Life Buoyancy Institute Foundation’s Post

There are increasing levels of student mental health and behavioural problems presenting in schools. The dominant paradigm is that we just need more “people” (e.g., youth workers, psychologists, counsellors) and “social-emotional programs”. Yes, they have a role, but we need to shift our thinking, and move towards holistic lenses to respond to complexity. This is wellbeing and trauma responsive school community, where the science of wellbeing and trauma is a 'way of thinking and being, not just another thing to do'. Check out LBI's thinking and impact.

In an insightful dialogue on knowledge brokering, Paulina Segovia Candia (She/her/hers), our coordination consultant and science communicator, engages with Professor Megan McClelland, an esteemed expert on children's self-regulation. https://lnkd.in/gas-XmNz Professor McClelland is the Katherine E. Smith Professor of Healthy Children and Families at Oregon State University where she serves as Endowed Director at the Hallie E. Ford Center for Healthy Children and Families. Their conversation explores the critical intersection of research and practice, highlighting how effective collaboration can enhance early childhood education and improve outcomes for young learners. Their discussion focuses on identifying the challenges and barriers faced in efficiently bridging the gap between research and practical educational implementation in the field of self-regulation and early learning. Prof. McClelland mentions notable organizations and resources, including the Jacobs Foundation's Learning Sciences Exchange Fellowship, New America, The Brookings Institution, and UNESCO. She also highlights the work of other researchers in the field, such as Roberta Golinkoff and Kathy Hirsh-Pasek (not seen in the recording). This conversation offers practical examples of how Prof. McClelland and her colleagues have built relationships between scientists and practitioners to improve children's self-regulation skills and school success. Prof. McClelland's quote clearly explains the importance of collaboration in this field: "To me, what is very important is understanding that the community partners or the teachers and educators that we work with are getting something valuable that is useful to them and that they are having significant input into what we are developing because whatever we develop only works if people out there can use it easily and feasibly." Join the conversation! #education #SelfRegulation #EarlyChildhood #scienceoflearning #GlobalEducation #KnowledgeBrokering #collaboration

The American Education Research Association (AERA) Conference has officially begun! Join us tomorrow, Friday April 12th at 3:05pm! Dr Matt Mayhew, Dr. Alyssa N. Rockenbach, Dr. Benjamin Selznick, and Dr. Christa Winkler will be speaking at the roundtable discussion titled Measuring Appreciative Attitudes toward Jews among College Students: A Psychometric Investigation (Location: Pennsylvania Convention Center, Second Floor, Exhibit Hall B, Table 16).  The purpose of this study is to more comprehensively investigate the psychometric properties of a construct measuring appreciative attitudes toward Jews. Drawing on a robust longitudinal sample and employing item response theory analyses (IRT) we find strong evidence for measure efficacy, especially for capturing potentially socially undesirable response options at the lower end of the scale. Findings for research in this area during a time of rising antisemitism are discussed. #WeStudyStudents #DismantlingInjustices

Check my recent published JARCC article with Dr. matt witenstein Journal of #AppliedResearch in the #CommunityCollege! You can find it at https://lnkd.in/g5UVVb6m

Article of interest: The First Peoples Principles of Learning in Teacher Education: Responding to the Truth and Reconciliation Commission’s Calls to Action In the lead up to this year's Truth and Reconciliation Day, CCEJ is highlighting a selection of Indigenous and decolonial work, with the goal of providing front of line resources to teachers, students, and any other interested parties. This 2018 article, co-authored by CCEJ Associate Director Dr. Amy Parent, "considers the potential of engaging the First Peoples Principles of Learning document in Teacher Education in support of the TRC's Calls to Action," and points out the "need for Indigenous pedagogies" in the process of Indigenizing the K-12 curriculum. To read the full article, click here: https://lnkd.in/gq-Efdc9 To view more of Dr. Parent's publications, click here: https://lnkd.in/gp65iEz8

When I talked to Bertin M. Louis, Jr., PhD on the Faculty Approachability Project episode about navigating higher education from the margins, I asked him about how faculty -- especially the populations that do a disproportionate share of invisible labor -- can balance the desire to serve with the need for self-preservation. Q: How do you counsel people through that excruciating process of seeing all the good they can do on this one front -- which is helping students and supporting students -- but knowing they can't do it all and thus must watch others flounder, fail, or experience pain, because the alternative is to burn out and crash? A: Dr. Louis offered a personal anecdote and some advice, as you can see in the clip! You can check out the entire episode, link in comments, as well as the work he does with clients via Navigating Higher Education. #DEIB #teaching #faculty #students

The rising cost of higher education and declining funding opportunities have placed many PhD students in a precarious financial situation, resulting in limited access to resources, additional time commitments, and mental health challenges. In our next colloquium, Jenny Stodola and Shaily Gebethner open the discussion on the effects of these challenges on academic and professional performance, as well as potential solutions to be implemented by higher education institutions. Learn more: https://lnkd.in/e_jas6ci

“This course is unique because of the extent to which it blends academic rigour with a real focus on application."     Join Michael Sanders on our pioneering Behavioural Insights for Policy executive education course, where you'll gain practical experience of designing behavioural science interventions – an increasingly sought-after skill in public policy-related roles, enabling you to apply insights into how people think and act to improve health outcomes, boost educational achievements, promote sustainable behaviors and more.   ➡️ https://lnkd.in/eBBsJpg5 

Recent publication. Summary: Social identity exploration and the negation of heroic discourse and savior complex leadership mentalities within critical service learning pedagogy. Hernandez, B. (2024). Exploratory approaches to service learning within a university’s student-run free clinic program. In S.W. Watson (Ed.), Applications of service learning in higher education (pp. 156-175). IGI Global. https://lnkd.in/gNDGjnWk