Self-Regulative Competencies for Overcoming Socio-Economic Barriers ICE15 Chicago Richard Pircher, Prof. (FH) Dr. University of Applied Sciences bfi Vienna, Austria [email protected]Christiane Seuhs-Schoeller Centre for Integral Leadership Slides are available at 1
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Self-regulative Competencies for Overcoming Socio-econonomic Barriers
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Self-Regulative Competencies for Overcoming
Socio-Economic Barriers
ICE15 Chicago
Richard Pircher, Prof. (FH) Dr.University of Applied Sciences bfi Vienna, Austria
… this video and the Mozartkugel may serve as a reminder of how difficult it may be to resist inner temptation
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Self-Regulation
“The need to • delay gratification, • control impulses, and • modulate emotional expression is the earliest and most ubiquitous demand that societies place on their children”
• The study followed a cohort of 1,000 children from birth to the age of 32 years.
• The effects of children’s self-control could be disentangled from their intelligence and social class as well as from mistakes they made as adolescents.
My comment on creativity:An artist or an innovator needs to have self-regulative competencies in order to be able to finish a painting, do rehearsals, excercises, develop an idea and turn it into a new product, etc.Left: Venus of Galgenberg („Fanny“), appr. 30,000 years ago, Museum of Natural History in Vienna, AustriaTop: Head of a Buddha, Northern Qi Dynasty, ca. 570, Metropolitan Museum of Art, New YorkBottom: Pablo Picasso: Gertrud Stein, 1905-6, Metropolitan Museum of Art , New York
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Conclusion
If we would support the development of self-regulation at all ages this would help to reduce several important social problemslike poverty, crime, drug addiction and poor health
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How to Develop Self-Regulation?
Challenges which require …• inhibition of impulses• adjustment to changing rules• to combine cognitive, physical and social
activities support the development of self-regulation
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Analog Learning for Fostering Self-Regulation
http://www.znl-fex.de/ http://www.wehrfritz.de (in German)
• Level 1: The player should do what is shown on the card.
• Level 2: The player should do the opposite of what is shown on the card.
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Analog Learning – Let´s Fex
• Level 3: The player should do what is shown on the card only if a wooden mascot is raised. Otherwise she is expected to say “let´s fex”!
• Level 4: The player should do the opposite of what is shown on the card only if a wooden mascot is raised. Otherwise she is expected to say “let´s fex”!
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Alien Game: Being a Space Ranger • Aliens are hungry or thirsty• The player has to feed aliens according to
their needs • Some times, the rules defining who needs
what, change
http://psychologie.univie.ac.at/games4resilience http://youtu.be/XkOdke-Llus http://youtu.be/-Spp6VcwVQQ (in German)
Games Fostering the Development of Self-Regulation
These games support the development of self-regulation because they require …• inhibition of impulses• adjustment to changing rules• the combing of cognitive, physical and
social activities
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Project NeuroKids
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Project NeuroKids
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Project NeuroKids
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Project NeuroKids
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Project NeuroKids
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Summary
• Self-control is a key factor for the development of individuals and our societies
• Games and teaching methods may foster these competencies
Significance for You?Next time, when you are doing your work, I would like you to ask yourself the following question:
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Could what I am doing help the learners to improve their self-control as well?
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Richard PircherUniversity of Applied Sciences bfi Vienna, Austria