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.
Explore our articles and interviews
Why the human givens approach is important for psychotherapy.
Mark Evans describes how working imaginatively with rewards and punishments has helped his clients achieve very swift change
Ivan Tyrrell talks to Anne Glyn-Jones author of "Holding up a Mirror" about the dynamics of history that eventually lead to the destruction of security, prosperity and artistic achievement.
Ivan Tyrrell talks with Daniel Nettle about the far closer than expected connection between psychosis and creative thinking.
Chris Dyas vividly describes how he teaches troubled children to be their own therapists.
Emily Gajewski describes how, as a therapist in private practice, she helped a client overcome the psychotic delusions that were keeping her trapped.
Most people think ethics is concerned with truth, justice, equality, loyalty, fairness, values, principles, morals, etc. All these words in italics are abstractions. They are content free. They contain no sensory information. Such words used to be called 'reifications' in philosophy and are now more commonly called 'nominalisations'.
The theoretical understanding for why human givens therapy is so effective.
Latest Tweets:Tweets by humangivens
Adapting to university life can be a daunting and highly stressful time for young people and their families as everyone adjusts to the many challenges and changes it brings – this 90 minute webinar with Gareth Hughes gives you some of the best advice available for anxious students and their loved ones...
Volume 24, No 1, 2017, the latest edition of the Human Givens Journal – celebrating 20 years of the HG approach – is now available.