Free ppt on self development

The IUCN Species Information Service (SIS)

Sets: creating reports NOTE: at the time of writing this this section of the self-teach tool (Jan. 2012), the Integrity Check Report function is still being developed. Please do not use this until further notice. The Integrity Check Report will automatically/publication on the Red List NOTE: at the time of writing this section of the self-teach tool (Jan. 2012), the Submit for Publication function is still being developed. Please do not use this until further notice. SIS will automatically run the integrity /

Identity Formation and Possible Selves: Becoming a Self-Regulated Learner in Mathematics Alan Zollman Northern Illinois University October 27, 2009.

is self identity. Students Development 1)Physical Development Students Development 1)Physical Development Students Development 1)Physical Development 2)Social Development Students Development 1)Physical Development 2)Social Development Students Development 1)Physical Development 2)Social Development 3)Cognitive Development Students Development 1)Physical Development 2)Social Development 3)Cognitive Development Students Development 1)Physical Development 2)Social Development 3)Cognitive Development 4/

Using this Tutorial Begin

Centres & Budgets Purpose of my Job Setting my Goals Achieving my Goals Learning and Development Stage 2 Self Assessment Interim Review To make performance management effective you should be reviewing your performance on /Interpersonal Effectiveness Networking/Influencing Interpersonal Understanding Customer Service Managing & Developing People Leadership Competency Framework Personal Effectiveness Achievement Drive / Commitment Self Confidence These competencies determine how we manage ourselves. Click each/

Patient Engagement and Self-Management

will be their partner in helping them to better manage their illness Financial challenges – Be prepared to offer suggestions for low cost/no cost activities the patient can use when developing self-management plans. Engagement Interventions Focus on 2 phases of treatment Initial attendance Ongoing retention Can be implemented in all areas of Chronic Care Model Engagement Interventions and the Chronic Care/

Advertising of nonprescription medicines WSMI - Position

be substantial An intermediate step can be co-regulatory systems 1. Who leads on control? Industry self-regulation in promotion WSMI supports the development of country-specific industry “codes of practice”. Examples: AESGP “Guidelines for the advertising of /upheld by the various bodies reviewing them, both governmental and non-governmental. In a number of developing countries self-regulatory schemes are being negotiated with the authorities to provide greater flexibility in control, and they /


coordination Intellectual deficiency Lack of motivation Fear of failure High level of anxiety Always feels learning as a burden Educational Provisions for Slow Learner Avoid frustrations Motivate them to learn Develop self confidence Present simple learning task Revision Peer tutoring Programmed instruction Keep progress record Special classes Learning Disability 10 % of school students have learning disability Certain kinds of disorders in the/


-understanding Personality — enduring personal characteristics of individuals The Self Self-Understanding Cognitive representation of the self, substance of self conceptions Visual self-recognition tests infants Young children perceive self as external characteristics Older children recognize difference between inner and outer states Development of Self-Understanding in Children The Self Development of Self-Understanding in Children Infancy Self-recognition begins around 18 mos Early Childhood Conceive of/

BUILDING SELF-ESTEEM 11/17/2011 Kelly Roy, LCSW Adjustment Counselor Amanda McMorrow, LCSW Adjustment Counselor.

in doing things independently, they can become over-reliant on authority figures – Less friendships Development of Self-Esteem Children are not born with self-esteem, it is learned through how parents and others feel about them and treat them /parents show and tell them they are special and loveable, they will develop self-esteem. Development of Self-Esteem (cont) Preschoolers: Learn that their minds and bodies are their own. Self-esteem develops in physical ways, such as who is the tallest, fastest, ect/

Self-evaluation and the Development Planning Process Kathy Christie Borders College November 2004 Case Study Borders College.

? Have we improved services to learners? How well have we done? How do we know? Self-evaluation and the Development Planning Process Evaluation and Self-evaluation Evaluation: wHMIe wLearners surveys wStaff surveys and consultation Self-evaluation: wTeam exercise wBenchmarking and standards wSMART targets Self-evaluation and the Development Planning Process Self-evaluation 2002-03 Support functions: generic model Service design Central accommodation & facilities to support learning, including/

Mental Health Care Pathway (prototype)

Arrange appointment Assertive Engagement INITIATING CARE Arrange appointment Assertive Engagement Engage Carer /carer support worker Develop treatment objectives & timescale Commence Care Planning Consider input required from social care, work, advocacy/ or scanning. Consider referral to Adult Services, care agencies, advocacy, work Develop treatment objectives & timescale Commence Care Planning Consider self-directed support (personalisation) Communicate with referrer & GP OPMH Community pathway TREATMENT /

Self-Assessment for Educational and Training Organisations

awareness of TQM to create a basis for comparison of results to others to participate in national or international prizes of excellence The Purpose of Self-Assessment is a strategic tool to support business planning, strategy development and performance improvement. creates a comprehensive picture of the organisation. integrates all interested partners and creates a requirement for intensive communication and explanations between them/

Reading Public Schools

District Wide Staff Meeting Overview of 5 Step Cycle September 19 or 20-Inservice Day Self-Assessment October 3rd Inservice SMART Goal Development Every educator is an active participant in the evaluation process Continuous Learning Every educator conducts /be completed on Baseline Edge using Form A and B which is called Develop Draft Goals from Self-Assessment on BaselineEdge, no later than October 8th. Self-Assessment Analysis of Evidence of student learning, growth and achievement Assessment of Practice/

101 Transition Activities for the Classroom

discussion, have student generate a T chart of 5 “needs” and 5 “wants.” (This list will later be used in developing goals.) Transition Activity #6 Self Determination/Self Advocacy Activity: From your list of wants, develop 3 goals. (Goal setting) Transition Activity #7 Self Determination/ Self Advocacy Activity: Choose one of the goals, prioritize a list of activities to be done to achieve the goal. (How/

B Cells and B Cell Development

extracellular pathogens COMPLEMENT Activation Bacteria in plasma Lysis Ab & COMPLEMENT + Phagocytosis binding Complement & Fc receptor Opsonisation Summary B cell tolerance of self is by clonal deletion or anergy of self-reactive cells Receptor editing increases the efficiency of B cell development Follicular dendritic cells acquire antigen and transfer it to B cells T cell help to B cells is via CD40L and cytokines /

Final Application Best Practices

to the applicant There are several ways to obtain house plans: Local Building Supplier House Plan Book Rural Development NCALL Other Self-Help Providers Software – Cheap Architect Cost of Obtaining House Plans Take into consideration cost before committing to the/’s signed statement that authorizes the Executive Director to hire the necessary staff Rural Development regulations do not allow nepotism in the self-help program Individuals that work for a grantee that are related must disclose the nature/

Self-Determination: A Toolkit for Teachers

to his/her IEP. As a student’s goal-setting skills develop, assist the student in the development of his/her own goals and objectives for the IEP. Self-Determination Goals Skill: Choice-making Sample Goal: Given the school lunch/setting/action plan sheet Sample Goal: Given my career choice, I will develop action steps to achieve my employment goal. Data Collection: transition planning sheet Self-Determination Goals Skill: Self-regulation Sample Goal: Given my tendency to procrastinate on long assignments, /

Dr Joel Harvey – Clinical Psychologist

not discussed Possible feelings of rejection connected to relationship with dad, who is closer to brother. Any others? Predisposing: Core Beliefs Early experiences could have led to the development of some beliefs about self, world and others: I’m worthless Others leave you, you can’t trust other people World is unpredictable Predisposing: Rules for living If you talk about how you/

BTEC National Children’s Play learning and Development: Unit 1Learning aim B: Understand theories and models of development and how they relate to aspects.

which are in advance of the norm Explains Chomsky’s model of how children acquire language using two examples of approaches used with Pamina Theories that consider personality and the development of self-esteem: ● Erikson’s psychosocial stages of personality – the role of adults in the first three stages and how this can be used to explain how children’s personality might/

Teaching Self-Determination Skills to Students With Disabilities

Simply state: “Here are the research-to-lesson plan starters for the Self-Advocacy Strategy” IEP Development/Student Participation Strategies Using the Self-Directed IEP Self-Directed IEP is part of ChoiceMaker curriculum Involves 11 steps: State the /ones included on this slide provide lesson plan starters to teach goal setting and attainment. Teaching Self-determination Skills (Under Student Development) Continued: Research-to-Practice Lesson Plan Starters For problem-solving skills:

6415 Career Management Unit A 1.01.

suggestions for their use ASVAB Visit Take the ASVAB test See Teacher when completed! Career Key The Career KeyTM ─ Short self-assessment measure, developed by Dr. Lawrence K. Jones, professor Emeritus in the College of Education at North Carolina State University. It provides a three-letter Holland Code, which represents your personality and/

Teaching Self-Determination Skills to Students With Disabilities

Simply state: “Here are the research-to-lesson plan starters for the Self-Advocacy Strategy” IEP Development/Student Participation Strategies Using the Self-Directed IEP Self-Directed IEP is part of ChoiceMaker curriculum Involves 11 steps: State the /ones included on this slide provide lesson plan starters to teach goal setting and attainment. Teaching Self-determination Skills (Under Student Development) Continued: Research-to-Practice Lesson Plan Starters For problem-solving skills:

1 Overview of Testing Methodology Obtain generic Test Scripts Populate Self Testing Work Paper Template Prepare actual test scripts Determine sample Combine.

11 Step 10 FINISH EXECUTION Update SPUD/LL with assessment & test work papers Step 12 Step 10: Conclude on test and develop Remediation Plan  YOU ARE HERE       23 Self Testing Work Paper – Conclusions and Remediation Step 10: Conclude on test and develop Remediation Plan Record Testing Conclusion (Effective / Not Effective) in rows 66-70 For “Not Effective” conclusions, record Root Causes and Recommendations/

Self-Determination as a Dropout Prevention Strategy

people do these?) School versus Home/Community Home Living Routines versus Job Performance Family Background versus Cultural Norm Qualitative (In-Depth) or Quantitative (Checklist)? Issues and Considerations in Self-Determination Assessment: How to Assess? Qualitative (In-Depth) or Quantitative (Checklist)? Commercially Available versus Self-Developed Scenario-Based versus Multiple-Choice Curriculum-Based versus Standard-Based Norm-Referenced versus Criterion-Referenced Student Role in/

Dr. Michele Goodman Seibert. -a significant part of the career development process -a lifelong process that includes early childhood -a process that occurs.

.4% (n=127) N/A 5.7% (n=20) 351 Responded / 28 skipped the question Research Question 3:  Are specific career development practices related to the level of counselor self efficacy in regard to meeting Virginia Elementary Career Development Standards?  School Counselor Self Efficacy Scale used 7 activities representing academic and career planning standards.  Score 1-5 (not confident – highly confident)  Scores could range/

Creating a self-evaluation culture. Developing a self-evaluation culture Achievement and standards Based as far as possible upon an interpretation of.

genuine evaluation culture builds improvement Real change comes from within Whole-school culture: Some opening assumptions Developing a self-evaluation culture 1 Map out the essential skills of teaching / tutoring / behaviour management are for/ passes in the national system. Obviously, many nations have even lower levels of educational performance. Developing a self-evaluation culture Creating a self-evaluation culture: Tools for school evaluation: Student performance data - results, targets, etc Staff, /

Trauma-Informed Screening and Assessment

, and emotional abuse can shape fundamental patterns of perceiving the world, other people, and oneself Prioritizes exploring the possible role of trauma in the development of not only “symptoms” and high-risk or self-defeating behaviors but of self-protective and survival-ensuring ones. Incorporates these possibilities in a shared assessment process, collaborating with the client in discussing and clarifying connections and sequences/

Pediatric Growth and Development

where trust becomes important. Stage 2: Muscular-Anal Age: Toddler period -- 1 to 2 years Conflict: Autonomy vs. Doubt Important Event: Toilet Training Description: According to Erikson, self control and self confidence begin to develop at this stage. Children can do more on their own. Toilet training is the most important event at this stage. They also begin to feed and dress themselves/

Chapter 13 Middle Childhood: Social and Emotional Development

video show age-related differences in their descriptions of themselves? In what ways does self-concept typically change over the course of middle childhood? How Does Self-Esteem Develop in Middle Childhood? Competence and social acceptance contribute to self-esteem As children begin self appraisal, self-esteem initially declines Gender differences in self-esteem Girls—higher on reading and academics Boys—higher on math, physical ability and/

Department of Nuclear Safety and Security

this statements JR Jubin, Dec. 2012 | IRIS Abida Khatoon– Nuclear Safety Infrastructure development Self-Assessment against SSG 16 |3 To facilitate the use and implementation of SSG 16, upon Member States’ request, it has been/ decided to develop a self-assessment mechanism IRIS, Integrated Review of Infrastructure for Safety JR Jubin, Dec. 2012 | IRIS Self-Assessment against SSG 16 |4 What is self-assessment a learning and investigation process to review the current /

David Taylor Formerly Director of Inspection, Ofsted

a school. Leaders who seek to transform their schools tend to: Have self-knowledge and clarity about values and commitment Focus on developing people, and empowering them to bring about a shared vision which produces good/dealing with issues in a staged manner, with measures to ensure early success, eg: Developing pride and self-esteem Targeting specific under-performance, while developing long-term improvement strategies Improving attendance, punctuality, uniform-wearing A focus on effective leadership /

Sexual Development & Wholeness © Melvin W. Wong, Ph.D. All rights reserved, November, 2004 Melvin W. Wong, Ph.D. 黃偉康博士 Licensed Clinical Psychologist

–Genetics versus Environmental influences – –Hamer “Gay Gene” – –LaVey “Brain Dissection” – –Pillard & Bailey “Twin Studies” Review of Treatment literature Failure in (Father) Male-Attachment “Defensive Detachment” Object-Relations: Separation-Individuation – –Self-Identity Development: Who-What am I? – –Mom-Son: Physical-Emotional Detachment & Attachment – –Son-Dad: Bonding (Attachment failure: rejection) – –“Rejection = Pain; Detachment = No Pain” Son-Dad relationship Disturbance – –‘Sour Grape’ Syndrome/

Self-regulated learning

) 9:00 – 9:15 ALLYSON Slide Prepared by: Dr. Deborah Butler (UBC) Examples of SRL Projects in BC Qualities of Elementary Classrooms that Support SRL Developing SRL-Supportive Practices in Intermediate and Secondary Classrooms Tools & Technologies for supporting Self-regulation Co-regulation Shared-regulation 9:00 – 9:15 ALLYSON Nancy Perry’s new work on struggling youth Supporting Pre-Service Teachers to/

David Carless University of Hong Kong

formal and informal situations” (Askew & Lodge, 2000, p. 1) Sustainable Feedback: “Dialogic processes and activities which can support and inform the student on the current task, whilst also developing the ability to self-regulate performance on future tasks” (Carless et al., 2011) Sustainability in feedback Sustainability lies in the ability of students to improve the quality of their work independently of the/

DNMS Resource Development Protocol

and traits, which you already have, including your ability to be empathic… compassionate… understanding… accepting… patient… Θ 74 4/11/2017 5:28 PM Nurturing Adult Self Meditation Module 3 – DNMS Resource Development Protocol 75 Resource Mobilization Nurturing Adult Self Meditation nurturing… warm… open… able to attune… good at listening… good with boundaries… reliable… trustworthy… confident… respectful… appropriately responsible… problem-solver… action-taker… decision/

Essay Questions for Exam

apply to the novel and its characters? . Choose one prompt   A How important is the setting of a particular time and place to the development of the characters? Choose two. B Discuss the theme of transformation and self-fulfillment in the novel C . Discuss Narayans narrative technique of using a braided narrative. Why is it effective and how does it contribute to/

© 2009 The McGraw-Hill Companies, Inc. All rights reserved. Slide 1 John W. Santrock Socioemotional Development in Adolescence 16.

to decline some Appears linked to family relationships What Characterizes Emotional and Personality Development in Adolescence? © 2009 The McGraw-Hill Companies, Inc. All rights reserved. Slide 4 Self-Esteem Adolescents’ self-images –Psychological self –Social self –Coping self –Familial self –Sexual self Gender differences –Boys consistently have higher self-images What Characterizes Emotional and Personality Development in Adolescence? © 2009 The McGraw-Hill Companies, Inc. All rights reserved. Slide 5/

Who am I? The search for the self- Self expression and identity.

Really True for me Sort of True for me Does Our Self-Esteem change as We Develop? Self-esteem is at its peak in the preschool years Children between 2 and 6 develop very favorable impressions of themselves, in fact they overestimate their abilities/make measurements of themselves, comparing themselves to peers Increased understanding of themselves often results in the development of self criticism, which tends to rise as self esteem starts to fall. Ask a child, “Are you good?”, rather than simply answering/

Self-Regulated Learning in a Reading Context

decision-making; to achieve goals) (Butler, Schnellert, & Cartier, 2008, 2013) Reflection How can you construct practices that: (a) explicitly support students development of knowledge, beliefs, and strategic action, BUT ALSO (b) enable students to take control over their own learning? Self-Assessment and Feedback "Teacher feedback is input that, together with students own internal input, will help the students decide where they/

SELF-CONFIDENCE: THE KEY TO SPORT SUCCESS Damon Burton and Bernie Holliday Vandal Sport Psychology Services University of Idaho.

accomplishment  goal-setting,  vicarious experiences,  modeling/demonstrations – Namath’s Jets,  imagery – Russell “déjà vu,”  verbal persuasion,  reinforcement – enhances feelings of competence,  self talk – confidence script,  arousal control. CONFIDENCE-DEVELOPMENT TIPS FOR PRACTITIONERS CONFIDENCE-DEVELOPMENT TIPS FOR PRACTITIONERS  develop a systematic goal setting program and log and graph progress,  create a personal Hall-of-Fame,  design a systematic conditioning program and maximize/

Authoring Cycle Career Research Project

Standard Prepare, publish and/or present Composing and revising written text Definition and identification of information needs Information Strategies Information Processing Application Career Awareness Problem Solving and Research Development Communication Systems Collect Ideas Self Analysis Journal The Pitch Informational Interview Interview Classmates Research Activities CBIA Career Exploration and Video Series Identify Education and Training Explore Meaning Constructs Text Set Discussions 5/8/

Izzo. Self-Determination and Advocacy Self-Determination and Career Development: Enhancing the Post-School Success of Youth with Disabilities Margo Izzo,

a person to engage in goal- directed behavior. It includes: Self-awareness Self-advocacy Self-efficacy Decision-making Independent performance Self-evaluation Adjustment Izzo Understanding Career Development (CD) CD is the coordination of school, family, and community/ SD and CD Sufficient evidence exists to suggest that programs that teach career development and self-determination skills in context of self-directed, work-based learning experiences have improved employment outcomes. Work-based learning/

Self -concept, Self-esteem and Identity Development

Self -concept, Self-esteem and Identity Development Self-concept development from infancy to adolescence Self-esteem: its development, social contributors and importance Identity development Role of teachers and parents in identity development. Self Concept and Self Esteem Who am I?   Do you think newborns have a sense of self? Newborns have no sense of self (Freud & Piaget) Infants have a “psychological birth” (Margaret Mahler). Subjective and Objective Self Subjective self or the inner sense that, “I/

Personal Needs and Development across Lifespan

useless or a burden of the family / negatively impact on emotion and self-esteem Social Development Social development Infancy Childhood Adolescence Adulthood Elderly Social development Develop attachment with family members/ care givers rely entirely on adults, usually parents/ by others as useless or a burden of the family / negatively impact on emotion and self-esteem Social development Develop attachment with family members/ care givers rely entirely on adults, usually parents or caregivers in the/


-life encouragement is helpful. Genuine accomplishment followed by praise and recognition is important. Leadership that encourages self-rewards can bolster self-esteem. SEQUENCE OF EVENTS FOR DEVELOPING SELF-ESTEEM Social science research suggests this sequence: Person establishes a goal person pursues the goal person achieves the goal person develops esteem-like feelings. Note carefully that esteem-like feelings result from goal accomplishment, not the reverse/

Self-Compassion From an ACT Perspective: An Intellectual and Experiential Exploration Dennis Tirch PhD & Jason Luoma PhD

thoughts, but imagine she were saying them to a friend in the same position Use a mirror when reading self-attacking thoughts to self Act out self-attack in chair work Acceptance Interventions Develop ability to acknowledge and embrace aspect of self that feels damaged, broken, unlovable, not-good-enough, and/or rejected Methods: Examine workability of behaviors aimed at avoiding shame (anger, shutting down/

Fostering Positive School Climate: Developing Supportive Relationships and Self-Discipline George Bear, PhD University of Delaware February.

Everything works, but nothing works really well. NASP Session FS05, Bear 5 Two Traditional Aims to Discipline “teaching” that “develops self-control” and “character” “treatment” that “corrects” or ”punishes” NASP Session FS05, Bear 6 7 First Aim: To/ goal)StrengthWeakness Addressing Tier 2 and 3 NeedsStrengthWeakness NASP Session FS05, Bear 34 Don’t confuse prevention with developing self-discipline. Prevention is much easier! NASP Session FS05, Bear 35 Second Reason for Combining techniques commonly found /

Customized Self-Employment and Benefits Planning.

a business where you PLAN to lose money?” David G. Hammis Griffin-Hammis Associates, LLC / Center for Social Capital Steps to Self- Employment Identify Business Concept Assess Feasibility Develop Business Plan Develop Resource Plan Secure Funding Launch! Business Planning Need to develop a plan – work with experts Need to determine business structure Sole Proprietorships Partnerships Limited Liability Companies Corporations A corporation requires that employees/

School Self-Evaluation Seminar for Post-Primary School Principals 2012 Session 1.

practice honestly and critically The gathering of evidence to justify and to inform action planning for improvement is a fundamental principle of school self-evaluation The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013 LINKS TO CIRCULARS & DOCUMENTS 1.National Strategy for Literacy & NumeracyNational Strategy for Literacy & Numeracy 2.Summary of StrategySummary of/

Self Psychology: A Relational Psychodynamic Model

is gradually able to perform soothing and tension regulation functions in absence of original self-object Impairments with Internalization of Self Objects Without positive self-object experiences internalization of a “healthy self” cannot occur Shame, humiliation, helplessness the result of self-object failure True Self development hindered when child sacrifices expressing needs because self-object support is perceived as unavailable Person complies with needs of other at expense/

Self -Concept NUR101 Fall 2008 Lecture # 13

needs Autonomy vs Shame and doubt Toddler Gains independence: If expectations too high or low feelings of inadequacy develop Toddler feeling of inadequacy can reflect on self-concept Erikson Industry vs inferiority School-age Focuses on achievements and if not accepted develops a lack of self-worth Initiative vs guilt Preschooler Seeks new experiences if restricted becomes hesitant to seek new challenges Preschooler: doesn/

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