Pre-Conference Workshops Credits Hotel & Travel

REDUCE PROBLEM BEHAVIORS AND STRESS BY IMPROVING THE SELF

Social and psychology researchers have found that we can improve student behavior and achievement as well as reduce student and teacher stress by focusing on improving our self-stories and beliefs, confidence, self-care, and practicing mindfulness and self-compassion. 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 self-actualization -- or becoming the best you can be. However, Maslow believed self-esteem wasn't enough. Self-actualization also requires getting outside oneself, transcending the ego, and experiencing love of self and others, awe, and curiosity. This conference will show you how changing students' self-stories, concepts, and identity can improve their behavior and help them overcome trauma and self-doubt; why promoting mindfulness and self-compassion can reduce stress and boost achievement and self-actualization; how confidence, self-awareness, and curiosity increase learning; and ways practicing authenticity and self-care as educators can improve student engagement.

LEARNING OBJECTIVES

The science of self-esteem, awareness and actualization

How children's sense of self and worth develop early in life

Ways to change self-stories and concepts to improve behavior and treat trauma

Teaching students be more aware, accepted, and confident

How mindful self-compassion reduces stress and improves achievement

Ways students' self-concepts and beliefs impact math, reading, and learning

Why curiosity and awe motivate math and science learning and thinking

How Maslow's “Hierarchy of Needs” connects to teaching and learning

Cultivating student self-awareness, acceptance, esteem, and confidence

Why teacher authenticity, awareness, and self-care can improve student engagement

Using self-stories and self-efficacy for reading and school climate

Strategies to improve self-confidence and empower girls and teens

WHO SHOULD ATTEND

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

other educators that support classroom instruction

Featured Speakers

The Deep History of Ourselves

Joseph E. LeDoux, PhD

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

Barbara L. Fredrickson, PhD

Redirect: Changing Students' Behavior by Editing Their Self Stories

Timothy D. Wilson, PhD

The Science of Self-Kindness: Using Mindfulness and Self-Compassion Practices to Rewire Students' Brains for Calm, Clarity, and Thriving

Shauna L. Shapiro, PhD

The Psychology of Self-Transcendence: Awe, Elevation, and Hive Psychology

Jonathan Haidt, PhD

Transcend: The Science of Self-Actualization

Scott Barry Kaufman, PhD

Cognitive and Humanistic Psychologist; Founder and Director, Center for Human Potential; Former Adjunct Associate Professor, Barnard College, Columbia University; Honorary Principal Fellow, Center for Wellbeing Science, University of Melbourne; Former Scientific Director, The Imagination Institute, University of Pennsylvania; Host of the #1 Psychology Podcast, The Psychology Podcast, with over 30 million downloads; Columnist, “Beautiful Minds,” Scientific American; Author, Transcend: The New Science of Self-Actualization (2020), Twice Exceptional (2018), and Ungifted: Intelligence Redefined (2015); Co-Author, Learned Helplessness (2020), Choose Growth: A Workbook for Transcending Trauma, Fear, and Self-Doubt (2022), Wired to Create: Unraveling the Mysteries of the Creative Mind (2016), and “Imagination Is the Seed of Creativity” (2018, The Cambridge Handbook of Creativity)

Self-Confidence, Self-Reflection, Self-Assessment, and Self-Adjustment Matter: Strengthening Ourselves for Our Students

Baruti K. Kafele, MA

How Trusted Allies Strengthen and Expand the Self

Todd B. Kashdan, PhD

KNOWING OURSELVES: THE SCIENCE OF ACCEPTANCE, AWARENESS, & ACTUALIZATION

Transcend: The Science of Self-Actualization

Scott Barry Kaufman, PhD

The Deep History of Ourselves

Joseph E. LeDoux, PhD

Awareness of the Self as a Teacher

Vanessa Rodriguez, EdD

How Trusted Allies Strengthen and Expand the Self

Todd B. Kashdan, PhD

Cultivating Self-Awareness to Move Learning Forward: Promoting the Development of Executive Function and Self-Awareness

Sucheta A. Kamath, MA, CCC-SLP

The Science of Self-Knowledge: Knowing Ourselves and How Others May Know Us Better

Norhan Elsaadawy, PhD Candidate

SCHOOLING THE SELF: HOW CHANGING SELF-STORIES/CONCEPTS CHANGE BEHAVIOR & TRAUMA

Redirect: Changing Students' Behavior by Editing Their Self Stories

Timothy D. Wilson, PhD

The Self in Action: Impacts of Self-Concepts and Self-Beliefs on Behavior and Academic Achievement from Childhood to Adolescence

Pamela Davis-Kean, PhD

Ability Stereotypes and Children's Self-Concepts: Working Toward Equity in the Classroom

Andrei Cimpian, PhD

How Telling Our Story Transforms Our Self

Paula Prentis, LMSW

The Stories Students Live By: Narrative Identity and the Development of an Agentic Self

Dan P. McAdams, PhD

Teaching Children People Skills Through Literature and Activities to Support Genuine Self-Esteem

Eileen Kennedy-Moore, PhD

Exploring Who You Are: The Long-Lasting Benefits of Helping Students Explore Their Identity

Adriana J. Uma??a-Taylor, PhD

Trauma on Learning, Behavior, and Self-Esteem: Teaching & Self-Care from a Trauma-Informed Perspective

Hayley Watson, PhD

CONFIDENT SELF: BOOSTING SELF-CONFIDENCE IN KIDS, GIRLS, TEENS, & TEACHERS

Relating to Ourselves and Others: The Science of Self-Esteem, Self-Compassion, and Authenticity

Mark R. Leary, PhD

Kids' Confidence: What We Get Wrong About Children's Self-Esteem

Eileen Kennedy-Moore, PhD

Self-Confidence, Self-Reflection, Self-Assessment, and Self-Adjustment Matter: Strengthening Ourselves for Our Students

Baruti K. Kafele, MA

How to Like Yourself: Building Teens' Confidence and Quiet Their Inner Critic

Cheryl M. Bradshaw, RP, BEd, MA

Empowering Teens: Using Restorative Circles to Promote Confidence, Compassion, Self-Awareness, and Acceptance

Amber Chandler, MA

LOVING SELF AND OTHERS: HOW SEL & MINDFUL SELF-COMPASSION REDUCES STRESS & RAISES ACHIEVEMENT

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

Barbara L. Fredrickson, PhD

The Science of Self-Kindness: Using Mindfulness and Self-Compassion Practices to Rewire Students' Brains for Calm, Clarity, and Thriving

Shauna L. Shapiro, PhD

Integrating Mindfulness and Social-Emotional Learning in the Classroom

Carla Tantillo Philibert, MA

Self-Calm, Self-Aware: Mindfulness Practices in the Classroom

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)

Making Friends with Yourself: Teaching Teens Mindfulness and Self-Compassion