Choosing a Design to Study Your Practice
Seeing Data Trends: Single-Case Designs
Inferring Causality: Multiple-Baseline Designs
Recommitting to Your Values
From Your Practice to Yourself
CHAPTER 13Empowering Yourself: How to Bring Your Own Values to Your Work
Overcoming Your Own Avoidance
Modeling Values-Consistent Behavior
Building Your Professional Capacities
Values-Consistent Curriculum Design
Values-Conscious Collaboration
Values-Relevant Professional Development
Doing Your Own EMPOWER Work
Exploration: Magic Moment
Motivation: Thank-You Note
Participation: Buzzword Yoga
Openness: Colleagues You Admire
Willingness: Struggle Keys
Empathy: Judgment Factory
Resilience: Bad Essay Introduction
Committing to Values-Consistent Action
From Yourself to Yourself
CONCLUSIONPaths to Empowerment
About the Authors
• • • • •
Lauren Porosoff teaches middle school English at the Ethical Culture Fieldston School in the Bronx, New York. At Fieldston, she’s served as a grade-level team leader and a diversity coordinator, and she’s led curriculum mapping and professional development initiatives. An educator since 2000, she has also taught middle school history at the Maret School in Washington, DC; and second-, fifth-, and sixth-grade general studies at the Charles E. Smith Jewish Day School in Rockville, Maryland.
Helping students make their work meaningful has been a constant in Lauren’s teaching practice, and that interest led her to learn about methods of values-guided behavior change in acceptance and commitment therapy, relational frame theory, applied behavior analysis, motivational interviewing, and other applications of contextual behavioral science. Informed by these methods of values-guided behavior change, Lauren developed applications for the classroom, such as the processes for curriculum design she describes in her book Curriculum at Your Core: Meaningful Teaching in the Age of Standards.
Lauren has written for AMLE Magazine, Independent School, Phi Delta Kappan, the PBS NewsHour blog, Rethinking Schools, and Teaching Tolerance about how students and teachers can clarify and commit to their values at school. She’s presented on these topics at regional and national conferences of various professional organizations, including the Association for Contextual Behavioral Science, Learning and the Brain, the National Council of Teachers of English, the New York State Association of Independent Schools, and the Progressive Education Network.
To learn more about Lauren’s work, visit EMPOWER Forwards (http://empowerforwards.com).
Lauren received a bachelor’s degree in English from Wesleyan University and a law degree from George Washington University.
Jonathan Weinstein is a clinical psychologist with the U.S. Department of Veterans Affairs. He serves as the Suicide Prevention Coordinator at the Veterans Affairs Hudson Valley Health Care System and holds an appointment as assistant professor of psychiatry and behavioral sciences at New York Medical College. Prior to serving in suicide prevention, Jonathan served as the post-traumatic stress disorder and substance use disorders coordinator at the James J. Peters Veterans Affairs Medical Center in the Bronx, New York. Before working for Veterans Affairs, Jonathan served in a variety of mental health and education roles in New York, Baltimore, and Mississippi stretching back to 2000.
Jonathan has long been interested in diverse applications of contextual behavioral science, particularly in underserved settings. As an early contributor to the development of relational frame theory and acceptance and commitment therapy at the University of Mississippi Center for Contextual Psychology, Jonathan studied behavioral analysis and its applications for behavior therapy, social categorization, and education. Jonathan’s publications appear in Behavior and Social Issues, The Psychological Record, and Salud y Drogas. He has presented on these and related topics at national and international conferences including those of the Association for Contextual Behavioral Science, the Association for Behavior Analysis International, the Association for Behavioral and Cognitive Therapies, Learning and the Brain, and the Progressive Education Network.
Jonathan received a bachelor’s degree in history from Vassar College, a master’s degree in public administration from New York University, and a doctoral degree in clinical psychology from the University of Mississippi.
To learn more about Jonathan’s work, visit EMPOWER Forwards (http://empowerforwards.com).
To book Lauren Porosoff or Jonathan Weinstein for professional development, contact [email protected].
EMPOWER
Introduction
• • • • •
EMPOWERING STUDENTS TO TRANSFORM WHAT SCHOOL MEANS
When our daughter Allison gets to high school, what will her experience be like? Will it be like her mother’s? Will she be mostly invisible in her classes, well-behaved enough that her teachers don’t notice that she isn’t doing homework or paying attention? Will she read none of the books in her English
