How to educate and educational psychology
The essence of what good teachers do is that they enter each pupil's world to discover what they already know, then find ways to connect up new knowledge and/or skills to what already exists in the pupil's mind, thus expanding the learners model of reality. In other words, what is already in them has to be drawn out and extended.
It is through this subtle attention exchange process, which is different from training and conditioning, that a child's mind is best prepared for the world.
If real teaching is to take place the method cannot be bypassed. All children have an innate need to be stretched and connected up to more of reality. It is a psychological law of nature. Consequently we can say that, whenever teachers are having difficulties in schools, it invariably comes down to the fact that they are not working with, or being allowed to work with, that fundamental truth.
This ancient insight applies as much to teaching adults as it does to teaching children and is no different to what happens in effective counselling and psychotherapy. Counselling for emotional distress and behaviour problems is, after all, a specialist form of education.
There is an even more obvious crossover between teaching and counselling. All participants in these processes — teacher/child, therapist/patient — find it harder to function if their spare capacity is absorbed because their needs are not being met outside the school or therapy situation. That always has to be addressed when people show problem behaviour.
That's why, when factors in children's home environment are preventing them developing well (perhaps by not being mentally and physically healthily stretched, or by having their attention mechanism damaged by watching too much TV*, endlessly playing computer games, or experiencing emotional or physical violence in the home etc.) they will need additional psychological help.
*For further information, including research, see Remotely Controlled: How television is damaging our lives and what we can do about it, by Dr. Aric Sigman.
Continue learning about education with Human Givens College...
Explore our articles and interviews
A young Russian woman, Nina, describes how just three sessions of human givens therapy lifted out of her suicidal depression and turned her life around.
Chris Scott, human givens therapist, addresses why a new approach to psychology which breaks away from traditional dogma is needed.
GP Andrew Morrice explores the part inflammation plays in depression and how that connects with human givens understandings.
In the first of what will become an annual feature, Ian Thomson, deputy chair of the HGI’s Registration and Professional Standards Committee (RPSC), shares learning points from cases presented within the past year for adjudication or advice.
Brian Greene and HG tutor Dr Andrew Morrice discuss the mind-body connection and explore the relationships between the three big E’s…
Joe Griffin talks with Professor Ian Robertson about the role of experience in the sculpting of our brains, and why certain types of counselling may do harm.
If people are suffering emotional distress there will always be unmet emotional needs, this is how the Human Givens approach works.
We take a look at what's been achieved since two pioneering psychotherapists put a name to this powerful understanding of human nature and mental health...
Latest Tweets:Tweets by humangivens
Buy the NEW 'Reducing Anxiety in Students' webinar and get another one FREE, hurry EXPIRES 8th March 2018!
Date posted: 01/03/2018
Brian Greene interviews HG College tutor Sue Saunders about the HG approach to treating mental illness and more... Listen here
Date posted: 26/02/2018