Research

http://www.youtube.com/watch?v=M1zLxQTIPEQ Essential Questions Enduring Understandings -What causes optimal growth and development? - An individual’s health at different life stages is dependent on heredity, environmental factors and lifestyle choices.

About Emotional renewal 110® Emotional wellness and health are paramount for a happy productive life. There is a whole list of human emotions which include positive, negative and neutral emotions. This emotional wellness recording is designed to help you to gently release and let go of the negatives and build again positive emotions and bring a return to balance and harmony. Packed with relaxation and imagery it provides an aid towards emotional balance, healing and wellness. There should be no compromise on your emotional health, just as there would be non on your physical health. The program is available on CD or MP3 Download. Comprising 4 CDs containing 11 tracks and a structured listening schedule. Approx total play 230 minutes. A premier audio programme aiding the gentle releasing of negative thoughts and feelings, and bringing structure and processes to aid the building of emotional wellness and renewal for now, and the future. Gentle and enjoyable from a therapist who really cares, and who has been making a positive difference to the lives of others since 1986.

An optional aid to emotional recovery for those who: •

Have undergone surgery and the emotional recovery is lagging behind,

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Victim of mugging,

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Survivor of physical or emotional abuse,

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Victim of crime,

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Been involved in an accident,

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Experienced emotional or physical bullying,

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Trauma of a relationship break-up,

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Those suffering of low self esteem, or high anxiety.

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Working through personal issues to name a few.

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When you feel you are ready to start your recovery, or feel ready for your next step in emotional recovery consider this programme

Dealing with emotional recovery may leave you feeling a bit vulnerable and perhaps you could do with some extra support ~ The Emotional Renewal Program stands on its own to provide you with the tools you need. But if you wish to enhance your well-being even further into other areas, these additional titles of gentle guided imagery and hypnotherapy may provide that extra cushion of care to help ease the process ~ 10 Simple Ways to Restore Your Inner Peace by www.Sedona.com

Beyond wealth, beyond autonomy, even beyond happiness, if you have inner peace you can feel that all is right with the world. It’s the place where nothing can bring you down; make you angry or cause you harm, because inside you are all right. And it’s the place so many of us need now, more than ever. We don’t have to tell you that stress is rampant all around us, and our lives are getting increasingly hectic, rather than simple. You probably already feel it, and live it. But amidst all the chaos, inside you can have peace. “Inner peace is natural to each and every one of us,” says Hale Dwoskin, CEO and director of training of Sedona Training Associates. “Yet most of us keep ourselves so busy and so externally focused we don't realize that right within us is the peace and happiness we are trying to create with our external action.” To restore your inner peace, or achieve it in the first place, all you have to do is realize that you are separate from your thoughts. And when your thoughts start to go toward chaos -- bills, arguments, projects at work, errands to run -- you can let them go, quickly, by using The Sedona Method. “In this moment could you allow yourself to notice that the peace you are looking for is already right within you? Now as best you can, could you welcome this peace that you are?” Dwoskin asks. “Could you simply let go and “be” just for this moment … the more you allow yourself to let go and be moment to moment, the more you won't notice both inner and outer peace -- and the more you will reap the benefits of allowing this peace to support you and enliven you.” Releasing with The Sedona Method is actually one of the simplest, fastest and most direct ways of restoring inner peace, because it instantly frees you from the thoughts that are weighing you down. And we all know it’s our thoughts that keep us up at night, make us feel anxious and panicked, and sometimes make it hard to even smile. When you let go of that negativity, you are free to feel peaceful. Realize you can feel that way at any time, and ALL the time, because peace is always at your core. Now, there are other methods, too, that can help you get to that place of inner peace we all crave. Along with using The Sedona Method, the following simple pleasures will also help you to find calm and balance in an otherwise hectic world, so we recommend you do them all, and do them often.

1. Smile and, even better, laugh 2.

Pet an animal

3. Meditate 4.

Watch children at play (and join in)

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Spend time in nature

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Watch the sun rise or set

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Take a deep breath, then another, and another

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Do something kind for someone

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Listen to music you love

10. Do some yoga or other gentle exercise (stretching, Tai Chi, etc.)

BACKGROUND Emotional Freedom Techniques (EFT), also called tapping, is a psychological, or emotional, version of acupuncture that does not involve needles. This therapy is based on the idea that unresolved negative emotions contribute to many physical pains and illnesses. Supporters of EFT claim that stimulating the acupuncture points helps get rid of emotional blockages from the system, thus restoring the mind and body's balance. EFT is based on the same philosophy as traditional Chinese medicine (TCM). According to Chinese medicine theory, the human body contains a network of energy pathways through which vital energy, called "chi," circulates. These pathways (also called meridians) contain specific points that function like gates, allowing chi to flow through the body. In acupuncture, needles are inserted into these points to regulate the flow of chi. Illness and symptoms are thought caused by problems in the circulation of chi through the meridians. Unlike acupuncture, EFT does not involve needles. Instead, a person taps his/her fingertips on specific meridians on the body along. This is combined with positive voice affirmations. The tapping supposedly stimulates chi and corrects the negative emotions that have detrimental

effects on the body's flow of energy. In this way, proponents believe that practicing EFT helps return the body's system to balance and reduces physical symptoms. People can practice this therapy themselves. However, EFT should not delay diagnosis or treatment with more proven techniques or therapies, and it should not be used as the sole approach to illnesses. EFT was developed by Gary Craig in the mid 1990s to treat a variety of health problems, including depression, post traumatic stress disorder (PTSD), stress, common cold, cancer, phobias, and various types of addictions. According to Craig, EFT can be used to treat just about any physical or mental ailment. EFT is a simplified version of Roger Callahan's bodywork techniques, which were part of the energy psychology movement. A variety of books have been published by EFTs founder and others on tapping. Instructional videos and DVDs are also available. A number of Web sites are devoted to tapping. Many practitioners advertise their services online. Three human studies on EFT have been published in three peer-reviewed journals. These studies evaluated the emotional and physical effects of EFT in humans. These small studies found that EFT might have positive effects on people who have phobias and stress. However, these studies were not well-designed and did not discover a definitive mechanism of action. Additional research is needed to determine if EFT is an effective treatment. As a procedure that is usually self-administered, healthcare professionals may be interested in learning more about tapping because it is inexpensive and non-invasive.

SYNONYMS Acupoints, acupuncture, affirmations, body tapping, chi, EFT, emotional freedom technique, Gary Craig, meridians, meridians, Roger Callahan, tapping, TCM, traditional Chinese medicine.

The Emotional Challenges of Physical Therapy and How to Overcome Them by www.Sedona.com It’s estimated that more than half of those who need physical therapy do not stick with their programs, and as a result may face continued pain or another injury. This high rate of abandonment is a serious issue, as it is often physical therapy, not surgery or drugs, that ultimately helps people with physical disabilities or injuries get back on their feet. The American Physical Therapy Association says, “When a physical therapist sees a patient for the first time, he or she examines that individual and develops a plan of care that promotes the ability to move, reduces pain, restores function, and prevents disability. The physical therapist and the patient then work side-by-side to make sure that the goals of the treatment plan are met.” In other words, it is up to YOU to make sure you follow through with the exercises and recommended treatment, even though it takes time and might be painful-- AND even though immediate gains may not be apparent. Pushing through and ultimately recovering is therefore often dependent on your attitude, and your ability to overcome the emotional challenges of physical therapy. If you allow negative emotions to take hold, depression, anxiety and frustration can easily sideline your treatment. You may be at risk of succumbing to your emotions if you often feel: •

Overwhelming feelings of frustration

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Doubts that the regimen will help you

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Dreading the days you go to physical therapy

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Feeling that you’ve been put through enough

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Thoughts of just giving up

Even if these thoughts do not occur to you (and especially if they do), it is still essential to treat your emotions and not just your body when going through physical therapy, and one of the best ways to do this is using The Sedona Method. The Sedona Method works by directing your thoughts away from your anxieties, toward a more neutral or positive focus. More specifically, the Method shows you how to let go of the negative thoughts that are holding you back. The Sedona Method can be learned in a matter of days, and it takes only an instant to release your negative thoughts and anxieties. Best of all, you can use The Method anywhere, even in the midst of physical therapy, to let go of any thought that troubles you. “The purpose of physical therapy is to work through the blocks caused by injury and illness. And the most powerful way I know to succeed in removing these blocks in addition to the physical activity, is to welcome the sensations and memories and let them go,” says Hale Dwoskin, CEO and director of training of Sedona Training Associates. “The more you allow yourself to release along with doing physical therapy, the quicker and more easily you'll see results,” he continues. “It is also extremely helpful to release on any impatience, frustration, resistance or any other emotion that may be coming up as you try to follow through on your physical therapy routine. This will help you to enjoy the sessions more as well as follow through on any assignments you get from your physical therapist.” Letting go using The Sedona Method in combination with physical therapy is highly effective. To find out more about how The Sedona Method has helped people with their health and wellness challenges, read through these amazing testimonial. Making it through your physical therapy program, and ultimately healing, is well within your reach when you learn to let go.

Robert Havighurst: Developmental Theorist

Developmental Task Theory (Robert Havighurst: teachable moments) Infancy - Early Childhood (birth to 5 years) Middle Childhood (6 to 12 years ) Adolescence (13 to 18 years) Early adulthood (19 to 29 years) Middle Adulthood (30-60 years) Later Maturity (60>) The idea of "developmental task" is generally credited to the work of Robert Havighurst who indicates that the concept was developed through the work in the 1930s and 40s of Frank, Zachary, Prescott, and Tyron. Others elaborated and were influenced by the work of Erik Erikson in the theory of psychosocial development. Havighurst states: "The developmental-task concept occupies middle ground between two opposed theories of education: the theory of freedom—that the child will develop best if left as free as possible, and the theory of constraint—that the child must learn to become a worthy, responsible adult through restraints imposed by his society. A developmental task is midway between an individual need and societal demand. It assumes an active learner interacting with an active social environment" (1971, p. vi). http://nongae.gsnu.ac.kr/~bkkim/won/won_117.html The Developmental Task Concept

From examining the changes in your own life span you can see that critical tasks arise at certain times in our lives. Mastery of these tasks is satisfying and encourages us to go on to new

challenges. Difficulty with them slows progress toward future accomplishments and goals. As a mechanism for understanding the changes that occur during the life span. Robert Havighurst(1952, 1972, 1982) has identified critical developmental tasks that occur throughout the life span. Although our interpretations of these tasks naturally change over the years and with new research findings. Havighurst's developmental tasks offer lasting testimony to the belief that we continue to develop throughout our lives. Havinghurst (1972) defines a developmental task as one that arises at a certain period in our lives, the successful achievement of which leads to happiness and success with later tasks; while leads to unhappiness, social disapproval, and difficulty with later tasks. Havighurst uses lightly different age groupings, but the basic divisions are quite similar to those used in this book. He identifies three sources of developmental tasks (Havighurst, 1972) •

Tasks that arise from physical maturation. For example, learning to walk, talk, and behave acceptably with the opposite sex during adolescence; adjusting to menopause during middle age

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Tasks that from personal sources. For example, those that emerge from the maturing personality and take the form of personal values and aspirations, such as learning the necessary skills for job success.

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Tasks that have their source in the pressures of society. For example, learning to read or learning the role of a responsible citizen.

According to our biopsychosocial model, the first source corresponds to the "bio" part of the model, the second to the "psycho," and the third to the "social" aspect. Havighurst has identified six major age periods:

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infancy and early childhood (0-5 years),

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middle childhood (6-12 years)

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adolescence (13-18 years),

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early adulthood (19-29 years),

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middle adulthood (30-60 years), and

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later maturity (61+).

Table presents typical developmental tasks for each of these periods.

The developmental tasks concept has a long and rich tradition. Its acceptance has been partly due to a recognition of sensitive periods in our lives and partly due to the practical nature of Havighurst's tasks. Knowing that a youngster of a certain age is encountering one of the tasks of that period (learning an appropriate sex role) helps adults to understand a child's behavior and establish an environment that helps the child to master the tasks. Another good example is that of acquiring personal independence, an important task for the middle childhood period. Youngsters test authority during this phase and, if teachers and parents realize that this is a nomal, even necessary phase of development, they react differently than if they see it as a personal challenge(Hetherington and Parke, 1986) For example, note Havighurst's developmental tasks for middle adulthood, one of which is a parent's need to help children become happy and responsible adults. Adults occasionally find it hard to "let go" od their children. They want to keep their children with them far beyond any reasonable time. For their own good, as well as that of their children. Once they do, they can enter a happy time in their own lives if husbands and wives are not only spouses but friends and partners as well.

Havighurst is not alone in the importance he places on the developmental task concept (Cole, 1986; Goetting, 1986; Cristante & Lucca, 1987; Cangemi and Kowalski, 1987). For example, Goetting (1986) has examined the developmental tasks of siblings and identified those that last a lifetime, such as companionship and emotional support. Other tasks seem to be related to a particular stage in the life cycle, such as caretaking during childhood and later the care of elderly parents. Identifying and mastering developmental tasks help us to understand the way change affects our lives. Another way to understand life span changes is to identify those needs that must be satisfied if personal goals are to be achieved. To help you recognize the role that needs play in our lives, let's examine the work of Abraham Maslow and his needs hierarchy. Developmental Tasks of Infancy and Early Childhood:

1. Learning to walk. 2. Learning to take solid foods 3. Learning to talk 4. Learning to control the elimination of body wastes 5. Learning sex differences and sexual modesty 6. Forming concepts and learning language to describe social and physical reality. 7.

Getting ready to read

Ages birth to 6-12 1. Learning physical skills necessary for ordinary games.

2. Building wholesome attitudes toward oneself as a growing organism 3. Learning to get along with age-mates 4. Learning an appropriate masculine or feminine social role 5. Developing fundamental skills in reading, writing, and calculating 6. Developing concepts necessary for everyday living. 7. Developing conscience, morality, and a scale of values 8. Achieving personal independence 9. Developing attitudes toward social groups and institutions Developmental Tasks of Adolescence: Ages birth to 12-18 1. Achieving new and more mature relations with age-mates of both sexes 2. Achieving a masculine or feminine social role 3. Accepting one's physique and using the body effectively 4. Achieving emotional independence of parents and other adults

5. Preparing for marriage and family life Preparing for an economic career 6. Acquiring a set of values and an ethical system as a guide to behavior; developing an ideology 7. Desiring and achieving socially responsible behavior

Developmental Tasks of Early Adulthood

1. Selecting a mate 2. Achieving a masculine or feminine social role 3. Learning to live with a marriage partner 4. Starting a family 5. Rearing children 6. Managing a home 7. Getting started in an occupation 8. Taking on civic responsibility 9. Finding a congenial social group Super” Vocational Development Stages

1. Growth B-14 Development of Abilities, Interests, Needs Associated with Self-Concept 2. Exploration 15-24 Tentative Plans, Choices Narrowed not Finalized 3. Establishment 25-44 Stable Career Identity 4. Maintenance 45-64 Small Adjustments 5. Decline 65 + Reduced Productivity and Retirement

Super” Adolescent Attitudes and Competencies (Vocational Maturity) 1. Oriented to Vocational Choice? Knows choices need to be made and emotionally engaged. 2. Information and Planning? Has information and engages in long term planning including educational plans. 3. Consistent Vocational Preferences? Has stable vocational goals and plans.

4. Vocationally Independent? Makes decisions independently 5. Wise Decisions? Decisions fit aptitude, ability, resources Robert James Havighurst (June 5, 1900 in De Pere, Wisconsin – January 31, 1991 in Richmond, Indiana) was a professor, physicist, educator, and aging expert. Both his father, Freeman Alfred Havighurst, and mother, Winifred Weter Havighurst, had been educators at Lawrence University. Havighurst worked and published well into his 80s. According to his family, Havighurst died of Alzheimer's disease at the age of ninety.

Intellectual Contributions Havighurst's educational research did much to advance education in the United States. Educational theory before Havighurst was underdeveloped. Children learned by rote and little concern was given to how children developed. From 1948 to 1953 he developed his highly influential theory of human development and education. The crown jewel of his research was on developmental task. Havighurst tried to define the developmental stages on many levels. Havighurst identified Six Major Stages in human life covering birth to old age. •

Infancy & early childhood (Birth till 6 years old)

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Middle childhood (6-12 years old)

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Adolescence (13-18 years old)

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Early Adulthood (19-30 years old)

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Middle Age (30-60years old)

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Later maturity (60 years old and over)

From there, Havighurst recognized that each human has three sources for developmental tasks. They are: •

Tasks that arise from physical maturation: Learning to walk, talk, control of bowel and urine, behaving in an acceptable manner to opposite sex, adjusting to menopause.

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Tasks that arise from personal values: Choosing an occupation, figuring out ones philosophical outlook.

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Tasks that have their source in the pressures of society: Learning to read, learning to be responsible citizen.

The developmental tasks model that Havighurst developed was age dependent and all served pragmatic functions depending on their age. Developmental Tasks

(Ages 0-6) •

Learning to walk. * Learning to crawl. * Learning to take solid food. * Learning to talk. * Learning to control the elimination of body wastes. * Learning sex differences and sexual modesty. * Getting ready to read. * Forming concepts and learning language to describe social and physical reality.

(Ages 6-12) •

Learning physical skills necessary for ordinary games. * Learning to get along with age mates. * Building wholesome attitudes toward oneself as a growing organism. * Learning on appropriate masculine or feminine social role. * Developing concepts necessary for everyday living. * Developing conscience, morality and a scale of values. * Achieving personal independence. * Developing attitudes toward social groups and institutions.

(Ages 12-18) •

Achieving new and more mature relations with age mates of both sexes. * Achieving a masculine or feminine social role. * Accepting one’s physique and using the body effectively. * Achieving emotional independence of parents and other adults. * Preparing for marriage and family life. * Acquiring a set of values and an ethical system as a guide to behavior. * Desiring and achieving socially responsible behavior.* Selecting an occupation.

(Ages 18-30) •

Selecting a mate. * Learning to live with a partner. * Starting family. * Rearing children. * Managing home. * Getting started in occupation. * Taking on civic responsibility. * Finding a congenial social group.

(Ages 30-60) •

Assisting teenage children to become responsible and happy adults. * Achieving adult social and civic responsibility. * Reaching and maintaining satisfactory performance in one’s occupational career. * Developing adult leisure time activities. * Relating oneself to one’s spouse as a person. * To accept and adjust to the physiological changes of middle age. * Adjusting to aging parents.

(60 and over) •

Adjusting to decreasing physical strength and health. Adjusting to retirement and reduced income. * Adjusting to death of a spouse. * Establishing an explicit affiliation with one’s age group. * Adopting and adapting social roles in a flexible way. * Establishing satisfactory physical living arrangements.

Havighurst Quotes "Family life is the source of the greatest human happiness. This happiness is the simplest and least costly kind, and it cannot be purchased with money. But it can be increased if we do two things: if we recognize and uphold the essential values of family life and if we get and keep control of the process of social change so as to make it give us what is needed to make family life perform its essential functions." "The modern world needs people with a complex identity who are intellectually autonomous and prepared to cope with uncertainty; who are able to tolerate ambiguity and not be driven by fear into a rigid, single-solution approach to problems, who are rational, foresightful and who look

for facts; who can draw inferences and can control their behavior in the light of foreseen consequences, who are altruistic and enjoy doing for others, and who understand social forces and trends." "A successful mother sets her children free and becomes free herself in the process." "The two basic principle processes of education are knowing and valuing." "The art of friendship has been little cultivated in our society." "A developmental task is a task which is learned at a specific point and which makes achievement of succeeding tasks possible. When the timing is right, the ability to learn a particular task will be possible. This is referred to as a 'teachable moment.' It is important to keep in mind that unless the time is right, learning will not occur. Hence, it is important to repeat important points whenever possible so that when a student's teachable moment occurs, s/he can benefit from the knowledge."

James W. Fowler "Stages of Faith" Fowler's research and theories are similar to the work of two famous psychologists. Jean Piaget was famous for his cognitive development theories while Kohlberg is known for his work in moral reasoning. Fowler's theory of spiritual development stretches from infancy to old age. Although not an age- related stage theory, Fowler believes that all people go through stages of spirituality during their lives. Click on a stage to the right for an explanation. More info on Dr. Fowler at Emory University ETHICS | THEOLOGY I think that Fowler's stage theory is a great way to look at things. However, even he admits that faith development is hard to pin down into clear stages. It is hard enough to define words like faith and spirituality. One thing is certain, most people wonder about what is out there beyond what we know through science and reason.

Stages of faith development From Wikipedia, the free encyclopedia Jump to: navigation, search

A series of stages of faith development was proposed by Professor James W. Fowler, a developmental psychologist at Candler School of Theology, in the book Stages of Faith. This book-length study contains a framework and ideas, which have generated a good deal of response from those interested in religion.

It proposes a staged development of faith (or spiritual development) across the lifespan. It is closely related to the work of Jean Piaget, Erik Erikson, and Lawrence Kohlberg regarding aspects of psychological development in children and adults. Faith is seen as a holistic orientation, and is concerned with the individual's relatedness to the universal: •

Stage 0 – "Primal or Undifferentiated" faith (birth to 2 years), is characterized by an early learning of the safety of their environment (ie. warm, safe and secure vs. hurt, neglect and abuse).

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Stage 1 – "Intuitive-Projective" faith (ages of three to seven), is characterized by the psyche's unprotected exposure to the Unconscious.

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Stage 2 – "Mythic-Literal" faith (mostly in school children), stage two persons have a strong belief in the justice and reciprocity of the universe, and their deities are almost always anthropomorphic.

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Stage 3 – "Synthetic-Conventional" faith (arising in adolescence) characterized by conformity

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Stage 4 – "Individuative-Reflective" faith (usually mid-twenties to late thirties) a stage of angst and struggle. The individual takes personal responsibility for their beliefs and feelings.

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Stage 5 – "Conjunctive" faith (mid-life crisis) acknowledges paradox and transcendence relating reality behind the symbols of inherited systems

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Stage 6 – "Universalizing" faith, or what some might call "enlightenment".