Tag Archives: university of montana

Happiness Homework — Week 3: University of Montana

Stone Smirk

This week we’ve only got one active learning assignment (see below). That’s probably because there’s a Moodle quiz later in the week and, of course, there are things for students to watch and listen to, like these:

  1. Listen: Science vs. Podcast – All Aboard the Snooze Cruise https://gimletmedia.com/shows/science-vs/o2hx57
  2. WATCH: Hacking your brain for happiness by James Doty: https://www.youtube.com/watch?v=q4TJEA_ZRys
  3. Listen: The Practically Perfect Parenting Podcast, Episode: Teens and Depression — https://podcasts.apple.com/us/podcast/teens-depression/id1170841304?i=1000383659996

And here’s the active learning homework for the week!

Active Learning Assignment 5 – Your Favorite Relaxation Method

As you likely recall from the Thursday, January 23 lecture, in 1975, Herbert Benson of Harvard University published a book titled, The Relaxation Response. Benson wrote that for humans to achieve the relaxation response, they needed four components:

  1. A quiet place.
  2. A comfortable position.
  3. A mental device.
  4. A passive attitude.

For this assignment, your job is to identify and practice your favorite relaxation method. The good news is that you don’t really need a quiet place and a comfortable position (although they help, they’re not essential). But you do need a mental device and a passive attitude.

Unfortunately, as it turns out, for some people, the act of trying to relax creates anxiety. This is a puzzling paradox. Why would trying to relax trigger anxiety?

The intent to relax can trigger anxiety in several different ways. For some, if you try to relax, you can also trigger worries about not being able to relax. This is a relatively natural byproduct of self-consciousness. If this is the case for you, take it slowly. Self-awareness can trigger self-consciousness and self-consciousness can trigger anxiety . . . but time and practice can overcome these obstacles.

For others, a history of trauma or physical discomfort can be activated. This is similar to self-consciousness because the turning of your attention to your body inevitably makes you more aware of your body and this awareness can draw you into old, emotionally or physically painful memories. If this is the case for you, again, take it slowly. Also, manage your expectations, and get support as needed. Support could come in the form of specific comforting and soothing cues (even physical cues), an outside support person, or a professional counselor or psychotherapist.

Trauma and anxiety are common human challenges. Although trauma and anxiety can be terribly emotionally disturbing and disruptive, the core treatment for these problems usually involves one or more forms of exposure and can be traced back to Mary Cover Jones. You can read more about Mary Cover Jones and her amazing work on my blog: https://johnsommersflanagan.com/2018/06/04/the-secret-self-regulation-cure-seriously-this-time/

Okay, that’s enough of my jibber-jabbering. Here’s your assignment:

  1. Try integrating your favorite relaxation method (no drugs please) into your daily life. You can do it for a minute here and there, or 20 minutes all at once.
  2. Write me a paragraph or two about how it went. Include reflections on (a) what helped you relax more? and (b) what got into the way of you relaxing (obstacles)?
  3. Write me a paragraph about how you might try to do more relaxing in the future—including how you will deal with those pesky obstacles.

Thanks for reading and have a fantastic Sunday.

 

 

 

Happiness Homework: Week 2 — University of Montana

Peg and John Singing at Pat's Wedding

Yesterday the happiness class focused on the context of happiness and happiness habits. On my powerpoint slides, I managed to reverse the numerator and denominator of Bono’s happiness equation, resulting in my abject humiliation in front of the class. This led to my personally disclosing my most humiliating experience ever, thereby demonstrating how contextual experiences in the here-and-now can trigger memories that can then either magnify or minimize an experience of happiness or unhappiness in the moment. I’ll spare you the details of my historical humiliations, and instead, direct you toward this week’s happiness homework assignments.

By now, students have read chapters one and two in Tim Bono’s book, “When Likes Aren’t Enough: A crash course in the science of happiness.” Additionally, they listened to a Hidden Brain podcast on Creatures of Habit: https://www.npr.org/transcripts/787160734, and watched a short Forest Bathing video: https://www.youtube.com/watch?v=W0MEFNyLPag

The two take-home assignments of the week are described below:

Active Learning Assignment 3 – Three Happy Places

More often than we might think, our environment, setting, or context directly influences our mood and sense of well-being. This is most obvious when we’re in settings or environments that we find aversive.

To start this assignment, reflect briefly on environments, settings, or contexts that you find aversive. For example, some people find cloudy days, rain, smoky skies (or rooms), or particular temperatures aversive or uncomfortable. Other people might find churches, gyms, or libraries aversive.

Now, consider the opposite: What environments, settings, or contexts do you find pleasurable, comforting, or energizing? As you may have noticed in the short “Forest bathing” video, there’s evidence that, in general, more time in the outdoors is linked to increased feelings of well-being. For this assignment, don’t worry about what “should” be your happy place. . . but if the outdoors is a happy place for you, be sure to include it.

After reading and reflecting on the above, write a few words (short answers) in response to the following prompts:

  1. List three settings that usually trigger negativity or discomfort in you.
  2. List three settings that usually trigger happiness and wellbeing in you (and be specific). These are your happy places
  3. What can you do to prepare for or cope with challenging settings that usually cause you discomfort? (Other than avoiding them)
  4. What can you do to increase the frequency of time you spend in environments that contribute to your feelings of wellness?
  5. What can you do to create places or spaces in your mind that you can use (anywhere and anytime) to increase your sense of comfort and wellness in the moment?

Active Learning Assignment 4 – Three Good Things

Perhaps the most basic and well-known evidence-based happiness assignment is Martin Seligman’s Three Good Things activity.

Here’s Seligman’s description: Write down, for one week, before you go to sleep, three things that went well for you during the day, and then reflect on why they went well.

Just in case you want to hear it from the horse’s mouth, here’s a one-minute video of Seligman describing the activity: https://www.youtube.com/watch?v=ZOGAp9dw8Ac

For this assignment, you should do the Three Good Things activity for a week, as prescribed by Seligman. Dan and I don’t need to see all 21 good things from your whole week, but we would like you to share the following with us:

  1. Three ESPECIALLY good things from the week (think of these of as your Good Things Highlights). We’re very excited to hear about these.
  2. The most common (summarized) explanations for why these 21 good things happened. We’re very interested in what’s happening (or what you’re doing) to create the good things in your day-to-day lives.

 

 

Why I’m Angry about our Happiness Class at the University of Montana

JSF Creates Happiness

Last week, a friend of ours stopped to visit. She asked how our prep for the happiness class at UM was going. We said fine. She asked how we felt about the online comments that were critical of our new happiness class. Not having read any critical comments, I shrugged. She elaborated, “You know, people said that having a happiness class at UM is one of the things wrong with UM and higher education.”

Instantly, a small wave of anger rose up in my chest. I may have offered up a sarcastic retort or two. As is usually best, I’ll spare you the details of retorts. After she left, I ruminated a bit. I imagined a range of fantastic scenarios during which I experienced gratification from confronting our critics. These too, are best left to everyone’s imagination.

Eventually, I settled into a better place. I decided that the ironic conclusion is that I need to get more information about our new happiness class out there. One super-popular phenomenon right now—maybe especially in the age of the internet—has to do with people commenting on things, despite not having all the facts. I do it myself. Sometimes I critique things that I don’t know much about. Having an opinion is easy. Having an informed opinion is harder. Being partially informed generally makes critiquing others easier. I decided that, given my behavior, I shouldn’t complain too much when people disparage our happiness class, even though they don’t have all the facts.

This brought me to a calmer place. Instead of venting anger, I’m channeling my anger into the proliferation of information.

To start, for critics of our happiness course at UM, I have a few questions, some of which may still have an angry edge.

  1. What do you know about the origins of the positive psychology movement? Were you in San Francisco at the American Psychological Association conference in 1998, when Martin E. P. Seligman officially launched the strengths in psychology movement? I was. Using my best academic jargon, being in the room when Seligman changed the course of modern psychology was pretty cool stuff.
  2. Do you know why Seligman launched the positive psychology movement? Do you have any sense of what he was studying before he pivoted toward strengths and positive psychology? Ever heard of learned helplessness?
  3. Did you know there’s an academic Journal of Positive Psychology? Have you read any JPP research articles? How about the Journal of Happiness Studies? Been doing any reading there? If not, you might want to consider enrolling in a class in happiness. You’re too late to get into ours, but there’s a ton of online and in-person stuff out there from Yale, Berkeley, Harvard, and other institutions, although I prefer the University of Montana.
  4. What do you suppose Aristotle thought about happiness? Have you heard of eudaimonia? Do you understand what Aristotle meant by eudaimonia or anything pertaining to his concept of the golden mean? If not, you might want to consider a happiness class . . . or a Google search. The golden mean is very important to understanding virtue, and virtue, well, having virtue is virtuous, which is a good thing.
  5. Are you aware of the rates of depression, suicidality, anxiety, and unhappiness in college students? Are you aware that in published research studies there are at least a dozen specific experiential activities that have scientific evidence supporting their use to increase happiness? Can you name any? Have you tried any? How are you feeling? If you’re so damn grumpy that you spend your time posting negativity on social media, you should definitely consider a happiness class. One interesting tidbit of research information that I’ll share in our happiness class is the fact that the number of hateful Twitter words used in specific counties in the U.S. are significantly correlated with increased coronary heart disease events in those same counties. Does that mean offering up nasty posts or tweets will increase your risk of death from a heart attack? Maybe. Maybe not. As I’m sure you know, the basic scientific rule that correlation does not imply causation means that there may be much more to the story. You might have to take a happiness class to learn whether intentionally posting fewer nasty comments online could increase your longevity.

Inspired by critiques of the existence of our happiness class (thank you, thank you so much!), I’ve decided to increase the frequency of my happiness posts and updates. Look for much more here on specific happiness assignments from our University of Montana Happiness Class. You can follow along. Unfortunately, the class is pretty much full-up now, but there will be more opportunities to take University of Montana happiness classes this summer and during the next academic year.

Below, I’ve included the description of the course from the syllabus:

COURSE CONTENT AND DESCRIPTION: Over the past 20 years, research on happiness has flourished. Due to the natural interest that most Americans have for happiness, research findings (and unfounded rumors) have been widely distributed worldwide. Every day, happiness is promoted via online blogs, newspaper and magazine articles, Twitter posts, Instagram videos, TikTok, and through many other media and social media venues. Ironically, instead of increases in national happiness, most epidemiological research indicates that all across the U.S., children, adolescents, adults, and seniors are experiencing less happiness, more depression, and higher suicide rates. To help sort out scientific reality from unsubstantiated rumors, in this course, we will describe, discuss, and experience the art and science of happiness. What this means is that we will define happiness, read a popular happiness book, examine scientific research studies, try out research experiments in class, engage in extended happiness lab assignments, and use published instruments to measure our own happiness and well-being. Overall, we will focus on how happiness and well-being are manifest in the physical, cognitive, emotional, interpersonal, spiritual, behavioral, and contextual/cultural dimensions of our lives.

Have a happy weekend . . . and watch for upcoming happiness assignments.

Gratitude for Higher Education and The University of Montana

As the calendar year comes to an end, gratitude has clearly become my theme for closing out 2019.

There are, of course, no perfect people, no perfect professions, and no perfect institutions. Such is the nature of everything that involves humans. But this gratitude essay (and video) is about my gratitude for higher education and for the University of Montana, in particular.

Below I’ve posted my 4 minute acceptance speech from this past spring, when I received the George M. Dennison Presidential Faculty Award. Because I wasn’t able to attend the ceremony, I did a short video-recorded thank-you talk. As it turned out, the talk felt very emotional to me, because I spoke about how higher education has changed my life (for the better!).

My higher education experiences included Mount Hood Community College (where I went to play football and baseball), Oregon State University (more football and some psychology), and the University of Montana (graduate school and personal transformations). The memories from these experiences are mostly fantastic. Here’s the video:

Numbers, Men and Suicide in Montana, Liz Plank, and My 42 Seconds of Fame

220px-Elizabeth_Plank

Last month in Bozeman, I took a lunch break from a 6.5 hour suicide assessment and treatment workshop for professionals, walked out of the #IwontcallitGianforte Auditorium on the campus of Montana State University where #Idonotteach, up two flights of stairs, where I met Liz Plank and the amazing video recording and production team for the Vox news show Consider It.

Despite being in the middle of a wardrobe malfunction, I was fascinatingly anxiety-free. After talking about suicide for three hours nothing else really matters much.

Liz Plank is a big deal and a fantastic dresser. All that fits fabulously with her being a fourth wave feminist and 2018 Webby award winner. I was super happy to meet her then, and now, after having met her and done a couple Tick-Tock stunts with her (watch this 9 seconds: https://www.tiktok.com/share/video/6692077388945165573?langCountry=en), I’m still super happy to have met her.

Andy Warhol said we get 15 minutes of fame and Marilyn Manson sang about 15 minutes of shame. What I got in the final Consider It episode was somewhere around 42 seconds of a mix of the two (I’m estimating here because I haven’t timed it). But here’s the good news . . . and there’s lots of good news.

  1. The Consider It episode is now available for public viewing and it’s EXCELLENT. The title: What’s Behind Montana’s Suicide Epidemic? Obviously an incredibly important topic and other than my 42 seconds of fame/shame, very thoughtfully and artfully done (first person to post a comment that accurately identifies my exact wardrobe malfunction on the Consider It site will get a free JSF book of your choice). Yes, you can watch the best ever Consider It episode right here: https://www.facebook.com/consideritshow/videos/1395971993875811/
  2. When Liz Plank got her 2018 Webby, she did a 5 word speech. Listen for her 5 words here: https://www.youtube.com/watch?v=i4pTOQ2YY5Y
  3. Wonder what the heck Liz Plank was talking about in her 5 word speech, find out here (spoiler alert, this video makes fun of Donald Trump): https://www.facebook.com/feministabulous/videos/140217433363072/
  4. If you want Liz to have John S-F back on her show to answer the question of why people vote for Trump against their own best interests, start using the hashtag, #JSFknowstheanswer EVERYWHERE and especially here: https://www.facebook.com/consideritshow/?epa=SEARCH_BOX
  5. For me to get my 15 minutes, all you have to do is watch the Consider It episode 22.5 times. https://www.facebook.com/consideritshow/videos/1395971993875811/

As always, thanks for reading and have a fabulous weekend!

John S-F

 

My Acceptance Speech for the George M. Dennison Presidential Faculty Award for Distinguished Accomplishment at the University of Montana

Dennison Award

Last Wednesday I received an award on Charter Day at the University of Montana. Getting the award was a big deal and I am humbled and happy. Unfortunately, I couldn’t be at the Charter Day event because I was presenting workshops at the National Association for School Psychologists in Atlanta. Below, is a slightly extended version of the acceptance speech that I video-recorded for the event. I’m fairly certain that the following version is more coherent than the video. What surprised me most about the whole thing (and made me feel silly) is that when I rehearsed this acceptance speech, I couldn’t make it through without crying.

********************

It’s an honor and a privilege to receive the George Dennison Presidential award for distinguished accomplishment at the University of Montana. A big thanks to Roni Johnson my department chair and Adrea Lawrence, dean of the college of education and human sciences, for their nomination.

Back in August, at the State of the University address here at the University of Montana, the theme was about how the college experience transforms lives. To give you a sense of how honored I feel about this award, I want to briefly share with you how my college and graduate school experiences have transformed my life.

I grew up knowing virtually nothing about college, except that it was where you went to play college sports . . . and that was all I wanted to do. After high school, I attended Mount Hood community college in Gresham, Oregon, to play football and baseball. At that point, the only work I had done was manual labor. I had no identity linked to being intellectually capable.

I was a mediocre college student who initially cut corners, fell asleep in class, and was terrified about speaking up in groups. Oddly, my Linebacker coach (who doubled as a ceramics and jewelry making instructor) at Mount Hood was probably the first person who helped me realize I was smart. Very quickly after meeting me he started referring to me as “the rocket scientist.” Seriously, this was the first time in my life that I thought I could do something with my brain, other than slam it into other people.

And then I went on to Oregon State University, to, of course, play football. By then I had begun feeling more comfortable in college; I was building my academic identity. The most important thing is that I had learned how to learn. I remember bragging to my best friend and roommate who was taking a large undergraduate nutrition class with me: “I’ve studied this and I know everything that could possibly be on the exam.” I told him I would be getting a perfect score on the upcoming midterm. I can still feel the experience of the professor personally handing me my paper (in a class of about 75) and whispering, “I never thought anyone would get this score.” This was all new to me. Before, all my peak experiences had to do with sports. After taking human nutrition at Oregon State University, I suddenly had a peak experiential memory related to academics.

Although I had grown more confident about my intellectual ability, I was still very uncomfortable in lecture-type classroom settings. In 4 ½ years of college I only spoke up once during a lecture class, and when I did, the professor shamed me. I felt shy, nervous, and unable to translate thoughts I had in my brain into words and sentences in front of groups. Fortunately, in my small pre-practicum and practicum classes, I had a Native American psychology professor who was amazing, encouraging, and who helped me believe in my counseling skills and abilities.

After getting my undergraduate degree at Oregon State and working a year at a psychiatric hospital, I chose the University of Montana over several other institutions, including the University of Virginia. And then, when I stepped onto campus in the fall of 1981, I found myself. I also found best friends, my wife, and in less than a year had my first publication in a shabby little journal called the New England Journal of Medicine. In a turn of events that I cannot explain, I also found my voice. My anxiety about public speaking went away. In the fall of 1982 I asked to teach Introductory Psychology; I told stories, I made jokes, I danced, and sang in my classes, and I loved it. I found my career home.

Now here I am getting an award named after former UM President George Dennison. Thank you George.

Earlier in my life I had no idea these sorts of awards existed; I never would have imagined being in the running. I never would’ve imagined being able to hang out with cool and smart people like Roni Johnson and Adrea Lawrence. I never would have imagined looking out and seeing the faces of faculty, staff, and administrators here at UM and getting to say that somehow I’ve found myself in this club, in this community, and in this Academy. Before I got here I didn’t even know academies existed. Now, I get to think of you all as friends and colleagues. This is what a college education did for me. I have loved my graduate student and faculty experiences at the University of Montana. I am grateful far beyond what I can express.

I know the words “Thank you” seem very small. I hope you know that I mean them in a very big way.

Thank you.

The Graduation Speech They Didn’t Let Me Give (again)

Roni Aubrey John Grad 18 Better

This year, like all other years in the history of planet Earth, no one asked me to do a college or university commencement speech. I thought I had a shot at the University of Montana, but they settled on a Nike executive instead.

I puzzled over my lack of commencement speech invites, but only briefly. After all, at my most recent keynote (the Montana School Counseling Association), I spontaneously told my “Just Shut Up” story. It just so happens that my “Just Shut Up” story references a body part that typically isn’t mentioned in keynote speeches.

In my own defense, the “Just Shut Up” story is about adolescent development, and, because the entire experience of adolescent development is inappropriate, it’s impossible to say anything inappropriate when talking about adolescent development. This is so obvious that if you saw a Jeopardy answer saying, “A topic about which it’s impossible to say anything inappropriate” the correct question would, of course, be, “What is adolescent development?” I think I’m on solid ground here.

My point is that I’ve come to accept not getting asked to do commencement speeches. After all, they’re rigorous speaking gigs where you have to be ready to offer sage and complex advice like, “Be yourself” and “Don’t forget to give back.” That sort of sage advice might be somewhat outside my wheelhouse.

But then, the week before last Saturday’s University of Montana commencement, I found out that our graduating M.A. students in Counselor Education had requested a microphone for their post-commencement reception. I didn’t realize it immediately, but upon embarking on my one-mile walk to line up for the commencement ceremony, it hit me. My students were sending me a special indirect message. The microphone was for me. Knowing my penchant for speech-giving, they leaked the microphone intel, so I’d have time to prepare a fancy commencement speech, just for them.

When it comes to graduation speeches, preparation is key, so I spent the 15 minutes of my walk in a state of profound inspiration. I prepared a formal opening and closing, and then wrote two special graduation songs, practicing them along the way. The passerby seemed appreciative, even though they probably couldn’t understand why I was singing “Move your eyes” to the tune of “Shake it Off” or what inspired me to include the main refrain of “A date with Sigmund Freud” instead of “A partridge in a pear tree” when singing “The Twelve Weeks of Theories.”

Being uncertain as to whether I should focus exclusively on songs, I outlined an additional speech. This extra speech was all about the Gestalt of be-here-now and self-awareness, as I integrated the rising (and flooding) spring waters of the Clark Fork River as a metaphor for how over-activity contributes to the opaqueness of the self. To be sure that my commencement message would get through, I also included warnings about Narcissus and his fatal projection of the self. That’s the sort of mythical anecdote that can bring down the house.

Sadly, that afternoon, I discovered that the leaking of the microphone rental was nothing more than the flirtation of a ruse. During the WHOLE Counselor Education reception, the students completely hogged the microphone. All they did was go On and On and On and On (like Jack Johnson) saying nice things about each other and the faculty and the doc students, not leaving me a minute with the mic to get up there with my Poker Face (like Lady Gaga) to perform my freshly written songs.

Grad 18 Awards

In the end, truth be told, the Nike guy was pretty darn good, and likely a better choice than me. But, more importantly, our students were like they usually are . . . AWESOME. These graduates will be heading out to schools, mental health agencies, and intercultural destinations, where they’ll connect with and counsel youth and adults and make the world a healthier place.

Other than my amazing vocal performance, there’s one thing I wish I’d had a chance to say. It might have been something like this:

Take a moment to look around the room. See your classmates, your supportive families, and your faculty. Don’t just see them, SEE them as the multi-layered and profound beings that they are. In this irretrievable sparkling moment of the now, let’s remember a few things together. Remember your decision. You walked in this building to become a counselor. You dedicated yourself to learning how to help others. How cool is that? Feel the power of that memory. Remember our first times together. Remember when your professors kept having you awkwardly introduce yourselves to your new classmates. Feel that awkwardness and anxiety. Let it be with you, remembering that you OWN your future awkwardness and anxiety, because you worked through it, conquering it for now and later. Remember the painful viewing of video recordings of yourself doing counseling. Remember the painful feedback. Remember the tears and joys you experienced together. Remember getting to know the people in this room in ways you never could have imagined, until it happened. Remember growing in respect for yourself, growing your counseling skills, and deepening your respect for your classmates. Remember the late nights, the early mornings, the six straight hours of class, and that assignment (or two) that you pretty much hated. And most of all, remember this moment, right now, surrounded by friends and family. Remember the joy of right now. Remember why you chose this path and why you’re here today. Remember it all, and put it in your heart. Then, in the future, which might be now and might be later, commit yourself to combine your counseling skills, your empathic heart, and your thirst for continued learning. Let the joy of now flow back to the memories of then and the future of what will be. Recognize your new power; it’s like the Force; it’s in your hands, it’s in your heart, it’s in your brain. You take it from here, remembering also, that we are honored to have had time with you and to send you out to shape a healthier and happier society.

Oh. Yeah. I almost forgot. Remember this too, and be grateful: Never again will you have to date Sigmund Freud.

Hey . . . We’ve got a position opening for a visiting assistant professor in the Department of Counselor Education at the University of Montana

Let me begin with a rhetorical question.

Who wouldn’t want to work in beautiful Missoula, Montana along with fantastic colleagues? On most days, you can hike up Mount Sentinel and get this view (it’s better live) in less than 20 minutes.

From M

I’m using my blog to help spread the news that we’re looking for a full-time, visiting assistant professor in our department at the University of Montana. Why visiting? That’s because we just got permission to search and thought it would be easier to hire a nine-month visiting (mid-August to mid-May) and then we’ll be searching for a tenure-track person in early fall. Of course, it’s possible that the visiting person will apply for an get the tenure-track position, but not necessarily. To check out the details of the position, please click here: http://bit.ly/umt1915.

FYI, the University of Montana (which happens to be the coolest place on the planet right now) is an ADA/EOE/AA/Veteran’s Preference Employer.

Your Biggest Parenting Struggles

Twins Together Again

When Sara and I visited Ariel Goodman’s Intimate and Family Relationship class (COUN 242) at the University of Montana, we were instantly surprised.

First surprise? It was the first question: “What was the hardest thing you ever experienced as a parent?”

Second surprise? The second question: “What’s the hardest struggle that parents face today?”

The students made their interests clear from the start. They were curious about the biggest and most difficult parenting challenges. They wanted to know the worst, first.

This wasn’t exactly what we expected from the so-called snowflake generation. These “snowflake” students wanted to know what they needed to know to get themselves prepared. For me, that didn’t quite fit the stereotype.

Sara and I both answered their questions as best we could. If you listen to the podcast episode, you’ll likely catch our themes.

You can listen to the podcast on Libsyn: http://practicallyperfectparenting.libsyn.com/

Or you can listen on iTunes: https://itunes.apple.com/us/podcast/practically-perfect-parenting-podcast/id1170841304?mt=2

But Sara and I are only two people with two limited perspectives. This brings me to my question for you. Pretend you’re with these “snowflakers.” How would you answer their questions?

What was the hardest thing you ever experienced as a parent?

What’s the hardest struggle that parents face today?

If you have the time and inclination, let me know your answers here, on Facebook, or via email.

All my best to you in your parenting struggles (and joys).

John SF

Building Better Counselors

JSF Dance Party

This is a link to a hot off the presses article in Counseling Today. The focus is all about how professional counselors (and all psychotherapists) can be BOTH evidence-based AND relationally oriented. My co-author, Kindle Lewis, is one of our fantastic doctoral students in the Department of Counselor Education at the University of Montana. And . . . by the way. . . the University of Montana is NOW the NEW best college destination on the planet. Ask me why:).

Here’s the link: http://ct.counseling.org/2017/11/building-better-counselors/