Time Well Spent

The last eight weeks (this course and the end of the program combined) have been rich with insights, challenges, and plans for the future.



Three of the most important learning points that I will take with me on my continued journey are: the value of dissecting our plans and passions into manageable pieces; identifying a community of practice that can support and strengthen our individual work; and the value of appropriate leadership to further a program or cause.


While I still struggle greatly with some of the practical aspects of my goals (mostly the money bit), I know that having a strong knowledge base and ability to research, communicate, and advocate, will be important parts of meeting my goals. As will identifying others who are passionate about these same goals. This stretches my introverted self a bit, but strengthens me and my program as I benefit from the knowledge, experience and resources of those who started before me. And finally, I have a truer appreciation for the role of leadership. I have in the past shied away from this role, however, insights in this course have shown me that leadership is not defined exclusively by the leader, but by the needs and skills of the team. The leader must be responsive to these needs, and work in service of the program and it's people, rather than trying to make the program/team meet the needs of leadership.

I have a couple long term goals that I hope to continue working towards:

• The development of a children's discovery center/play cafe hybrid where children and families can connect meaningfully with each other and the environment to support the social and emotional development of all. 
• The development of an empathy based book series that is choose your own adventure style, encouraging children to practice making prosocial decisions, and developing empathy for others by introducing them to diverse populations and situations. 
• Connecting with local groups that serve children and families in diverse ways in order to strengthen the community of practice that is passionate about children, empathy, and whole child development. 

And finally, I would like to thank Dr Ernst and my peers who have thoughtfully shared their experiences, challenges, goals and passions this term. Without your support, guidance, and facilitation, I would not have a clearer vision of my future and the future of the EC field. Thank you. As an outsider (not a teacher) you all have taught me so much and I am grateful to you all.




I look forward to hear about how your journeys continue, and off my supports at any time. Please feel free to contact me at sarahjmaisey@gmail.com or on facebook at sarahmaisey@yahoo.com (Sarah Maisey).

International Organizations Supporting Social Emotional Development

International organizations that are leading the way in promoting empathy and social emotional development in children are Ashoka, Roots of Empathy, International Play Association, and the International Child Art Foundation.

Ashoka is an international group of changemakers and entrepreneurs who are focused on creating change through empathy. The groups partners with and supports groups and programs that are committed to positive change for societies through fostering empathy and social emotional skills.  The Start Empathy initiative focuses on “working with young people to make empathy a priority skill for all children”. In addition, they partner with empactico.org, and organization that connects classrooms globally to promote meaningful interactions between children of diverse cultures and communities.

Roots of Empathy is another international organization that recognizes the power of empathy. Roots of Empathy, and the children’s initiative, Seeds of Empathy, offers empathy based programs for children.The programs currently “help children develop empathy and emotional literacy in 11 countries”.

International Play Association is an “interdisciplinary non-governmental organization, providing an international forum and advocacy for the promotion of play opportunities”. The group is formed and based in Article 31 of The Convention of the Rights of the Child, which supports a child’s “right to rest and leisure, to engage in play and recreational activities appropriate to the age of the child, and to participate freely in cultural life and the arts”. Through play children explore their world, relationships with others, and themselves: social emotional learning.

International Child Art Foundation aspires to grow “schoolchildren's imagination and empower them to democratize creativity and develop empathy universally for sustainable prosperity and lasting peace”. By connecting children from diverse communities through art, the foundation serves to unite children and communities through creativity, empathy, and inclusion.

For more information, follow the links below!

Ashoka: https://www.ashoka.org/en/focus/every-child-practicing-empathy

Roots of Empathy: http://rootsofempathy.org/ or http://rootsofempathy.org/seeds-of-empathy/

International Play Association: http://ipaworld.org/

International Child Art Foundation: https://www.icaf.org/

National and Federal Level ECE Communities

On a national level, there are a number of organizations that are interested in supporting the social-emotional development of young children. The following are three in particular that appeal to my interests and passions in the field.

Center on the Social and Emotional Foundations for Early Learning (CSEFEL)
This national group based out of Vanderbilt University has state partners in a number of states, however, Georgia is not yet one of them. Seems like room for growth! CSEFEL is specifically interested in supporting the social-emotional development of children birth to 5 years. The Pyramid Model is based in evidence-based practices targeted at increasing social competence and addressing challenging or at-risk behaviors. The organization offers a wealth of free resources and information for educators, caregivers,  and parents. At this time the organization does not have any openings listed (through Vanderbilt University Human Resources), however being a trainer or coach for this organization would be fascinating, as it would allow direct influence on children and families, supporting the community by supporting the children within it.


The Technical Assistance Center on Social Emotional Intervention for Young Children (TACSEI) “takes the research that shows which practices improve the social-emotional outcomes for young children with, or at risk for, delays or disabilities and creates FREE products and resources to help decision-makers, caregivers, and service providers apply these best practices in the work they do every day”. TACSEI bases it’s work on the CSEFEL Pyramid Model as well, and is linked with the organization. The primary functions of TACSEI are research synthesis and dissemination; collaborative partnerships; consulting; providing technical assistance with model delivery; product creation; and distance or e-learning opportunities. Again, at this time there appear to be no job listings for this group, however, they are sponsoring an upcoming conference, the 15th Annual National Institute on Effective Practices: Addressing Challenging Behavior. Volunteering to a help at this conference would be an ideal way to learn more about the organization, meet important players within the organization, and develop partnerships with both this organization and others that they collaborate with.

Finally, Ashoka is an international organization dedicated to supporting young changemakers who are interested in creating positive change for society. One area of focus for the group is Every Child Practicing Empathy. According to the organization’s website, “Effective collaboration in this [global] environment is only possible with empathy: the ability to understand and respond to the feelings of others. In a changemaker world, empathy is as fundamental as reading and math. This creates a new social imperative to ensure that every child fully develops their own innate capacity for empathy”. Ashoka sponsors Changemaker Schools in which “students are learning the essential skills of empathy, creativity, thoughtfulness, leadership, and teamwork so that they can thrive in the modern world and find solutions to our most complex problems”. In addition, Ashoka sponsors the Start Empathy Initiative which develops and disseminates research and resources related to fostering empathy and kindness in young children.

These organizations represent just a few of the groups who are dedicated to creating a kinder world by supporting the social-emotional development of young children.

References:

Ashoka. (n.d.). Retrieved from https://www.ashoka.org/en

Center on the Social and Emotional Foundations of Early Learning. (n.d.). Retrieved from http://csefel.vanderbilt.edu/

Technical Assistance Center on Social Emotional Intervention. (n.d.). Retrieved from http://challengingbehavior.fmhi.usf.edu/

Communities of Practice

Three organizations that appeal to my passion for early childhood social-emotional development include: Voices for Georgia's Children, the Georgia Association for the Education of Young Children, and the Easter Seals of North Georgia.  Each group is dedicated to the health, safety, education, and well-being of children, and each group strongly identifies social-emotional development as a major contributor to a child's overall healthy development and life success.

Voices for Georgia's Children describes a vision/mission of "promo(ing) equity, quality, and accessibility in systems created to serve children’s needs.  Our work advances policies and implementation actions that ensure the best possible outcomes for children.  Voices’ vision is that all children in Georgia will thrive because they are safe, healthy, educated, connected to family and community, and prepared to be productive and responsible citizens.". They maintain four strategic areas, the second of which is  to "increase the availability of quality out-of-school time opportunities and promote the social and emotional development of children". This strategic area, along with the overall mission of the group, resonates strongly with my own concerns and passions for fostering social-emotional and empathy development in young children. The group is multidisciplinary and maintains relationships with "public officials, advocates, and policy experts at all levels of government". Voices is currently seeking a Communications Manager. This role is "charged with using a variety of communication channels to promote the organization’s priorities and will play a significant role in implementing the organization’s overall communications strategy". Ideal candidates will posses strong multi-modal communication skills, and "thrive in a fast paced environment". While my communication skills are strong, in order to be considered for this position, I would want to increase my web and social media skills, as my experiences with these are primarily personal, and not professional.

The Georgia Association for the Education of Young Children is an affiliate of the NAEYC and "supports the education and development of Georgia’s young children ages birth – 8". Most appealing was a link that I found to a past event: GAEYC Infant-Toddler Super Saturday. The event is described as "Are you an infant-toddler teacher looking for new ideas to support children’s social-emotional development and guide their behavior?" Y.E.S. If only it hadn't already occurred! However, based on the fact that this type of event is sponsored by the group, I feel that this would be a strong community of practice to be involved in. Strengthening Georgia Families is a multidisciplinary partnership administered by the GAEYC and aims to strengthen children and families through specific domains related to parenting and social-emotional skill development of young children. While no employment opportunities are currently listed for either group, multiple opportunities for volunteering exist and range from short term conference helpers to longer term board membership.


Easter Seals of North Georgia has an Early Childhood Social/Emotional Development Program which "target(s) children ages three to five who exhibit aggressive behavior, need additional support in developing pro-social skills or are considered “at risk” due to exposure to a number of demographic risk factors". The program is based in a "comprehensive curriculum designed to promote social competence and prevent, reduce and treat aggression and related conduct problems in young children". The organization currently lists multiple opportunities for employment as Lead Teachers, Family Support Advocates, Head Start Teachers, and Physical, Speech, and Occupational Therapists. In addition, the agency is seeking a Special Instructor/Early Interventionist for their Babies Can't Wait program aimed at supporting the healthy development and well-being of children with developmental delays and disabilities. With a background in both Mental Health Counseling and Early Childhood Studies, this may be an ideal position, enabling me to work directly with families and children in developing strong family bonds, the precursor to healthy social-emotional development.

For Endings and Beginnings

I'm not a religious person, but the poetry and blessings of John O'Donohue have always called to me in group work. So, for the closing of my work with this fine group of students/peers/friends, I would like to share this blessing with you.

Blessing for a New Beginning by John O'Donohue

In out of the way places of the heart
Where your thoughts never think to wander
This beginning has been quietly forming
Waiting until you were ready to emerge.

For a long time it has watched your desire
Feeling the emptiness grow inside you
Noticing how you willed yourself on
Still unable to leave what you had outgrown.

It watched you play with the seduction of safety
And the grey promises that sameness whispered
Heard the waves of turmoil rise and relent
Wondered would you always live like this.

Then the delight, when your courage kindled,
And out you stepped onto new ground,
Your eyes young again with energy and dream
A path of plenitude opening before you.

Though your destination is not clear
You can trust the promise of this opening;
Unfurl yourself into the grace of beginning
That is one with your life’s desire.

Awaken your spirit to adventure
Hold nothing back, learn to find ease in risk
Soon you will be home in a new rhythm
For your soul senses the world that awaits you.

For all of you who have shared this academic journey with me so far, I wish you continued courage, energy, dreams and a plenitude of openings. Unfurl, awaken and hold nothing back, for you, my friends are the gatekeepers of the future, guiding the next generation into a world that holds endless opportunity for kindness, compassion, openness and love.  Thank you for sharing the journey with me thus far. I hope to hear and see more of you in the future.

Adjourning

Thinking back on the groups that I have led, either long running support groups or one time only groups such as a psycho-education group or a memorial service, the closing phase has always been one of my favorites. It is a time of reflection, of honoring the work done together, and building a bridge to the world outside of the group.

For some groups, this is a hard time, filled with mixed feelings of loss and relief: the 'hard' work is done, the vulnerability of the group is over, but the relationships built within the group are often over too. For other groups, perhaps those that met with less frequency or less intensity or those that were less cohesive, the closing phase is less intense and may be more celebratory in feel.

In either case the use of ritual has always been a part of my group closings. The ritual could be something as simple as a a poem, or encouraging members to share parting words of gratitude to one another. Or the ritual could be more elaborate such as sharing a meal, a balloon or butterfly release, or the group creation of a takeaway item.

Traditionally at the end of a school program, a graduation ceremony is the final part of the adjourning phase. However, in the virtual classroom, this is not always part of the graduation experience. My last Master's program ended rather unceremoniously, and I imagine that this one will too, particularly as the class is about to split into specializations and those whom I have made relationships with during this phase of my study may not be with me in the end. However, I have found that in some cases, the adjourning can be "completed" independently through individual rituals. It may be a thank you sent to those peers who have impacted me the most, or raising a glass to them at the end of the program. I'm not yet sure of how this program will close out, and at this point, I don't imagine myself taking on the role of facilitating a group closing ritual, however I'm interested in hearing what others might be thinking on the topic!

Resolving Conflict

It's been a difficult couple of weeks. My tension level has been high, and my tolerance levels low. Some of this stems from interpersonal conflict, and some from other pieces of m life. Yet it seems all of my interactions have been affected.

Recently my son and I were headed home from a play date. It had been a wonderful afternoon. Yet his mood was suddenly foul. He was tearful about leaving the play date (something different for him), wanted to eat at a favorite spot, then refused to eat anything once we were there. He was short with me, blamed me for every bump in the road, and all in all made the experience really unpleasant. On the way home I notice he is falling asleep next to me in the golf cart, not an easy task considering the state of the path in places, and I realize he is exhausted. He was asleep by 6:15 pm (and awake by 5:00 am the next morning....arg).

Needless to say, the combination of his internal experience and my internal experience were not conducive for anything other than discord.  Being the adult in the situation, finding the resolution comes to me.

Gerber's second R (of respect, responsiveness, and relationship) would have been a great first start: observing his behaviors and responding to them without judgement. Second, awareness and acknowledgement of the effects of my internal states would have helped to tease apart some of the reality of the situation from the baggage I was bringing to it. And finally, by using some of the tenets of nonviolent communication (emphatically listening and honestly expressing), it is possible that my son and I would have been able to enjoy our evening instead of arguing and finding only frustration in one another's presence.