Speakers and Sessions


RAISING ACHIEVEMENT BY PROMOTING CURIOUS, SELF-ACTUALIZED STUDENTS

We know that students’ self-stories, concepts, and beliefs about themselves (and how others may see them) can affect their grades and behavior. Psychologist Abraham Maslow proposed in his “Hierarchy of Needs” that self-esteem (the need to feel loved and accepted by yourself and others) was essential for people to become self-actualized – or the best they can be. However, Maslow believed self-esteem wasn’t enough. Self-actualization also requires getting outside oneself, transcending the ego, and experience awe and curiosity. Research in the psychological sciences has found that self-esteem, awareness, acceptance, awe, curiosity, authenticity (and thinking beyond ones' self) are all linked to greater academic achievement, wellbeing, and life success. This conference will explore how self-esteem, self-awareness, self-compassion, love and acceptance, awe, and curiosity are interconnected and are important for school and life success. Discover ways to improve students’ self-concepts, esteem, acceptance, and authenticity so that they can become aware, confident, and successful. Learn how to use mindfulness, self-compassion, awe, and curiosity to improve math, science, reading, achievement and how you can become a more “authentic” and confident teacher and school leader.

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LEARNING OBJECTIVES

You will gain knowledge about:
  • The science of self-esteem, awareness and actualization
  • How children's sense of self and worth develop early in life
  • Ways students' self-concepts and beliefs affect achievement
  • Teaching students be more aware, accepted, and confident
  • How mindfulness improves self-knowledge and self-compassion
  • Changing students' self-concepts and narratives to change behavior
  • How curiosity and awe motivate math and science learning and thinking
  • How Maslow's “Hierarchy of Needs” connects to learning and wellbeing
  • Ways to cultivate self-awareness, acceptance, esteem, and confidence
  • Ways to incorporate “authenticity” and self-care in teaching and leading
  • Using self-stories and self-efficacy for reading and school climate
  • Strategies to improve the confidence and self esteem in an age of selfies and “likes”



WHO SHOULD ATTEND

This conference is applicable for K-12 teachers, administrators, curriculum and staff developers, learning specialists, school psychologists and counselors, early childhood professionals, math, science and reading teachers, superintendents, principals and school heads, staff development trainers, social workers, school climate professionals, college and university professors, and other educators that support classroom instruction.

Featured Speakers

Knowing Thyself: Understanding the Deep History of Ourselves

Joseph E. LeDoux, PhD

Director, Emotional Brain Institute ; Principal Investigator, Center for Neural Science, New York University; Researcher, Nathan S. Kline Institute for Psychiatric Research; Author, The Deep History of Ourselves: The Four-Billion-Year Story of How We Got Conscious Brains (2019), Anxious: Using the Brain to Understand and Treat Fear and Anxiety (2016), Synaptic Self: How Our Brains Become Who We Are (2003), and The Emotional Brain (1996)

Redirect: Changing Students' Behavior by Editing Their Self Stories

Timothy D. Wilson, PhD

Sherrell J. Aston Professor of Psychology, Department of Psychology, University of Virginia; Author, Redirect: The Surprising New Science of Psychological Change (2012) and Strangers to Ourselves: Discovering the Adaptive Unconscious (2002); Co-Author, The Handbook of Self-Knowledge (2012) and Social Psychology (2012, 8th Edition)

The New Science of Self-Actualization

Scott Barry Kaufman, PhD

Cognitive Psychologist; Adjunct Professor, Barnard College, Columbia University; Columnist, “Beautiful Minds,” Scientific American; Author, Transcend: The New Science of Self-Actualization (Forthcoming, 2020), “Self-Actualized People in the 21st Century: Integration with Contemporary Theory and Research on Personality and Wellbeing” (2018, Journal of Humanistic Psychology) and Ungifted: Intelligence Redefined (2015); Co-Author, Wired to Create (2016), “The Development of the Awe Experience Scale” (2018, The Journal of Positive Psychology), and “Imagination is the Seed of Creativity” (2018, The Cambridge Handbook of Creativity)

The Science of Self-Kindness: Using Mindfulness and Self-Compassion Practices Rewire Students' Brains for Calm, Acceptance, and Achievement

Shauna L. Shapiro, PhD

International Mindfulness/Meditation Expert; Clinical Psychologist; Professor of Counseling and Psychology, Santa Clara University; Author, Good Morning, I Love You: Mindfulness and Self-Compassion Practices to Rewire Your Brain for Calm, Clarity and Joy (Forthcoming, 2020); Co-Author, The Art and Science of Mindfulness: Integrating Mindfulness into Psychology and the Helping Professions (2017, 2nd Edition), Mindful Discipline: A Loving Approach to Setting Limits and Raising an Emotionally Intelligent Child (2014) and the audio book with Kristin Neff, PhD, The Science of Mindfulness and Self-Compassion: How to Build New Habits to Transform Your Life (2019)

Love One Another: The Benefits of Kindness, Loving-Kindness Meditation, and 'Positivity Resonance'

Barbara L. Fredrickson, PhD

Kenan Distinguished Professor; Director, Positive Emotions and Psychophysiology Laboratory (PEP Lab), University of North Carolina at Chapel Hill; Author, Love 2.0: How Our Supreme Emotion Affects Everything We Feel, Think, Do, and Become (2013) and Positivity (2009); Co-Author, “Do Contemplative Moments Matter? Effects of Informal Meditation on Emotions and Perceived Social Integration” (2019, Mindfulness), and “Mindfulness Broadens Awareness and Builds Eudaimonic Meaning: A Process Model of Mindful Positive Emotion Regulation” (2015, Psychological Inquiry)

Being Aware and Accepting the Whole Self

Todd B. Kashdan, PhD

Senior Scientist, Center for the Advancement of Well-Being; Professor, Department of Psychology, George Mason University; Winner of the American Psychological Association's Distinguished Scientific Award for Early Career Contribution to Psychology; Co-Author, The Upside of Your Dark Side: Why Being Your Whole Self – Not Just Your “Good Self” – Drives Success and Fulfillment (2014), Mindfulness, Acceptance, and Positive Psychology: The Seven Foundations of Well-Being (2013), and Curious? Discover the Missing Ingredient to a Fulfilling Life (2009)

THE SCIENCE OF SELF: UNDERSTANDING SELF-ESTEEM, AWARENESS, ACTUALIZATION, AND OURSELVES

Joseph E. LeDoux, PhD

Director, Emotional Brain Institute ; Principal Investigator, Center for Neural Science, New York University; Researcher, Nathan S. Kline Institute for Psychiatric Research; Author, The Deep History of Ourselves: The Four-Billion-Year Story of How We Got Conscious Brains (2019), Anxious: Using the Brain to Understand and Treat Fear and Anxiety (2016), Synaptic Self: How Our Brains Become Who We Are (2003), and The Emotional Brain (1996)

Scott Barry Kaufman, PhD

Cognitive Psychologist; Adjunct Professor, Barnard College, Columbia University; Columnist, “Beautiful Minds,” Scientific American; Author, Transcend: The New Science of Self-Actualization (Forthcoming, 2020), “Self-Actualized People in the 21st Century: Integration with Contemporary Theory and Research on Personality and Wellbeing” (2018, Journal of Humanistic Psychology) and Ungifted: Intelligence Redefined (2015); Co-Author, Wired to Create (2016), “The Development of the Awe Experience Scale” (2018, The Journal of Positive Psychology), and “Imagination is the Seed of Creativity” (2018, The Cambridge Handbook of Creativity)

Erika N. Carlson, PhD

Associate Professor, Department of Psychology; Principal Investigator, Self-Knowledge and Interpersonal Perception (SKIP) Lab, University of Toronto Mississauga; Author, “I Still Cannot See It – A Replication of Blind Spots in Self-Perception” (2016, Journal of Research in Personality), “Overcoming Barriers to Self-Knowledge: Mindfulness as a Path to Seeing Yourself as You Really Are” (2013, Perspectives on Psychological Science), “Others Sometimes Know Us Better Than We Know Ourselves” (2011, Current Directions in Psychological Science), and “Self‐Knowledge of Personality: Do People Know Themselves?” (2010, Social and Personality Psychology)

Todd B. Kashdan, PhD

Senior Scientist, Center for the Advancement of Well-Being; Professor, Department of Psychology, George Mason University; Winner of the American Psychological Association's Distinguished Scientific Award for Early Career Contribution to Psychology; Co-Author, The Upside of Your Dark Side: Why Being Your Whole Self – Not Just Your “Good Self” – Drives Success and Fulfillment (2014), Mindfulness, Acceptance, and Positive Psychology: The Seven Foundations of Well-Being (2013), and Curious? Discover the Missing Ingredient to a Fulfilling Life (2009)

Mandy Wintink, PhD

Chief Executive Officer and Director, Centre for Applied Neuroscience; Instructor, University of Guelph-Humber; Author, Self Science: A Guide to the Mind and Your Brain's Potential (2016)

Mark R. Leary, PhD

Garonzik Professor of Psychology and Neuroscience, Duke University; Fellow of the American Psychological Association, the Association for Psychological Science, and the Society for Personality and Social Psychology; Founding Editor of the Journal Self and Identity; Author, The Curse of the Self: Self-Awareness, Egotism, and the Quality of Human Life (2007); Co-Author, Selfhood: Identity, Esteem, and Regulation (2019), “The Enigma of Being Yourself: A Critical Examination of the Concept of Authenticity” (2019, Review of General Psychology), “Self-Awareness, Hypo-egoicism, and Psychological Well-Being” (2017, In Subjective Well-Being and Life Satisfaction), “Self-Compassion and Responses to Negative Social Feedback” (2018, Self and Identity), and “Does Self-Esteem Cause Better Performance, Interpersonal Success, Happiness, or Healthier Lifestyles?” (2003, Psychological Science in the Public Interest) Co-Editor, Handbook of Self and Identity (2013)

SCHOOLING THE SELF: HOW CHANGING STUDENTS' SELF-STORIES, SELF-CONCEPTS, AND IDENTITY CAN BOOST ACHIEVEMENT

Timothy D. Wilson, PhD

Sherrell J. Aston Professor of Psychology, Department of Psychology, University of Virginia; Author, Redirect: The Surprising New Science of Psychological Change (2012) and Strangers to Ourselves: Discovering the Adaptive Unconscious (2002); Co-Author, The Handbook of Self-Knowledge (2012) and Social Psychology (2012, 8th Edition)

Andrei Cimpian, PhD

Associate Professor, Department of Psychology; Director, Cognitive Development Lab, New York University; Co-Author, “Intuitions About Personal Identity are Rooted in Essentialist Thinking Across Development” (2019, Cognition), “Young Children’s Self-Concepts Include Representations of Abstract Traits and the Global Self” (2017, Child Development), and “How Children Construct Views of Themselves: A Social-Developmental Perspective” (2017, Child Development)

Pamela Davis-Kean, PhD

Professor of Psychology; Director, Population, Neurodevelopment, and GeneticsProgram, Institute for Social Research; Associate Director, Michigan Institute for Data Science, University of Michigan; Co-Author, “Self-Concept Predicts Academic Achievement across Levels of the Achievement Distribution: Domain-Specificity for Math and Reading” (2018, Child Development)

 

Vanessa Rodriguez, EdD

Assistant Professor, Center for Early Child Health and Development, Department of Public Health, NYU Langone Health; Co-Director, Neuroscience & Education Collaborative, New York University; Former K-12 Teacher; Author, The Teaching Brain: An Evolutionary Trait at the Heart of Education (2014) and “Teachers' Awareness of the Learner-Teacher Interaction: Preliminary Communication of a Study Investigating The Teaching Brain” (2013, Mind, Brain, & Education)

Paula Prentis, LMSW

Licensed Social Worker; Co-Founder, Your Self Series, a company that provides social emotional learning curriculum and a corresponding free website, YourSelfSeries.com, that contains free content to teach young teens about health and mental health; Expert in whole child health and wellness, social-emotional learning, adolescent development, and how to build connections in the classroom to optimize learning and life potentials; Co-Author, Reach Before You Teach: Ignite Passion and Purpose in Your Classroom (2013)

CARING ABOUT OURSELVES AND OTHERS: HOW SELF-COMPASSION, SEL, AND MINDFULNESS CAN IMPROVE SCHOOL AND LIFE SUCCESS

Barbara L. Fredrickson, PhD

Kenan Distinguished Professor; Director, Positive Emotions and Psychophysiology Laboratory (PEP Lab), University of North Carolina at Chapel Hill; Author, Love 2.0: How Our Supreme Emotion Affects Everything We Feel, Think, Do, and Become (2013) and Positivity (2009); Co-Author, “Do Contemplative Moments Matter? Effects of Informal Meditation on Emotions and Perceived Social Integration” (2019, Mindfulness), and “Mindfulness Broadens Awareness and Builds Eudaimonic Meaning: A Process Model of Mindful Positive Emotion Regulation” (2015, Psychological Inquiry)

Shauna L. Shapiro, PhD

International Mindfulness/Meditation Expert; Clinical Psychologist; Professor of Counseling and Psychology, Santa Clara University; Author, Good Morning, I Love You: Mindfulness and Self-Compassion Practices to Rewire Your Brain for Calm, Clarity and Joy (Forthcoming, 2020); Co-Author, The Art and Science of Mindfulness: Integrating Mindfulness into Psychology and the Helping Professions (2017, 2nd Edition), Mindful Discipline: A Loving Approach to Setting Limits and Raising an Emotionally Intelligent Child (2014) and the audio book with Kristin Neff, PhD, The Science of Mindfulness and Self-Compassion: How to Build New Habits to Transform Your Life (2019)

Kathleen M. Kryza, MA

Master Teacher; CIO, Infinite Horizons; Co-Author, Transformative Teaching: Changing Today's Classrooms Culturally, Academically, and Emotionally (2015), Developing Growth Mindsets in the Inspiring Classroom (2011), Inspiring Elementary Learners (2008), Inspiring Middle and Secondary Learners (2007), and Differentiation for Real Classrooms (2009)

Carla Tantillo Philibert, MA

Founder, Mindful Practices; Co-Founder, Class Catalyst; Author, Everyday SEL in Early Childhood (2017), Everyday SEL in Elementary School (2016), Everyday SEL in Middle School and High School (2016), and Cooling Down Your Classroom (Using Yoga, Relaxation, and Breathing Strategies to Help Students Learn to Keep Their Cool) (2012)

OUR AUTHENTIC SELVES: STRATEGIES FOR SELF-CARE AND AUTHENTICITY FOR TEACHERS AND SCHOOL LEADERS

Gravity Goldberg, EdD

Educational Consultant; Former Assistant Professor of Education, Iona College; Former Instructor and Staff Developer, Reading and Writing Project, Teachers College, Columbia University; Author, Teach Like Yourself: How Authentic Teaching Transforms Our Students and Ourselves (2018), Mindsets and Moves: Strategies That Help Readers Take Charge (2015); Co-Author, What Do I Teach Readers Tomorrow? (2017) and Conferring With Readers: Supporting Each Student’s Growth and Independence (2007)

Vanessa Rodriguez, EdD

Assistant Professor, Center for Early Child Health and Development, Department of Public Health, NYU Langone Health; Co-Director, Neuroscience & Education Collaborative, New York University; Former K-12 Teacher; Author, The Teaching Brain: An Evolutionary Trait at the Heart of Education (2014) and “Teachers' Awareness of the Learner-Teacher Interaction: Preliminary Communication of a Study Investigating The Teaching Brain” (2013, Mind, Brain, & Education)

Tina H. Boogren, PhD

Former Teacher; Instructional Coach; Professional Developer; Author, 180 Days of Self-Care for Busy Educators (2019), Take Time for You: Self-Care Action Plans for Educators Using Maslow's Hierarchy of Needs and Positive Psychology (2018); Co-Author, Motivation and Inspiration: Strategies to Awaken the Learner - Helping Students Connect to Something Greater Than Themselves (2016)

Carla Tantillo Philibert, MA

Founder, Mindful Practices; Co-Founder, Class Catalyst; Author, Everyday SEL in Early Childhood (2017), Everyday SEL in Elementary School (2016), Everyday SEL in Middle School and High School (2016), and Cooling Down Your Classroom (Using Yoga, Relaxation, and Breathing Strategies to Help Students Learn to Keep Their Cool) (2012)

THE SCIENCE OF WONDER: HOW AWE & CURIOSITY IMPROVE READING, MATH, & SCIENCE LEARNING

Jonathan Haidt, PhD

Social Psychologist; Thomas Cooley Professor of Ethical Leadership, New York University; Author, The Coddling of the American Mind (2018),The Happiness Hypothesis: Finding Modern Truth in Ancient Wisdom (2006) and Flourishing: Positive Psychology and the Life Well-Lived (2002); Co-Author, “The Varieties of Self-Transcendent Experiences” (2017, Review of General Psychology), “Finding Self in the Self-Transcendent Emotions” (2009, Proceedings of the National Academy of Sciences), and “Moral Psychology in the 21st Century” (2013, Journal of Moral Education)

Todd B. Kashdan, PhD

Senior Scientist, Center for the Advancement of Well-Being; Professor, Department of Psychology, George Mason University; Winner of the American Psychological Association's Distinguished Scientific Award for Early Career Contribution to Psychology; Co-Author, The Upside of Your Dark Side: Why Being Your Whole Self – Not Just Your “Good Self” – Drives Success and Fulfillment (2014), Mindfulness, Acceptance, and Positive Psychology: The Seven Foundations of Well-Being (2013), and Curious? Discover the Missing Ingredient to a Fulfilling Life (2009)

David B. Yaden, PhD Student

Research Fellow, Positive Psychology Center, University of Pennsylvania; Founding Research Scientist, The Varieties Corpus – a project that seeks to collect descriptions of “spiritual” or “self-transcendent” experiences and examine the science behind them; Co-Author, “The Development of the Awe Experience Scale: A Multifactorial Measure for a Complex Emotion” (2018, The Journal of Positive Psychology) and “The Varieties of Self-Transcendent Experience” (2017, Review of General Psychology)

Jon McPhetres, PhD

Postdoctoral Fellow, Hill/Levene Schools of Business, University of Regina; Postdoctoral Fellow, Sloan School of Management, Massachusetts Institute of Technology; Author, “Oh, The Things You Don’t Know: Awe Promotes Awareness of Knowledge Gaps and Science Interest” (2019, Cognition & Emotion)

Prachi Shah, MD

Associate Professor of Pediatrics; Division of Developmental Behavioral Pediatrics and Center for Human Growth and Development, University of Michigan; Co-Author, “Early Childhood Curiosity and Kindergarten Reading and Math Academic Achievement” (2018, Pediatric Research)

Jamie J. Jirout, PhD

Principal Investigator, Research in Education and Learning Lab, University of Virginia; Co-Contributor, The New Science of Curiosity (2018); Co-Author, “Digital Assessment and Promotion of Children's Curiosity” “Children's Scientific Curiosity: In Search of an Operational Definition of an Elusive Concepts” (2012, Developmental Review) and “Children's Recognition of Uncertainty and Exploratory Curiosity” (2009, Society for Research in Child Development)