Shame is not a Weapon.
It’s that time of year. Sad little faces in newspapers holding up flat, back shoes. Angry parents railing against new heads. Edu twitter bursting into cyclone levels of argumentative energy i…
Open Society
Emerging Schools Models: Moving from Alternative to Mainstream
Visit the post for more.
OSF Preprints | Rapport in Same and Mixed Neurotype Groups of Autistic and Non-autistic Adults
Although autistic adults may establish better dyadic rapport with autistic relative to non-autistic partners, it is unclear whether this extends to group settings. The current study examined whether rapport differs between autistic groups, non-autistic groups, and mixed groups of autistic and non-autistic adults, and whether differing diagnostically from the rest of the group results in lower rapport. One hundred and forty-three adults were assigned to one of four group types of four participants each: all autistic, all non-autistic, non-autistic majority (3 non-autistic, 1 autistic), and autistic majority (3 autistic, 1 non-autistic). Groups participated in a 5-minute building activity and afterwards completed a 5-item rapport measure assessing their experience. The all-autistic groups reported the highest mean-level rapport on three rapport items (Enjoy, Successful, Friendly), with significantly higher rapport than the mixed groups on Enjoy and Friendly. At the individual level, autistic participants expressed more ease and enjoyment when interacting with other autistic adults relative to non-autistic adults, and their rapport declined as more non-autistic participants were included in the group. In contrast, rapport for non-autistic participants remained relatively consistent regardless of group composition. We discuss potential reasons why autistic participants were more affected by group composition than non-autistic participants.
The all-autistic groups reported the highest mean-level rapport on three rapport items (Enjoy, Successful, Friendly), with significantly higher rapport than the mixed groups on Enjoy and Friendly. At the individual level, autistic participants expressed more ease and enjoyment when interacting with other autistic adults relative to non-autistic adults, and their rapport declined as more non-autistic participants were included in the group. In contrast, rapport for non-autistic participants remained relatively consistent regardless of group composition. We discuss potential reasons why autistic participants were more affected by group composition than non-autistic participants.
It’s not them, it’s us: the real reason teens are ‘addicted’ to video games | Keith Stuart and Keza MacDonald
We criticise children for not going outside – while curtailing their freedoms and closing their spaces
Neurodivergent Rebel (@neurodivergentrebel) on Threads
Recently, I stumbled across a discussion on terms and verbiage people dislike hearing within Autistic community spaces.
I was surprised that a few people had mentioned they disliked hearing or...
Sun House – with David James Duncan
Ranging from mountains that move to the wisdom of the great mystics, author David James Duncan speaks about his new novel Sun House, an epic story offering an experiential model of contemplative inner life amid ecological unraveling.
The Christian and Critical Race Theory, Part 4: Alan Freeman and the Contribution of CLS - The Front Porch
Laws reflect dominant social morality and power distribution. That's why our laws are more likely to legitimize racism and racist systems than remedy them.
The Christian and Critical Race Theory, Part 2: The Segregationist Discourse and Civil Rights Retrenchment - The Front Porch
To tell the story of the rise of critical race theory historically, we have to consider the segregationist and anti-Civil Rights context that spawned it.
Reagan’s “new conservative” movement hearkened directly back to the campaign of Barry Goldwater, taking Nixon’s conservatism to the next level. Not only did Reagan champion the law and order movement beyond any that had gone before, but he perfected the rhetoric of Southern segregationists like George Wallace. (I’d argue that, with only a handful of deletions, Wallace’s entire Inaugural Address could have been delivered by Ronald Reagan, and quite probably was delivered multiple times in aggregate over the course of his political career.) Every theme discussed above—states’ rights, federalism, radically free enterprise, freedom of association, increased privatization, the mythic view of American meritocracy, and opposition to public assistance, all couched in the polemics of anti-communism and civil religion—were the bases of his fabulously successful 1980 and 1984 campaigns. And, for the most part, these themes were successfully cast in the “race neutral” language of “equal protection under the law” and “color-blindness,” solidifying a new post-civil rights era compromise, viz., the commitment to an idealized formal equality absent the goal of substantive equality.
The Christian and Critical Race Theory, Part 6: A Misalignment of Frames: The “New Right” - The Front Porch
An examination of the New Right's view of civil rights from the perspective of Dr. Kimberle Crenshaw
The Christian and Critical Race Theory, Part 7: A Race Intervention into Critical Legal Studies - The Front Porch
As discussed in our LAST POST, CRT co-founder Kimberlé Crenshaw argued in 2011 that “what nourished CRT and facilitated its growth from a collection of institutional and discursive interventions into a sustained intellectual...
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— Randall J. Greene (he/him) (@randalljgreene)
Counselling for different ways of being
Exploring neurodiversity and counselling via a walk in the woods
When everything is a monoculture, diversity can look scary, wild, out of control. It’s understandable, but it’s unsustainable. To reconnect with diversity, we need to expand and rewild our thinking, and change our practices on a fundamental level. We need to notice and challenge the things that we take for granted.
For me at this time, being out in nature became how I learnt to gradually reconnect with myself, and find solidity in the person that I am.
Rewild Everything!
Rewilding land, soul and society
Largest UK public sector trial of four-day week sees huge benefits, research finds
Exclusive: South Cambridgeshire experiment led to fewer refuse collectors quitting and faster planning decisions
Manga Across Media: Style Adapting to Form in the 1950s and 1960s and in the Digital Age on JSTOR
Dalma Kálovics, Manga Across Media: Style Adapting to Form in the 1950s and 1960s and in the Digital Age, Mechademia: Second Arc, Vol. 12, No. 2, Asian Materialities (Spring 2020), pp. 102-123
View of Beyond the school building: Examining the association between of out-of-school factors and multidimensional school grades
Beyond the school building: Examining the association between of out-of-school factors and multidimensional school grades | Education Policy Analysis Archives
Many states report school performance grades as a way to inform the public about school quality. However, past research has shown that when these grades drew largely on proficiency-based measures, they served to capture variation in school and community demographics rather than school quality.
Drawing on school accountability grades from Florida combined with school and community demographic data, we find that more than half the variation in multidimensional measures of school quality can be explained by observable school- and county-level factors outside the school’s locus of control. Together, our findings show that even school grades that draw on multiple measures misattribute the contribution of demographics and socioeconomics to school quality—but subcomponents based on learning gains perform better than those based on proficiency. We conclude with policy implications and recommend that states focus public reporting on school quality measures that driven less by out-of-school factors and more by the school’s true contribution to student outcomes.
Sailing Away From the Pyramid: A Revised Visual Representation of Maslow’s Theory Z - Timothy T. F. Yu, 2022
Maslow’s hierarchy of needs, in its pyramidal representation, is one of the most recognizable visual figures in psychology and management. Recently, there have ...
maslow01
This was a presentation given by Narcisse Blood and Ryan Heavy Head at the University of Montana on 27 October 2007. Blood and Heavy Head tell the story of how psychologist Abraham Maslow's strongest contribution to motivational theory, normative human psychology, and organizational psychology were all crucially influenced by the Blackfoot way of life that Maslow observed at Siksika in 1938. The details of this story emerged through research conducted by Blood and Heavy Head at Red Crow College under the SSHRC-funded Itsinikssiistsi Project of 2004-2007
The Pete Wells Sensory Stories Podcast
Special stories for everyone!
SEND Educational Resources and activities from Positive Eye
SEND Educational Resources for SEND and VI learners to help develop skills and increase learning and understanding in all ages
(PDF) A Theory of Public Higher Education
PDF | Abstract What would American public higher education look like if it was unencumbered by its own history? What if it were designed from scratch... | Find, read and cite all the research you need on ResearchGate
Home - Hawthorn Small School
The home of Hawthorn Small School; an independent and progressive school in the heart of the New Forest. We put each individual child first.
(1852) Frederick Douglass, "What, To The Slave, Is The Fourth Of July" •
On July 5, 1852, Frederick Douglass was invited to address the citizens of his hometown, Rochester, New York. Whatever the expectations of his audience on that 76th anniversary of the signing of the Declaration of Independence, Douglass used the occasion not to celebrate the nation’s … Read More(1852) Frederick Douglass, “What, To The Slave, Is The Fourth Of July”
Neuropsychology - Tomlin Wilding
Raising neuropsychology Raising neuropsychology My special interest is in the interaction between psychology (the study of the mind and human… Read More »Neuropsychology
The Wilding theory overview - Human needs
The Wilding theory of neuropsychological regulation is a relatively new theory in regards to human needs, behaviour and motivation
You may notice that the needs have been depicted here as a wheel or a spectrum, and not as a hierarchy, as is common with needs following Maslow’s famous theory. As a result, it is depicted as such because all human beings experience all of these needs to differing degrees at all times. The intensity of these needs differs from person to person due to their own personal neurology, and from moment to moment as situations change and as needs are left more or less met. My preferred way to represent this in the Wilding theory, is to show a spectrum of needs where complex balances occur. This is regularly depicted as a wheel.
Having said this. it is true to some extent that a hierarchy can play a role in how we prioritise behaviours that seek to address imbalances. When trying to regulate in a given moment, we are more likely to prioritise some needs over others initially. However, there are many occasions when the hierarchy just doesn’t represent the complexity of human behaviour and so is not helpful. Both depictions can be useful.
Autonomy
Our brains are wired in such a way that we have a deep sense of self that is unique. This drives us to seek out autonomy. Our need for autonomy includes the need to:
Have personal freedom, and therefore make our own choices.
Be self directed, including being able to acting for ourselves.
Express a distinct personality that gives us a sense of individuality.
Have our own ideas, and to hold our own personal values.
Human beings are a nervous system (including a brain), being carried around by a body that allows us to interact with the world. So essentially, we are brains that behave through our body. Behaviour is initiated or inhibited in the brain in order to meet the needs of that system.
Neurological = brain and nervous system
Psychological = behaviour
Humans are complex, and our brains are unique in many ways. In order to look at human needs and behaviour holistically, we must look at all five systems that directly influence our behaviour. These are interdependent. They interact with each other consistently:
Physical regulation (body)
Cognitive regulation (mind)
Sensory regulation (sensation)
Emotional regulation (feelings)
Psychological regulation (drivers of behaviour)
Needs for things such as nutrition, hydration, temperature etc.
Our need to be able to think clearly, and make choices.
The need to feel comfortable in our environment and within our own body.
Our need to experience emotion, but not feel overwhelmed by it.
The regulation of our behaviour requires that the above elements are regulated as well as the drivers mentioned below. These are the broad categories that explain what our brain is wired to make us do beyond the regulation of the above.
When we consider our most basic human systems, we can notice a pattern that nothing remains static. No aspect of being human (and no aspect of nature in fact) is still. That is to say, everything operates most effectively when it fluctuates between states, and this is easy to observe in considering our physical needs. We need enough nutrition but not too much. Our breathing rate needs to change and adapt in different circumstances and then re-balance into a usual rhythm. Moreover, I could describe every element of our basic needs this way.
When you look further into each of the areas described above, this pattern is still present. We need sensory input, but not too much. Our emotions are essential, but we need to feel them without being overwhelmed. We need to be able to take in new information but if we take it too far, we will need a lot of rest. This realisation let me to my first breakthrough. Fundamentally, humans need regulation. All of our behaviour is driven by us seeking relative balance depending on our own personal neurology, and our current circumstances.
We, as humans, function best when we are wholly well regulated, in the five broad areas above.
To be psychologically regulated means to be acting to support the wiring of our brains. Our behaviour is driven by all of the above aspects, so we act to keep ourselves physically, sensorily, cognitively and emotionally regulated. Those aspects impact our psychological regulation (shown on the wheel in red). Further to this, there are six drivers of behaviour that our brains are wired for. These are:
Protection
Predictability
Connection
Recognition
Autonomy
Novelty
Human needs
A comprehensive neuropsychological exploration of human needs, behaviour and motivation by Tomlin Wilding (author and researcher)
What Autistic Advocacy Really Means
What I want to talk about is the lasting effects that occur when autistic people are used as a commodity, a political football, a theoretical argument, as exploitation, when autistic people have to…
I would like to ask for non-autistic people to start actually helping. I know we have allies, but we don’t just need allies. We need outspoken allies. We need a buffer to the trauma. We need a break.
I’m tired. We’re tired. Something has got to give so autistic people can get some rest when fighting for justice.
Consider 30 minutes a week of activism, or speaking up and platforming autistic voices, if your livelihood is benefited by autistic lives.
Because current and future autistic lives are on the line, whether you feel that way or not.
What to the Slave Is the Fourth of July? (1852)
National Constitution Center Historic Documents Library record for What to the Slave Is the Fourth of July? (1852)
What, to the American slave, is your 4th of July? I answer: a day that reveals to him, more than all other days in the year, the gross injustice and cruelty to which he is the constant victim. . . . I will not enlarge further on your national inconsistencies. The existence of slavery in this country brands your republicanism a sham, your humanity a base pretense, and your Christianity a lie. It destroys your moral power abroad; it corrupts your politicians at home. It saps the foundation of religion; it makes your name a hissing, and a bye-word to a mocking earth. It is the antagonistic force in your government, the only thing that seriously disturbs and endangers your Union. It fetters your progress; it is the enemy of improvement, the deadly foe of education; it fosters pride; it breeds insolence; it promotes vice; it shelters crime; it is a curse to the earth that supports it; and yet, you cling to it, as if it were the sheet anchor of all your hopes. Oh! Be warned! Be warned! A horrible reptile is coiled up in your nation’s bosom; the venomous creature is nursing at the tender breast of your youthful republic; for the love of God, tear away, and fling from you the hideous monster, and let the weight of twenty millions crush and destroy it forever! . . .
A Brief History of Domain of One’s Own, Part 1
Domain of One’s Own (DoOO) is not just a platform. It’s a philosophy. A history, then, can not just account for the development of the technologies but must also account for the thinking that broug…