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Reflective Supervision/Consultation (RSC) is distinct due to the shared exploration of the parallel process. That is, attention to all of the relationships is important, including the ones between practitioner and supervisor, between practitioner and parent, and between parent and infant/toddler. It is critical to understand how each of these relationships affects the others. Of additional importance, RSC relates to professional and personal development within one's discipline by attending to the emotional content of the work and how reactions to the content affect the work. Finally, there is often greater emphasis on the supervisor/consultant's ability to listen and wait, allowing the supervisee to discover solutions, concepts, and perceptions on their own without interruption from the supervisor/consultant.

The primary objectives of RSC include the following:

Form a trusting relationship between supervisor and practitioner

Establish consistent and predictable meetings and times

Ask questions that encourage details about the infant, parent/caregiver, and emerging relationship

Remain emotionally present

Teach/guide

Nurture/support

Apply the integration of emotion and reason

Foster the reflective process to be internalized by the supervisee

Explore the parallel process and to allow time for personal reflection

Attend to how reactions to the content affect the process

RSC is recommended for all applicants, however, only Family Specialist, Mental Health Specialist, Mental Health Mentor-Clinical applicants are required to receive it.

RSC involves regular meetings between individuals or groups and a reflective supervisor who facilitates thoughtful discussion focused on the emotional content of work in the infant/early childhood-family field. This specialized supervision goes beyond clinical or administrative supervision to shared exploration of the parallel process, i.e., attention to all of the relationships, including that between practitioner and parent, between parent and infant/toddler, and between practitioner and supervisor. It is critical to understand how each of these relationships affects the others. Of additional importance, by attending to the emotional content of the work and how reactions to the content affect the work, reflective supervision enhances professional and personal development within one's discipline.

Family Specialist (IFS/ECFS) Specific Requirements:

Minimum 24 clock hours within a one- to two-year timeframe of post-Bachelor's, relationship-based reflective supervision/consultation, individually or in a group while providing services to infants/toddlers (birth to 36 months for IFS; 3-6 years for ECFS) and families.

Provider of RSC must have earned and maintained Endorsement® as a Mental Health Specialist or a Mental Health Mentor-Clinical.

* Bachelor's-prepared IFS or ECFS applicants may seek RSC from a Master's-prepared person who has earned Family Specialist Endorsement® if there is no one with either a Mental Health Specialist or Mental Health Mentor-Clinical Endorsement®. This Master's-prepared Family Specialist provider of RSC must also receive RSC while providing supervision to others.

Mental Health Specialist (IMHS/ECMHS) Specific Requirements:

Minimum 50 clock hours within a one- to two-year timeframe of relationship-focused reflective supervision/consultation, individually or in a group, post-Masters, while providing services to infants/toddlers/young children (birth to 36 months for IMHS; 3-6 years for ECMHS) and families.

Provider of RSC must have earned and maintained Endorsement® as a Mental Health Specialist or a Mental Health Mentor-Clinical.

Mental Health Mentor -Clinical (IMHM/ECMHM) Specific Requirements:

Minimum 50 clock hours within a one- to two-year timeframe of relationship-focused reflective supervision/consultation, individually or in a group, post-Masters, while providing RSC to infant/early childhood-family professionals. A minimum of 25 hours of the RSC received should be about the RSC that the applicant provides to others.

Applicant's provider of RSC must have earned and maintained I/ECMHM-Clinical Endorsement®.

Resources:

Endorsement® Reference Ratings

Reference ratings for Endorsement® are critically important. They are our primary source for documenting an applicant's skills in the domains of Reflection, Working with Others and Thinking. Reference rating forms are filled out electronically via EASy. An Endorsement ® applicant enters the name and email address of the rater and then the EASy system emails the rater a secure link for completing the form.

Resources:

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Reflective Supervision/Consultation (RSC) - Infancy Onward

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Reflective Supervision/Consultation (RSC) is distinct due to the shared exploration of the parallel process. That is, attention to all of the relationships is important, including the ones between practitioner and supervisor, between practitioner and parent, and between parent and infant/toddler. ... Read More

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The Body Keeps Score: Brain, Mind, Body in the Healing of Trauma

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The Body Keeps Score: Brain, Mind, Body in the Healing of Trauma

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#1 New York Times bestsellerNew York Times

"Essential reading for anyone interested in understanding and treating traumatic stress and the scope of its impact on society." -Alexander McFarlane, Director of the Centre for Traumatic Stress Studies

A pioneering researcher transforms our understanding of trauma and offers a bold new paradigm for healing in this bestseller

Trauma is a fact of life. Veterans and their families deal with the painful aftermath of combat; one in five Americans has been molested; one in four grew up with alcoholics; one in three couples have engaged in physical violence. Dr. Bessel van der Kolk, one of the world's foremost experts on trauma, has spent over three decades working with survivors. In The Body Keeps the Score , he uses recent scientific advances to show how trauma literally reshapes both body and brain, compromising sufferers' capacities for pleasure, engagement, self-control, and trust. He explores innovative treatments-from neurofeedback and meditation to sports, drama, and yoga-that offer new paths to recovery by activating the brain's natural neuroplasticity. Based on Dr. van der Kolk's own research and that of other leading specialists, The Body Keeps the Score exposes the tremendous power of our relationships both to hurt and to heal-and offers new hope for reclaiming lives.

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The Body Keeps the Score: Brain, Mind, and Body in the Healing of Trauma

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The Body Keeps the Score: Brain, Mind, and Body in the Healing of Trauma - Kindle edition by van der Kolk, Bessel . Download it once and read it on your Kindle device, PC, phones or tablets. Use features like bookmarks, note taking and highlighting while reading The Body Keeps the Score: Brain, Mind, and Body in the Healing of Trauma.

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Our brains are doing our best to help us out, but they can be real assholes sometimes. Sometimes it seems like your own brain is out to get you-melting down in the middle of the grocery store, picking fights with your date, getting you addicted to something, or shutting down completely at the worst possible moments. You already told your brain firmly that it isn't good to do these things. But your brain has a mind of its own. That's where this book comes in. With humor, patience, and lots of swearing, Dr. Faith shows you the science behind what's going on in your skull and talks you through the process of retraining your brain to respond appropriately to the non-emergencies of everyday life. If you're working to deal with old traumas, or if you just want to have a more measured and chill response to situations you face all the time, this book can help you put the pieces of the puzzle together and get your life and brain back.Here's an excerpt from the book:Knowing what's going on up in your brain is HUGE. So much of how we interact with the world around us is a completely normal response when we take into account our past experiences and how our brains work. * Freaking the fuck out * Avoiding important shit we need to take care of * Feeling pissed off all the time * Being a dick to people we care about * Putting shit in our bodies that we know isn't good for us * Doing shit we know is dumb or pointlessNone of these things are fucking helpful. But they all make sense.Your brain has adapted to the circumstances in your life and started doing things to protect you, bless it. It's not TRYING to fuck you over (even though it totally is, at times).As we navigate the world, nasty shit happens. The brain stores info about the nasty shit to try to avoid it in the future. Sometimes these responses are helpful. Sometimes the responses become a bigger problem than the actual problem was. It's called a trauma reaction.And even if you aren't dealing with a specific trauma? Adaptive coping strategies, bad habits, and funky behaviors all wire in similar ways. And research is showing that these issues are actually some of the easier ones to treat in therapy ... if we address what's really going on, rather than just the symptoms.

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Unfuck Your Brain: Using Science to Get Over Anxiety, Depression, Anger, Freak-outs, and Triggers

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Unfuck Your Brain: Using Science to Get Over Anxiety, Depression, Anger, Freak-outs, and Triggers - Kindle edition by Harper, Dr Faith G . Download it once and read it on your Kindle device, PC, phones or tablets. Use features like bookmarks, note taking and highlighting while reading Unfuck Your Brain: Using Science to Get Over Anxiety, Depression, Anger, Freak-outs, and Triggers.

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Making Mental Health More Visible in your Course

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Making Mental Health More Visible in your Course

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Faculty Focus | Higher Ed Teaching & Learning

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How are you, as professors, addressing the ongoing mental health crisis that's been driven in part by the pandemic?

First off, the crisis in college campuses is real, as documented by the likes of the New York Times, Washington Post, and . Many students simply aren't motivated or focused. Those who seek help often report feeling lonely and isolated, according to national data collected by the Center for Collegiate Mental Health at Penn State.

As such, our role in this matter isn't to dig into and attempt to solve-or even necessarily understand-students' complex situations; rather, it is simply to be there as a trusted option for students to reach out to. This entails: 1) showing empathy; 2) helping students find ways to fulfill their academic requirements in your course; and 3) directing them to the appropriate professionals (such as an advisor or the campus counseling center) where necessary.

Discussions with professors, as well as my own experiences, tell me that more often than not, students either don't think professors care or that we aren't top-of-mind options to reach out to. Collectively speaking, we simply don't have a history of being accessible.

If we want students to reach out to us, we need to make mental health and wellbeing more visible in our class. Visible, in this case, means that mental health is recognized as a priority. It's something students will "feel"-similar to the way they sense classroom community. It needs to be cultivated.

In this same way, an environment that prioritizes mental health and wellbeing needs to be developed. The key is to address itmultiple times and in multiple ways throughout the semester. Here are five specific ideas you can implement this term:

1. Create a mental health & wellbeing activity/assignment

This could be as simple as opening with an ice-breaker activity, where students share their common struggles. You can do this in-person, synchronously online, asynchronously online (e.g., via a discussion forum), or even in a hybrid classroom.

For a virtual class I taught last fall, I spoke candidly about the challenges I faced as a father of newborn twins, including the time I had to end class early because both infants were hysterical-screaming within earshot of students. This made me anxious every time I started a Zoom session.

While most of my students weren't parents yet, they can all identify with similar distractions while videoconferencing. Sharing these experiences can help students feel they aren't alone.

Aside from ice-breaker activities, I also turned mental health into an actual topicof study in my syllabi. Here was my recent four-part module with pre-service teachers:

1. Opening: Teacher Burnout - Is It an Epidemic?

2. Group Discussion: How Do You Deal with Stress Every Day?

3. Reading: The Importance of Cultivating a Daily/Weekly Self-Care Routine

4. Assignment: Create a Personalized "Self-Care Routine" Infographic to Share with the Class

I was so impressed with my students' self-care plans (see two examples below), which were created using a graphic design tool called Canva:

Student infographic example on wellness breaks

Student infographic example on mental health breaks

You can bring up this topic during the first week of school or near the finals period. Either way, these multiple touch points (i.e., the mini-lecture, the reflections, the readings, and the infographic) can serve to remind students to take care of themselves and to reach out if needed. Several students expressed at the end of the course how this assignment pushed them to think more intentionally about their health.

2. Check in with students periodically

Emailing students periodically is another way to keep the mental health issue top-of-mind. I would follow up with the bottom 20 percent of performers (e.g., around four students in a class of 20) after a few weeks into the semester and write:

Hey [Name], I noticed that you've missed a couple of assignments for this class. Just wanted to check in with you and make sure everything's OK.
While learning the material is crucial, your wellbeing is even more important. If there's any way I can help, I will make it a priority. Just reply to this email.
This template is flexible enough to work for large classes too (just without the personalization). More importantly, you have documentation-especially if there are subsequent follow-up threads with the student-to show patterns of progress (or lack thereof), should you need it later on.

In the end, not every student emailed will respond, but initiating contact goes a long way. Most will likely point to the amount of work or responsibilities they are juggling. Sometimes it takes multiple back-and-forth emails to get students to open up. Remember, the goal isn't to dig into their personal life and solve their problems; it's to gather enough information to determine if you are qualified to help. Anything related to their mental health should be directed to the appropriate personnel on your campus.

Don't forget that the stigma of getting professional help can also prevent students from taking action. Reframing can help, by saying something like:
"I know it's not easy to seek outside help. One way you can think about it is this: most of us have no problems seeing a doctor when we feel physical pain. So why wouldn't we do the same when we experience mental pain? Our mind is just as important as our body."
3. Bring in external expertise

This suggestion is fairly straightforward but easy to overlook. Is there someone, such as a campus counselor, who can talk to your class about mental health?

One of my faculty colleagues leads a yoga/meditation class during her time off. She's offered to demonstrate de-stressing (breathing) techniques with my students. They also get to create take-home lavender sachets, which was a fun and active break from class.

4. Conduct a survey

Surveys are useful at the beginning of the semester (to help you anticipate issues) or midway (to see how students are progressing). You could list questions such as:

1. How do you feel you are you doing in this class on a scale from 1 to 5?

2. Is something outside of school interfering with your best work in this class?

3. How can I, as the instructor, best support you to do your best?

If you would like a Google Forms template to modify, go here. (You will be asked to make a copy, after which you can modify the questions. Once done, provide the link to your students.)

5. Lighten the workload

At the end of last term, I asked students to fill out a "How-can-I-improve-this-class?" survey. It's different from the course evaluations they normally complete.

No surprise-lightening the workload was a top request. Rather than cutting out specific tasks (e.g., posting a reflection on the LMS or coming to class with a question or comment), I'll likely remove a couple of topics from the syllabus and spread the rest out. This will deepen students' learning.

Technically, lightening the workload isn't a "visible" a method, unless you explicitly tell students you're cutting out topics. Regardless, reducing the number of topics you cover is typically good practice, pedagogically speaking. It will allow you to incorporate more mental-health related content and deepen the learning for other topics.

While there are countless other ways to make mental health and wellbeing visible, these five ideas can help you get started. The point is to do more than one thing and, in some cases, do some of those things (like checking in with students) multiple times. For the preoccupied student, the question of "Who do I reach out to?" becomes one less thing to worry about when mental health and wellbeing is visible in your course.
Norman Eng, EdD, is an education lecturer at Brooklyn College, NY, and the founder of EDUCATIONxDESIGN, Inc., which provides professional development training for faculty through workshops, online courses, and books. Download your free quick-start guide, "7 Proven Steps to Planning, Teaching, and Engaging Your Students," at NormanEng.org. References
Anemona Hortocollis. 2021. "Another Surge in the Virus Has Colleges Fearing a Mental Health Crisis, " New York Times. https://www.nytimes.com/2021/12/22/us/covid-college-mental-health-suicide.html

Lumpkin, Lauren. 2021. "A Mental Health Crisis Was Spreading on College Campuses. The Pandemic Has Made It Worse," Washington Post. https://www.washingtonpost.com/education/2021/03/30/college-students-mental-health-pandemic/

Becker, Marty. 2021. "Educators are Key in Protecting Student Mental Health During the COVID-19 Pandemic," Brookings. https://www.brookings.edu/blog/brown-center-chalkboard/2021/02/24/educators-are-key-in-protecting-student-mental-health-during-the-covid-19-pandemic/

Center for Collegiate Mental Health. 2021. Part 1 of 5: COVID-19's Impact on College Student Mental Health. University Park: Pennsylvania State University Student Affairs. https://ccmh.psu.edu/index.php?option=com_dailyplanetblog&view=entry&year=2021&month=02&day=01&id=9:part-1-of-5-covid-19-s-impact-on-college-student-mental-health

Link to Google Forms Survey Template: https://docs.google.com/forms/d/11d_cNy112VUIoWxPP5R1RPiRIB0K4qJ6B83IIPRSYO4/copy

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Making Mental Health More Visible in Your Course | Faculty Focus

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How are you, as professors, addressing the ongoing mental health crisis that's been driven in part by the pandemic? First off, the crisis in college campuses is real, as documented by the likes of the New York Times , Washington Post , and . Many students simply aren't motivated or focused.

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Faculty Focus | Higher Ed Teaching & Learning

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It goes beyond tired, doesn't it? It feels like exhaustion-physical and psychological. Perhaps you are not sleeping or eating well. Perhaps you have bouts of feeling hopeless, powerless, irritable, angry, or sad. Perhaps you worry about not doing enough to help your students, or have become numb to their needs, or even question your personal and professional worth. These are all symptoms of "compassion fatigue."

Compassion fatigue is the idea that supporting others emotionally through their trauma causes secondary trauma to the caregiver. This idea initially made the rounds in the mental health literature mostly as a concern of helping professionals-e.g., health care workers, social workers, first-responders, and therapists. It was observed that they were "burning out" from providing emotional support to their clients.

While compassion fatigue may be more acute in the helping professions, it can be experienced by anyone giving emotional support to others. And it is no surprise that compassion fatigue is on the rise among educators, due to the supportive and personal nature of teaching, especially during the COVID-19 pandemic when stress levels have increased for teachers and students alike and traditional support systems have been overwhelmed. This is a challenge across higher education, particularly at places like University of Phoenix, with our unique population of students who are older (average age of 37), ethnic minorities (56%), female (66%), working (83%), first-generation college students (60%), and with dependents (65%). We strive to provide significant support in terms of remediation, coaching, and mentoring, especially given the additional housing, childcare, food, and dependent schooling/homework, and financial stresses brought on by the pandemic. It is also quite common for our students to be first responders themselves in education, healthcare, and other front-line roles, which only compounds the stress experienced.

So, what can we do to help ourselves and our students? Essentially, it boils down to self-care: positive activities that help us manage stress; self-compassion: being kind, non-judgmental, and understanding of ourselves; and social support: creating or expanding our personal and professional networks.

Before you run emotionally, psychologically, and physically dry, try picking a few of the following activities and schedule them weekly (some you may want to incorporate daily) into your routine.

Self-care

Gardening (disclaimer: I don't like to garden, but I do find it relaxing to pick up the leaves that drop from our trees.)

Exercising (e.g., walking, running, hiking, biking, yoga, weight-training, etc.)

Geocaching (outdoor treasure hunting that occupies your mind and gets your body moving!)

Getting quality sleep

Breathing (e.g., box breathing)

Meditating

Taking brain breaks - any activity that allows your body and your brain to re-charge and not focus on "work." For example, follow a new podcast, listen to a new playlist, visit the San Diego Zoo via their webcams, choose a Google Arts and Culture adventure, and try a new app like Insight Timer, Calm, iBreathe, etc.

Self-compassion

Recognizing your pain or "failure" without judgement

Practicing mindfulness - think about your thinking

Extending the same understanding and grace that you give your students to yourself

Social support - Personal and professional

Establishing a regular coffee or meal date with a friend. (In-person or virtual!)

Joining an interest group that meets in-person or virtually. (My husband, for example, is a docent at the Desert Botanical Garden and enjoys swapping desert gardening tips online with his fellow docents.)

Taking advantage of your university's institutional memberships. For example, at University of Phoenix, faculty members can join UPCEA for free!

Interacting with your university colleagues via whatever platform (Slack, Teams, Yammer, etc.) is provided by administration. This is a productive way to stay engaged with your university and bounce ideas off of your peers!

Do self-care, self-compassion, and social support truly help?

Yes, but I was skeptical at first. I tend to be a driven, over-achiever and have always found it difficult to relax or to even think about relaxing. Thus, when the pandemic arrived, my reserves were already shot. Over the past two years, I have:

learned to practice self-compassion and allow myself to simply not be "perfect." Do I still relive conversations and tend to be highly self-critical? You bet! However, I catch myself and try to redirect, so I don't dwell on my perceived "failures."

doubled the amount of time I estimate for certain activities like grading papers, answering emails, writing a blog post, etc. I was always seriously underestimating the time it took me to complete activities and then berated myself for my lack of focus and inefficiency. I let that go.

incorporated many self-care activities including limiting my Twitter, Instagram, and Tik-Tok time, scheduling daily stretching sessions, taking a virtual yoga class weekly, and simply leaving my home office occasionally. The latter has translated into going through the drive-through at Starbucks and going to the local park to work for a couple of hours - the view is much more rejuvenating than that from the window of my den!

scheduled mini breaks. A quick walk to the mailbox or around the block with the dog gives my mind and body a chance to change gears. It also reminds me that there is life outside of the computer.

allowed myself some "frivolous" downtime! I love to play Wordle (hence our new Faculty Training and Development offering), Woodoku, Word Trip, Wordle, and many other mini games. Ironically, they require your brain to be free and mindful simultaneously. Additionally, I subscribed to a few podcasts that I enjoy while walking my dog.

cultivated new support networks - some virtual, and some in-person but distanced. (This was the most difficult "task" for me and took a lot of effort as I tend to like my alone time.) I stay in touch with current and former colleagues on Slack, Instagram, Twitter, Zoom, and What's App. Although we are all in various locations around the globe, we have created a space in which we care for one another. My in-person networks have redefined themselves a little - outdoor and distanced bunco, a matinee or late night showing when it's just me and a friend, etc.

pruned activities and relationships from my circle that were no longer purposeful, productive, or positive. This didn't happen all at once, but a little at a time.

Doing the above, even if somewhat sporadic and imperfect at times, has allowed me the space to recover my emotional, physical, and psychological equilibrium. Without "balance," we cannot sustain a healthy and empathetic relationship with our students and colleagues, our family, and ourselves.
Tahnja Wilson, MBA/MIM is the director of Faculty Training and Development at the University of Phoenix. She has over 20+ years in higher education focusing on best practices, the incorporation of games into the curriculum, and "common-sense" design. References
Cordaro, M. (2020). Pouring from an Empty Cup: The Case for Compassion Fatigue in Higher Education. Building Healthy Academic Communities Journal, 4(2), 17-28. https://doi.org/10.18061/bhac.v4i2.7618 https://library.osu.edu/ojs/index.php/BHAC/article/view/7618/5794

Lindecker, C. A., & Cramer, J. D. (2021). Student Self-disclosure and Faculty Compassion in Online Classrooms. Online Learning, 25(3), 144-156. https://olj.onlinelearningconsortium.org/index.php/olj/article/view/2347/1089

Thurrott, S. (2021, June 11). Watch for These Key Warning Signs of Compassion Fatigue. https://www.bannerhealth.com/healthcareblog/teach-me/watch-for-these-key-warning-signs-of-compassion-fatigue#

University of Phoenix (2020). 2020 Academic Annual Report. https://www.phoenix.edu/about_us/publications/academic-annual-report.html

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Why Am I So Tired? Reflections on Compassion Fatigue | Faculty Focus

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It goes beyond tired, doesn't it? It feels like exhaustion-physical and psychological. Perhaps you are not sleeping or eating well. Perhaps you have bouts of feeling hopeless, powerless, irritable, angry, or sad. Perhaps you worry about not doing enough to help your students, or have become numb to their needs, or even question your personal and professional worth.

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Hood Feminism: Notes from the Women That a Movement Forgot

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Hood Feminism: Notes from the Women That a Movement Forgot - Kindle edition by Kendall, Mikki. Download it once and read it on your Kindle device, PC, phones or tablets. Use features like bookmarks, note taking and highlighting while reading Hood Feminism: Notes from the Women That a Movement Forgot…

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Black women are beautiful, intelligent and capable -but mostly they embrace strong . Esteemed clinical psychologist, Dr. Inger Burnett-Zeigler, praises the strength of women, while exploring how trauma and adversity have led to deep emotional pain and shaped how they walk through the world.

Black women's strength is intimately tied to their unacknowledged suffering. An estimated eight in ten have endured some form of trauma-sexual abuse, domestic abuse, poverty, childhood abandonment, victim/witness to violence, and regular confrontation with racism and sexism. Nobody Knows the Trouble I've Seen shows that trauma often impacts mental and physical well-being. It can contribute to stress, anxiety, PTSD, and depression. Unaddressed it can lead to hypertension, diabetes, heart disease, overeating, and alcohol and drug abuse, and other chronic health issues.

Dr. Burnett-Zeigler explains that the strong Black woman image does not take into account the urgency of Black women's needs, which must be identified in order to lead abundant lives. It interferes with her relationships and ability to function day to day. Through mindfulness and compassionate self-care, the psychologist offers methods for establishing authentic strength from the inside out.

This informative guide to healing, is life-changing, showing Black women how to prioritize the self and find everyday joys in self-worth, as well as discover the fullness and beauty within both her strength and vulnerability.

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Nobody Knows the Trouble I've Seen: Exploring the Emotional Lives of Black The Emotional Lives of Black Women

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Nobody Knows the Trouble I've Seen: Exploring the Emotional Lives of Black The Emotional Lives of Black Women - Kindle edition by Burnett-Zeigler, Inger. Download it once and read it on your Kindle device, PC, phones or tablets.

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We Want to Do More Than Survive: Abolitionist Teaching and the Pursuit of Educational Freedom

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Buy We Want to Do More Than Survive: Abolitionist Teaching and the Pursuit of Educational Freedom: Read Kindle Store Reviews - Amazon.com

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This book offers a comprehensive guide to the Transparency in Learning and Teaching (TILT) framework that has convincingly demonstrated that implementation increases retention and improved outcomes for all students. Its premise is simple: to make learning processes explicit and equitably accessible for all students.

Transparent instruction involves faculty/student discussion about several important aspects of academic work before students undertake that work, making explicit the purpose of the work, the knowledge that will be gained and its utility in students' lives beyond college; explaining the tasks involved, the expected criteria, and providing multiple examples of real-world work applications of the specific academic discipline. The simple change of making objective and methods explicit - that faculty recognize as consistent with their teaching goals - creates substantial benefits for students and demonstrably increases such predictors of college students' success as academic confidence, sense of belonging in college, self-awareness of skill development, and persistence.

This guide presents a brief history of TILT, summarizes both past and current research on its impact on learning, and describes the three-part Transparency Framework (of purposes, tasks and criteria). The three sections of the book in turn demonstrate why and how transparent instruction works suggesting strategies for instructors who wish to adopt it; describing how educational developers and teaching centers have adopted the Framework; and concluding with examples of how several institutions have used the Framework to connect the daily work of faculty with the learning goals that departments, programs and institutions aim to demonstrate.

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Transparent Design in Higher Education Teaching and Leadership: A Guide to Implementing the Transparency Framework Institution-Wide to Improve ... Practices for Teaching in Higher Education)

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Transparent Design in Higher Education Teaching and Leadership: A Guide to Implementing the Transparency Framework Institution-Wide to Improve ... Practices for Teaching in Higher Education) [Winkelmes, Mary-Ann, Boye, Allison, Tapp, Suzanne, Felten, Peter, Finley, Ashley] on Amazon.com. *FREE* shipping on qualifying offers.

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Praise for SMALL TEACHING ONLINE

"For anyone teaching online―novice or seasoned― Small Teaching Online is a must-read! Darby expertly combines educational research and her expertise as an instructional designer to suggest practical solutions to challenges faced in the online environment in bite-sized chunks that don't overwhelm."
―MEL YOUNG, Teaching and Learning Innovation Hub, Cambrian College, Blogger, disruptivepedagogy.ca

"Darby and Lang extend the powerful Small Teaching paradigm successfully to the online teaching and learning environment. Faculty who are new to online teaching are especially well-served with this superb introduction to research-based incremental strategies."
―VICTORIA MONDELLI, Founding Director, Teaching for Learning Center, University of Missouri

"An unexpected delight! Flower brightens the literature she cites with her experiences and experiments in her own online classes―what she tried, what worked well and what didn't, and how she improved on less-than-perfect results. You feel like you're getting to know her and finding a new friend and mentor."
―LINDA B. NILSON, Director Emeritus, Office of Teaching Effectiveness and Innovation, Clemson University

"Any professor would find this book useful, whether you teach entirely online, in a flipped classroom, or just want your course website to be more than a folder of readings. Flower Darby mixes her rich experience as a teacher and learner with a careful review of the most current literature to bring us a work that's deep with context and immediately applicable."
―JOSEPH M. MURPHY, Director of the Center for Innovative Pedagogy, Kenyon College

"In his book Small Teaching: Everyday Lessons from the Science of Learning, Jim Lang provided instructors with practical, simple, and easy strategies for maximizing student learning and success. Flower Darby and Lang now offer Small Teaching Online: Applying Learning Science in Online Classes, an equally important book for those who strive to create engaged learning experiences for students in an online environment. This will be really helpful to many instructors, whether teaching online or face-to-face or in a hybrid format. Indeed anyone who cares about student learning and student success in the 21 st century would benefit from implementing the lessons presented in this book."
―DR. JERRY DADAY, Executive Associate Dean, Institute for Engaged Learning, Professor of Sociology, IUPUI

"The work of teaching is hard. Coupled with the often-uncharted paths involved in teaching online, it can feel downright discouraging. Enter Small Teaching Online. It is a practical guide to help us design our online classes to support learning, be more experimental in our pedagogy, give effective feedback, help students persist, and create more authentic connections. This book helps us see how we can continue to iterate one small step at a time toward excellence in online teaching."
―BONNI STACHOWIAK, Director, Institute for Faculty Development, Vanguard University; host,Teaching in Higher Ed podcast

"What faculty members teaching online need most of all are research-based, but very practical strategies they can use in their online learning environments tomorrow. Darby and Lang's book, chock full of great ideas that faculty can use right away, is just the resource we have all been looking for."
―LARRY GALLAGHER, Former Director of Faculty Professional Development at Northern Arizona University

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Small Teaching Online: Applying Learning Science in Online Classes

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Amazon.com: Small Teaching Online: Applying Learning Science in Online Classes eBook : Darby, Flower, Lang, James M.: Kindle Store

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Expanding Practitioner Knowledge for Racial Justice in Higher Education

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Expanding Practitioner Knowledge for Racial Justice in Higher Education

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A practical guide for achieving equitable outcomes

From Equity Talk to Equity Walk offers practical guidance on the design and application of campus change strategies for achieving equitable outcomes. Drawing from campus-based research projects sponsored by the Association of American Colleges and Universities and the Center for Urban Education at the University of Southern California, this invaluable resource provides real-world steps that reinforce primary elements for examining equity in student achievement, while challenging educators to specifically focus on racial equity as a critical lens for institutional and systemic change.

Colleges and universities have placed greater emphasis on education equity in recent years. Acknowledging the changing realities and increasing demands placed on contemporary postsecondary education, this book meets educators where they are and offers an effective design framework for what it means to move beyond equity being a buzzword in higher education. Central concepts and key points are illustrated through campus examples. This indispensable guide presents academic administrators and staff with advice on building an equity-minded campus culture, aligning strategic priorities and institutional missions to advance equity, understanding equity-minded data analysis, developing campus strategies for making excellence inclusive, and moving from a first-generation equity educator to an equity-minded practitioner.

From Equity Talk to Equity Walk: A Guide for Campus-Based Leadership and Practice is a vital wealth of information for college and university presidents and provosts, academic and student affairs professionals, faculty, and practitioners who seek to dismantle institutional barriers that stand in the way of achieving equity, specifically racial equity to achieve equitable outcomes in higher education.

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From Equity Talk to Equity Walk: Expanding Practitioner Knowledge for Racial Justice in Higher Education

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Buy From Equity Talk to Equity Walk: Expanding Practitioner Knowledge for Racial Justice in Higher Education: Read Kindle Store Reviews - Amazon.com

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Food and Mood: Eating plants to fight the Blues

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Food and Mood: Eating plants to fight the Blues

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Physicians Committee for Responsible Medicine

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For many people, depression poses a major obstacle to accomplishing even the simplest of tasks and can contribute to chronic diseases or exacerbate existing health problems. Luckily, evidence suggests dietary changes can improve mood and quality of life without the need for medication.
A study published in the British Journal of Psychiatry analyzed the dietary patterns and risk of depression in 3,486 participants over a five-year period. Individuals eating whole foods reported fewer symptoms of depression compared to those who ate mostly processed foods. ² Additionally, when comparing a vegetarian versus omnivorous diet, vegetarians reported more positive moods than meat eaters, according to a study published in Nutrition Journal. ³

Mechanisms of Action

Both the protective effects of fruits and vegetables and the harmful effects of animal foods play a role when it comes to diet and mood. Previous research linked depression to inflammation in the brain and chemical imbalances of neurotransmitters. Plant foods are high in antioxidants and phytochemicals, which generally help to repair damage and decrease inflammation in brain cells. In addition, plant foods can help restore balance to neurotransmitters. Many people suffering from depression have elevated levels of an enzyme called monoamine oxidase (MAO). ⁴ This enzyme breaks down serotonin, dopamine, and norepinephrine-neurotransmitters which help regulate mood. High MAO levels lead to low levels of these specific neurotransmitters, causing depression. The phytochemical quercetin, found only in plant foods, acts as an MAO inhibitor. 5 Working much like a natural antidepressant, quercetin can increase the amount of serotonin, dopamine, and norepinephrine in the brain. Foods with high levels of quercetin include apples, kale, berries, grapes, onion, and green tea. ⁶
Arachidonic acid, a type of fat found only in animals, serves as a precursor to inflammatory chemicals in our bodies. By eating foods high in arachidonic acid, such as chicken, eggs, and other animal products, we set off a cascade of chemical reactions in our body. These reactions lead to an increase in inflammatory mediators circulating in the bloodstream.7 The result is general inflammation, or an overreactive immune response. When inflammation reaches the brain, subsequent feelings of anxiety, stress, hopelessness, and depression arise. ⁸ Individuals who avoid foods high in arachidonic acid tend to report a happier, more positive mood.3 Eliminating inflammatory animal foods from the diet ensures not only physical health, but mental health as well.

Omega-3 Fatty Acids

Common advice on nutrition and depression is to increase consumption of omega-3 fatty acids, generally through fatty fish. While the anti-inflammatory effects of omega-3 fatty acids are valid, evidence supports that a diet free of fish and all animal products is optimal for mood improvement. A randomized controlled trial presented at the American Public Health Association's annual conference in 2009 assigned participants to three groups. The control group maintained a diet with regular intake of animal products, the fish group consumed three to four servings of fish and shellfish per week but restricted meat and poultry, and the vegetarian group restricted most animal products. The trial lasted only two weeks and showed the vegetarian group to have statistically significant improvements in Profile of Mood Scores (POMS) and on the Depression Anxiety and Stress Scale (DASS). While participants in the fish group increased their intake of omega-3 fatty acids, arachidonic acid levels remained higher than those following a vegetarian diet. Their mood scores showed no significant change from baseline. 9
A cross-sectional study on Seventh-day Adventists found similar results. Despite lower levels of omega-3 fats, eicosapentaenoic acid (EPA) and docosahexaenoic acid (DHA), in their diets, Adventists following a vegetarian diet reported a more favorable mood profile than their omnivorous counterparts. Even though fish contain healthy EPA and DHA fats, they also contain unhealthy fats. Dietary EPA and DHA intake failed to compensate for the harmful effects of arachidonic acid, cholesterol, and saturated fat.3 Since a well-planned vegan diet contains alpha-linolenic acid (ALA), which the body is able to convert into EPA and DHA, there is no need to consume it from animal sources. Plant sources of ALA include walnuts, flax seeds, chia seeds, and leafy green vegetables.

Tryptophan and Serotonin

The brain uses the amino acid tryptophan to produce serotonin, a neurotransmitter largely responsible for feelings of happiness and well-being. Plant-based sources of tryptophan include leafy greens, sunflower seeds, watercress, soybeans, pumpkin seeds, mushrooms, broccoli, and peas.
While meats such as turkey also contain the amino acid, the body can have a difficult time converting it to serotonin. Competition from other amino acids prevents tryptophan from entering the brain, resulting in low serotonin production. A high-protein meal, thus, leads to more amino acids in the blood stream and more competition for tryptophan to enter the brain.
Scientists have found meals rich in carbohydrates promote an increase in insulin production, allowing muscle cells to absorb competing amino acids. This makes it easier for tryptophan to cross the blood-brain barrier, increasing serotonin levels in the brain. ¹⁰ This may explain the association between depression and carbohydrate cravings. A diet high in protein and animal foods can limit serotonin production. A healthy approach for ideal levels of tryptophan in the brain is to focus on plant proteins along with generous amounts of complex carbohydrates, such as vegetables, fruits, whole grains, and legumes. With this pattern in place, there is sufficient serotonin produced to maintain feelings of well-being. This serves as yet another reason why a plant-based diet is ideal for mental health.

Cost of Depression

Depression can take a serious toll not only on emotional well-being, but also on health care costs and workplace productivity. Antidepressants come with side effects and often lead to more serious depression after stopping the medication. ¹¹ As antidepressants are often long-term medications, their costs add up significantly over time and can become a lifelong expense. In addition to personal expenses, depression causes the loss of an estimated 200 million workdays each year, costing employers between $17 and $44 billion. In terms of health care costs, depression is said to be responsible for $83 billion each year due to increased medical expenses and lost productivity. ¹²
Encouraging plant-based eating patterns in the workplace can help curb these expenses. Research that looked at the impact of diet on emotional well-being and productivity at 10 corporate sites of a major U.S. insurance company found that a plant-based dietary intervention led to significantly reduced feelings of depression, anxiety, and fatigue. The intervention group who followed a vegan diet also reported significant gains in emotional well-being and in daily functioning due to physical health and general health compared to the control group.12 These findings suggest that changes in dietary habits can have a positive effect on both individual and societal levels by improving quality of life, increasing productivity, and decreasing health care costs.
In a given year, as many as 19 million Americans suffer from depression.12 Others suffer from anxiety, stress, and emotional instability. The magnitude of our mood has far-reaching implications, from our ability to focus at work to maintaining healthy relationships. Rather than resorting to medications, following a plant-based diet, rich in antioxidants and polyphenols from fruits and vegetables, can serve as an inexpensive, natural, and noninvasive therapeutic means to support mental health.

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Food and Mood: Eating Plants to Fight the Blues

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For many people, depression poses a major obstacle to accomplishing even the simplest of tasks and can contribute to chronic diseases or exacerbate existing health problems. Luckily, evidence suggests dietary changes can improve mood and quality of life without the need for medication.

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A mentor, advisor, or even a friend? Making connections in college makes all the difference.

What single factor makes for an excellent college education? As it turns out, it's pretty simple: human relationships. Decades of research demonstrate the transformative potential and the lasting legacies of a relationship-rich college experience. Critics suggest that to build connections with peers, faculty, staff, and other mentors is expensive and only an option at elite institutions where instructors have the luxury of time with students. But in this revelatory book brimming with the voices of students, faculty, and staff from across the country, Peter Felten and Leo M. Lambert argue that relationship-rich environments can and should exist for all students at all types of institutions.

In Relationship-Rich Education, Felten and Lambert demonstrate that for relationships to be central in undergraduate education, colleges and universities do not require immense resources, privileged students, or specially qualified faculty and staff. All students learn best in an environment characterized by high expectation and high support, and all faculty and staff can learn to teach and work in ways that enable relationship-based education. Emphasizing the centrality of the classroom experience to fostering quality relationships, Felten and Lambert focus on students' influence in shaping the learning environment for their peers, as well as the key difference a single, well-timed conversation can make in a student's life. They also stress that relationship-rich education is particularly important for first-generation college students, who bring significant capacities to college but often face long-standing inequities and barriers to attaining their educational aspirations.

Drawing on nearly 400 interviews with students, faculty, and staff at 29 higher education institutions across the country, Relationship-Rich Education provides readers with practical advice on how they can develop and sustain powerful relationship-based learning in their own contexts. Ultimately, the book is an invitation-and a challenge-for faculty, administrators, and student life staff to move relationships from the periphery to the center of undergraduate education.

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Relationship-Rich Education: How Human Connections Drive Success in College

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Buy Relationship-Rich Education: How Human Connections Drive Success in College: Read Kindle Store Reviews - Amazon.com

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Putting our best book forward

Each Great on Kindle book offers a great reading experience, at a better value than print to keep your wallet happy.

Explore your book, then jump right back to where you left off with Page Flip.

View high quality images that let you zoom in to take a closer look.

Enjoy features only possible in digital - start reading right away, carry your library with you, adjust the font, create shareable notes and highlights, and more.

Discover additional details about the events, people, and places in your book, with Wikipedia integration.

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Yoga for Emotional Balance: Simple Practices to Help Relieve Anxiety and Depression

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Yoga for Emotional Balance: Simple Practices to Help Relieve Anxiety and Depression [Forbes, Bo] on Amazon.com. *FREE* shipping on qualifying offers. Yoga for Emotional Balance: Simple Practices to Help Relieve Anxiety and Depression

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Every Body Yoga: Let go of fear, get on the mat, love your body

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Every Body Yoga: Let go of fear, get on the mat, love your body

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From the unforgettable teacher Jessamyn Stanley comes Every Body Yoga, a book that breaks all the stereotypes.

It's a book of inspiration for beginners of all shapes and sizes: If Jessamyn could transcend these emotional and physical barriers, so can we.

It's a book for readers already doing yoga, looking to refresh their practice or find new ways to stay motivated.

It's a how-to book: Here are easy-to-follow directions to 50 basic yoga poses and 10 sequences to practice at home, all photographed in full color.

It's a book that challenges the larger issues of body acceptance and the meaning of beauty.

Most of all, it's a book that changes the paradigm, showing us that yoga isn't about how one looks, but how one feels, with yoga sequences like "I Want to Energize My Spirit," "I Need to Release Fear," "I Want to Love Myself."

Jessamyn Stanley, a yogi who breaks all the stereotypes, has built a life as an internationally recognized yoga teacher and award-winning Instagram star by combining a deep understanding for yoga with a willingness to share her personal struggles in a way that touches everyone who comes to know her. Now she brings her body-positive, emotionally uplifting approach to yoga in a book that will help every reader discover the power of yoga and how to weave it seamlessly into his or her life.

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Every Body Yoga: Let Go of Fear, Get On the Mat, Love Your Body.

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Every Body Yoga: Let Go of Fear, Get On the Mat, Love Your Body. [Stanley, Jessamyn] on Amazon.com. *FREE* shipping on qualifying offers. Every Body Yoga: Let Go of Fear, Get On the Mat, Love Your Body.

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A guide to mindfulness practices in early childhood

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A guide to mindfulness practices in early childhood

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The early years are a magical time when curiosity and creativity blend into learning and discovery. And yet families and educators face unprecedented pressures to remove the very pillars that make children feel safe, joyful, confident, and competent. The Power of Presence: A Guide to Mindfulness Practices in Early Childhood offers insight and information to help you transform your teaching by learning how to pause, notice your surroundings, and simply be. Learn ways to spark joy, elevate well-being, and promote a deeper sense of inquiry, both personally and with others young and old. Learn ways to consciously plant seeds of mindfulness at home, in the classroom, and around the world. Explore: - developing and fostering your own awareness, - cultivating a culture ofmindfulness and climate of joy in your classroom, - creating an inclusive classroom that accepts and encourages all children, and - ways to nurture and support equitable practices of justice, respect, and dignity. A more peaceful, present learning environment will help children to reclaim their safe, joyful, confident, and competent approach to learning. The adults in the children s lives, whether families or educators, will also thrive in this mindful approach with more patience, focus, and confidence. Together, they ll be able to breathe in blue skies and reach new heights of learning.

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The Power of Presence: A Guide to Mindfulness Practices in Early Childhood

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The Power of Presence: A Guide to Mindfulness Practices in Early Childhood [Elizabeth Joy Erwin] on Amazon.com. *FREE* shipping on qualifying offers. The Power of Presence: A Guide to Mindfulness Practices in Early Childhood

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Culturally Responsive Self-Care Practices for Early Childhood Educators

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Culturally Responsive Self-Care Practices for Early Childhood Educators

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The first self-care book designed specifically for the early childhood field, Culturally Responsive Self-Care Practices for Early Childhood Educators is filled with helpful strategies and tools that you can implement immediately.

Recognizing that self-care is not one size fits all, the authors present culturally responsive strategies drawn from diverse early childhood staff working in a range of roles across communities and contexts. By tying the importance of educator self-care to goals of social justice and equity, this book advocates for increased awareness of the importance of self-care on both an individual and institutional level.

Through key research findings, effective strategies and personal anecdotes, this accessible guide helps readers understand and engage with the critical role self-care and wellness-oriented practices play in creating strong foundations for high quality early learning programs.

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Culturally Responsive Self-Care Practices for Early Childhood Educators

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Amazon.com: Culturally Responsive Self-Care Practices for Early Childhood Educators: 9780367150259: Nicholson, Julie, Driscoll, Priya Shimpi, Kurtz, Julie, Márquez, Doménica, Wesley, LaWanda: Books

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Reflective Supervision and Leadership in Infant and Early Childhood

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Reflective Supervision and Leadership in Infant and Early Childhood [Heffron, Mary Clarie] on Amazon.com. *FREE* shipping on qualifying offers. Reflective Supervision and Leadership in Infant and Early Childhood