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Incorporating moral courage into parenting [how?] can affect the self-expression [specify] of the child during late adolescence. [5] It is more likely for a person to exemplify moral courage in adulthood if they were raised receiving respect and compassion from their parents than if they were raised in a violent environment. [6]
Acceptance is a core element of acceptance and commitment therapy (ACT) and cognitive behavioral therapy (CBT). In this context, acceptance is a process that involves actively contacting psychological internal experiences (emotions, sensations, urges, flashbacks, and other private events) directly, fully, without reacting or becoming defensive.
Social Influence is strongest when the group perpetrating it is consistent and committed. Even a single instance of dissent can greatly wane the strength of an influence. For example, in Milgram's first set of obedience experiments, 65% of participants complied with fake authority figures to administer "maximum shocks" to a confederate. In ...
Mental toughness is a measure of individual psychological resilience and confidence that may predict success in sport, education, and in the workplace. [1] The concept emerged in the context of sports training and sports psychology, as one of a set of attributes that allow a person to become a better athlete and able to cope with difficult training and difficult competitive situations and ...
Flow is achieved when the challenge of the situation meets one's personal abilities. A mismatch of challenge for someone of low skills results in a state of anxiety and feeling overwhelmed; insufficient challenge for someone highly skilled results in boredom. [66] A good example of this would be an adult reading a children's book.
The three factors people have towards an issue are broken up into three different latitudes: rejection, acceptance, and non-commitment. The latitude of acceptance refers to the range of ideas that an individual finds acceptable or favorable. This could vary between ideas, messages, or positions.
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For students to acquire necessary skills in reflection, their teachers need to be able to teach and model reflective practice (see above); similarly, teachers themselves need to have been taught reflective practice during their initial teacher education, and to continue to develop their reflective skills throughout their career.