Showing posts with label Tools. Show all posts
Showing posts with label Tools. Show all posts

Friday, April 3, 2015

About Procrastination

Although it's never too late to change, early intervention can help shape lives in a healthier and more productive way. See highlights about procrastination's unhealthiness and elimination. Articles below highlights.

Unhealthiness of

  • cardiovascular disease (CVD)
  • hypertension (aka high blood pressure)

Elimination of 

  • understand why
  • avoid triggers
  • organization
  • reward system


Why Procrastination May Be The Death Of You

Medical Daily

Stephanie Castillo
March 28, 2015

Science suggests there's no time like the present to get a handle on heart health and hypertension. 


© Photo courtesy of Shutterstock 


Science suggests there's no time like the present to get a handle on heart health and hypertension.

Prone to procrastination? 
A new study published in the Journal of Behavioral Medicine suggests it can hurt your heart.

Fuschia M. Sirois, a professor in the psychology department at Bishop University in Canada, led the study, administering online questionnaires to both healthy people and people with cardiovascular disease (CVD) and hypertension. Participants answered questions regarding their personality, maladaptive coping, and health outcomes. And the results showed older age, lower education level, and higher procrastination scores were associated with CVD and hypertension.

The study doesn’t explain the link between procrastination specifically and CVD, but New York Magazine’s Science of Us  speculated “people who are habitual procrastinators may be likely to put off dreary chores, like exercising or eating healthy.” Obviously these two factors are essential in avoiding chronic diseases, like CVD.

Science of Us  added when procrastinators do get around to those tasks, they’re now subjected to increased, unnecessary stress. While stress can be positive and motivate people to perform well, it can also be (and one might argue is mainly) negative. Stress alone has been shown to increase risk of coronary heart disease, as well as chronic headaches, depression, and promote overeating and smoking.

Separate research has shown putting something as simple as sleep aside can have adverse health effects. As Medical Daily previously reported, researchers from Utrecht University surveyed 177 people about the quality of their sleep and the ones who put off their bedtime were less likely to get quality sleep. Like stress, inadequate sleep comes with its own set of health problems; losing as little as 30 minutes of sleep each night can mess with metabolism and possibly cause obesity.

Of course, knowing you should abandon your procrastinating habits is easier than actually doing it. Science of Us cited a 2007 study that found “procrastination is a pretty stable personality trait, much like introversion or extroversion.” There are even studies that suggest procrastination is genetic. Yet as difficult as it may be to overcome, it’s not impossible.

The first step is to understand what’s causing procrastination in the first place. When you’re able to get to the root of these habits, you make it so you can take action. But that’s not all. Click here for three more ways you can stop putting things off — and start taking care of your tasks, maybe even your heart, today.

http://www.msn.com/en-us/health/medical/why-procrastination-may-be-the-death-of-you/ar-AAa71dB?ocid=HPCDHP   

Ret. 3-28-15

Consumer News

Stop Wasting Time: 4 Tools For Overcoming Procrastination

Procrastination
Setting up a reward system could help you avoid procrastination. 

Early 18th century English poet Edward Young called procrastination “the thief of time.”Procrastination is a psychological behavior that causes us to look for distractions while performing a specific task or duty. A common rationale procrastinators use to justify their time-wasting mentality is that they work better under pressure. Although procrastinating may seem like an innocent waste of time, for some people it can lead to stress over an inability to complete simple tasks or missing an important deadline. When procrastination does occur, there are certain tools we can apply to help us get over our time-wasting tendencies:

1. Understanding Why We Procrastinate

In order for us overcome our procrastination, we must first understand what causes us to procrastinate and what we turn to for a waste of time. A majority of the time we procrastinate is because we find the task we are trying to complete unpleasant. We subconsciously decide the job is too boring to garner our full attention and decide to spend time elsewhere. We fail to see the importance in finishing a task on time and often neglect deadlines. A common trait of a serial procrastinator is also disorganization. When our brains become scattered, all the attention we give to completing a task goes out the window. Lastly, an overwhelming task or multiple tasks can cause stress to crash down on our decision-making skills. It can even cause us to doubt our ability to complete a task, so we go out in search of tasks that are easier to finish. It’s important to remember that just because we forget about an important task doesn’t mean it is going to disappear.
“When you understand what's really going on, you can take action,” author and life coach Dr. Liisa Kyle told Medical Daily in email. “My favorite question for my coaching clients is: what has worked well for you in the past? How have you motivated yourself to get unstuck? For example, for some people, it helps to set a timer and to commit to tackle the avoided task for ten solid minutes. What often happens is that the time pressure is enough to overcome whatever inertia or 'block' there's been. Once you get started, it's so much easier to keep going.”
According to The Beans Group's survey on distraction, 80 percent of college students admit to spending over three hours a day procrastinating. Thirty percent of students said they were more likely to procrastinate during final exams and when final coursework or dissertations were due, proving that procrastination is more likely to happen when stress begins to build. Forty percent of students said the main reason they procrastinated was to avoid studying or work, 20 percent said it was due to boredom, 21 percent said it was a habit, and 14 percent said they were unable to stop. When asked where they went to procrastinate, 39 percent turned to browsing the Internet, 20 percent said social media, 16 percent said the TV, and five percent said killing time with their friends.

2. Implement Strategies For Avoiding Your Procrastination Triggers

There are always tell-tale signs leading up to procrastination, a little voice in our head that starts to throw our attention in a different direction. Once we identify our reasoning behind procrastination, setting up defenses will become much easier. For example, if you know the Internet and social media are big triggers for your procrastination, try to avoid the computer all together. If your work requires computer use, make sure you avoid time-wasting websites so that you aren’t tempted. Remember, “out of sight, out of mind.” More often than not, we should be able to focus our concentration by our own volition, but it’s OK to ask for help. Tell your friends and family that a certain amount of time in your day has been allotted to completing your work.
“When you DO catch yourself procrastinating, it's helpful to pause and ask what's really going on -- what's behind the procrastination,” Kyle added. “Is it fear or resentment or burnout or perfectionism or is it that your efforts are being scattered in too many directions to make progress in any of them?”

3. Organization

As we get more organized, it becomes easier to see what procrastination is really costing us. Part of staying organized means figuring out the amount of time we have to complete a task and what wasting time will mean for accomplishing our goals. When we lose sight of organization, procrastination begins to rear its ugly head because we lose sight of what’s important. Staying organized also means creating a to-do list and a schedule for completing minor tasks. Put easy tasks before hard tasks so that the momentum of completing each task builds. As we complete each task on our to-do list, the overwhelming nature of our work will begin to dissolve and we will find that the task, as a whole, is less complicated than we once thought. Organization not only applies to our mindset but also to keeping our work area neat and tidy. When papers and work material begin to clutter around the space we’re working in, it can be easy to forget about the work at hand and turn to distractions.
“People who procrastinate over think things and will often split their goal/task into hundreds of unmanageable parts,” life coach and hypnotherapist Chris Delaney told Medical Daily in an email. “Keep it simple and break each task down in to several easy to manage steps. Write down everything you need to do. Next to each task put easy, medium or hard. If you write a list of tasks some will seem difficult and some easy. Procrastinators will focus on how hard the hard task are and never start the task. If you first focus on easy and quick to complete tasks you will feel motivated as you easily complete 3-4 task within the first hour, you then think if I did these task easily I should try the harder task.”

4. Set Up A Reward System

We may find work easier to complete with a little compensation for our efforts. Sometimes we turn to procrastination because we feel we will not benefit from completing a task. A simple reward you can keep in mind is the satisfaction you will get from finishing a project. We can all remember a time when we finished an important task and how gratifying that feeling was. These moments can become imperative to completing our next assignment by giving us something to strive for. A reward can also be as modest as an enjoyable snack or meal that we afford ourselves after we finish part of our work. A pivotal part of receiving a reward is remembering that feeling for when it comes time to complete another task. You may find yourself having a little more motivation to work through it. Employers will sometimes use a reward system to incentivize their employees.
“One way to motivate people to do what they are not thrilled with, is to offer them a reward or a sneak peek at what they will receive as a result of doing the task they are putting off,” clinically trained marriage and family therapist, Stacy Lynn Harp, M.S. told Medical Daily in an email. “For example, if a boss insists on a paper being done by a specific due date, that boss can offer an incentive or an award for the person who does it first. Rewards matter and they are motivators. Most people who procrastinate will stop it if they are rewarded with something.”

See this young adult-friendly video on procrastination.

https://www.youtube.com/watch?feature=player_embedded&v=1nBwfZZvjKo 

Actually, we enjoyed perusing some of the AsapSCIENCE videos. Check out the site.

http://www.medicaldaily.com/stop-wasting-time-4-tools-overcoming-procrastination-279294

Ret. 3-28-15

Thursday, December 11, 2014

TechSoup - Help for Nonprofits

This may be old news, but explore this website for your own use--how-tos, webinars, reduced prices, and so much more. Tech Soup is available to 501 (c) (3) nonprofits. Agencies can register online and will be able to qualify for certain products based on their mission and services. Our foundation was able to get access to GoToMeeting at a reduced cost through this site. 

http://www.techsoup.org/





























Ret. 12-9-14

Thursday, March 20, 2014

Form: Mentee's Point of View

This excerpt may be helpful to use but also to share with mentors and discuss in mentor training. 

GAUGING THE EFFECTIVENESS OF YOUTH MENTORING QUESTIONNAIRE


Questions
 1.  When something is bugging me, my mentor listens to me.
 2.  My mentor has lots of good ideas about how to solve a problem.
 3.  My mentor helps me take my mind off things.
 4.  Sometimes my mentor promises that we will do something and then we don’t do it.
5.      My mentor makes fun of me in ways that I don’t like.
6.      I wish my mentor were different.
7.      When I am with my mentor, I feel disappointed.
8.      When I am with my mentor, I feel ignored.
9.      When I am with my mentor, I feel bored.
10.  When I am with my mentor, I feel mad.
 11.  I feel that I can’t trust my mentor with secrets because I am afraid that he or she would tell my parent/guardian.
12.  When my mentor gives me advice, he or she makes me feel stupid.
13.  I wish my mentor asked me more about what I think.
14.  I wish my mentor knew me better.
15.  I wish my mentor spent more time with me.

Four additional columns on the right had headings for evaluation, but the focus in this post is on striving for a quality relationship.


Strongly Agree
Agree
Disagree
Strongly Disagree


Courtesy of Jean Rhodes, Ph.D., Professor of Psychology, University of Massachusetts, Boston, cited in “Gauging the Effectiveness of Youth Mentoring,” Research Corner Mentoring.org. 


www.mentoring.org/downloads/mentoring_622.doc   Ret. 3-11-14

Thursday, December 19, 2013

Watch D.O.G.S., Part II

Norman's Watch D.O.G.S. keeps dads involved at school

Children and fathers benefit from a national program called Watch D.O.G.S., which has been adopted by five Norman schools. The program founder urged expansion of the program in a visit to Norman this week.



BY SARAH LOBBAN Modified: October 10, 2013 at 9:07 pm • Published: October 11, 2013 
                                         
With just a month of volunteering under his belt, Jed Bowers already sees the benefits of getting involved at his son Jaden's school.



At Truman Primary, where Jaden attends prekindergarten, Bowers helps with traffic control, a specific problem at that school.

When children are being picked up or dropped off, the streets often become congested, with people paying no heed to one-way signs, threatening students' safety, he said.

As a member of Truman's Watch D.O.G.S. (Dads of Great Students) program, Bowers and other fathers now direct traffic before and after school, escort students to their classrooms and generally serve as mentors to the children by getting to know them better.

Through his volunteer work, Bowers said he helps ensure the safety of students and is engaging more actively in his son's life.

Across the nation, schools are taking steps to ensure their students have a safe learning environment through Watch D.O.G.S., a program founded after a 1998 middle-school shooting in Jonesboro, Ark. Watch D.O.G.S. utilizes an often overlooked resource: fathers.

Five of Norman's elementary schools offer the program, and on Tuesday, founder Eric Snow was in Norman to urge expansion to other schools.

“The education of our children has to be the No. 1 priority in this country,” said Snow in an address to Norman parents, principals and educators at the Nancy O'Brien Performing Arts Center.

“We watched schools, and we listened to schools, and we found that these role models have a very positive impact.”

Whether it is reading aloud, monitoring the playground or simply being a presence in the hallways, the fathers, as well as uncles, grandfathers and other male family members, become more engaged in children's lives. They work closely with educators in the classroom, while acting as mentors for their own children and every student.

http://newsok.com/normans-watch-d.o.g.s.-keeps-dads-involved-at-school/article/3892017 
Ret. 12-18-13

Wednesday, December 18, 2013

Watch D.O.G.S., Part I


Almost everything about Watch D.O.G.S. (Dads of Great Students) at fathers.com, an excellent resource!


http://www.fathers.com/content/index.php?option=com_content&task=view&id=21&Itemid=60


In Oklahoma City...

Who Let the Watch D.O.G.S. Out?

By Kristen Hoyt

Oklahoma City Public Schools have tapped into the Father Involvement Initiative of the National Center for Fathering called “Watch D.O.G.S. (Dads of Great Students). This initiative organizes fathers and father figures to promote positive male role models for students and to enhance school security. Watch D.O.G.S. began in Springdale, Arkansas in 1998—and has quickly grown to 2,276 active programs in 41 states and Washington, D.C.

Across our state, schools with Watch D.O.G.S. programs have an average of 85 days throughout the year where a Watch D.O.G. dad volunteers in the school. In Oklahoma, there are currently 53 schools participating in the program, including Cleveland Elementary in Oklahoma City, where we spoke to a few of the Watch D.O.G. dads.

Thomas Cherry

Thomas Cherry, a self-employed dad of a kindergarten student, regularly volunteers once per week during the morning drop off. He opens car doors, ensures the safety of children walking to and from school and greets parents.

Mr. Cherry has helped with birthday parties, reading to and with students, providing transportation for field trips and with mailings. “Usually the moms are called upon to do many of the volunteer jobs in the school,” said Mr. Cherry. “Being self-employed, I am able to set aside some time each week to help out. It benefits me as a dad and it seems to benefit the children, too.”

Paxton Gray

Paxton Gray works the drop-off line for the morning school rush as well as the school pick-up line in the afternoons. He also assists at recess, which both helps teachers with monitoring and wards off potential bullying issues.

Mr. Gray recently helped students train for the Oklahoma City Memorial Marathon Kid’s Marathon. He walked and timed the kids on Friday afternoons, staying with them until their parents picked them up. His commitment to these kids encouraged them to participate in community events and to commit to being healthy.

Even with all that he does, Mr. Gray was modest in saying, “There are several dads and father figures who help at Cleveland. I do what I can, but there are many others, too.”

Cleveland’s Watch D.O.G.S. dads also serve as testing proctors for standardized tests and organized a flag football game to raise funds for the school. These dads are a welcome and helpful addition to the volunteers at Cleveland and several other schools in the Oklahoma City Public School District.

Positive Impacts

According to Principal Marsha Stafford, about 50 dads actively participate in Watch D.O.G.S. at Cleveland Elementary. “We have a list of dads that we can call on any time we need help,” she explains. “They help in the cafeteria, on the playground, with tutoring, with test monitoring and committees. They have even shoveled snow in the parking lot!” Stafford notes that the Watch D.O.G.S. have been particularly helpful with the school's efforts to integrate Spanish into their curriculum. “We have some dads who speak fluent Spanish and are helping us teach the curriculum and tutor students after school,” Stafford says.

But beyond the extra hands and help with special projects, Stafford sees a larger value in having dads in the school setting. “It's important for these children to see a positive male role model, especially for those who might not have a male figure in their lives,” Stafford explains. “They are forming relationships with the children and making sure the children feel very safe at school. They help make the atmosphere at Cleveland friendly, warm and accepting by modeling courtesy and respect. They help set the tone for our school.”
According to research, increased involvement by fathers has shown to result in:

·         higher grades and higher confidence levels in the student body as a whole,

·         children who enjoy school and view education as important and worthy,

·         a decrease in school-related anxiety in children, and

·         community members working hard to benefit their neighbors.

If you or your principal would like to start a Watch D.O.G.S. program at your school, access the National Center for Fathering website at www.fathers.com.

I’m not sure who let the Watch D.O.G.S. out, but I am certainly glad they did!

Kristen Hoyt is Assistant Professor and Director of Field Experience in the School of Teacher Education at MACU (Mid-America Christian University in OKC).







Monday, December 2, 2013

"Fifty Ways to Leave Your Mentor (or Mentee)"

Michael J. Karcher, Ph.D.
by Michael J. Karcher, Ed.D., Ph.D., University of Texas at San Antonio

Banff Center for the Arts, Alberta, Canada

From a presentation at the National Mentoring Symposium,  2013

Getting a feeling for losing a friend

“I guess I just miss my friend” Shawshank Redemption. “Sometimes it makes me sad, Andy being gone…and when they fly away…the place you live in is that much more drab and empty that they are gone. I guess I just miss my friend.” http://www.youtube.com/watch?v=n45ROeF1ctc

THE RESEARCH ON CLOSURE

Quotes below are from “Termination and closure in mentoring relationships,” by Renee Spencer and Antoinette Basualdo-Delmonico. In D.L. DuBois, & M.J. Karcher (Eds.), Handbook of Youth Mentoring. Thousand Oaks, CA: Sage Publications. www/sagepress.com 20% discount code N121019

Most matches end prematurely: “Many agencies do in fact hope that the relationships established through their programs will grow into ties that are more natural and sustained over time without the support of the agency. Unfortunately, research suggests otherwise, with fewer than half of relationships established through formal mentoring programs lasting to their initial time commitment.” (p. 469)

Achieving, Completing, Succeeding, and Celebrating! “Keller calls this phase in youth mentoring “decline and dissolution” and draws a distinction between these two types of endings. Decline is the more passive drifting apart over time that accompanies reductions in the importance and level of closeness in the relationship, whereas dissolution is a more intentional or active termination of the relationship that may be marked by a clear event.” (Spencer & Basualdo-Delmonico, p. 470)

“How a relations ends is key to how mentors and especially youth think about and value their experiences together” (Taylor & Bressler, 2002, p. 70, in Spencer & Basualdo-Delmonico, p. 470).

No double-dash: “Dashed expectations may be of special significance to the many youth served by mentoring programs who have experienced significant disruptions in their primary caregiving relationships, where due to parental separation, incarceration, or transfer to foster care. (p. 470)

Maintaining gains: “When handled well, it is believed that the termination process can solidify gains made, resolve issues that have arisen in the …relationship itself, and prepare the [youth] for maintaining healthy functioning without the support of [mentor]…Poor endings, in contrast, hold the potential to undo some of these gains when the process of ending the relationship stirs up and does not adequately address issues and conflicts previously raised in…unresolved issues associated with loss and separation the [youth] may have carried into [the mentoring relationship].” (p. 470)

Questions unanswered, doubts arises, sadness lingers Lion King & Rascal Flats: http://www.youtube.com/watch?v=2Ka4B1OKYnQ&feature=realted

“What hurts the most, what being so close, and having so much to say, and seeing you walk away, and never knowing what could have been. And not seeing that loving you is what I was trying to do.”

Preparing for Success and Completion

In the CAMP program we begin with the end in mind (and practice saying goodbye using the 3-2-1 activities to prepare matches for closure. (Karcher, 2012, www.develmentalpress.com)

Each Meeting

3-2-1 Touching Base Activity (start of CAMP meeting)

   3.   Each person shares three things that happened in the past week (or month) that were good.

   2.   Each person shares two things that happened in the week (or month) that were bad things.
   1.   Each person shares one thing he/she plans to do to make more good things happen in his life or hopes for.

3-2-1 Activity Reflection (at the end of CAMP meeting)

   3.   Each shares three things that went well today.

   2.   Each shares two things that did not go well.

   1.   Each shares one that he or she hopes will be different next time (brainstorm solutions).

Done Quarterly

 3-2-1 Relationship Reflections

   3.   Each person comes up with three things they really like about the other person, three special times they had together so far this year; or three things they really enjoyed doing together.

  2.    Each person shares two things about the other person (or two times together) that made it hard to stay connected in their friendship.
  1.   Each identifies one thing she/he will do differently in this relationship for the rest of the year.

          
 End of Year

The two closure rituals (“Termination ritual” or “Thrown under the bus activity”)

  1. Explain the reason for the ending
  2. Discuss what worked and what didn’t
  3. Highlight what each found special about the other
  4. Share how each other feels—both sadness and thankfulness for their year together
  5. Hopes for each other about how each will take lessons learned to their next relationship

(Cite: Karcher, M.J. (2012). The Cross-age Mentoring Program (CAMP) for Children with Adolescent Mentors (four book set). San Antonia, TX: Developmental Press. Some activities available at crossagepeermentoring.com and described in program materials at www.developmentalpress.com)

Karcher is an expert in peer mentoring.  A following blog post will feature some PowerPoint slides about more of his research. 
To read more about Karcher’s research: 

Monday, November 18, 2013

High School Teen Mentoring Resources, Canada


At the recent National Mentoring Symposium in Banff, Canada's first national mentoring conference, many programs and resources were featured.  Guide links are below.

Teens using these guides vary from career tech to high school to college.  We can find much adaptable for our existing or new programs.


High School Teen Mentoring Resources

The High School Teen Mentoring resources are a result of a four year pilot program by Advanced Education and Technology in partnership with Big Brother Big Sister of Edmonton and Area, and supported by Alberta Education. These resources are to be used in combination: High School Teen Mentoring Handbook, High School Teen Mentoring Activity Book and High School Teen Mentoring Bin Resources. Each publication is available for downloading in PDF format below or can be ordered in print format alis.alberta.ca/publications (just make sure you type in the exact name of the resource you would like to order in the "Keyword or Phrase" field).
These three resources are available free in Alberta for use in various mentoring courses and programs province-wide such as:
  • Career and Technology Studies (CTS) mentoring courses in Alberta schools,
  • extra curriculum mentoring courses or programs through Alberta schools,
  • school partnership mentoring programs, or
  • mentoring programs through other organizations.
The High School Teen Mentoring Handbook provides you with valuable information on how to be a mentor, including:
  • building a great mentoring relationship
  • surprises and myths about mentoring
  • developing your conversation and listening skills
  • determining your learning styles
  • protecting your mentee

High School Teen Mentoring Resources (webpage)                                                                 
http://albertamentors.ca/for-educators/high-school-teen-mentoring-resources/
Handbook 
http://albertamentoringpartnership.cirrusvps.ca/wpcontent/uploads/2013/10/MentoringHandbookpdf.pdf
Activity Book      
                                                                                  http://albertamentoringpartnership.cirrusvps.ca/wpcontent/uploads/2013/10/MentoringActivityBookpdf.pdf
Mentoring Bin Resources    
                                                                     http://albertamentoringpartnership.cirrusvps.ca/wpcontent/uploads/2013/10/HSTMBinResourcepdf.pdf               

Ret. 11-15-13
Updated links, 6-4-14