«A Message from the Conference Chair A warm welcome to the Meaning Conference 2010! It has been ten years since our first International Meaning ...»
The purpose of this presentation is to provide an overview of four different models of addiction (the moral, disease, spiritual, and cognitive-behavioral approaches), each of which has different approaches to prevention and treatment. Intervention goals may include applying harm reduction approaches to work with clients who are unable or unwilling to make a commitment to abstinence. Two harm reduction programs will be described: BASICS (Brief Alchohol Screening and Intervention for College Students) and Housing First (non-abstinence based housing for homeless alcholics). For abstinence-based programs, relapse prevention skills may help clients stay "on the wagon" or help them get back on track if they relapse.
(1) To provide an overview of different theoretical approaches to addiction prevention and treatment (2) To teach the basic principles of harm reduction and the controversy surrounding this approach;
(3) To become familiar with relapse rates following treatment and to learn how to assess triggers and high-risk situations for relapse.
2:15PM – 3:15PM: Keynote Speaker, Alex Pattakos,PhD Alex Pattakos, PhD.
Founder of the Center for Meaning, New Mexico, USA Renowned Author and Motivational Speaker Rediscovering the Soul of Business: The Meaning Difference® In this high content, dynamic, and inspiring presentation, Dr. Pattakos outlines his unique approach to finding deeper meaning in everyday life and work. Drawing on his own meaning-centered work and principles found in his international best-selling book, Prisoners of Our Thoughts, along with practical examples that bring these principles to life, Dr. Pattakos asks delegates to reflect on what is meaningful to them in their personal and work lives, and then encourages them to begin the journey of deepening this meaning-full connection so that they can realize their full potential in all aspects of their lives. He also challenges participants to examine their thinking patterns in order to overcome their own resistance to change, as well as asks them to look at their own Thursday, August 5, 2010 behaviors and, importantly, challenge themselves to determine if they are modeling the kind of attitude and behavior that is needed for fulfillment, wellbeing, health, and success. Delegates will be inspired with examples of people who have overcome personal and work-related challenges and how to contribute more fully, positively, and meaningfully to their organizations and society as a whole. They will learn how to take responsibility for their own thoughts and actions, as well as learn how to motivate and model the attitudes and behaviors needed to help themselves and others reach their true potential and highest performance by finding the deeper meaning in what they do.
This keynote address will encourage and challenge delegates to take a fresh look at their work (and personal lives) and gain a more clear understanding of what is meaningful to them. Drawing upon logotherapeutic and organizational development principles, delegates will learn easy-to-apply concepts for deepening the connection to their work and the workplace, as well as will be introduced to practical techniques for coping with change and complexity, managing the stresses of everyday life, building resilience, and creating meaningful workplaces that seek to make a positive difference.
Ⓟ Kathryn Britton, MA Coach and Adjunct Professor at University of Maryland Meaning in Work Groups: A Practitioner’s Approach Having a shared and valued purpose at work – a sense of collaborating on something larger than profit and personal ambition – can be a great source of energy, engagement, motivation, and team unity. This presentation will build on research about meaning and purpose, much of which focuses on individuals. It will explore the importance of shared purpose as a basis for collaboration and teamwork. The practices described in this talk can be used by employees themselves, supervisors, human resource professionals, and outside consultants.
Examples include a business case justifying attention to shared purpose, a brief assessment that a group can use to explore its level of shared and valued Thursday, August 5, 2010 purpose, a brainstorming approach for articulating the shared and valued purpose, and a flow chart for identifying situations where motivation can be boosted by a clearer sense of purpose. This presentation links research to practical actions and stories.
Underlying research includes Self-Determination Theory, Engagement work by both Gallup and the MacLeod and Clarke team in the United Kingdom, Job/Career/Calling work by Amy Wrzesniewski, and Meaningfulness at Work versus Meaningfulness in Work by Michael Pratt and Blake Ashforth.
The practical approaches come from my work at IBM, from coaching technical professionals, and from teaching. Shared purpose is a unifying theme in the graduate course on managing project teams that I co-teach at the University of Maryland. Students tell stories from experience as practicing engineers in government, corporate, and educational environments.
Ⓟ Li-Su Su, MA PhD Candidate, National University of Taipei The role of positive emotions in the English teaching classroom This paper aims to explore the applications of positive emotions in promoting language teachers’ morale and students’ learning. What motivates and frustrates English language teachers will be studied through email correspondence and bbs questions posting. The researcher intends to include teachers fromTaiwan, Germany, and Canada. The result will be presented as case studies. Issues concerning meaning will be analyzed. Most work environments and language learning environments call for tasks more complicated than simple drills. Focused attention on drills can be effectively rewarded by extrinsic goals. Yet language learning tasks require intrinsic motivation: autonomy, mastery, and purpose. The friendly relationships and positive rapport in the classroom might also be the soil for the flourish of intrinsic motivation. Practical suggestions for language teachers to cope with their stress and to motivate students will be given based on digest from relevant literature.
This paper investigates ways of using imagery to serve as ice-breakers, assertive training as mini drama, and to induce relaxation and positive emotions which broaden thought-action repertoires and engage students in self-directed learning.
Ⓟ Judi Wallace, MA
The relations between happiness and spirituality and religious practices in children aged 8-12 years were examined. Participants included 320 students in Thursday, August 5, 2010 Grades 4-6 in both public and private (faith based) schools in Western Canada and their parents. Children rated their happiness using the Subjective Happiness Scale and the Oxford Happiness Questionnaire, Short Form, their spirituality using the Spiritual Well-Being Questionnaire, and their religiousness using the Religious Practice Scale adapted from the Brief Multidimensional Measurement of Religiousness/Spirituality. In addition, parents rated their children’s happiness using the Faces Scale, a single-item measure. Bivariate correlations indicated religious practices were not related to children’s happiness. Multiple regression analyses indicated that spirituality accounted for between 5-25% of the variance in children’s happiness, depending on the person rating happiness (i.e., parents vs. children), and the happiness measure utilized. The Personal domain of spirituality accounted for a unique amount of the variance in children’s happiness over and above the combined effect of all spirituality variables, again depending on the person rating happiness (i.e., parents vs. children), and the happiness measure utilized. Children who reported higher levels of meaning, purpose, and values in their own life reported higher levels of happiness as rated by themselves and their parents. Hierarchical regression analyses indicated that spirituality accounted for between 6-28% of the variance in children’s happiness, depending on the person rating happiness (i.e., parents vs. children), and the happiness measure utilized when gender and school were controlled for. Gender did not explain any of the happiness variance but school (public vs. private) did.
The results of the current study parallel research investigating the relation between happiness and spirituality and religion in adolescents and adults.
Limitations of the current study and future direction for research in spirituality and happiness are discussed.
ⓌHeather Good, MSW Yoga Instructor Leadership Facilitator
In order to address the current challenges of working and leading, today’s leader must be in tune with the wisdom of the mind and the feelings of the heart.
Drawing from exercises in her book, Conscious Mindful Leadership: Your Path to Greatness in Work and Life, Ms. Good will assist you to learn from the practices of mindfulness and self-reflection.
Learning to listen to the wisdom of the mind and the feelings of the heart are the keys to exceptional leadership. In this experiential session, you will learn what it Thursday, August 5, 2010 means to be mindful, and will learn to tune into the wisdom of your body. You will also have an opportunity to apply mindfulness to a challenging situation.
Mindfulness increases awareness regarding patterns of behavior that are creating connection and cohesion and those that are creating difficulties and disconnection. Furthermore, as you increase your mindfulness, you will find that you can relate more easily with others and that you become more creative and productive.
You will leave this session feeling relaxed and having increased clarity.
This session is experiential in nature, so please bring a blanket or yoga mat.
ⓌLinda Page, PhD President of the Adler Graduate Professional School Meaning with Brains in Mind: How do we maintain creative capacity?
This 3-hour workshop will survey 3 important and lasting principles based on our present knowledge of neuroscience: choice, change, and connection.
Participants will experience the disruption to our brain's capacity for meaningmaking caused by specific types of perceived threat. Dr. Page's presentations of this material have been described as "Fantastic!" "Great metaphors and stories!" "Gifts I received: lovely sense of humor and ability to take a complex and scientific topic and make it accessible to us."
ⓌLilian Wong, PhD Dean of Students and Core Faculty, Adler Graduate Professional School
This workshop extends the principles of meaning-centered counselling and therapy to supervision. This approach emphasizes that meaning is all we need and relationship is all we have in therapeutic situations. Meaning is essential for understanding what troubles people and what makes life worth living.
Relationship is the key for connecting with supervisees and clients in order to facilitate positive change. The effective supervisor is portrayed as a mentor who models the therapeutic presence and demonstrates meaning-based intervention Thursday, August 5, 2010 skills. The effective supervisor will help broaden the trainee’s vision to larger issues, explore the positive potentials for change, and understand aspects of meaning systems and culture that may help or hinder change. The workshop also demonstrates how to use the PURE and ABCDE in counselling and supervision. PURE stands for Purpose, Understanding, Responsible action and Evaluation; PURE defines meaning and provides a framework to build a more desirable future. ABCDE stands for Acceptance, Belief, Commitment, Discovery and Evaluation; it provides a strategy to overcome difficulties and restore meaning and hope.
The attendees will learn
1.The essential roles of meaning and relationship in counselling and supervision
2.The importance of mentoring in supervision
3.The meaning-centered interventions for restoring hope and facilitating positive change
ⓅChristopher Morrant, PhD Voice Therapy: Philosophical Underpinnings and Applications to Death Anxiety Across the Life Span This presentation describes Robert Firestone’s theories about resistance i.e. to living a better life, and its development from the infant’s defences against separation anxiety which later becomes fear of death. The “fantasy bond” is the prime defense, an imagined, soothing relationship between the infant and the
incorporated image of its mother. This is protected by secondary defences:
together they constitute the ”voice process”. The voice process is autonomous and grows, being reinforced by life’s cruelties (intimations of death) and by the dictates of Society, itself the sum of individual defences against death fears.
Attemps to counter the voice process arouse fear and hatred of the self (guilt).
Voice therapy helps elucidate what the inner voice “says”; client and therapist collaborate in managing fear and making creative changes: transference is minimized. Guilt at going against the voice is contrasted with existential guilt at limiting one’s life to lessen fear of death-- there is less life to give up so the pain decreases. This dilemma is discussed.
Thursday, August 5, 2010
ⓅEllery Pullman, PhD Professor of Psychology and Leadership Briercrest College and Seminary The Concept of Faculty Vitality and Organizational Effectiveness in Institutions of Higher Education During the past century, conditions in higher have altered radically. For over the past two decades in particular, the literature on higher education has been replete with forecasts of enrollment decline and financial stress for colleges and universities across all of North America. The forecasts of the last decade have become the facts of life of the current decade.