I’ve discussed goals in the past, from the relationship between goals and emotions to the use of incremental goals (or personal bests). What I haven’t really discussed are the nut and bolts of goals, such as how we choose them and go about tackling them. Hopefully, I’ll be able to clarify some of these pointsContinue reading Why Goals Matter
Positive Psychology essentially deals with human happiness. It’s a movement that grew out of Martin Seligman’s 1998 presidential address to the American Psychological Association. Seligman, a world-renowned psychologist who was instrumental in the discovery of learned helplessness, suggested that psychology needed to shift its emphasis from the negative aspects of the human condition to areasContinue reading Positive Psychology: Past, Present and Future
We use the term a great deal. I used it countless times when I was writing The Emotional Learner without ever feeling the need to define the term. Wellbeing is sometimes used to mean happiness, or perhaps contentment; it’s often used when people speak about mental illness, suggesting that we can view it in termsContinue reading What do we mean by wellbeing?
How does our brain go about making memories? And where are such memories kept for later retrieval?
Let’s be honest, sometimes there is nothing worse than feeling down and having to be around happy people, especially if those people insist on telling us to ‘cheer up’ or (god forbid) to ‘turn that frown upside-down’ (and please don’t tell me how many muscles it takes to frown). But is there any benefit toContinue reading The Surprising Up Side of Feeling Down
1. What is Academic Buoyancy? Academic buoyancy is the ability to successfully deal with academic setbacks and challenges that are typical of the ordinary course of school life (e.g. poor grades, competing deadlines, exam pressure, difficult schoolwork)
Five psychology books I have enjoyed. There are many others, of course, and this list is in no particular order.
I’m sceptical of headlines that claim neuroscientists might have discovered the mechanisms that lead to bad behaviour, why teenagers are heavily influenced by their peers or why rewards don’t always work with adolescents. Such reports are usually accompanied by a stock photograph of a brain or diagram of a synapse and often dismissed outright byContinue reading What (if anything) can teachers learn from neuroscience?
Habits have been defined as learned dispositions to repeat past responses (Wood and Neal, 2007). In other words, a habit is a behaviour we repeat because we associate it with a specific outcome. That said, habits can lead to both positive and negative outcomes and we often carry them out without awareness, especially if theContinue reading Nurturing habits in ourselves and others
Procrastination can be viewed as an emotionally driven response related to our concept of self. Negative emotions arise because we might feel that the task we are putting off simply represents something that we aren’t prepared to handle. We might think of the task as being too difficult or the prospect of failure being tooContinue reading Procrastination: Some causes and cures