinctions between our "approving" and "disapproving" responses to their behaviors.  This delays development of their ability to eventually "self-regulate."

We send mixed messages to our children when we disapprove but smile ... or talk sweetly. this hardly means adults need to speak harshly or loudly or use aggressive strategies like character assassination, disparaging labels, cruelty or meanness.  A simple statement of disapproval  -coupled with natural/logical consequences - consistently applied will do more to shape behavior, than punishment, or enduring parental exasperation. 

 The more important it is to select an appropriate response to x vs y, the more important it is to differentiate between them.  This is true for all life forms, regardless of age or species.  Parents and teachers who cultivate paying positive attention to children, build up a positive emotional/relational bank account!  When children get the positive guidance and consistent attention needed to strengthen bonds as children evolve - they are less likely to seek attention through unpleasant and irritating means. They are also more likely to engage those things we want them to accomplish when they have recieved recognition for these things consistently in the past.

Dr. Carol Dweck, Ph.D. reminds us also to be very careful to recognize and reward the effort exerted.  When focus is placed on the effort given a task, children learn that time and accuracy matter -which they do.  The single greatest factor determining school success is time on task.  Just spending time on a task, without persistent effort to become more accurate, just makes us better at being inaccurate! Practicing reading books that are too hard for us, turns us off from reading, and does nothing to build fluency and vocabularly.  Careless practice of anything simply reinforces carelessness.

Dr. Dweck reminds us that children who have been admired and recognized for their "cleverness" or "smartness," (in contrast to the effort they willingly engage), eventually refrain from engaging anything that is not immediately easy and rewarding.  Their positive identities have been tied to being so clever or being so smart...they do not want to risk diminishing this image -so they begin to decline challenges, become defensive.  As they age they learn different ways to hide the fact that they do not really know -and asking for help becomes a sign they are no longer "smart" enough, "clever" enough.

To avoid this result, be observant of the many opportunities we have in a morning, day, weekend, and week to "outloud" recognize our children's effort and those specific behaviors displayed while exerting these efforts.  When we consistently  recognize and compliment specific efforts, our children will also.  this is how children continue to grow in competancy and self-esteem.  They come to realize that growth is change...and the effort they exert makes change reliable.

EXAMPLE: I notice you put our clothes for tomorrow out on the chair as I asked you.  You did it the first time I asked you.  You did not whine or complain.  Also, you cheerfully asked me questions about whether or not this or that peice of clothing was appropriate for school.  You even walked into the kitchen to ask your wuestions, instead of yelling from the other room.  I really appreciate the time you took and each of your efforts to follow my guidance.  You did it on time!  And you aksed for my help in pleasant ways.  I am proud of the ways you are working to help yourself grow more skillful.

Thursday, November 4, 2010

Amplifying Good Moments ... See Dream Builder link!

Our Global Parents from Sheep Meadow report substantial gains over the past four months from reading and applying inspiration offered through Mary Manin Morrissey's Daily Dream Builder.  Sheep Meadow families highly recommend accessing the daily words of wisdom -brief and as Mary forecasts, "arriving in your life exactly when you need it."


The link below allows you to subscribe free of charge to the Dream Builder, and consider development opportunities Mary offers.  Our Research and Development Team has just received a generous endowment from Columbia to pair TeacherInterns with Global Parents who currently sponsor a Child-in-Need transitioning this year from our Delacorte Plaza Campus to the Upper School Armory Campus.  


The good derived from pairing teacher interns with a global parent team will be on-going and on-site support for parents, direct daily liaison-communication with classroom teachers, and more immediate daily access to crucial interventions for each child.  These connections enhance the value of collaboration and real partnership among our Developmental Guardians, Councils, and Consortiums.


As today's Dream Builder focused on the power of acknowledgement.  Mary's anecdote may remind you, as it did me, that our everyday is chuck-full of energy-raising encounters!  And we can expand the potential of these encounters to generate even more good when we pause to acknowledge such effects upon us.


So try it out for yourself as the Sheep Meadow families have... when we experience something good, pause and feel it...name it, give it space and time in our awareness ...and then share it with someone near or far.  Acknowledge the power of bits of goodness actively enhancing not only our perception of good, but enhancing our experience of the good coming to us, coming through us (and those around us)!


This process actually weaves 'wonderful' into our moments both alone and together.  As Marshall B. Rosenberg reminds us, through growing our capacity to communicate,  we discover ways of making the world just a little more wonderful for ourselves and each other.   The power of acknowledgement  expands the power kernelled* within each bit of good - good that ordinarily, if not for you, might have been simply 'overlooked.'


As always, blog...blog...blog ... It's the wave of Our Future!


www.MaryMorrissey.com


* Children's Coin-a-Word Challenge: If the noun kernel is spelled K E R N E L, how would we spell past tense of its verb form? What spelling rule helps you decide this? Send your responses to Bella in the Saratoga Word Ministry.