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Kross agrees. "Even among neuroscientists, there are probably eight different definitions of executive function," he notes. "When thinking about kids in school, moving up one level to the question of self-control-which I define broadly as a person's ability to align their thoughts, feelings, or behaviors with their goals-ends up being a lot more productive."

We took some of their best insights, and pored over recent research, to find eight powerful, evidence-based strategies.

Talking Ourselves Into It

Consider these strategies:

Have kids write about it.

Learning-Do It On Purpose

To link learning and purpose, try these approaches:

Ask about interests and passions.

Pass the torch to the kids.

Make time for (rigorous) projects.

Plan to Practice, Practice to Plan

Keep these tactics top of mind:

Scaffold scheduling, deadlines, and study habits.

Introduce your tech tools.

Introducing a calendar once or twice during the year is not the same as integrating one into classroom routines, and a great gulf lies between assigning an essay that connects learning and purpose, and asking students to make those connections weekly. To get teens to start "aligning goals with behaviors," in Kross' words, we need to find ways to get them to practice, fail, and practice again.

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8 Ways to Bolster Executive Function in Teens and Tweens

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Middle and high school students suddenly face more complex schedules, tougher academic work, and an expanding network of friends. How can we help them manage it all?

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Infinity breathing exercise or ‘lazy 8’ can help you stay calm and focused. You can practice it to overcome feelings of anxiety and remain in an alert... | By ARC MaldivesFacebook

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Infinity breathing exercise or ‘lazy 8’ can help you stay calm and focused. You can practice it to overcome feelings of anxiety and remain in an alert...

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An important part of the climax of Pixar's wonderful new film involves the realization that all of our emotions are important, that feeling sad can be just as crucial as feeling happy, no matter what others might tell you.

But the movie also reveals that as we get older, our emotions begin to blend together into newer, more complicated feelings. Early in the film, Riley - the 11-year-old girl whose mind serves as Inside Out's primary setting - is largely defined by very primal feelings. She's either all joy or all sadness. She's all anger, or all fear, or all disgust.

However, once Riley moves from Minnesota to San Francisco, she discovers that her joyful memories of her old home are now tinged with sadness. That's an emotion adults know all too well, one called melancholy, and a big portion of 's final moments is taken up with both the reveal of this "hybrid" feeling and the assurance that experiencing it is a healthy, normal part of growing up.

But as we see in the last scene, more and more of Riley's memories are colored by two emotions at a time. That got us wondering what the many blends of Riley's five core emotions might look like. What happens when fear is combined with disgust? Or when anger is combined with joy?

Here's our best guess, in graphic form from Christophe Haubursin.

Vox Video: Keep your emotions in-check at the claw machine

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Chart: How Inside Out's 5 emotions work together to make more feelings

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Joy plus Sadness makes melancholy. Joy plus Anger makes righteousness. But what do Fear plus Disgust make?

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Inside Out Movie Clip - Get To Know Your Emotions[HD1080i]

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The development of these five RULER skills relies on four core tools: the Charter, Mood Meter, Meta-Moment, and Blueprint. These skills and tools are introduced to all stakeholders in the school community-school leaders, teachers, staff, students, and families.

Research shows that students and adults who use RULER experience:

Development of emotion skills

Improvement in academic performance and classroom climate

Fewer attention and learning problems

Greater social and leadership skills

Less anxiety and depression

Less stress and burnout

Better performance in school

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The development of these five RULER skills relies on four core tools: the Charter, Mood Meter, Meta-Moment, and Blueprint. These skills and tools are introduced to all stakeholders in the school community-school leaders, teachers, staff, students, and families.

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English - Feeling Chart - Portal | KimochisWay.com

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I am a clinical psychologist that works with the Punjabi community and wanted to share your feelings chart with families. However the Punjabi translation is incorrect for the feelings chart, could I send in the correct translations?

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SEL 101: What are the core competencies and key settings?

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Foster knowledge, skills, and attitudes across five areas of social and emotional competence;

Establish equitable learning environments and coordinate practices across four key settings that support students' social, emotional, and academic development.

Download more information on the framework (available in and Spanish).

Use our reflection protocol to facilitate a discussion on implementation efforts in your school, district, or other setting.

Read more about the 2020 update to our framework, which highlighted the potential of SEL in promoting educational equity and excellence.

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Communities

Communities. Community partners often provide safe and developmentally rich settings for learning and development, have deep understanding of community needs and assets, are seen as trusted partners by families and students, and have connections to additional supports and services that school and families need. Community programs also offer opportunities for young people to practice their social and emotional skills in settings that are both personally relevant and can open opportunities for their future. To integrate SEL efforts across the school day and out-of-school time, school staff and community partners should align on common language and coordinate strategies and communication around SEL-related efforts and initiatives.
Learn more: CASEL Guide to Schoolwide SEL - Community Partnerships

Families & Caregivers

Families & Caregivers. When schools and families form authentic partnerships, they can build strong connections that reinforce students' social and emotional development. Families and caregivers are children's first teachers, and bring deep expertise about their development, experiences, culture, and learning needs. These insights and perspectives are critical to informing, supporting, and sustaining SEL efforts. Research suggests that evidence-based SEL programs are more effective when they extend into the home, and families are far more likely to form partnerships with schools when their schools' norms, values, and cultural representations reflect their own experiences. Schools need inclusive decision-making processes that ensure that families-particularly those from historically marginalized groups-are part of planning, implementing, and continuously improving SEL.

Schools can also create other avenues for family partnership that may include creating ongoing two-way communication with families, helping caregivers understand child development, helping teachers understand family backgrounds and cultures, providing opportunities for families to volunteer in schools, extending learning activities and discussions into homes, and coordinating family services with community partners. These efforts should engage families in understanding, experiencing, informing, and supporting the social and emotional development of their students.
Learn more: CASEL Guide to Schoolwide SEL - Family Partnerships

Schools

Schools. Effectively integrating SEL schoolwide involves ongoing planning, implementation, evaluation, and continuous improvement by all members of the school community. SEL efforts both contribute to and depend upon a school climate where all students and adults feel respected, supported, and engaged.

Because the school setting includes many contexts-classrooms, hallways, cafeteria, playground, bus-fostering a healthy school climate and culture requires active engagement from all adults and students. A strong school culture is rooted in students' sense of belonging, with evidence that suggests that it plays a crucial role in students' engagement. SEL also offers an opportunity to enhance existing systems of student support by integrating SEL goals and practices with universal, targeted, and intensive academic and behavioral supports. By coordinating and building upon SEL practices and programs, schools can create an environment that infuses SEL into every part of students' educational experience and promotes positive social, emotional, and academic outcomes for all students.
Learn more: CASEL Guide to Schoolwide SEL

Classrooms

Classrooms. Research has shown that social and emotional competence can be enhanced using a variety of classroom-based approaches such as: (a) explicit instruction through which social and emotional skills and attitudes are taught and practiced in developmentally, contextually, and culturally responsive ways; (b) teaching practices such as cooperative learning and project-based learning; and (c) integration of SEL and academic curriculum such as language arts, math, science, social studies, health, and performing arts. High-quality SEL instruction has four elements represented by the acronym SAFE: Sequenced - following a coordinated set of training approaches to foster the development of competencies; Active - emphasizing active forms of learning to help students practice and master new skills; Focused - implementing curriculum that intentionally emphasizes the development of SEL competencies; and Explicit - defining and targeting specific skills, attitudes, and knowledge.

SEL instruction is carried out most effectively in nurturing, safe environments characterized by positive, caring relationships among students and teachers. To facilitate age-appropriate and culturally responsive instruction, adults must understand and appreciate the unique strengths and needs of each student and support students' identities. When adults incorporate students' personal experiences and cultural backgrounds and seek their input, they create an inclusive classroom environment where students are partners in the educational process, elevating their own agency. Strong relationships between adults and students can facilitate co-learning, foster student and adult growth, and generate collaborative solutions to shared concerns.
Learn more: CASEL Guide to Effective SEL Programs

Self-Awareness

Self-awareness: The abilities to understand one's own emotions, thoughts, and values and how they influence behavior across contexts. This includes capacities to recognize one's strengths and limitations with a well-grounded sense of confidence and purpose.

Such as:

Integrating personal and social identities

Identifying personal, cultural, and linguistic assets

Identifying one's emotions

Demonstrating honesty and integrity

Linking feelings, values, and thoughts

Examining prejudices and biases

Experiencing self-efficacy

Having a growth mindset

Developing interests and a sense of purpose

Check out this video from PBS Learning Media for more information.

Self-Management

Self-management: The abilities to manage one's emotions, thoughts, and behaviors effectively in different situations and to achieve goals and aspirations. This includes the capacities to delay gratification, manage stress, and feel motivation and agency to accomplish personal and collective goals.

Such as:

Managing one's emotions

Identifying and using stress management strategies

Exhibiting self-discipline and self-motivation

Setting personal and collective goals

Using planning and organizational skills

Showing the courage to take initiative

Demonstrating personal and collective agency

Check out this video from PBS Learning Media for more information.

Social Awareness

Social awareness: The abilities to understand the perspectives of and empathize with others, including those from diverse backgrounds, cultures, and contexts. This includes the capacities to feel compassion for others, understand broader historical and social norms for behavior in different settings, and recognize family, school, and community resources and supports.

Such as:

Taking others' perspectives

Recognizing strengths in others

Demonstrating empathy and compassion

Showing concern for the feelings of others

Understanding and expressing gratitude

Identifying diverse social norms, including unjust ones

Recognizing situational demands and opportunities

Understanding the influences of organizations and systems on behavior

Check out this video from PBS Learning Media for more information.

Responsible Decision-Making

Responsible decision-making: The abilities to make caring and constructive choices about personal behavior and social interactions across diverse situations. This includes the capacities to consider ethical standards and safety concerns, and to evaluate the benefits and consequences of various actions for personal, social, and collective well-being.

Such as:

Demonstrating curiosity and open-mindedness

Learning how to make a reasoned judgment after analyzing information, data, and facts

Identifying solutions for personal and social problems

Anticipating and evaluating the consequences of one's actions

Recognizing how critical thinking skills are useful both inside and outside of school

Reflecting on one's role to promote personal, family, and community well-being

Evaluating personal, interpersonal, community, and institutional impacts

Check out this video from PBS Learning Media for more information.

Relationship Skills

Relationship skills: The abilities to establish and maintain healthy and supportive relationships and to effectively navigate settings with diverse individuals and groups. This includes the capacities to communicate clearly, listen actively, cooperate, work collaboratively to problem solve and negotiate conflict constructively, navigate settings with differing social and cultural demands and opportunities, provide leadership, and seek or offer help when needed.

Such as:

Communicating effectively

Developing positive relationships

Demonstrating cultural competency

Practicing teamwork and collaborative problem-solving

Resolving conflicts constructively

Resisting negative social pressure

Showing leadership in groups

Seeking or offering support and help when needed

Standing up for the rights of others

Check out this video from PBS Learning Media for more information.

Social & Emotional Learning

Social and emotional learning (SEL) is an integral part of education and human development. SEL is the process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions.

SEL advances educational equity and excellence through authentic school-family-community partnerships to establish learning environments and experiences that feature trusting and collaborative relationships, rigorous and meaningful curriculum and instruction, and ongoing evaluation. SEL can help address various forms of inequity and empower young people and adults to co-create thriving schools and contribute to safe, healthy, and just communities.

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Our SEL framework, known to many as the "CASEL wheel," helps cultivate skills and environments that advance students' learning and development.

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Maslow's hierarchy of needs is a theory by Abraham Maslow, which puts forward that people are motivated by five basic categories of needs: physiological, safety, love, esteem, and self-actualization.

Key Takeaways: Maslow's Hierarchy of Needs

What Is Maslow's Hierarchy of Needs?

In order to better understand what motivates human beings, Maslow proposed that human needs can be organized into a hierarchy. This hierarchy ranges from more concrete needs such as food and water to abstract concepts such as self-fulfillment. According to Maslow, when a lower need is met, the next need on the hierarchy becomes our focus of attention.

These are the five categories of needs according to Maslow:

Physiological

These refer to basic physical needs like drinking when thirsty or eating when hungry. According to Maslow, some of these needs involve our efforts to meet the body's need for homeostasis; that is, maintaining consistent levels in different bodily systems (for example, maintaining a body temperature of 98.6°).

Maslow considered physiological needs to be the most essential of our needs. If someone is lacking in more than one need, they're likely to try to meet these physiological needs first. For example, if someone is extremely hungry, it's hard to focus on anything else besides food. Another example of a physiological need would be the need for adequate sleep.

Once people's physiological requirements are met, the next need that arises is a safe environment. Our safety needs are apparent even early in childhood, as children have a need for safe and predictable environments and typically react with fear or anxiety when these are not met. Maslow pointed out that in adults living in developed nations, safety needs are more apparent in emergency situations (e.g. war and disasters), but this need can also explain why we tend to prefer the familiar or why we do things like purchase insurance and contribute to a savings account.

Love and Belonging

According to Maslow, the next need in the hierarchy involves feeling loved and accepted. This need includes both romantic relationships as well as ties to friends and family members. It also includes our need to feel that we belong to a social group. Importantly, this need encompasses both feeling loved and feeling love towards others.

Since Maslow's time, researchers have continued to explore how love and belonging needs impact well-being. For example, having social connections is related to better physical health and, conversely, feeling isolated (i.e. having unmet belonging needs) has negative consequences for health and well-being.﻿﻿

Our esteem needs involve the desire to feel good about ourselves. According to Maslow, esteem needs include two components. The first involves feeling self-confidence and feeling good about oneself. The second component involves feeling valued by others; that is, feeling that our achievements and contributions have been recognized by other people. When people's esteem needs are met, they feel confident and see their contributions and achievements as valuable and important. However, when their esteem needs are not met, they may experience what psychologist Alfred Adler called "feelings of inferiority."

Self-Actualization

Self-actualization refers to feeling fulfilled, or feeling that we are living up to our potential. One unique feature of self-actualization is that it looks different for everyone. For one person, self-actualization might involve helping others; for another person, it might involve achievements in an artistic or creative field. Essentially, self-actualization means feeling that we are doing what we believe we are meant to do. According to Maslow, achieving self-actualization is relatively rare, and his examples of famous self-actualized individuals include Abraham Lincoln, Albert Einstein, and Mother Teresa.

How People Progress Through the Hierarchy of Needs

Maslow postulated that there were several prerequisites to meeting these needs. For example, having freedom of speech and freedom of expression or living in a just and fair society aren't specifically mentioned within the hierarchy of needs, but Maslow believed that having these things makes it easier for people to achieve their needs.

In addition to these needs, Maslow also believed that we have a need to learn new information and to better understand the world around us. This is partially because learning more about our environment helps us meet our other needs; for example, learning more about the world can help us feel safer, and developing a better understanding of a topic one is passionate about can contribute to self-actualization. However, Maslow also believed that this call to understand the world around us is an innate need as well.

Although Maslow presented his needs in a hierarchy, he also acknowledged that meeting each need is not an all-or-nothing phenomenon. Consequently, people don't need to completely satisfy one need in order for the next need in the hierarchy to emerge. Maslow suggests that, at any given time, most people tend to have each of their needs partly met-and that needs lower on the hierarchy are typically the ones that people have made the most progress towards.

Additionally, Maslow pointed out that one behavior might meet two or more needs. For example, sharing a meal with someone meets the physiological need for food, but it might also meet the need of belonging. Similarly, working as a paid caregiver would provide someone with income (which allows them to pay for food and shelter), but can also provide them a sense of social connection and fulfillment.

Testing Maslow's Theory

In the time since Maslow published his original paper, his idea that we go through five specific stages hasn't always been supported by research. In a 2011 study of human needs across cultures, researchers Louis Tay and Ed Diener looked at data from over 60,000 participants in over 120 different countries. They assessed six needs similar to Maslow's: basic needs (similar to physiological needs), safety, love, pride and respect (similar to esteem needs), mastery, and autonomy. They found that meeting these needs was indeed linked to well-being. In particular, having basic needs met was linked to people's overall assessment of their lives, and feeling positive emotions was linked to meeting the needs of feeling loved and respected.﻿﻿

However, although Tay and Diener found support for some of Maslow's basic needs, the order that people go through these steps seems to be more of a rough guide than a strict rule. For example, people living in poverty might have had trouble meeting their needs for food and safety, but these individuals still sometimes reported feeling loved and supported by the people around them. Meeting the previous needs in the hierarchy wasn't always a prerequisite for people to meet their love and belonging needs.

Maslow's Impact on Other Researchers

Maslow's theory has had a strong influence on other researchers, who have sought to build on his theory. For example, psychologists Carol Ryff and Burton Singer drew on Maslow's theories when developing their theory of eudaimonic well-being. According to Ryff and Singer, eudaimonic well-being refers to feeling purpose and meaning-which is similar to Maslow's idea of self-actualization.﻿﻿

Psychologists Roy Baumeister and Mark Leary built on Maslow's idea of love and belonging needs. According to Baumeister and Leary, feeling that one belongs is a fundamental need, and they suggest that feeling isolated or left out can have negative consequences for mental and physical health.﻿﻿

Additional References

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Maslow's hierarchy of needs theory puts forward that people are motivated by five basic categories of needs.