Children have a whole arsenal of tactics for evading things they don't want to do, from ignoring instructions to whining and wheedling to active defiance. Your average parent is familiar with most of them. But some kids are definitely harder to manage than others, and almost every day we hear from parents who feel that they're losing the battle.
Last week one frustrated mom wrote to us about her 10-year-old daughter who, when asked to do something not to her liking, says "No," folds her arms angrily, and disobeys. None of the discipline strategies she's tried have gotten results, the mom wrote, ending her email with "Help!!!"
This week we've rounded up pieces on childmind.org that address the most effective ways to manage behavior. If kids are seriously out of control, parent training can be a lifesaver; we've seen it many times. But parents who apply the principles on their own can also see good results both at home and at school. The biggest beneficiaries are the kids themselves, because when children are able to cooperate and follow rules, they can enjoy more positive relationships not only with parents but with teachers and friends and all the other important people in their lives.
The Dwight Schools brought together 220 students from around the world to perform in a global concert on Saturday at a sold-out Carnegie Hall. This concert, an annual Dwight tradition, exemplifies the school's work since 1972 to bridge boundaries, break ground in international education, and prepare students to thrive in today's globalized world.
With campuses in New York, London, Seoul, Shanghai, and on Vancouver Island, The Dwight Schools are leading International Baccalaureate (IB) World Schools providing students with invaluable opportunities to participate in cross-campus cultural and curricular collaborations, and exchange programs. Dwight offers these same opportunities to students around the world who take courses online or in a blended learning environment through Dwight's Open World School, including students in the ICL Academy for Film and Performing Arts in Los Angeles, who joined their peers to perform at Carnegie Hall.
"No matter where in the world a Dwight student lives, we personalize the educational journey for each one based on individual passions, which we call 'igniting the spark of genius in every child.' We are equally committed to preparing students to be global leaders who can solve global challenges in innovative ways," said Stephen Spahn, Chancellor of The Dwight Schools, the longest-serving head of school in New York City. "This year, our concert entitled 'Music for Dance' brought the Dwight cross-campus collaborative process to life in every way," reported Music Director Alistair Hamilton. "It included music and dance orchestrated, choreographed, and composed by faculty and students from around the world. Students auditioned virtually, and music directors shared ideas and cultural traditions the same way, before meeting in New York to rehearse and perform as one family. This process illustrates the benefits of being part of an active global network of schools that values the arts and provides students with unprecedented opportunities, such as performing together at Carnegie Hall."
Two New York students who demonstrated their musical spark of genius at Carnegie Hall are:
• Elli Choi '20, who began violin studies at age three and only a year later was invited to the Suzuki Method World Convention. A soloist at age five, and student in the Pre-College Division of The Julliard School by age seven, she is a seasoned performer with world-renowned youth and professional orchestras; and winner of numerous honors, including first prize in the Senior Division of the 2015 Lipinski and Wieniawski International Competition for Young Violinists in Poland; the Grand Prize at the 11th Young Virtuoso competition in Sofia, Bulgaria in 2015; and is invited to the Menuhin Competition 2016 in London. Ms. Choi, who performed Bach's Violin Concerto No. 2 in E Major, said, "I am very honored and excited to have participated in an event at one of the most famous venues in the world with my peers and new friends from Dwight campuses all over the world."
• Zachary Fobert '16, who began playing the piano at age four, performed two jazz ensemble pieces. A student in the Dwight Music Conservatory, Zachary's interests span music technology and composition, classical piano, and rock. "Last year, I was privileged to fulfill a childhood dream previously thought unattainable of performing in Carnegie Hall. It was a powerful experience of camaraderie with my fellow performers and a phenomenal learning experience. This year, I wanted to further improve my ability to work with others by playing challenging pieces alongside another student on the same piano and presenting an entertaining performance."
More about Dwight School
Founded in 1872, Dwight is a leading international school located on Manhattan's Upper West Side. It is the first school in the Americas to offer all four IB programs for students from preschool through grade 12. A Dwight world-class education rests on three pillars: personalized learning, community, and global vision. Graduates attend such leading colleges and universities worldwide as Harvard, Yale, Princeton, MIT, Stanford, NYU, Brown, Columbia, Oxford, and the University of Edinburgh.
by Dr. Merryl Kafka, Ed.D.
What better way to support and enhance science, technology, engineering, arts and mathematics (STEAM) than to dive into the rich and beautiful history of Art Deco!
Art Deco, a decorative style characterized by rich colors, bold geometric shapes, and lavish decorative details, flourished internationally during the 1920's and 30's, although early origins may have had its roots in the ancient Egyptian tombs of King Tut. The dominant movement, however, originated in France just before WW1, and the term Deco can apply to just about anything - - - jewelry, cars, cookware, planes, trains, clocks, jukeboxes, furniture, radios, clothing, and buildings. The unique style was punctuated by the age of rapid industrialization, hence the strong sense of the machine age and technology in many of its themes.
Emblematic of its commitment to education, the Art Deco Society of NY developed curriculum and lesson plans, called "Documenting Deco" on its website
(ArtDeco.org, "learn" tab) that will escort both teachers and students into the rich art deco history and provide visually exciting images of videos and photographs, along with an interactive map and art deco building registry in NYC. Navigating through this instructional program will help students define and identify buildings, explore neighborhoods to include new entries for the registery, learn the vocabulary of art deco lingo, and view presentations for a comprehensive education, including the policy and importance of the Landmarks Preservation Law.
Documenting Deco will encourage students to apply, analyze, and evaluate the information presented, while learning about and appreciating our rich architectural heritage. This Art Deco curriculum infuses the arts and the STEM sciences, as well as career awareness, in introducing students to the world of deco design. Art Deco can provide many curriculum extensions including international understanding of other cultures; industrial and decorative arts, math and model making, and walking tours to explore the architectural resources of New York City. Every borough has art deco treasures and the program encourages students to take pride and to value their own neighborhoods.
The Art Deco Society of NY, a not-for-profit organization, is dedicated to education and preserving and protecting New York's art deco masterpieces. Activities include school outreach, lectures, walking tours, film series, book events, day trips, and social events, such as the Prohibition Era Cocktail Party, and advocacy for landmark status.
Please visit the website for upcoming events, membership information, and to learn more about classroom programs: ArtDeco.org
Roberta Nusim, President, and Meghan Weatherby, Director of Operations. 212 679-DECO
Review by Jacob M. Appel MD JD
Game-changing scholarship in the sciences arrives in roughly two varieties. Some scholars engage in paradigm-shifting research and target their results toward opinion leaders within their fields. Another set of authors, although often gifted investigators themselves, makes its greatest impact synthesizing the works of contemporaries to distill a complex domain for lay audiences--think Steven Jay Gould or Carl Sagan or Steven Pinker. Dr. Joseph Finns, an internationally renowned authority in neuro-ethics, has achieved both of these feats simultaneously in Rights of the Mind, a seminal and authoritative work that explores the science, ethics and politics surrounding disorders of consciousness.
Rights of the Mind weaves together three distinct narratives. The first, familiar to students of medical ethics, but likely not so to many clinicians or laypeople, is the dynamic evolution of neurology's understanding of brain trauma and consciousness disorders over the past fifty years. Starting with the shift from cardiopulmonary death to "whole brain death" in the 1960s, Finns introduces readers to the major diagnostic developments in the field: the first description of the persistent vegetative state (PVS) by Bryan Jennet and Fred Plum in 1972 and, thirty years later, the recognition of the minimally conscious state (MCS). The key distinction between the two conditions, which stands at the core of Finns' argument, is that PVS patients display "wakeful unresponsiveness" and remain unconscious while MCS patients display "definite albeit intermittent evidence of consciousness." Eventually, PVS patients can pass into a permanent vegetative state from which recovery is not possible, while MCS patients retain the potential for recovery at any point in time. Finns laces this history with snapshots of the classic cases in neurological ethics: the efforts of the families of Karen Ann Quinlan in New Jersey and Nancy Cruzan in Missouri to withdraw life-support, the intense public controversy surrounding Terri Schiavo, and, more recently, the seemingly miraculous recovery of Terry Wallis after nineteen years in a minimally conscious state.
The second narrative is the heart-rending story of Maggie Worthen, a Smith College senior disabled by a fluke brainstem stroke, and her devote mother, Nancy, who questions Maggie's diagnosis of PVS. Nancy brings her daughter to Dr. Finns' research facility at Cornell, where a thorough evaluation confirms that Maggie is, at times, conscious. Eventually, Maggie is equipped with a prosthetic device called My Tobii that allows her to communicate through moving her eye. (Worthen died in 2015, at the age of thirty-one, after the volume had gone to press.) Finns supplements Maggie's saga with those of dozens of other patients and families who have suffered with brain injuries of various sorts. Through these stories, he explores the challenges faced by both patients and families--from the financial and emotional burdens of care to an indifferent and often byzantine medical system. If there are villains in Finns' tale, they are insurance company bureaucrats and an intransigent government that provides treatment only on the basis of so-called "medical necessity" and rapid improvement, which seem out of place for illnesses that require patience for long-term recovery.
Finally, Finns offers an impassioned plea for the rights of those suffering in MCS, invoking the legacy of the Civil Rights Movement. Here lies the casus belli of his work: a belief that MCS patients are being lumped together with PVS patients and denied their rights to participation in the community of humankind. His own work with deep brain stimulation, for instance, suggests that at least some MCS patients may be able to make significant recoveries. Cheaper, less invasive remedies may help others--such as the medications zolpidem and amantadine. But none of this is possible without proper diagnoses, which Finns fears are currently lacking.
Finns, who is the E. William Davis, Jr. M.D. Professor of Medical Ethics and Chief of the Division of Medical Ethics at Weill Cornell Medical College, has acquired a list of honors and awards as long as any in academic medicine. He also has a compelling gift for analogy, an ability to render lucid the thorniest issues in healthcare ethics--drawing comparisons to calculus and physics, but also the moon landing and the Lewis & Clark Expedition. We learn of the error potential in neuroimaging through an allusion to Matisse's The Conversation; he used the image of the diver in the Greek ruins at Paestum to explain the "eternal present" of some patients who emerge from MCS. These erudite, humanistic touches help made the volume a highly-compelling read.
Finns raises as many questions as he answers. What is to be done, for instance, with patients who show consciousness on neuroimaging but display no long term recovery? Some might see these scans as a sign of hope; others--including myself--find these results deeply unsettling, raising the prospect of fully aware beings trapped and suffering with no recourse. Not everyone will agree with all of Finns' answers. Yet what matters more is that he is asking the right questions, potentially launching a recalibration of attitudes toward MCS patients both among clinicians and the public at large. Rights of the Mind is multifaceted tour de force not to be missed.
Today, education requires a broad vision of what it means to be a "well-educated person." We must move beyond labels and soundbites and transcend terminology such as progressive, inquiry based, competency based, transdisciplinary, real-world, liberal arts, and career education.
The International Baccalaureate embraces all of these pedagogical shibboleths. It was created to transcend barriers, boundaries, and labels. The IB vision is to prepare students to thrive and prosper anywhere in the world and to participate in solving local, national, and global challenges in innovative ways.
It is our obligation to provide students with vigorous academic preparation paired with character development, communication, critical thinking, civic engagement, and leadership skills ― and opportunities to apply them within and outside of the classroom. This requires going on an open-minded and open-hearted journey that begins with the individual talents and passions that a student brings to each class. If one label or soundbite is to be applied, it would be "to ignite and nurture the spark of genius in every child."
Chancellor Stephen Spahn is the longest-serving head of school in New York City. Dwight School is a founding International Baccalaureate Prek-12 school in the United States and the first to offer the comprehensive IB curriculum in the Americas.
By Patricia Grodd
An arroya once passed behind my bedroom window
I awakened to its rushing Hummmmm.
It ran and sang. It is true, I tell my little brother who has never heard its nightly lullaby.
I now wake up tired because it is so early, the night is still upon us.
The work on our fields must be done by noon, the hottest part of the day.
This struggle to grow food at seven thousand feet, with little water;
So arid that only the chilies have met the challenge of surviving in this harshness.
Time is not linear, in any sense, on a farm.
You need to know the tricks of proper irrigation, how to feel the heart of the water.
To coax it where you want it to go.
How to use the earth like a sponge.
There are few that realize that this is an art form.
Blessings are chanted in the lower farmlands of Aqua Fria at the beginning
Of every season over the acequias,
Honoring the sacredness of water and the land.
Still, secularization affronts the sensibilities of those who rejoice in the seasonal
Cycles and hold great celebrations that honor the spirit of a place.
Perhaps, my grandfather says,
That communal force has a connection to our empty watersheds.
It will enlighten us so that we may re-incarnate the winding blue of memory.
People to land.
We remember the river dreams of P'oe tsawa, the rivers protector and archivist.
Her people, the Tewa, pray at the mountain top of sangre de cristo for the return of
The consecrated waters
They sing canciones encantados to please it.
In their throats a parched silence hangs all the while blistering their songs.
The sounds of the wind and sand travels into them.
Thinking like a watershed is possibly the clearest way to understand homeland.
My mother and father tell me stories of the great river:
How they fished in it and how they skated in it in winter.
How there were great duck ponds and large cottonwoods on its banks
Now amongst the beer cans, cigarette butts, vertebrae, fossils, and fish bones,
People still try to honor the river with sculptural stone pilings and rare feathers
In the dry canyons.
Time imprints itself with fading footsteps tracking across the red clay of the basins' floor.
It reminds me of some sort of ghost-like memorial, such a strange landscape.
I watch as a snake jellies up a large sun-baked rock to shed its skin.
He lies there, iridescent, exhausted by his labor, for days.
There is a silent vocabulary of devotion, belief, and mourning.
The language of motion, vision. What is possible and what is not.
There is no avocado, no grapes. We are treading water now.
Nothing is sacred.
STEAM, STEM, tinker space, maker space - these are all buzz words in the world of innovative education. At Gaynor, we've taken elements from all of these concepts and incorporated them into our new Science, Math, Art, Research, and Technology (SMART) Lab.
The SMART Lab wasn't always intended to be so. Originally, the space was slated as a Research and Writing Center - a library of the future. But it soon became clear that in order for students to succeed in the 21st century, we needed to design a trans-disciplinary space where they can be engaged in exploration, problem-solving, and project-based learning. The SMART Lab allows teachers to take curriculum from a 2D level to a 3D level, inspiring students along the way. "We see the lab as an area of opportunity for students to expand their horizons and open their minds to new opportunities," explained Mr. LeWinter, Director of Technology. "The end results may look different - from robotics and design, to video editing or 3D printing - but the goal is the same: creative exploration."
Much thought and research was put into what we now proudly call our SMART Lab. Administrators, teachers, and specialists participated in bi-weekly brainstorming sessions, as well as site visits to schools and colleges with successful design and tinker labs to examine the spaces and curricula. Determining the layout of the room to ensure creative work flow (e.g., collaborative project space and individual space) and the specific materials that would flexibly work well within the space, and more importantly, pique students' creativity, required thoughtful time and planning. Materials like cardboard, foam, Legos, zip ties, popsicle sticks, bamboo poles, repurposed plastics, modeling clay, circuitry components, and twine fill the shelves, which are surrounded by tables that fold down to make additional floor space for student work, as needed.
But most importantly, there was deep discussion on the ideal philosophy of the space. The emphasis is on being bold enough to try, not whether or not students have accurate hypotheses. A critical aspect of the SMART Lab is its ability to be a safe haven for our students where they are encouraged to problem- solve, fail, learn from their mistakes, try again, and succeed. This idea requires close collaboration with teachers to ensure the space is being used for the right types of activities and projects, incorporating Science, Math, Art, Research, and Technology.
This summer, teachers, specialists, and administrators participated in vital professional development to ensure optimal use of the SMART Lab. They took part in the "SMART Lab Challenge" where each team was tasked with developing something in a short amount of time, forcing them to experience first-hand how creative problem-solving works within the confines of the lab. This experience better informed their lesson plans and allowed them to see what type of resource the lab could become. "It's all about connecting the use of the materials to enhance what you're teaching," explained Ms. Schostak, Writing and Social Studies Coordinator, who has helped teachers this fall facilitate low- and high-tech projects in the lab.
Ms. Paterson/Ms. Janczyk's Orange Cluster students' inaugural SMART Lab visit centered on a low-tech assignment - they had to "save Fred." Fred, a gummy worm, was positioned on top of a life raft (AKA a cup) and had to be dressed in a life jacket (AKA wire), which was stuck under the life raft, to become safe. The students were armed with two paper clips and were not allowed to use any technology in the room. Mr. Koble, Lower School Technology Teacher, designed the experiment to help foster creative problem-solving. "I was looking to gage how students worked together to deconstruct a problem. It helped me understand how to get them to the next level of creative problem-solving." Ms. Paterson added, "It was important for students to understand that technology isn't just about iPads and key boards. The goal is to work on problem-solving first, then weave in technology."
Middle School Technology Teacher, Mr. Russ, encourages his students to use every aspect of the SMART Lab. "It's typical for students to circulate the room, grab and go, build, experiment, break, damage, get dirty, and have fun exploring and solving problems," he expounded. Blue Cluster students taking his Sustainability through Technology elective have been exploring different technologies that can be used for environmental causes such as energy, gardening, and recycling. They used their time in the lab to build three different types of gardens using recycled materials, repurposed materials, and a hydroponic system to compare/contrast the best system to grow plants in an indoor environment.
Providing an opportunity and innovative space for students to tinker, explore, and problem-solve is essential to their growth. Gaynor's new SMART Lab affords our students the ability to do just that and we believe the benefits will be seen for years to come.
by Dr. Allen Frances
"Everyone is much more simply human than otherwise" Harry Stack Sullivan
The United States is the worst place in the developed world to have a severe mental illness.
By failing to provide adequate care and housing, we have condemned 350,000 to jails and 250,000 to the streets.
Paradoxically, we have very much destigmatized mild mental illness by greatly broadening its definition. It certainly takes the sting out of having a mental disorder diagnosis when 20% of our population pops a psychiatric pill every day.
In contrast, the severely ill have never been so unfairly stigmatized. We have closed 90% of psychiatric beds, but didn't invest the money saved in decent community treatment and housing. Without social ties and without access to medication, the severely ill seem much more disturbed than they really are.
As Aristotle pointed out, we are social animals who can be fully human only when interacting with others. In the US, we worsen the symptoms of our mentally ill by neglecting their needs and excluding them from society. Fortunately, the reciprocal is also true- we can heal by simple human acts of caring and inclusion.
Virgil Stucker has spent almost his entire adult life in therapeutic communities that encourage the resocialization and recovery of people with severe mental illness. He is the director of the CooperRiis Healing Community in Asheville, NC.
"I have lived most of the last 40 years in nonprofit healing communities with people who are diagnosed with mental illness. My family and I often walk with, dine with, socialize with, work with, and play with people who too often are treated as society's castaways.
Over these years, my wife Lis and I have had several thousand such people join us at our daily table. We, along with our four children, their spouses and partners, and our seven grandchildren are fortunate to have formed lifelong friendships and life-altering experiences.
We know first-hand that people with mental illness are much more human than otherwise; trusting and loving human beings, if only given the chance and offered the social context.
There are so many moments that have graced our lives with special meaning. I remember with great relief and gratitude when our young son Christoph wandered into a brook and was about to drown until he was saved by Franko, a member of our community.
My wife was in the Gould Farm weaving studio when news came to James that his sister had died on the Pan Am 103 flight, blown up by terrorists over Lockerbie. His deeply human experience of loss cemented our relationship with James, who went on to found a statewide recovery program in Virginia and became a peer support specialist for a prestigious hospital. He was at our table for lunch recently, remembering with sadness that moment and with fondness our lifetime relationship.
Elaine joined as a resident 8 years ago in our CooperRiis Healing Community. The combination of addiction and mental illness had derailed her. Three years ago, she came back... and is now our Marketing Director (actually our whole marketing department). I get to speak daily with her about her passion for helping others to recover normal lives despite their 'severe mental illness'. (Here's a letter she recently wrote about her story: (https://www.facebook.com/
Just yesterday, Dan, who came to our Gould Farm community in 1977 with schizophrenia called to wish us a Merry Christmas. He still has schizophrenia, but is living an independent life, now retired in Florida. We love to catch up with many old friends in this way during the holidays.
After the call, I turned to speak with Emelia who has become a member of our 'family' and is about to return to her career as a well-known artist.
She joined us in church last week where Ralph, a former resident sings in the choir. Ralph now lives independently in our small town, working and owning his own condo. Years ago, his family came to us with hope; hope that there was more than the dead-end group home that the mental health 'system' had prescribed for him.
Thinking of music, I am reminded of Jason DeShaw, a well-known country singer, who recently spent three days at our 'table'. His story will encourage you: http://www.thecountryway.
I am but one person, and my family but one family. We have been blessed to know and be inspired by many people with mental illness. Over the years, we have also been blessed to know their families, who turned their anguish about the mental illness of a family member into action. We are daily inspired by Don and Lisbeth Cooper, the founding philanthropists of the CooperRiis Healing Community. We have also walked with philanthropists Dan and Rosemary Kelly of Rose Hill Center, Carol and William Moore of Gateway Homes, and, spiritually, with Will and Agnes Gould who founded Gould Farm in 1913. Each knows the healing power of community and relationship.
You, too, as an individual and as a family, can begin to create a healing community, right where you are, right now. Here is a 3-minute video about our CooperRiis Healing Community that may inspire you. (https://vimeo.com/148238882)
From Muslims to Minorities, from Military Vets to the Mentally Ill, our fears have too often surrounded us with 'Others'... Others who Matter only because we are afraid of them! Goodness, let's cross these divides with compassionate dialogue and listening, not labeling!
When we bring our prejudices to the table, we see only the 'other', the sick person. We don't see the human being, only a small part of whom is 'sick'. Our lives are diminished whenever we are exclusionary and close-minded. Our lives are enriched when we enrich the lives of others.
This holiday season; please invite someone with mental illness from the streets into your home. Bring them from the last pew in your congregation into the conversation. Reach out to your neighbor who has a mentally ill child and show them your empathy.
Yes, I am serious. The only real solution is to restore healing community to every street. Think of every street as 34th Street ready to have a Miracle. Let's pull one another out of the darkness.
The time to start is right now. Reach out now and create compassionate conversations with individuals coping with mental health conditions. Your life and theirs will be better for it. You will discover the depth of your own humanity, not just theirs."
Thanks so much Virgil. Your approach to life and to people is an inspiration to all of us.
It happens that my wife and I will be spending our Christmas with children, grandchildren, and Jan, our best friend in San Diego. Jan has been homeless for almost 20 years.
It is not the life he would have chosen, but it is a life he leads with quiet dignity and considerable joy. Jan survives on about $1000 a year, earned by occasional participation in a workfare program. He also gets one free meal a day and food stamps.
Jan is an independent scholar who- when not walking or listening to music or watching movies, or following current events- spends most of his waking minutes studying in libraries and bookstores.
Jan knows more about more topics than anyone I have ever met and he finds fascinating connections everywhere. Bring up the Trump phenomenon and he will compare it in minute and fascinating detail with the emergence of Mussolini. Bring up the movie No Country for Old Men and he will trace its roots in the work of the French existentialists. Bring up Madonna and he will contrast her musicology with Ella Fitzgerald.
Being with Jan is pure pleasure for us. He is funny, thoughtful, and has refined manners that put me and the rest of our family to shame. He enjoys his time with us, but also enjoys the free time afforded by his otherwise socially isolated lifestyle. My wife occasionally tries to persuade Jan to apply for housing, but he is too proud and too independent.
Jan is satisfied with his life and I am grateful for his friendship. He is one of the most fully human people I know.