March 26, 2013 was a historic day as the question of same-sex marriage went before the U.S. Supreme Court. Tuesday's opening public session was devoted to the California ban, Proposition 8, approved by voters.
Given the ongoing debate over marriage equality, NBC's Sam Brock talks with Nicholas Ladany, Ph.D., Dean of Santa Clara University's School of Education and Counseling Psychology, about research on the outcomes of same-sex parenting.
The most important thing of mindfullness and compassion is to continue to explore, with an open heart and mind, what mindfulness truly is, and help illuminate how it can be of greatest benefit. We clearly do not have all the answers yet; It would be interesting is to ask the questions. As Rilke said, “Have patience with everything unresolved in your heart and try to love the questions themselves.”
The exploration of mindfulness requires great sensitivity and a range of methodological glasses. Our science—and our lives—will benefit by looking through all of them, illuminating the richness and complexity of mindfulness.
Read more >>
On April 20th, 2013, the School of Education and Counseling Psychology hosted a successful conference for prospective graduate students. ECP faculty and staff presented at the conference to almost 50 attendants.
The conferece highlighted talks in the following areas:
• Align your personal values, interests, and skills with your graduate school goals
• Recognize the essential components of the graduate school application and process
• Analyze and improve your online persona
• Evaluate the characteristics of a competitive graduate school candidate
The conference was a huge success. One attendee stated: "Great university, definitely a consideration for my grad school future. I think this conference could be bi-annually. I would attend both until I graduate. I can’t wait until I talk to SCU for grad school, you have lifted a good amount of weight off my shoulders. I want my university to hold something like this for us.”
According to Dale G. Larson, Ph.D, "when someone we love dies there are always unfinished hurts, disappointments or unexpressed love. It is an opportunity for interpersonal healing, wholeness, forgiving and asking for forgiveness. So these are the most difficult and important conversations in our lives."
He also talked about dealing with the situation when someone you love tells you for the first time that he is about to pass away. To learn more click here>>
Talking to your kids about gun violence is a difficult conversation. Dean Nicholas Ladany, Ph. D discussed ways to talk to your children, no matter what age, about the painful realities of about gun violence. He defined the word “CLEAR” as a guidance to talk.
Calm yourself and then talk to children
Listen to them and not try to break in too soon
Emphasize and normalize with their behavioral or emotional reactions
Avoid too much exposure to news of the event
Do not over hype that it is likely to happen to us or others, as it is Rare event
Dean Nick Ladany, Ph.D. on ABC >>
Conference on March 8, 2013
This day-long conference will illuminate the connections between mindfulness and compassion, focusing on how mindfulness can deepen relationships, enhance caregiving, and build compassion. Will be webcast live! 6 CEUs.
Attendees will be able to:
- Understand the relationship between mindfulness and compassion, on a practical and psychological level, including the “pro-social” effects of mindfulness practice
- Practice research-tested techniques to cultivate mindfulness, compassion, and self-compassion in everyday life
- Summarize key research findings that support the benefits of mindfulness and compassion, including self-compassion
- Explain what the most effective mindfulness and compassion programs are, why they work, and with what outcomes
- Identify best practices for promoting compassion and mindfulness in others, including students or clients they serve
Shauna Shapiro, PhD will discuss on the “pro-social” effects of mindfulness from 10:30 am.
Read more about the conference >>
Shauna Shapiro's "The Art and Science of Mindfulness" is now into Italian!
You can buy the book in English from here.
Jerrold Shapiro, Ph.D. recently answered the question of "Why don't things of satisfaction bother people anymore as they get older?" in the New York Times.
People get happier as they grow older. Or if not happier, why don't things bother them anymore?
Jerrold Shapiro, Ph.D. believe that as most people age, they become much more accepting of themselves. They also become more empathetic to others.
So what gives? If we are so gloomy, why do we sometimes seem so chipper? Well, when Pew surveyed more than 2,400 adults in 2008, it did find a lot of discontent, but that was when it asked people to do things like compare their standard of living with that of their parents or talk about keeping up with the cost of living.
When it comes to day-to-day irritants, it is often another matter, said Dr. Shapiro, who interviewed more than 200 baby boomers for his book “Finding Meaning, Facing Fears in the Autumn of Your Years.” “People seemed to be less aggravated by minor setbacks,” he said, “for example by not being able to get their kids to do something at a certain time.”
Read more >>
Professor Garcia presented at the International Association for the Improvement of Mother Tongue Education(IAIMTE) from June 11th to June 13th 2013 in Creteil, France.
In the United States the increase of Spanish speaking children’s presence in schools requires that teachers focus attention to ways that incorporate students’ cultural backgrounds in all school subjects. Teachers can utilize the cultural identities of Spanish speaking children to highlight the cultural representation of texts in the selection of literary materials to enhance learning in the first language and facilitate content knowledge in English, the language of educational policy in California.
Purpose: The goal of this study is to raise teachers’ awareness of cultural representation in bilingual texts and use these to motivate and capture the interest of all students but especially Spanish speaking children. The interaction of native and second language and the use of the immediate environment to propagate literacy is the main focus of this study. A cyclical process that requires exploration, knowledge construction, and action at distinct phases in teachers’ cognitive and professional development by taking into account the lived experiences of their students is generated for this study.
For full abstract, click here
Professor Lisa Goldstein, Department of Education gave the Research Symposium Plenary Address at the 2013 National Association for the Education of Young Children's National Institute for Early Childhood Professional Development On Sunday, June 9, in San Francisco. The address was entitled "Leveraging the Common Core State Standards to Support Young Children's Learning." Approximately 200 early childhood teachers, administrators, teacher educators, researchers, and policymakers attended the session.
The address focused on the ways in which the implementation of the new Common Core State Standards (CCSS) will increase opportunities for teachers in grades K-3 to provide their students with developmentally appropriate educational experiences. Unlike the lengthy lists of academic content standards used by US states in the wake of No Child Left Behind, the CCSS represent a coherent, integrated vision of what students should learn and how their time at school should be spent. Notably, the CCSS frames young children as capable, active learners who are eager to make sense of their world and able to learn to express their ideas using rich, precise, and thoughtful language. Further, the structure of the CCSS acknowledges teachers' specialized professional expertise and encourages them to make principled, intentional instructional decisions that reflect their students' needs.