How Empathy Is Important For Parents And Teens When Things Get Stressful
The brain develops rapidly
during the adolescent years, which partially explains why teens experience anger, sadness and frustration so intensely.
A 2014 survey
published by the American Psychological Association found that teens report feeling even more stressed than adults, and that this affects them in unhealthy ways. Approximately 30 percent of the 1,018 teens surveyed reported feeling sad, overwhelmed or depressed, and 25 percent said that they had skipped meals because of their anxiety.
Sheryl Gonzalez Ziegler, a psychologist in Denver, Colo., explains, “When teens are overwhelmed, parents may try to connect with their kids’ feelings by drawing on their own childhood experiences. They may say things like, “When I was fourteen, I had a job, and I still did my homework and made time for my friends. I know that you can do this, too.'”
They mean well when they try to connect with their teens in this comparative way, but often it prompts a communication breakdown.
When I was your age, I had difficulty with my friends. I felt confused, and my heart was broken, too.”
She says that these disclosures remind kids that even if technology is different, human emotions are the same. Parents can bond with their kids by focusing on these similarities.
It’s particularly important to teach adolescents how to develop a specific type of empathy called cognitive empathy
If empathy helps us sympathize with how another person is feeling, cognitive empathy also allows us to try to understand someone else’s perspective and how they perceive the world, even when our feelings differ.
Because teenagers are so emotionally driven, they may be prone to react in exaggerated ways. Hence, a conflict with a teacher, a clash with a friend or an unanswered text can feel like the end of the world. By strengthening their cognitive empathy, teens can develop an emotional pause button, which reminds them that even when feelings take over, stressful circumstances are temporary.
more on empathy in this IMS blog
Level up your Library Instruction through Games
Ally Addison Schauer, Elaine Settergren, LITA 2015
● Understand how Twine and Camtasia Studio softwares can be used for Library Instruction games
● Understand game design process and strategies
The Unwritten Rules of College
a grass-roots assessment project of 25,000 students at 27 institutions in seven countries. Results showed that a simple approach can yield big results. Making the process of teaching and learning explicit to students — especially those who don’t know what to expect
Professors who have signed on to the project consider three questions when creating assignments: what, exactly, they’re asking students to do (the “task”); why students have to do it (the “purpose”); and how the work will be evaluated (the “criteria”).
play as game/gamification in the creative process
Please look at our blog entries on gaming and gamification: http://blog.stcloudstate.edu/ims/?s=gamification
Where andragogy grew out of the term pedagogy, heutagogy was created as an offshoot of andragogy. We see that in Hase and Kenyon’s 2000 article entitled, “From Andragogy to Heutagogy.” Heutagogy maintains the andragogical learner-centered emphasis, but takes it a step further by also highlighting the importance of develop the skills necessary to learn on one’s own. As such, heutagogy is often described as the study of self-determined or self-directed learning. It is not just about learning content, but also learning how to learn. It is an especially relevant approach in the digital age, given the vast amount of content and resources available to anyone with a device and Internet access.