Dear friends,
I would like to share with you this video by Patrick McKeown. I find it very helpful and I wish it will give everyone a little bit of comfort during this difficult time. Please also read the comments below the video.
Keep safe and stay at home!
Love always,
Vassiliki
Dear friends,
-Can a man still be brave if he is afraid?
-That is the only time a man can be brave!
A Game of Thrones – G.R.R. Martin.
YOUR BUCKET LIST
Having a bucket list will help you identify your personal and professional goals and desires. Use a bucket list to keep yourself focused and make an effort every day to accomplish at least one small task that will lead you towards crossing things off of your bucket list.
MINDFULNESS EXERCISE
You’ll need a few raisins for this activity (or if you prefer, any other dried fruit can substitute). In addition, I recommend taking a few moments afterward to write down any reactions you have to the exercise, and what you learned from it. Your intention will be to eat a raisin in a mindful manner, fully immersed in the experience.
Begin by taking a raisin and placing it in the palm of your hand. Glance down at it, pretending for a moment that you’ve never seen anything like it before. Alternate between holding the raisin in your hand and placing it between your forefinger and thumb to more fully feel its texture. Notice the weight of the raisin as it rests in your hand.
Now take a moment to really see the raisin, paying particular attention to its subtle details. With full attention and awareness, notice the texture of the raisin, and the shadow it casts on your palm. Notice its ridges, and the particular colors it contains.
Placing the raisin between your fingers now, observe all of its texture with even more awareness. How does it feel to brush your fingers over the raisin? Feel the ridges on its surface.
Now bring the raisin up towards your nose. As you inhale, simply notice any smells or scents that you detect. Or if you cannot detect a scent, simply notice that as well, without judgment.
Slowly take the raisin and place it gently in your mouth. Observe what happens within your mouth when you do; perhaps you’ll find yourself salivating or notice your tongue “reaching out” towards the raisin as you place it in your mouth. Before chewing, simply notice whatever sensations come up in your mouth now that you’ve placed the raisin on your tongue.
Take a single bite into the raisin and notice how doing so affects your mouth and tongue. Notice the different textures that you can now pick up on. When you’re ready, continue to slowly chew the raisin. But before swallowing, again simply notice all that’s occurring right now in your mouth, mind, and body.
When you’re ready, swallow the raisin and continue to observe any feelings, reactions, thoughts, and emotions that come up for you as you do. Without judgment, bring full awareness to whatever is happening inside of you, and take a minute to merely sit with those reactions with your eyes closed.
People have all sorts of reactions to the raisin meditation. For some, it’s an eye-opening experience, in that it demonstrates how a simple activity (eating a raisin) can be transformed into something far more meaningful. For others, it feels foreign to eat a raisin in this manner and can even feel uncomfortable. Whatever your reactions may be, take a moment to simply notice them, and write down some quick thoughts about the exercise.
Take care and stay at home.
Love,
Vassiliki
Dear friends,
This exercise gives people the space to express some of their anger safely on a paper.
Think of coronavirus. Draw it on a piece of paper.
Call the coronavirus all the names you want.
Now tear it up however you please.
Tear it into strips or little pieces or any way you want.
Imagine that this piece of paper is your source of stress and anxiety. Tearing up the paper is very therapeutic!
Love,
Vassiliki
Dear friends,
My emotional disturbance about Covid-19 could be dealt with the following psychological techniques which were especially useful for me for helping me to grow out of fear and emotional stress, into happiness, peace and emotional balance: Radical acceptance, gratitude, mindfulness, my meditation stone and forest therapy.
Radical acceptance improves the quality of my life. Butler and Ciarrochi (2007) define acceptance as “a willingness to experience psychological events (thoughts, feelings, memories) without having to avoid them or let them unduly influence behavior”. According to Jon Kabat-Zinn’s in, “Coming to Our Senses: Healing Ourselves and the World Through Mindfulness”: “Acceptance doesn’t, by any stretch of the imagination, mean passive resignation. Quite the opposite. It takes a huge amount of fortitude and motivation to accept what is- especially when you don’t like it-and then work wisely and effectively as best you possibly can with the circumstances you find yourself in and with the resources at your disposal, both inner and outer, to mitigate, heal, redirect, and change what can be changed.” By learning to accept this unpleasant event rather than struggling with it, I could reduce my experiential avoidance of perceived future threats and negative emotional experiences.
Psychological resilience has been characterized by the ability to bounce back from negative emotional experiences and by flexible adaptation to the changing demands of stressful experiences. According to the broaden-and-build theory, positive and negative emotions have distinct and complementary adaptive functions and cognitive and physiological effects. This theory posits that negative emotions narrow one’s momentary thought–action repertoire by preparing one to behave in a specific way (e.g., escape when afraid). In contrast, various discrete positive emotions (e.g., joy, contentment, interest) broaden one’s thought–action repertoire, expanding the range of cognitions and behaviors that come to mind. Positive emotions can also act more directly on physiology, dampening the cardiovascular system and the hormone system. In both cases, the link might be what’s called the sympathetic nervous system, the largely unconscious part of our nervous system that controls, among other things, the fight-or-flight response to threats. If the activity of the sympathetic nervous system were dialed down, heart rate would decrease; that is generally regarded as a marker of good cardiovascular health. Blood pressure would also fall, reducing your risk of stroke. Quieting the neuroendocrine system would lower blood levels of epinephrine and norepinephrine, the fight-or-flight hormones.
One powerful mechanism by which positive emotions could affect health is through immunity: They have been shown to increase levels of growth hormone and the hormones prolactin and oxytocin.
There might even be a more direct effect of positive emotions on the body. Some neurons in the brain, called sympathetic fibers, connect all the way to the thymus and lymph nodes, which are production factories for immune-system cells. Activating these neurons in the brain via positive emotions might therefore activate the thymus and lymph nodes, unleashing infection-fighting cells. Sympathetic fibers also release a slew of substances that bind to receptors on white blood cells, again priming them to attack invaders. This perspective on positive emotions might help explain why those who experience positive emotions in the midst of stress are able to benefit from their broadened mindsets and successfully regulate their negative emotional experiences.
Positive emotions solve problems concerning personal growth and development. Experiencing a positive emotion leads to states of mind and to modes of behavior that indirectly prepare an individual for later hard times. Two decades of experiments by Alice Isen of Cornell University and her colleagues have shown that people experiencing positive feelings think differently. Overall, 20 years of experiments by Isen and her colleagues show that when people feel good, their thinking becomes more creative, integrative, flexible and open to information. Even though positive emotions and the broadened mindsets they create are themselves short-lived, they can have deep and enduring effects. By momentarily broadening attention and thinking, positive emotions can lead to the discovery of novel ideas, actions and social bonds. Barbara Fredrickson and her students tested these ideas by surveying a group of people to examine their resilience and optimism. The people were originally interviewed in the early months of 2001, and then again in the days after the September 11th terrorist attacks. They asked them to identify the emotions they were feeling, what they had learned from the attacks and how optimistic they were about the future. They learned that after September 11th nearly everyone felt sad, angry and somewhat afraid. And more than 70 percent were depressed. Yet, the people who were originally identified as being resilient in the early part of 2001 felt positive emotions strongly as well. They were also half as likely to be depressed. Barbara’s Fredrickson statistical analyses showed that Gratitude was the most common positive emotion people felt after the September 11th attacks.
Feeling grateful was associated both with learning many good things from the crisis and with increased levels of optimism. Feeling grateful broadened positive learning, which in turn build optimism, just as the broaden-and-build theory suggests. So “feeling good” does far more than signal the absence of threats. It can transform people for the better, making them more optimistic, resilient and socially connected.
A number of studies suggest that the cardiovascular activity associated with stress and negative emotions, especially if prolonged and recurrent, can promote or exacerbate heart disease. The undoing effect suggests that positive emotions can reduce the physiological “damage” on the cardiovascular system sustained by feeling negative emotions. But some other research suggests that there’s more to it than that. It appears that experiencing positive emotions increases the likelihood that one will feel good in the future. Resilient people are characterized by an ability to experience both negative and positive emotions even in difficult or painful situations, she says. They mourn losses and endure frustrations, but they also find redeeming potential or value in most challenges. When not-so-resilient people face difficulties, Fredrickson notes, all of their emotions turn negative. If things are good, they feel good, but if things are bad, they feel horrid. Resilient people, on the other hand, tend to find some silver lining in even the worst of circumstances. While they certainly see and acknowledge the bad, Fredrickson says, “they’ll find a way to also see the good. They’ll say, ‘Well at least I didn’t have this other problem”. According to Fredrickson although the use of humor, laughter and other direct attempts to stimulate positive emotions are occasionally suitable, they often seem poor choices, especially in trying times. Based on their recent experiment with college students, her advice would be to cultivate positive emotions indirectly by finding positive meaning within current circumstances. Positive meaning can be obtained by finding benefits within adversity, by infusing ordinary events with meaning and by effective problem solving. So, you can infuse ordinary events with meaning by expressing appreciation, love and gratitude, even for simple things. And you can find positive meaning through problem solving by supporting compassionate acts toward people in need.
So, gratitude (appreciation) helps me to notice how much positive is in my life. I slow my life down, and I appreciate all that I have. My daughter, my husband, my dog, my home, a beautiful sunset, the flowers, the trees…
As a result, acceptance, gratitude and awareness of the present moment without judgment (mindfulness meditation) could help me to be better able to tolerate my negative thoughts and feelings.
But the most important healer for me is the nature. My meditation stone also helps me to overcome my negative thoughts and promote mindfulness. When I repeat the powerful affirmations often, and believe in them, I can start to make positive changes. When combined with meditation and forest therapy this can have multiple benefits.
A study from Portugal found that people living near industrial “gray space,” as opposed to green space, reported “decreased use of coping strategies” and less optimism. These are just some of the benefits that scientists, academics and teachers have discovered occur when a person gets some nature therapy into their life:
●Reduces blood pressure and heart rate.
●Reduces anxiety, anger, depression, obesity, post-traumatic stress disorder and attention deficit hyperactivity disorder.
●Improves sleep.
●Strengthens the immune system.
●Increases energy and vitality.
●Increases sensory awareness and perception.
●Promotes a healthy body-mind-heart connection.
●Increases brain power and clarity of thought.
●Increases self-esteem, empathy, kindness and compassion.
●Boosts creativity and intuition.
●Calms the nervous system.
●Relaxes an overworked brain.
A study in Environmental Science and Technology found a link between decreased anxiety and bad moods with walks in the woods, while another reported that taking a walk outdoors should be prescribed by doctors as a supplement to existing treatments for depressive disorders. The Journal of Affective Disorders released analysis that declared how every green, natural environment (not just forests!) improved mood and self-esteem, a crucial element for personal happiness, and that the presence of water — a lake, a river, the ocean — made the positive effects on happiness even more noticeable. Studies show that exercising in forests — or even just sitting in one — reduces blood pressure and decreases to stress-related hormones cortisol and adrenalin, which helps us to calm down.
Even looking at photos or drawings of trees has a similar effect. Researchers from Sussex University tested the brain activity of 17 healthy subjects listening to a variety of natural and unnatural soundscapes. When asked about how the sounds affected them, the participants reported that the natural sounds led to relaxation and a feeling of positivity, whereas the unnatural sounds made them feel stressed. Brain scans taken just afterwards backed this up, with researchers noting how artificial sounds activated anxiety related brain activity. Even research involving the use of nature videos of the forest or the ocean have the same physiological effects.
So, take care and stay at home.
Love,
Vassiliki
Dear friends,
These exercises reduce stress without taking even one minute.
Take care. Stay at home.
Love,
Vassiliki
Personal Message:
Most of us are very scared of what tomorrow will bring.
Use breathing to release tension from panic attacks and relax.
Use breathing to reduce symptoms of intense stress.
Good breathing habits will enhance your psychological and physical wellbeing, whether you practice them alone or in combination with other relaxation techniques.
Breathing exercises have been Found to be effective in reducing generalized anxiety disorders, panic attacks, irritability, muscle tension, and fatigue.
They are used in the treatment and prevention of breath holding, hyperventilation and shallow breathing.
Lie on your back and gently place one hand on your abdomen and one hand on your chest and follow your breathing. Notice how your abdomen rises with each inhalation and falls with each exhalation.
If you are seated while you do these exercises, remember to maintain good posture with your head comfortably balanced on your spine, your arms and legs uncrossed and your feet firmly placed on the floor.
Although most of the action is in your abdomen when you breath diaphragmatically, your chest does move a little. As you inhale, first your abdomen, then your middle chest, and then your upper chest will rise in one smooth movement.
Once you know what it feels like to breathe diaphragmatically, you can use this option to deepen and slow your breath even more. Inhale through your nose, and exhale through your mouth. Take long, slow deep breaths that raise and lower your abdomen. Practice diaphragmatic breathing for about five or ten minutes at a time, once or twice a day.
Inhale diaphragmatically as you say to yourself “breathe in”.
Hold your breath a moment before you exhale.
Exhale slowly and deeply as you say to yourself “relax”.
Pause and wait for your next natural breath.
As you inhale slowly and then hold your breath for a moment, notice the parts of your body that tense up.
As you exhale, feel the tension naturally leaving your body.
Take care. Stay at home.
Love,
Vassiliki
My dear friends, hello!
The National Union of Teachers (UK) indicates the ways in which stress manifests itself:
“The effects of stress can be manifested in many different ways including physical effects such as raised heart rate, headache, dizziness, palpitations, skin rashes, aching neck and shoulders and lowering of resistance to infection. Over a long period stress may contribute to chronic health problems such as heart disease and stomach ulcers. Various psychological and behavioural changes affecting work performance and interpersonal relationships may also be noticed by stressed individuals’ colleagues, including inability to concentrate, overworking, irritability or aggression, becoming withdrawn or unsociable, or reluctance to accept constructive criticism and advice”.
The main causes of stress in the workplace:
Negative thoughts ruin your life! When negative emotions like stress and anxiety fill your mind you are unable to battle the obstacles you encounter in your life. Psychologist Guy Winch notes that it is both possible and hugely beneficial to stop negative thoughts. “Studies tell us that even a two-minute distraction is sufficient to break the urge to ruminate in that moment,” he says. In this context, Winch uses the term “rumination” to describe the act of dwelling on negative experiences, circumstances, or worries. Though it’s easy to slip into rumination, you can just as easily change the channel in your mind. Every time you catch yourself beginning to worry, stop and intentionally think about something else. The mental distraction might be something completely unrelated, such as noticing the beauty around you or remembering someone’s act of kindness.
Affirmations are positive statements. The use of daily positive affirmations helps you counter the negative self-talk, with positive ideas. When properly formed, affirmations can counteract some of your negative thoughts and habits, resonating with the alpha brain waves and enabling you to achieve empowerment, to change your thinking. When you learn how to think positive, your self-image will naturally improve. As a result you will act differently and your circumstances will naturally change as well. This is a great start, as affirmations with words and valuable phrases can be quite powerful, imprinting positive messages in your subconscious mind.
How to create powerful affirmations:
Positive affirmations are words that help release the power within yourself. New strength and ability are released from your innermost being. Positive affirmations motivate you and inspire you. So remember to pick the right statements for your intentions, make it a daily habit to clear the clutter and reprogram your subconscious mind. Be aware that positive affirmations don’t magically manifest results—what they do instead is open your subconscious to new channels of information and opportunity, so you must take action on these in order for any major changes to happen to your life (Leena S. Guptha DO, Psychology Today).
But changes do not happen overnight. You need to repeating the positive affirmations again and again till they are firmly embedded in your subconscious mind.
All my mandala stones, wooden pebbles and bookmarks are stress relieving because they can be used as a focus for meditation. They always have a circular nature and offer balancing symmetrical elements and images symbolizing harmony and completion. These mandala stones, pebbles and bookmarks will help promote mindfulness, focus attention and emotional wellbeing. The Affirmation Stones and the Inspirational Stones can help you to challenge and overcome negative thoughts. When you repeat them often, and believe in them, you can start to make positive changes. The Worry Stones, generally used by Ancient Greeks, can be used for meditation, relaxation or anxiety relief.
Remember that you are worthy of being happy, healthy and of being anxiety and stress free. I wish all of you a very happy life ahead in which you do not need to worry about anything.
If you enjoyed my blog post, please share it with a friend who you think might find it helpful too! I really appreciate your support.
You can also visit my website:
Love always,
Vassiliki
Hello my friends!
In 1991, the eminent positive psychologist Charles R. Snyder and his colleagues came up with Hope Theory. According to their theory, hope consists of agency and pathways. The common conception of hope is based on Snyder’s hope theory (1994, 2002) which describes hope as a positive motivated state and a cognitive process with three distinct, yet related elements (Snyder & Lopez, 2007):
1. goal-directed thinking – valuable but uncertain goals providing direction and end-point.
2. pathways thinking – the perceived capacity to find routes to desired goals.
3. agency thinking – the requisite motivations to use those routes.
According to hope theory, conceptualized by Snyder and colleagues, hope is a goal directed cognitive process. It is characterized as a human strength that involves a person capacity to (a) clearly conceptualize goals (goals thinking), (b) create ways or strategies to achieve those goals (pathways thinking), and (c) initiate and sustain motivation for using those strategies (agency thinking) to effectively obtain what a person is looking for. Any deficit in this cognitive theory (goals, agency, pathways) reflects low hope. Indeed, neither agency nor pathway thinking alone is sufficient to sustain hope. The person who has hope has the will and determination that goals will be achieved, and a set of different strategies at their disposal to reach their goals. When high-hope people encounter obstacles in pursuit of a goal, they do not despair. Having identified multiple routes to reach objectives, they simply choose another route and go around the barrier. Low-hope people, in contrast, may give up when encountering barriers to goals because they cannot think of other pathways to surmount the obstacles. This often results in frustration, a loss of confidence, and lowered self-esteem. In order to sustain movement toward one’s goals, both a sense of agency and a sense of pathways must be operative (Snyder, 2000).
Hope involves the will to get there, and different ways to get there. Psychological well being in society is improved if people are allowed to pursue goal directed activity and achieve rewards. A considerable body of research suggests high-hope individuals are more resilient, experience lower levels of anxiety and depression and experience better outcomes in the workplace and at home (Lopez et al. 2004; Snyder & Lopez, 2007). They are less like to abandon their goals and more likely to stay the course in pursuing their aims. The experience of hope has a positive influence on individual health and well-being (Gallagher & Lopez, 2009; Shorey, Little, Snyder, Kluck, & Robitschek, 2007; Snyder et al., 1996). Optimism as a trait is also studied in positive psychology, and appears as the VIA Strength of Hope and Optimism. Hope and optimism are both part of cognitive, emotional, and motivational stances toward the future, indicating a belief that future good events will outweigh bad events (Peterson & Seligman, 2004). Individuals with high hope experience better overall physical, psychological, and social well-being. Hopeful people have also been found to be less reactive to stressful situations (Chang & DeSimone, 2001; Snyder, 2002). Scheier and Carver (1985) emphasize generalized outcome expectancies in their theory and assume that optimism is a goal-based approach that occurs when an outcome has substantial value. In this optimism model, people perceive themselves as being able to move toward desirable goals and away from undesirable goals (antigoals; Carver & Scheier, 2000a). Although pathways-like thoughts and agency-involved thoughts are implicit in their model, the outcome expectancies (similar to agency) are seen as the prime elicitors of goal-directed behaviors (Scheier & Carver, 1985, 1987). High-hope people embrace self-talk agentic phrases as “I can do this” and “I am not going to be stopped” (Snyder et al., 1998).
The acquisition of goal-directed hopeful thought is absolutely crucial for the child’s survival and thriving. Children with higher levels of hope are more creative, have better academic results, better social skills, higher self-esteem, self-realization, better perceptions of being able to solve problems and face obstacles ( Snyder et al., 1997). These children are guided by successful experiences rather than frustrations and are more apt to set challenging (and achievable) goals and develop more satisfactory life goals ( Snyder et al., 2003). On the other hand, children with lower levels of hope are more prone to frustration, anxiety, depression, and aggression ( Snyder et al., 2003). Teachers who perceive the plight of low-hope students in the classroom, however, should resist the impulse to “give them a break” and not demand as much from them as from other students in the classroom. Rather, a caring adult who has high expectations and who demands high levels of performance can instill hope in a young person (McDermott & Snyder, 2000). It is important to emphasize that in order to give hope to others, you must first have hope yourself (Snyder et al., 1997).
http://www.udemy.com/teacher-emotional-wellbeing/?src=sac&kw=57%20helpful%20ways%20to%20benefit
I love Vicki’s Zakrzewski article How to Help Students Develop Hope in Greater Good Magazine published by the Greater Good Science Center at UC Berkeley.
1.Identify and prioritize their top goals, from macro to micro. Start by having students create a “big picture” list of what’s important to them—such as their academics, friends, family, sports, or career—and then have them reflect on which areas are most important to them and how satisfied they are with each. Keep in mind that the goals must be what the students want, not what their parents or schools want. Otherwise, as studies suggest, they will quickly lose their interest and/or motivation, especially as they come up against obstacles. Finally, students should rank their goals in order of importance.
2. Breakdown the goals—especially long-term ones—into steps. Research has suggested that students with low hope frequently think goals have to be accomplished all-at-once, possibly because they haven’t had the parental guidance on how to achieve goals in steps. Teaching them how to see their goals as a series of steps will also give students reasons to celebrate their successes along the way—a great way to keep motivation high!
3.Teach students that there’s more than one way to reach a goal. Teaching them to visualize different paths to their goals will help them get beyond insurmountable barriers. Perhaps most importantly, teachers need to make sure that students don’t equate those barriers with a lack of talent; instead, they need to be reminded that everyone faces obstacles. Success usually requires creative ways to overcome these obstacles, not avoiding them altogether.
4.Tell stories of success. Scientists have found that hopeful students draw on memories of other successes when they face an obstacle; however, students with low hope often don’t have these kinds of memories. That’s why it’s vital for teachers to read books or share stories of other people—especially kids—who have overcome adversity to reach their goals.
5.Keep it light and positive. Research has found that students who use positive self-talk, rather than beating themselves up for mistakes, are more likely to reach their goals.
Love always,
Vassiliki xxxx
Hello my friends!
Positive psychology is said to be an umbrella term for the study of positive emotions, positive character traits, and enabling institutions (Seligman, Steen, Park, & Peterson, 2005). It can be described as the study of what people do right, and how they do it, and involves aiming towards helping people to develop those qualities that will help them lead more fulfilling lives. Within the field of positive psychology the terms subjective well-being and life satisfaction is often used interchangeably with happiness, which are more scientifically solid terms for what people usually associate with happiness (Seligman & Csikszentmihalyi, 2000). A premise of positive psychology is that it is possible to improve mental health, and make development and growth feasible, by focusing on and elaborate on strengths of character and positive personality traits. To be able to put a name to what one does well, to gain knowledge about and cultivate ones strengths is thought to promote well-being. Happiness is in theory and research often substituted with the term wellbeing, in particular referring to individual, or subjective, well-being (SWB). It can be defined in terms of the individual’s cognitive and affective evaluations of his or her life as a whole (Diener, Oishi, & Lucas, 2009). As such, these judgements will consist of both cognitive evaluations of life satisfaction, as well as emotional responses to events.
Thus, subjective well-being is an individual experience that implies high levels of pleasant moods and emotions (not just the absence of negative ones) and high life satisfaction, resulting from a global judgement of all aspects of a person’s life.
This blog post provides the basics for what has become known as the six core virtues of psychological strength; courage meaning emotional strengths that involve the exercise of will to reach goals in the face of difficulties, justice, denoting civic strengths that underlie healthy community life, humanity, which implies interpersonal strengths that enhance meaningful social relationships, temperance, implying strengths which protect against excess, wisdom, denoting cognitive strengths that imply the gaining and using of knowledge, and finally, transcendence, which means strengths that are thought to lie at the basis for being able to connect to the larger universe and provide meaning (Peterson & Seligman, 2004).
Character strengths are defined as the subset of personality traits, on which we place moral value and are psychological processes or mechanisms that constitute positive traits reflected in thoughts, feelings, and behaviors (Park, Peterson, & Seligman, 2004). For instance, introversion or extroversion might be seen as neutral concepts, but gratitude and fairness have a moral value, and can as such be called character strengths. Virtue and character are thus different from personality and temperament in that they have moral relevance. But like other personality traits, they presumably exist in degrees rather than either-or categories (Peterson, Park, & Seligman, 2005a).
Virtues and Character Strengths
1.Wisdom and knowledge
– creativity: thinking of novel and productive ways to conceptualize and do things
– curiosity: taking an interest in all of ongoing experience for its own sake, exploring and discovering
– judgment: being open-minded and thinking things through and examining them from all sides
– love of learning: mastering new skills, topics, and bodies of knowledge, to add systematically to what one knows
– perspective: being able to provide wise counsel to others
2. Courage
– honesty: speaking the truth and presenting oneself in a genuine way, being sincere and without pretense
– bravery: not shrinking from threat, challenge, difficulty, or pain, speaking up for what is right and act on conviction in the face of opposition
– persistence: finishing what one starts, persisting in a course of action in spite of obstacles
– zest: approaching life with excitement and energy, feeling alive and activated.
3. Humanity
– kindness: doing favors and good deeds for others, helping and taking care of others
– love: valuing close relations with others, sharing, caring and being close to other people
– social intelligence: being aware of the motives and feelings of oneself and others, knowing how to fit into different social situations.
4. Justice
– fairness: treating all people the same according to notions of fairness and justice, giving everyone a fair chance
– leadership: organizing group activities and seeing that they happen and at the same time maintain good relations within the group
– teamwork: working well as a member of a group or team, being loyal to the group and doing one’s share.
5. Temperance
– forgiveness: forgiving those that have done wrong, giving people a second chance and accept their shortcomings
– modesty: letting one’s accomplishments speak for themselves, avoiding the spotlight
– prudence: being careful about one’s choices; not saying or doing things that might later be regretted
– self-regulation: regulating what one feels and does, appetites and emotions, being disciplined.
6. Transcendence
– appreciation of beauty and excellence: noticing and appreciating beauty, excellence, and/or skilled performance in all domains of life
– gratitude: being aware of and thankful of the good things that happen, also expressing them
– hope: believing in a good future, expecting the best and working to achieve it
– humor: seeing the light side, liking to laugh and joke; bringing smiles to other people
– religiousness: having coherent beliefs about the higher purpose and meaning of life, also beliefs that shape conduct and provide comfort.
Studies that examine happiness, life satisfaction, and related concepts of well-being are some of the more popular areas of inquiry in positive psychology. Since the onset of positive psychology, researchers have been interested in those character strengths that correlate highest with happiness. Zest, hope, gratitude, love, and curiosity frequently emerge with the highest correlations with life satisfaction.
Teacher character is referring to the teacher’s personal distinctive qualities, which are significant of his/her, complex mental and ethical traits. Orlando (2013) listed nine characteristics of a great teacher:
A. A great teacher respects students. In a great teacher’s classroom, each person’s ideas and opinions are valued. Students feel safe to express their feelings and learn to respect and listen to others. This teacher creates a welcoming learning environment for all students.
B. A great teacher creates a sense of community and belonging in the classroom. The mutual respect in this teacher’s classroom provides a supportive, collaborative environment. In this small community, there are rules to follow and jobs to be done and each student is aware that he or she is an important, integral part of the group. A great teacher lets students know that they can depend not only on her but also on the entire class.
C. A great teacher is warm, accessible, enthusiastic and caring. This person is approachable, not only to students, but to everyone at school or on campus. This is the teacher to whom students know they can go with any problems or concerns or even to share a funny story. Great teachers possess good listening skills and take time out of their way-too-busy schedules for anyone who needs them. If this teacher is having a bad day, no one ever knows—the teacher leaves personal baggage outside the school doors.
D. A great teacher sets high expectations for all students. This teacher realizes that the expectations she has for her students greatly affect their achievement; she knows that students generally give to teachers as much or as little as is expected of them.
E. A great teacher has his own love of learning and inspires students with his passion for education and for the course material. He constantly renews himself as a professional on his quest to provide students with the highest quality of education possible. This teacher has no fear of learning new teaching strategies or incorporating new technologies into lessons, and always seems to be the one who is willing to share what he has learned with colleagues.
F. A great teacher is a skilled leader. Different from administrative leaders, effective teachers focus on shared decision-making and teamwork, as well as on community building. This great teacher conveys this sense of leadership to students by providing opportunities for each of them to assume leadership roles.
G. A great teacher can “shift-gears” and is flexible when a lesson is not working. This teacher assesses his teaching throughout the lessons and finds new ways to present material to make sure that every student understands the key concepts.
H. A great teacher collaborates with colleagues on an ongoing basis. Rather than thinking of herself as weak because she asks for suggestions or help, this teacher views collaboration as a way to learn from a fellow professional. A great teacher uses constructive criticism and advice as an opportunity to grow as an educator.
I. A great teacher maintains professionalism in all areas—from personal appearance to organizational skills and preparedness for each day. Her communication skills are exemplary, whether she is speaking with an administrator, one of her students or a colleague. The respect that the great teacher receives because of her professional manner is obvious to those around her.
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Love always,
Vassiliki xxxx
