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The Embargo Act: A Case Study in Social-Emotional Learning
The Embargo Act offers a surprising lesson in social-emotional learning. Discover how this historical event can help you build resilience, empathy, and critical thinking skills.
The Embargo Act: More Than Just a Historical Event
The Embargo Act, signed into law on December 22, 1807, was a pivotal moment in the early history of the United States. This act, which aimed to restrict American trade with foreign nations, was a response to the ongoing conflict between Britain and France, known as the Napoleonic Wars.
The Act's origins can be traced back to the British and French practice of seizing American ships and impressing their sailors into their respective navies. These acts of aggression violated American neutrality and led to growing tensions between the United States and both European powers. In an effort to avoid further conflict, President Thomas Jefferson and his administration sought a diplomatic solution. However, when negotiations with Britain and France failed to produce satisfactory results, the Embargo Act was seen as the only viable option.
The Embargo Act, which was passed by Congress with overwhelming bipartisan support, prohibited American ships from sailing to foreign ports. It also banned the importation of goods from foreign countries. The primary goal of the Act was to pressure Britain and France to respect American neutrality and cease their practice of impressment.
The Embargo Act had a significant impact on the American economy. With the closure of foreign markets, American merchants and farmers suffered significant losses. The Act also led to a decline in shipping activity, which had been a major source of income for many Americans. In response to the economic hardship caused by the Embargo Act, many Americans began to focus on domestic manufacturing and economic education.
The Embargo Act also had a political impact. Opposition to the Act grew within the Democratic-Republican Party, leading to the formation of a new faction known as the War Hawks. The War Hawks advocated for a more aggressive foreign policy and eventually succeeded in persuading Congress to declare war on Britain in 1812.
The Embargo Act was eventually repealed in 1809, after it became clear that it had failed to achieve its intended goals. However, the Act had a lasting impact on the American economy and society. It encouraged the development of domestic manufacturing and led to increased focus on economic education. The Embargo Act also helped to solidify American nationalism and prepare the country for its role as a major world power.
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The Case for Social Emotional Learning
The Embargo Act offers a compelling historical example that can support the case for social-emotional learning (SEL) in online programs like "Identity, Expression, and Desire" at Self Exploration Academy.
Here's how the Embargo Act relates to SEL:
Adaptability and Resilience: The Embargo Act forced Americans to adapt to a sudden and significant change in their economic circumstances. This historical event demonstrates the importance of developing resilience and adaptability in the face of adversity, skills that are crucial for SEL.
Empathy and Understanding: The Embargo Act likely led to increased empathy and understanding among Americans as they faced shared hardships. This experience highlights the value of cultivating empathy and understanding in interpersonal relationships, which are essential components of SEL.
Critical Thinking and Problem-Solving: In response to the economic challenges posed by the Embargo Act, many Americans turned to domestic manufacturing and economic education. This demonstrates the importance of developing critical thinking and problem-solving skills, which are key aspects of SEL.
Communication and Collaboration: The Embargo Act likely required increased communication and collaboration among Americans as they worked together to address the economic crisis. This highlights the value of developing effective communication and collaboration skills, which are essential for building strong relationships and achieving common goals.
In conclusion, the Embargo Act offers a historical example of the importance of developing social-emotional skills in the face of adversity. By incorporating SEL into online programs like "Identity, Expression, and Desire," Self Exploration Academy can help students develop the skills they need to navigate the challenges of life and build strong, fulfilling relationships.
Exploring D-Day Through the Lens of Social-Emotional Learning (SEL)
D-Day wasn't just about war. See how this historic event can teach valuable social-emotional skills.
Uncovering Empathy, Teamwork, and Leadership Through History
D-Day, on June 6, 1944, was a pivotal moment in World War II. Here's a breakdown of the details and its lasting impact:
Details of D-Day:
Codenamed Operation Overlord: A massive amphibious assault by Allied forces (American, British, Canadian) on the heavily fortified coast of Normandy, France.
Scale: Over 156,000 troops landed on five beaches facing fierce German resistance.expand_more
Significance: Though not the war's end (which came 11 months later), D-Day marked a crucial turning point, opening a second major front in Europe against Nazi Germany.
Impact on History and Military Education:
Highlighting Allied Collaboration: D-Day showcased the successful cooperation between nations with different military doctrines and strategies. This emphasised the importance of alliances and combined arms tactics.
Logistics and Planning: The meticulous planning and logistical feat of D-Day are studied for their complexity and innovation in amphibious warfare. Military education analyses the use of deception, intelligence gathering, and technological advancements that contributed to the invasion's success.
The Human Cost of War: D-Day serves as a stark reminder of the immense human cost of war. The sacrifices made by soldiers on both sides are studied to understand the gravity of military decisions.
Technological Advancements: New weaponry, communication tools, and specialised vehicles used on D-Day inform military education on how technological innovation shapes warfare.
The Importance of Leadership: The courageous leadership displayed by Allied commanders is analysed for its effectiveness in motivating troops and achieving objectives under immense pressure.
D-Day's legacy goes beyond military tactics. It's a symbol of international cooperation, sacrifice, and the fight for freedom. Studying D-Day allows us to understand the complexities of war and the importance of international collaboration in maintaining peace.
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The Case for Social Emotional Learning
The story of D-Day connects to social-emotional learning (SEL) in online programs like "Identity, Expression and Desire" at Self Exploration Academy in a few ways:
Understanding Sacrifice and Empathy: D-Day highlights the immense sacrifices made by soldiers. SEL programs can help students develop empathy by exploring the human cost of war and the emotions soldiers might have experienced.
Collaboration and Communication: The success of D-Day relied heavily on Allied collaboration. SEL programs can teach students communication skills and teamwork, crucial for effective collaboration – just like the Allied forces needed.
Leadership and Decision-Making: D-Day showcased strong leadership by Allied commanders. SEL programs can help students develop leadership skills, critical thinking, and decision-making abilities in complex situations.
Identity and Expression: The "Identity, Expression and Desire" program title suggests it focuses on personal exploration. D-Day soldiers faced situations that challenged their identities and forced them to express courage and resilience. This historical event can be a springboard for discussions on personal identity development in challenging circumstances.
By exploring historical events like D-Day, online SEL programs can provide a real-world context for students to develop social and emotional skills. They can see how these skills were crucial for success, even in a historical event far removed from their daily lives.
Furthermore, D-Day can be a jumping-off point for broader discussions on topics like:
The Impact of War on Individuals and Societies: This connects to empathy and understanding the human cost of conflict.
Responsibility and Citizenship: Students can explore the concept of fighting for a greater good and the responsibilities that come with citizenship.
Overcoming Challenges: D-Day exemplifies overcoming seemingly insurmountable odds. This can inspire students to develop perseverance and coping skills.
D-Day becomes more than a historical fact; it becomes a case study for social-emotional learning.
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US Politics Seriously Impact the Way Students Understand and Communicate Identity
Tuesday November 06 marks another midterm election in the democratic system of the United States, and its impact on the way students will be able to develop their understanding and communication of identity is nothing to ignore.
Let’s explore three examples of how your vote impacts the learning outcomes of the next generation.
Let’s explore three examples of how your vote impacts the learning outcomes of the next generation.
Tuesday November 06 marks another midterm election in the democratic system of the United States, and its impact on the way students will be able to develop their understanding and communication of identity is nothing to ignore.
Across the country, a number of amendments and propositions have made their way onto the ballot this season, and while each of them may have a unique high level focus, the real-life implications on the way students perceive and express themselves and each other is worth analysis.
Arizona Proposition 308, In-State Tuition for Non-Citizen Residents Measure (2022)
The aim of Proposition 308 is to allow non-citizen students – so long as they are not considered non-resident aliens according to federal law – access to in-state tuition, provided they have met the following criteria:
The student must have attended school in Arizona for a minimum of two years AND
The student must have graduated from a public school, private school or homeschool in the state of Arizona
The following are examples of non-resident aliens in accordance with United States Code Title 08, and would therefore be ineligible for in-state tuition under this provision:
Families of foreign ambassadors
Families of foreign diplomats
Families of foreign employees
Non-citizens with foreign residency and zero intent to abandon such
As referenced on the BallotPedia page concerning this proposition, “Proposition 308 is also designed to repeal provisions of Proposition 300, which voters approved in 2006. Proposition 300 provided that non-citizens could not receive certain state-subsidized services, benefits, or financial aid or in-state tuition rates."
Why do people want to vote yes on this matter?
“K-12 education has long been a place where students become comfortable and successful as they prepare to participate in our local economy and workforce. But for dreamers, high school graduation marks the expiration of those opportunities. Dreamers have faced many challenges throughout their lives. For many of them, Arizona is the only home they know. They live in our neighborhoods, go to our schools and are part of our communities. We need to be offering opportunities to them to succeed and Prop 308 will do just that.
Prop 308 will give Arizona Dreamers the chance to earn a higher education, giving every Arizona student a fair shot and making our state and workforce stronger. Dreamers deserve the same opportunities as all other Arizona students.” — Georgina Monsalvo, Organizing Director, Stand For Children, Phoenix
“Valley Interfaith Project strongly supports Prop 308 which would ensure that all Arizona high school graduates, including Dreamers, will pay in-state tuition at our state colleges and universities.
Approximately 2,000 Dreamers graduate from Arizona high schools each year. These young people and their families are integral to our communities, and they should have the same opportunities as all Arizonans. Their success benefits us all.
Proposition 308 will make post-secondary schooling truly accessible, enabling students to pay their own way through college and prepare them to become self-reliant and contributors to our social fabric and to our economy. We need their talent, energy, and leadership to help shape a dynamic future for the next generation.
It is time to set this matter right and make Arizona a place to realize the American Dream. — Martha Seaman, President of VIP Board, Valley Interfaith Project, Phoenix • Sponsored by Valley Interfaith Project
“Please join me and a bipartisan coalition of supporters in voting YES on Proposition 308. Currently, Dreamers - students who often have only known Arizona as their home - pay thousands more in tuition than their peers. We are proposing a very simple change in the law: anyone who has lived in Arizona for two years and graduated from a local high school will qualify for in-state tuition at Arizona universities.
These students deserve a chance at a college education and to make their full contribution to our state’s economy. Preventing hardworking students from realizing their dream of a college degree doesn’t make sense. Allowing for more students to succeed will benefit all of us. Join me in voting YES.
Phoenix Mayor Kate Gallego” — Kate Gallego, Mayor of Phoenix, City of Phoenix, Phoenix
Each of these statements were published as submitted in the Arizona 2022 General Election Publicity Pamphlet.
Why do people want to vote no on this matter?
“Proposition 308 is an attempt to overturn Prop. 300 No Tax Dollars for illegal aliens for higher ED PASSED BY 73%. AMERICAN CITIZENS have to pay more. Why do criminals deserve a better rate than taxpaying citizens?
• AZ Supreme Court upheld unanimously
o No instate tuition or tax dollars directly or indirectly, no grants, no scholarships for illegal aliens
o No day care,
o No English learning classes
The cost of illegal immigration in AZ is a whopping $2.7B! This does not include crime and the cost to victims of crime. Remember Phoenix is #2 in the World in kidnappings. Murders, maimings, molestations, rapes, jobs taken from Americans, wages suppressed.
To give illegal aliens in-state tuition will cost taxpayers additional hundreds of millions and be in violation of federal law, 8 USC 1324. Are the open border crowd just stupid or do they hate America?
“Let me be clear. Russell Pearce is the most effective legislator on immigration issues in the country.... state or federal! He is the architect of SB 1070—the most effective piece of legislation against illegal immigration ever written and passed.” Team America, Co-Chairs Bay Buchanan, Congressmen Tom Tancredo and Steve King.
Who would believe America/Arizona would get this bad? Illegal aliens marching down our streets demanding stuff, protesting America and our laws.
Over 9,000 people killed in the U.S. each year by illegal aliens:25 each day, 12 by stabbings and shootings and 13 by DUI or other crimes.
1,000,000 gang members in American, most of them illegal aliens.
Wake up America. You want lower taxes? You want smaller class sizes? You want less crime? Protect American jobs? Better wages? THEN ENFORCE OUR LAWS.
Russell Pearce former President Arizona State Senate” — Russell Pearce, Former President of Arizona State Senate, Self, Mesa
“Dear Voter,
I ask you to VOTE NO on 308 for three reasons: Fairness, The Law and Financial Needs
Fairness: US citizens from other states attending Arizona schools must pay the full cost of tuition. Why then, should the undocumented, who have entered America illegally, be given a reduced tuition rate? Yes, undocumented college students are here based on their parent’s choice to bring their families here illegally. It wasn’t the fault of the student, and it sure isn’t your fault or mine. However, allowing undocumented the same in-state tuition benefit offered to legal residents disrespects the immigration process, and that is not fair to the many people who have immigrated to our country the legal way.
The Law: In 1996, Congress passed—and President Bill Clinton signed into law—the Illegal Immigration Reform and Immigrant Responsibility Act (IIRIRA) which, prohibits state colleges and universities from providing in-state tuition rates to illegal aliens “on the basis of residence within the state” unless the same in-state rates are offered to all citizens of the United States. How can we expect anyone to follow immigration law if Arizona keeps giving away the benefits to those who ignore our laws? It’s a slap in the face to people who have immigrated here legally and followed the law.
Financial Needs: According to supporters of Prop 308, the undocumented can’t go to college because they can’t afford it. But they argue, these undocumented students are the “Cream of the Crop, Educated, Determined, etc.”. So why then don’t the undocumented utilize the 100’s of grants offered to undocumented students? If these kids are driven, they should have no problem accessing grants for financial help with tuition.
I urge you to VOTE NO on Prop 308.
Tim Rafferty, Gilbert, AZ” — Timothy Rafferty, Self, Gilbert
“RidersUSA urges you to vote NO on Prop 308.
The way this proposition is written it would allow any illegal alien, at any age, who criminally trespassed into America in violation of U.S. Immigration Law the opportunity and benefit of paying in-state tuition fees for a higher education as long as they proved two years of residency in the State and completed some type of high school.
Why should they pay a subsidized lower tuition rate?
Why should Arizona tax payers contribute to the higher education costs for illegal alien/criminal trespassers as this proposition would allow if passed? They haven’t earned the benefit.
We urge you to vote NO on Prop 308.
Tom Collinson, RidersUSA Chairman of the Board” — Tom Collinson, Chairman of the Board, RIDERSUSA, Phoenix • Sponsored by RIDERSUSA
Each of these statements were published as submitted in the Arizona 2022 General Election Publicity Pamphlet.
How could this item potentially impact students’ understanding and communication of identity if approved through the democratic process?
Increasing accessibility to higher education for Arizona dreamers through Proposition 308 creates an opportunity for students who already identify as members of the community by affiliation the opportunity to develop a stronger sense of pride as an Arizona resident and student.
With very clear criteria for in-state tuition eligibility, students would be able to take advantage of more learning opportunities with a straightforward understanding of the status of their residency. For students who are legally defined as citizen residents of Arizona, it allows them to build stronger and more authentic connections with non-citizen students – many of whom they have already been studying alongside before embarking on their higher education journey in-state. This expands the range of economic opportunities and possibilities within the state of Arizona because it successfully aids awareness, agency and confidence for students whether they are natural citizens or non-citizen residents of the state.
West Virginia Amendment 4, Legislative Approval of the State Board of Education Rules Measure (2022)
Considering the constitutional assertion that "the general supervision of the free schools of the State shall be vested in the West Virginia board of education," and that the board would carry out "such duties as may be prescribed by law," the amendment proposed to the people of Virginia has been to add a caveat to the authority of the board.
The proposed amendment would require the board to submit its rules and policies to the legislature “for review and approval, amendment, or rejection according to a process determined by the legislature by law.” (BallotPedia)
Why do people want to vote yes on this matter?
"The laws and rules under which we have to live in a free society must be crafted ultimately by people who are accountable to the citizens of our state through our elections and our state board [of education] is not." — State Sen. Charles Trump (R-15)
This statement was originally published in the Charleston Gazette-Mail.
"It's actually making certain for those who elected us that we are overseeing and holding accountable, and that the laws that we do pass do get applied correctly." — State Sen. Patricia Rucker (R-16)
This statement was originally published in the Charleston Gazette-Mail.
Why do people want to vote no on this matter?
"I mean look at us. I mean, we can't agree on a lot, but when we do agree, sometimes it changes from year to year. What's that going to do to public education in this state?" — State Sen. Mike Romano (D-12)
This statement was originally published in the Charleston Gazette-Mail.
"To add another layer of politics, I don't think it's good; I don't think that's a good move." — Miller Hall, president of the State Board of Education
This statement was originally published in the Charleston Gazette-Mail.
How could this item potentially impact students’ understanding and communication of identity if approved through the democratic process?
The proposed amendment to the constitution of West Virginia creates an additional layer of politics in the state education system, and ultimately opens a window of opportunity for unprecedented inconsistencies for the learning journey of its students.
Such inconsistencies as would be invited by the adoption of this amendment could potentially impede the clarity and confidence of individual students as they develop, define and express their ideas and identities. Science has determined that consistency begets momentum. If public school students were subjected to curriculum changes as frequently as the West Virginia legislature was adjusted, it could quickly impede the social and economic development of an entire generation, requiring families to seek alternatives or suffer the consequences.
California Proposition 28, Art and Music K-12 Education Funding Initiative (2022)
According to Ballot Pedia, “A "yes" vote supported this ballot initiative to:
require an annual source of funding for K-12 public schools for arts and music education equal to, at minimum, 1% of the total state and local revenues that local education agencies receive under Proposition 98;
distribute a portion of the additional funding based on a local education agency's share of economically disadvantaged students; and
require schools with 500 or more students to use 80% of the funding for employing teachers and 20% to training and materials.”
Adversely, the same site explains “A "no" vote opposed requiring an annual source of funding for K-12 public schools for arts and music education equal to, at minimum, 1% of the total state and local revenues that local education agencies receive under Proposition 98.”
Why do people want to vote yes on this matter?
"Music education supports all education – it fosters reasoning and skills that are the building block for learning other subjects. This measure is critical not only for education and learning, but also to mental well-being and even the state's economic health. Companies like ours, that moved to California to be at the nexus of entertainment and technology, rely on a skilled workforce to fill the high-quality jobs we create here. If enacted, this initiative will ensure a future job-ready workforce and secure California's position as the global epicenter of music and the arts." — Sir Lucian Grainge, chairman and chief executive officer of the Universal Music Group
This statement was published in Yahoo Finance.
"Only 1 in 5 public schools in California has a dedicated teacher for traditional arts programs like music, dance, theater and art, or newer forms of creative expression like computer graphics, animation, coding, costume design and filmmaking. ... This initiative is timely as our country seeks to create a more just and equitable future for all children. A boost in arts and music education will help ensure the future workforce in media and technology properly reflect the diversity of the children in our public schools." — Austin Beutner, former Superintendent of Los Angeles Unified School District; and Arne Duncan, former U.S. Secretary of Education and former CEO of Chicago Public Schools
This statement was published in CalMatters.
"This ballot measure will help define the promise of the next generation of storytellers by ensuring all California students get the high-quality arts and music education they deserve. It will especially benefit students from communities of color, who often experience a lack of access and equity in access to arts and music education." — Issa Rae, actress, writer, and producer
This statement was published to Patch.com.
Why do people want to vote no on this matter?
"Prop 28 sounds good on the surface — more funding for arts and music — but the language is fatally flawed to allow diversion of funding from other education programs that are already not meeting the performance goals we’ve set. ... Instead of voting Yes on Prop 28, I’d encourage concerned voters to help us elect better school board members in every school district in the state." — Carl DeMaio, chairman of Reform California
This statement was published to KOGO, a radio news site.
How could this item potentially impact students’ understanding and communication of identity if approved through the democratic process?
It seems as though Proposition 28 would improve the learning experience for public school students participating in the arts and music education programs. This would likely promote a higher sense of inherent value and potential for students, especially those who are very passionate about these areas of education.
Art education amplifies self-expression. It supports interpersonal communication, critical, analytical and integrative thinking, as well as a myriad of other skills and universal core competencies. Making access to higher quality art education a priority can improve confidence in students as they discover their identities and their interests. Additionally, it could foster a greater sense of trust in the education system overall, leading to higher academic achievement and longer journeys of institutional learning.
In Conclusion
Across the United States, there are many issues that deeply impact the potential capacity of students to learn, understand and communicate effectively. The above are just a few of the lot that were on the ballot in local, regional and statewide elections this week.
Regardless of any individual political agenda, the aim at SEA will always be advocating more awareness, agency, confidence and competency in the next generation of world leaders. That is why we believe it is important to be attentive to the way education is structured in your community, and to understand the implications of that structure for your children, your loved ones and yourself.
The Self Exploration Academy is not affiliated with any political party, nor does it promote any partisan mission, agenda or effort outside the scope of advancing accessibility to holistic higher education that builds awareness, agency, confidence and competency within its students.
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How to End A Relationship, Respectfully
A lot of people get stuck reminiscing on past memories shared with people who are no longer a part of their lives, and if they’re not careful, they begin to dwell in that space, abandoning their present and future potential by focusing on something that they had once resolved to leave behind. If you are in a situation right now where you feel it necessary to end a relationship (or two, or six, or nine), take this advice. Don’t go another day wondering why things never work out.
Are you in an unhealthy relationship with someone you love and respect, but you just don’t know how to get out of it? Are you in a relationship with someone you feel you have lost respect for, but you’re still unsure of the best way to discontinue your relationship? If you’re in any variation of these tricky situations, and you are hoping to move forward without the tumult of the relationship you are currently in, then this post is for you.
Check in with yourself.
Being in a relationship, whether it be romantic or platonic, professional or familial can be really challenging for a number of reasons. One of the more challenging aspects of relationships we find ourselves really involved in is that sometimes, if we’re not careful, we begin to think a bit too much from the perspective of the other person and a bit too little from the perspective of our authentic selves.
In good times and bad times, in all life’s ups and downs, the most important voice you will ever listen to is your own. It is incredibly important that you are in tune with your truest self and the reality of your interests and desires. This is how we show up authentically in our relationships with others. So, when things have gone awry in any relationship in your life, take a moment to check in with yourself?
“Have I been honest about who I am and what I desire?”
“Have I been consistent? Are there any mixed messages I may have been sending as of late?”
“What am I really feeling in this relationship right now, and what do I want moving forward?”
“Am I willing to move forward with this person, and to what extent or cost?”
These are some example questions you may need to ask yourself when dealing with a relationship that feels broken, especially one that feels broken beyond the hope of repair because let’s face – if you’ve come to this post, then you probably already know what it’s like to be in one of these situations.
Check in with the other person.
A really important next step when dealing with the desire to end a relationship is checking in with the other person. Now, it is not always necessary to check in with a person to discuss the end of a relationship. Here’s why. Regardless of what social media or Lifetime TV may have told you, you don’t inherently owe anyone anything, and no one in this life inherently owes you anything. Period.
Some relationships require some discussion in order for you to clear a path forward for yourself that successfully avoids unnecessary tolls on your mental and emotional health, however, this is not always the case. It is important for you to be able to discern the difference.
If you are able, and the other person is willing, create a safe space for the two of you to engage in a discussion about the problems each of you are facing within the context of your relationship. If you are open to rekindling what the two of you once shared, go ahead and make that clear. However, if you are unwilling to move forward with this person, go ahead and make that clear during your discussion when it is most appropriate.
Safe spaces are paramount to the success of tough conversations. Before you dive into the issues of how this person’s words and actions have left you to feel, and before they dive into the illustration of how your behaviour has impacted them, be sure to make it very clear that you are both committing to holding a safe space for the other person to express themselves with uninterrupted authenticity.
Now, if you feel like a conversation about the potential end of your relationship with someone in your life will require more than you can afford to give of your mental health, go ahead and exit stage left—let the relationship go without the conversation. Even if you are feeling unsure, it is always better to move forward than to remain still in one place for too long a time. It is also better to end the relationship without the conversation than to have the conversation without the procurement of a safe space.
Ghosting does not have the best reputation socially, however, we do it a lot more than we care to admit, and sometimes we don’t do it when it actually needs to be done. Sure, it is nice to feel a sense of closure from one chapter of our lives that helps us turn the page to what’s next, however, if you are unable to endure the process of what the journey to that closure might look like right now, you need to do what is best for you. Even if it feels selfish, do what needs to be done. You cannot help someone if you are unwilling to help yourself.
Move on with your life.
Once you have resolved to end a relationship, you need to move on. There is more life to be lived – go out and live it! What dreams are you chasing? What new realities do you have the power to create? Your future is literally in the palm of your hands –don’t waste it fixating on what used to be.
This is a really important part of ending a relationship. A lot of people get stuck reminiscing on past memories shared with people who are no longer a part of their lives, and if they’re not careful, they begin to dwell in that space, abandoning their present and future potential by focusing on something that they had once resolved to leave behind.
If you are in a situation right now where you feel it necessary to end a relationship (or two, or six, or nine), take this advice. Don’t go another day wondering why things never work out. Take ownership of your decision to stay or go, and take action in direction of the desires of your heart.
Why sink when you can SWIM?
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How to Be Assertive, Respectfully
The struggle to be heard or understood is often related to a lack of assertiveness. Today, we are going to focus on three things you can do to be more assertive, while also being respectful of others.
Have you ever felt the urge to tell someone how you really feel, yet you were nervous it might come off as a little too mean? Or maybe you knew what you said was mean, and you said it anyway? Have you ever felt like you needed to assert yourself, yet you were unsure of how to do so while also being respectful of others? If you said yes to any of these questions, then respectfully, this post is for you.
One of the things that connects us all as humans is the universal need to feel seen, heard and valued. An article published to Psychology Today actually explains that “the first experience in each brain… is the sense that you will die if you are not heard.”
I’m sure we all know what it feels like to be unheard from one experience or another in our lives—what are some of the things that keep us from feeling truly heard though?
The fear of someone thinking that what we have to say is unimportant
The fear that what we say will be packaged or perceived as mean
The fear that our feelings are invalid
Trouble with self-expression
The list goes on. The struggle to be heard or understood is often related to a lack of assertiveness. This is not always the case, however, when it is, it is something worth working on. Today, we are going to focus on three things you can do to be more assertive, while also being respectful of others.
Build Self Confidence
What is self confidence? Self confidence is a term that refers to “one’s capacity for believing and trusting in one's own abilities, qualities and judgement.” (The Academic Glossary) You can build self confidence by choosing to believe in yourself.
Of course you will fail. Of course you will make mistakes. That’s life. Self confidence is more of an “all in all” effort than an “all or nothing.” Choose to believe in your ability to say what you mean, and choose to speak what you know or what you believe with authority.
Practise Self-Expression
Self-expression refers to “one's capacity for sharing one's own thoughts, feelings and ideas with others, especially in writing, art, music or dance.” (The Academic Glossary) Being respectfully assertive requires clear and direct communication, which means that you’ll need to be able to accurately express your thoughts and feelings in order for you to get it right.
You can practise self-expression through the arts, through meditation, and in everyday conversations!
Maintain Sensitivity to Others
Sensitivity to others is a universal core competency that refers to “one's capacity for communicating and understanding the feelings and perspectives of others while maintaining balance in one's own decision making and thought process.” (The Academic Blog)
Sometimes, if we’re not careful, we over-sensationalise the idea of being sensitive to the thoughts and feelings of others—so much so that we refrain from ever saying what we truly mean, believe or desire. As you build self confidence and self-expression, remember that being sensitive to others should never stop you from being honest. If anything, it should allow you the freedom to be more transparent, vulnerable and assertive when you speak.
Put these tips to work as you go about your day and see how it feels. Try it out for a month and see how things begin to change in your life. Take your power back, and use your voice.
Why sink when you can SWIM?
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Recently, we published an article that touched on the current plight of the public and nonpublic school system in the United States. Unending as the list of plight-related woes may seem, our ultimate goal is to highlight the very practical courses of action available to parents, community leaders and local school authorities to help remedy the adverse situations we are facing when it comes to educating our children.
As promised, here is a shortlist of viable options for improving the education of the next generation of world leaders. This list includes resources to fill in the gap of Social Emotional Learning experienced by most students, as well as core learning subjects such as English, History, Mathematics and Science.