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TEACHING SELF-AWARE MINDS: THE SCIENCE OF SELF AND EMOTIONAL AWARENESS
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My Brain and Its Self: How Humans Make Free Choices
Patricia S. Churchland, BPhil, LLD, President's Professor of Philosophy Emerita, Department of Philosophy, University of California, San Diego; Adjunct Professor, Salk Institute for Biological Studies; Author; Touching a Nerve: The Self as Brain (2013), Braintrust: What Neuroscience Tells Us about Morality (2011), Brain-Wise: Studies in Neurophilosophy (2002) and The Computational Brain (1992) |
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The Self in Schooling: Creating Happy, Healthy, Aware and Flourishing Children
Henry G. Brzycki, PhD, Educational Psychologist; Founder, The Brzycki Group; Founder, The Center for the Self in the Schools; Former Core Faculty, Teacher Education Program, Franklin Pierce University; Former Dean of the School of Education, American Public University; Author; The Self in Schooling: Theory and Practice - How to Create Happy, Healthy, Flourishing Children in the 21st Century (2013) |
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Educating Successful and Happy Children: Developing Self-Esteem, Ownership and Emotional Mastery
James Taylor, PhD, Clinical Psychologist; Adjunct Professor, University of San Francisco, and the Wright Institute in Berkeley, CA; Author; Raising Generation Tech: Prepare Your Children for a Media-fueled World (2012), Under Attack: How Popular Culture is Destroying Your Kids' Values and How You Can Protect Them (2005) and Positive Pushing: How to Raise a Successful and Happy Child (2003) |
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Brain Dance: How Self-Perception, Emotions and Cognition Drive Development and Achievement
Sam J. Goldstein, PhD, Assistant Clinical Instructor, Department of Psychiatry, University of Utah Medical School; Clinical Director, Neurology Learning and Behavior Center; Co-Author, Handbook of Executive Functioning (2013), Handbook of Resilience in Children (2012), Raising a Self-Disciplined Child (2009), Seven Steps to Improve Your Child's Social Skills (2006) and Raising Resilient Children (2002) |
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Building an Emotionally, Culturally and Academically Safe Classroom
Kathleen M. Kryza, MA, CEO, Infinite Horizons; Co-Author, Developing Growth Mindsets in the Inspiring Classroom (2011), Winning Strategies for Test Taking - Grades 3-8 (2009); Differentiating in the Real Classroom (2009), Inspiring Elementary Learners (2008) and Inspiring Secondary Learners (2007) |
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Identity Safe Classrooms
Dorothy M. Steele, EdD, Former Executive Director, Center for Comparative Studies in Race and Ethnicity, Stanford University; and Becki Cohn-Vargas, EdD, Director, Not In Our Schools;
Co-Authors, Identity Safe Classrooms: Places to Belong and Learn (2013)
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Exploring the Interconnectedness of Self, Peers and Classroom Culture
Fay E. Brown, PhD; Associate Research Scientist; Director, Child and Adolescent Development, Comer School Development Program, Yale University School of Medicine; Co-Author, "Child development: The foundation of education" (2004, Six Pathways to Healthy Development and Academic Success); and Christine L. Emmons, PhD, Director, Program Evaluation, Comer School Development Program, Yale University School of Medicine; Co-Author, "Capturing complexity: Evaluation of the Yale Child Study Center School Development Program (2009, International Perspectives on Contexts, Communities and Evaluated Innovative Practices) and “Self-Concept as a mediator of school climate effects.” (1994, In School Development Program Research Monograph)
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Shame and Anxiety in the Learning Process: Making Sense of Feelings
Mary Lamia, PhD, Clinical Psychologist and Psychoanalyst; Professor, The Wright Institute in Berkeley, California; Author, Emotions! Making Sense of Your Feelings (2012); Understanding Myself: A Kid's Guide to Intense Emotions and Strong Feelings (2010); Co-Author, The White Knight Syndrome: Rescuing Yourself From Your Need to Rescue Others (2009)
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Implications of Self-Awareness, Social Emotion and Compassion for Education
Mary Helen Immordino-Yang, EdD, Assistant Professor, Rossier School of Education; Research Assistant Professor, Brain and Creativity, University of Southern California; Co-Author, "Hippocampal contributions to the processing of social emotions" (2013, Human Brain Mapping), "Neuroscientific contributions to understanding and measuring emotions in educational contexts" (2013, Handbook of Emotions in Education) and "Me, my 'self' and you: Neuropsychological relations between social emotion, self awareness, and morality" (2011, Emotion Review)
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MANAGING EMOTIONS: BOOSTING SELF-CONTROL AND MOTIVATION
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The Brain and Feeling
Antonio R. Damasio, PhD, MD; David Dornsife Professor of Neuroscience; Professor of Psychology and Neurology; Director, Brain and Creativity Institute, University of Southern California; Adjunct Professor, Salk Institute for Biological Studies; Author, Self Comes to Mind (2010), Descartes’ Error: Emotion, Reason, and the Human Brain (2005) and Looking for Spinoza: Joy, Sorrow and the Feeling Brain (2003)
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Willpower: The New Science of Supporting Self-Control, Focus and Resilience
Kelly McGonigal, PhD; Award-winning Psychology Lecturer, Stanford University, including the Stanford Center for Compassion and Altruism Research and Education, the Stanford Graduate School of Business, and the Stanford School of Medicine's Health Improvement Program; Co-Founder of the Stanford Women's Wellness Network; Author, The Neuroscience of Change (2012), Maximum Willpower: How to Master the New Science of Self Control (2012) and The Willpower Instinct (2011) |
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Tools for Success: How to Build A Child's Self-Control and Social Skills
Sandra M. Aamodt, PhD, Neuroscientist; Science Writer; Editor-in-chief of Nature Neuroscience, the leading scientific journal in the field of brain research; Science Editor, BeingHuman.org; Co-Author; Welcome to Your Child's Brain: How the Mind Grows from Conception to College (2012) and Welcome to Your Brain: Why You Lose Your Car Keys But Never Forget How to Drive and Other Puzzles of Everyday Life (2008) |
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Self-Discipline as a Cornerstone of Developing Resilient Students
Sam J. Goldstein, PhD, Assistant Clinical Instructor, Department of Psychiatry, University of Utah Medical School; Clinical Director, Neurology Learning and Behavior Center; Co-Author, Handbook of Executive Functioning (2013), Handbook of Resilience in Children (2012), Raising a Self-Disciplined Child (2009), Seven Steps to Improve Your Child's Social Skills (2006) and Raising Resilient Children (2002) |
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Developing a Self-Motivated Student Culture
Larry C. Ferlazzo, MA, English and Social Studies Teacher, Luther Burbank High School in Sacramento, CA; Winner of the Leadership For A Changing World Award from the Ford Foundation; Writer, Weekly Advice Column, Education Week Teacher and The New York Times; Author; Self Driven Learning: Teaching Strategies for Student Motivation (2013), and Helping Students Motivate Themselves (2011); Co-Author, The ESL/ELL Teacher's Survival Guide (2012), and Building Parent Engagement in School (2009) |
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Changing Mindsets and Beliefs: Helping Teens Reach Their Potential
Dave Paunesku, PhD; Social Psychologist; Graduate Research Fellow, Stanford University; Executive Director/Founder, Project for Education Research That Scales (PERTS) at Stanford University, which studies how to change human behavior
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Empowering Teens: A Mindfulness Program for Social-Emotional Skills
Dara G. Gharemani, PhD, Assistant Research Faculty, Department of Psychiatry & Biobehavioral Sciences, University of California, Los Angeles; Co-Author, "Effects of the Youth Empowerment Seminar on Impulsive Behavior in Adolescents" (2013, Journal of Adolescent Health)
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Promoting Academic Readiness Through Group Play
Silvia A. Bunge, PhD, Associate Professor, Vice Chair, Department of Psychology; Associate Professor, Helen Wills Neuroscience Institute; Director, Building Blocks of Cognition Lab, University of California, Berkeley; Member, National Scientific Council on the Developing Brain; Founding Member, Frontiers of Innovation Initiative; Co-Author, The Developing Human Brain. A Frontiers Research Topic (2012), "Intensive reasoning training alters patterns of brain connectivity at rest" (2013, Journal of Neuroscience) and "Rethinking feelings: An fMRI study of the cognitive regulation of emotion" (2002, Journal of Cognitive Neuroscience) |
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DEVELOPING SOCIAL MINDS IN A DISCONNECTED, DIGITAL AGE
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Attachment Based Teaching: How Secure Relationships Enhance Learning
Louis J. Cozolino, PhD, Clinical Psychologist, Department of Psychology, Pepperdine University; Author, The Neuroscience of Human Relationships: Attachment and the Developing Social Brain (2014, 2nd Edition), The Social Neuroscience of Education: Optimizing Attachment and Learning in the Classroom (2010) and The Neuroscience of Psychotherapy (2002) |
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Coping in a Distracted, Disconnected World: ADHD, Multitasking & Technology
Edward M. Hallowell, MD,Child and Adult Psychiatrist; Founder, The Hallowell Center for Cognitive and Emotional Health (Boston, New York, San Francisco); Former Faculty, Harvard Medical School; Author, Shine: Using Brain Science to Get the Best from Your People (2011), Overloaded Circuits (2009), CrazyBusy: Overstretched, Overbooked, and About to Snap! (2006), Childhood Roots of Adult Happiness (2003) and Connect (2001) |
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Educating the Social Brain
Matthew D. Lieberman, PhD, Professor of Psychiatry and Biobehavioral Sciences; Professor of Psychology and Social Psychology; Director, Social Cognitive Neuroscience Laboratory, University of California, Los Angeles, Author; Social: Why Our Brains are Wired to Connect (2013); Co-Author, "Longitudinal change in the neural bases of adolescent social self-evaluations" (2013, Journal of Neuroscience), "Education and the social brain" (2012, Trends in Neuroscience and Education), and "The neural components of empathy: Predicting daily prosocial behavior" (2012, Social Cognitive and Affective Neuroscience) |
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Teaching Generation "Me"
Jean M. Twenge, PhD,Professor, Department of Psychology, College of Sciences, San Diego State University; Blogger, Psychology Today; Author, Generation Me: Why Today's Young Americans Are More Confident, Assertive, Entitled--and More Miserable (2007); Co-Author, The Narcissism Epidemic (2010) |
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Teaching Generation Tech: Self-Identity, Thinking and Relationships
James Taylor, PhD, Clinical Psychologist; Adjunct Professor, University of San Francisco and Wright Institute in Berkeley, CA; Author; Raising Generation Tech: Prepare Your Children for a Media-fueled World (2012), Under Attack: How Popular Culture is Destroying Your Kids' Values, and How You Can Protect Them (2005) and Positive Pushing: How to Raise a Successful and Happy Child (2003) |
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Teen Brains in a Digital Revolution: Education, Multitasking and Social Interaction
Jay N. Giedd, MD, Child and Adolescent Psychiatrist; Chief, Brain Imaging in the Child Psychiatry Branch, National Institute of Mental Health, National Institutes of Health; Co-Author, "Anatomical brain magnetic resonance imaging of typically developing children and adolescents" (2009, Journal of the American Academy of Child Adolescent Psychiatry) and "Adolescent maturity and the brain: the promise and pitfalls of neuroscience research in adolescent health policy" (2009, The Journal of Adolescent Health) |
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The App Generation: How Today's Youth Navigate Identity, Intimacy and Imagination
Katie Davis, Assistant Professor, University of Washington; Former Project Manager, Project Zero, Harvard University Graduate School of Education; Member of the GoodPlay Project and Developing Minds and Digital Media Project Research teams; Co-Author (with Howard Gardner), The App Generation: How Today's Youth Navigate Identity, Intimacy, and Imagination in a Digital World (2013)
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Neuroscience and the Developing Brain: Attachment, Anxiety and Plasticity
Louis J. Cozolino, PhD, Clinical Psychologist; Professor, Department of Psychology, Pepperdine University; Author, The Neuroscience of Human Relationships: Attachment and the Developing Social Brain (2014, 2nd Edition) and The Neuroscience of Psychotherapy (2002) |
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Social Neuroscience of Executive Functioning
Daniel Franklin, PhD, Educational Psychologist; Founder and President of Franklin Educational Services, Inc.
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UNDERSTANDING LD, READING & MATH BRAINS
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A Unified Mind in a Specialized Brain
Michael S. Gazzaniga, PhD, Professor of Psychology; Director, SAGE Center for the Study of Mind, University of California, Santa Barbara; President, Cognitive Neuroscience Institute; Author; Who's in Charge?: Free Will and the Science of the Brain (2012), Human: The Science Behind What Makes Us Unique (2008), The Ethical Brain: The Science of Our Moral Dilemmas (2006) and The Mind's Past (2000) |
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Understanding Your Child's Brain:
A Guide to Enhance Happiness, Mastery and Confidence
Edward M. Hallowell, MD, Child and Adult Psychiatrist; Founder, The Hallowell Center for Cognitive and Emotional Health (Boston, New York, San Francisco); Former Faculty, Harvard Medical School; Author, Shine: Using Brain Science to Get the Best from Your People (2011), Overloaded Circuits (2009), Superparenting for ADD (2008) and CrazyBusy: Overstretched, Overbooked, and About to Snap! (2006); Co-Author, Positively ADD (2006) and Delivered from Distraction (2005) |
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Understanding Our Brain and Our Selves: Roles of the Top Brain and Bottom Brain
Stephen M. Kosslyn, PhD, Social Psychologist; Founding Dean of the Minerva Project; Former Director, Center for Advanced Study in the Behavioral Sciences, Stanford University; Co-Author, Top Brain, Bottom Brain: Surprising Insights into How You Think (2013) and Introducing Psychology: Brain, Person, Group (2010, 4th Edition) |
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The Brain and Biological Basis of Grit, Motivation, Resiliency and Stereotype Threat
Fumiko Hoeft, MD, PhD; Director, Laboratory for Educational NeuroScience (LENS), University of California, San Francisco; Associate Professor of Child & Adolescent Psychiatry, University of California, San Francisco School of Medicine; Visiting Associate Professor, Department of Psychiatry, Stanford University School of Medicine; Adjunct Lecturer, Department of Neuropsychiatry, Keio University School of Medicine in Japan; Advisory Board Member, Center for Childhood Creativity; Co-Author, "Neurobiological underpinnings of math and reading learning disabilities" (2013, Journal of Learning Disabilities)
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The BRAIN Initiative: Brain Mapping Our Minds and Mental States
Kenneth S. Kosik, MD, Co-Director, Neuroscience Research Institute; Harriman Chair and Professor of Neuroscience Research, Department of Molecular, Cellular and Developmental Biology, University of California, Santa Barbara; Co-Author, The Alzheimer's Solution (2010) |
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Changing Brains Through Learning: Math Abilities, Strategies and Tutoring
Miriam Rosenberg-Lee, PhD, Instructor, Psychiatry & Behavioral Science - Child and Adolescent Psychiatry, Stanford University School of Education; Co-Author, "Neural predictors of individual differences in response to math tutoring in primary-grade school children" (2013, Proceedings of the National Academy of Sciences of the United States of America)
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Emotional Aspects of Learning Disorders and Dyslexia
Chelsea Myers, BS, Staff Research Associate; Lab Manager, Laboratory for Educational NeuroScience, University of California, San Francisco; Co-Author, The Neurobiology and Genetics of Reading and Reading Comprehension (2013)
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Practical Applications of Neuroimaging to Practice-Taking Dyslexia (Reading Problems) as an Example
Fumiko Hoeft, MD, PhD; Director, Laboratory for Educational NeuroScience (LENS), University of California, San Francisco; Associate Professor of Child & Adolescent Psychiatry, University of California, San Francisco School of Medicine; Visiting Associate Professor, Department of Psychiatry, Stanford University School of Medicine; Adjunct Lecturer, Department of Neuropsychiatry, Keio University School of Medicine in Japan; Advisory Board Member, Center for Childhood Creativity; Co-Author, "Neurobiological underpinnings of math and reading learning disabilities" (2013, Journal of Learning Disabilities)
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USING ART, SCIENCE & TECHNOLOGY TO ENHANCE SOCIAL-EMOTIONAL SKILLS
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Brains, Games and Education: Using Enhancement Technology to Improve Cognition and Learning
Adam H. Gazzaley, MD, PhD,, Director, Gazzaley Cognitive Neuroscience Research Lab; Associate Professor of Neurology, Physiology and Psychiatry, University of California, San Francisco; Assistant Adjunct Professor, Helen Wills Neuroscience Institute, University of California, Berkeley; Host of the PBS-Special “The Distracted Mind”; Co-Author, “Video game training enhances cognitive control in older adults” (2013, Nature)
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Boosting All Children's Social and Emotional Brain Power
Marie-Nathalie Beaudoin, PhD, Licensed Clinical Psychologist; Founder and director of SKIPS (Skills for Kids, Parents, and Schools); Developer of the "Brain Power project" and "Skill Boosting" methods; Author; "Boosting ALL Children's Socio-Emotional Brain Power: Life Transforming Activities (2014) and The SKILL-ionaire in Every Child: Boosting Children's Socio-Emotional Skills Using the Latest in Brain Research (2010); Co-Author, Responding to the Culture of Bullying (2009) and Creating a Positive School Culture (2004) |
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Social-Emotional Skills: From Assessment to Instruction
Jack A. Naglieri, PhD, Research Professor, Curry School of Education, University of Virginia; Emeritus Professor of Psychology, George Mason University; Senior Research Scientist, Devereux Foundation's Center for Resilient Children; Co-Author, Comprehensive Inventory of Executive Function (2012), Devereux Elementary Student Strength Assessment-Second Edition (2012) and Helping Children Learn: Intervention Handouts for Use in School and at Home (2010, 2nd Edition); Co-Editor, Practitioner's Guide to Assessing Intelligence and Achievement (2009) |
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Connecting Social Media with SEL, Self-Efficacy and Safety in the Classroom
Anne S. Collier, MA, Co-Director, ConnectSafely.org; Member of Facebook’s Safety Advisory Board; Co-Author, MySpace Unraveled: A Parents’ Guide to Teen Social Networking (2006) and Joan Young, MA, Clinical Psychologist; 4th Grade Teacher; Contributing Author, SMART Strengths - Building Character, Resilience and Relationships in Youth (2011); Co-Author with Ms. Collier, The Internet and Social Networking for Social Emotional Learning (2013)
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Using Computer-Based Neurobehavioral Interventions for Self-Regulation
Anett Gyurak, PhD, Postdoctoral Research Associate, Stanford School of Medicine; Postdoctoral Research Associate, Department of Psychology and the Department of Psychiatry and Behavioral Sciences, Stanford University; Co-Author; "Individual differences in neural responses to social rejection: The joint effect of self-esteem and attentional control" (2012, Social, Cognitive & Affective Neuroscience) and "The ability to implement emotion regulation is associated with greater well-being, income, and socioeconomic status." (2010, Emotion) |
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Why Positive Psychology is Good for Your Student's Brain
Patricia "Patty" O'Grady, PhD,Developmental Psychologist and Educator; Professor, University of Tampa; Founder, Positive Psych Classroom Solutions Partnership, Author; Positive Psychology in the Elementary School Classroom (2013), Positive Psychology in the Classroom Blog, Psychology Today (2013), and Don’t Smile Until Christmas in John Hopkins New Horizon for Learning (2011).
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The Role of the Arts in Social-Emotional Skills
IIvonne Chand O'Neal, MA, Director of Research and Evaluation, The John F. Kennedy Center for the Performing Arts; Member, American Psychological Association and American Association of Museums; Former Associate Curator, Museum of Creativity, Milken Family Foundation
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RAISING RESILIENCE AND LEARNING IN A STANDARDS-BASED AGE
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The Resilient Student: Finding Balance in A High-Pressure, Fast-Paced Culture of Standards and Success
Denise C. Pope, PhD, Senior Lecturer, Stanford University School of Education; Co-Founder, Challenge Success; Author, "Beyond 'Doing School': From 'Stressed-Out' to 'Engaged in Learning" (2010, Education Canada) and Doing School: How We Are Creating a Generation of Stressed Out, Materialistic, and Mis-educated Students (2001); Co-Author, "Success with Less Stress" (2009, Educational Leadership); Winner of the 2012 Education Professor of the Year "Educators' Voice Award" from the Academy of Education Arts and Sciences |
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The Culture of Perfectionism: Helping Students Overcome Pressures from School, Stress and Social Media
Ana R. Homayoun, MA, PPS, School Counselor; Founder and Director, Green Ivy Educational Consulting; Expert Contributor, Psychology Today; Author; The Myth of the Perfect Girl: Helping Our Daughters Find Authentic Success and Happiness in School and Life (2013) and That Crumpled Paper Was Due Last Week: Helping Disorganized and Distracted Boys Succeed in School and Life (2010) |
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ADHD: The Prevalence and Treatment Linked to Performance Pressures and High-Stakes Testing
Stephen P. Hinshaw, PhD, Vice Chair for Psychology, Department of Psychiatry, University of California, San Francisco; Professor, Depfument of Psychology, University of California, Berkeley; Co-Chair, Scientific Research Council; Co-Author, The ADHD Explosion and Today's Push For Performance: Myths, Medications and Money (2013) and The Triple Bind: Saving Our Teenage Girls From Today's Pressures (2009) |
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The Science and Practice of Mindfulness
Philippe R. Goldin, PhD, Research Scientist, Clinically Applied Affective Neuroscience Project; Department of Psychology, Stanford University; Co-Author, "Contemplative/Emotion Training Reduces Negative Emotional Behavior and Promotes Prosocial Responses" (2012, Emotions) and "Mindfulness-Based Stress Reduction for School-Age Children" (2008, in Acceptance and Mindfulness Treatments for Children and Adolescents) |
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Integrating Social-Emotional Learning Into Instructional Strategies
Larry C. Ferlazzo, MA, English and Social Studies Teacher, Luther Burbank High School in Sacramento, CA; Blogger on Common Core Standards; Writer, Weekly Advice Column, Education Week Teacher and The New York Times; Author; Self Driven Learning: Teaching Strategies for Student Motivation (2013), and Helping Students Motivate Themselves (2011); Co-Author, The ESL/ELL Teacher's Survival Guide (2012), and Building Parent Engagement in School (2009)
; and Katie Hull Sypnieski, MA; Teaching Consultant, Area 3 Writing Project, University of California, Davis; English Teacher, Luther Burbank High School, Sacramento, CA |
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Social-Emotional Learning and Common Core Standards
Margaret C. Glick, MEd,Instructor on Cognition and Brain Development, University of La Verne; Educational Consultant, International Center for Leadership in Education (ICLE) and Cognitive Solutions; Co-Author, The Instructional Leader and the Brain (2011) |
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Still Growing: Unpacking SEI Competences for High School and College Success
Suzanne Liff, MS, Assistant Professor, Department of Reading and Basic Education; Coordinator of IDEAS, Nassau Community College; Recipient of the 2003 Faculty Distinguished Achievement Award and the 2007 Chancellor’s Award for Excellence in Teaching; Author, Experience Reading (2011) |
