August 8, 2022 8:00 am

Subscribing to Self-Care with Dr. Maria Hersey

Everyone’s talking about SEL for students, but what about SEL for teachers? Cultivate and protect your own well-being with these tips and downloadable self-care planner.

A recent Instagram post from @selfcarewithwall shared an important thought for everyone to consider, but most importantly, for all the educators that are struggling to navigate the complicated and constantly changing realities of life, the following statement should ring true: “You are not selfish for wanting the same energy and love you give.”

During a recent presentation to teachers, we discussed the importance of identifying self-care practices that could be implemented in our daily lives. Many of the teachers shared that while they understood the importance of social-emotional learning (SEL) and well-being for students, as teachers, they often forgot to take care of ourselves FIRST. Self-care is the active process of making your body and mind a pleasant place to inhabit, by making sure to fill your own cup first. This definition helps to ensure that we have enough for others but asks us to consider our own needs first. It is important to remember that our own self-care and well-being must be a priority. Remember, if we want to give it, we must learn how to live it! This means that if we want our students, or others, to engage in well-being practices and self-care, we need to be willing to take the first steps and set intentions for mindful living in our own lives.

“…if we want our students, or others, to engage in well-being practices and self-care, we need to be willing to take the first steps and set intentions for mindful living in our own lives.”

Cultivating teacher well-being

The simplest definition of mindfulness offered by Dr. John Kabot-Zinn, is being present and in the moment, without judgment. It is making space for reflection and connection. Mindfulness magazine recently published an article about nine practices to engage in which support and build well-being. The authors remind us that cultivating and protecting our well-being is a personal process that requires us to check-in with ourselves on a regular basis. Being open to whatever we may need to navigate stress, anxiety, and overload is an important part of the process. Engaging in the habit of self-care is essential to our daily lives and well-being.

9 Mindful Habits for Well-Being word cloud

Cultivating and protecting our well-being is deeply personal. It requires us to check in with ourselves regularly and be open to whatever we may need to feel less stressed, more fulfilled, and at ease. In this guide to well-being, you will explore nine habits to integrate into your daily life that will serve as helpful tools in sustaining emotional wellness. In the article, 9 Mindful Habits for Well-Being – Mindful, the authors identify nine practices or habits that you can engage in on a daily basis to support our well-being. These practices or habits are:

  • Meditation or mindful awareness
  • Inquiry
  • Engagement
  • Presence
  • Gratitude
  • Compassion
  • Movement
  • Relationships
  • Contribution

Of these nine practices, which are just the beginning of a myriad of possibilities, which one resonates with you most? Which one can you set an intention for today to support and enhance your own well-being? Remember, the first step is the most important. Identify one of the practices that you can easily incorporate into your daily routine. Commit to making this a priority for yourself and for others. You deserve it!

Setting intentions

Let’s dig deeper into one of the nine habits. In conversations with educators and other adults, I am often asked “How do I prioritize my well-being with an already busy schedule?”  So many of us feel like we cannot add one more thing to our calendar of events, but it is important to remember that taking care of ourselves should be one of our daily priorities. One of the easiest ways to begin is with a small step each day. One practice could be committing just a few minutes to self-reflection and setting an intention for the day. Each morning when you wake up, set an intention for self-care. An intention is an act of instance of deciding mentally upon an action or result.  An intention may also be an aim that guides us to action. 

When we take a moment to set an intention, we can open our eyes to things we may have missed. For example, by observing some of the little wonders of the world such as the laughter of a child, we can shift our perspectives in an instant. Voicing our intentions can help to take our mind off our problems and perceived limitations and help to shift our focus on something that could positively impact our lives.  This doesn’t mean that we ignore our problems or challenges, it just means that we are taking some time for a mindful intention, a chance to be present and in the moment, without judgement.

Some examples of self-care intentions are:

“I intend to go on a mindful walk today and enjoy the beauty of nature and the great outdoors.”

“I intend to begin the habit of taking fifteen minutes for myself, to find a quiet corner and read a book.”

“I intend to take time today to write down three things that I am grateful for, allowing joy and positive energy to fill my mind, heart, and body.”

Intentions often have no limits and are expansive, they are not goals, but are about who you want to be and what you wish to contribute to your own self-care. Intentions can also include contributions to the greater good. For example, most of us feel concern about global issues, but sometimes feel like it is an overwhelming task. Just remember the butterfly effect: a slight change can result in significant differences. When we set an intention to act, we can open our mind to ideas, opportunities and the internal rewards that come from helping others.

It is important to remember the importance of small steps and building on the successes of each step taken on the never-ending journey of self-care. Try to maintain your daily intention for the week. At the end of the week, take a few moments to reflect on how your moments of self-care made you feel. Do you have more time for yourself? Are you able to reduce or release the stress that accumulates during the week? Do you feel a little better about life and how you are managing everyday stressors? Take a deep breath in and a deep exhale out, reflect things that happened that you are grateful for in the past week.  It does not have to be an exhaustive list, and you do not have to share it with others, just take some time for quiet reflection on how it feels to take care of yourself.

To build on this practice, begin each week with a new self-care intention, if you want, start a brand new one, or make a habit out of your previous intention and carry it forward. Take note of how you feel and at the end of the week, engage in your weekly gratitude practice. See if you can continue this for at least three weeks. At the end, what do you notice about how you feel about yourself? Have there been any shifts in your perspective? Are you finding more time to take care of yourself? Dr. Dan Siegel, a well-known author and clinical professor of psychology, states that one goal of regular mindful awareness practices is to turn “a state of being into a trait.” Mindfulness practices are “good hygiene” for our brain and setting and intention and practicing acts of gratitude are just two strategies for training our brains to be happier and healthier. 

Finding peace

According to Dr. Jill Bolte Taylor, to experience peace does not mean that life is always blissful. It means that we can tap into a blissful or peaceful state of mind amidst the chaos of a hectic life. It is important to stop listening to those voices inside your head that tell you there is no time for self-care or that self-care is selfish. In our highly connected, technological, and fast-paced world, we have all learned that sometimes we just need to unplug, hit the restart button, and begin again. Sometimes this simple solution is all we need. Think of your brain as a part of your body’s central processing unit and take some time to shut down and restart each day. Your body and your brain will thank you.

For further information or questions, please follow me on Twitter @mshersey or visit us at http://www.globaleduadvisors.com/

Self-Care Planner

Hit “print” and grab a flair pen for these fillable, teacher well-being journal pages.

Dr. Maria Hersey

About the Author – Dr. Maria Hersey

Maria Hersey is currently the Director of Strategic Partnerships for World Savvy (www.worldsavvy.org) and has over 20 years of experience in K-16 education. She is the founder and principal advisor for Global Education Advisors (www.globaleduadvisors.com), and served as the Director of Education & Training for The Goldie Hawn Foundation, and regional program manager and development specialist for the International Baccalaureate (IB). Maria has also had the privilege of working in public education as an elementary school teacher, program coordinator, and assistant principal.

Maria’s work has received international recognition for her work in social-emotional learning (SEL), program design and evaluation, curriculum development, and global-mindedness. She has been an invited keynote speaker and has led a variety of workshops across five continents. Maria holds a Ph.D. in educational leadership from Florida Atlantic University. Her dissertation work focused on the development of global-mindedness and school leadership perspectives.  

Maria’s work with children and educators is a fulfilling aspect of life that brings her great joy and happiness. She enjoys cooking, traveling the world, and spending time with family and friends. Follow Maria on Twitter @mshersey.

June 10, 2020 8:00 am

Understanding the Mindset of a Struggling Student

When we see failures and frustrations as opportunities, and reinforce the principles of self-efficacy, we can better support our struggling students.

Working with struggling students requires mounds of patience and a steady course of perseverance and sometimes creativity. Most learning isn’t easy; it’s hard, messy work, and as educators, we deal with the downsides and difficulties of learning every day, especially now. But we also see our student’s failures and frustrations as opportunities, and we can help by understanding the mindset of a struggling student, and by reinforcing the principles of self-efficacy.

What is self-efficacy? The definition is straightforward: “a person’s perception that he or she has the skill and capability to undertake a particular task.” If students believe they can succeed, they can. Yet, many students come to our classes lacking this belief, and with no growth mindset. Retired Penn State Professor Dr. Mary Ellen Weimer has several ideas to keep in mind when working with struggling learners.

teacher at desk

Understanding the Mindset of a Struggling Student

They lack confidence. A student’s self-esteem has a direct effect on their academic performance. Students who struggle with confidence may believe there is no point in trying, and that where they are now is where they will always be. When asked to write a paper or work through a challenging math concept, they are often convinced they’ll do poorly before they even begin. When teachers ask if they need help with a difficult assignment, they may say no, or not respond at all. We can help these students by praising small steps in the right direction. Let them know what you like about their work in specific terms: “You’re on the right track with that equation. You got this.” And try to show them tangible proof of their growth by comparing early classwork to what they are doing now, which can help build self-efficacy in a concrete way.

They fear failure. When given a rigorous task, students can be too afraid of making a mistake to try. They can take failure personally, lacking the understanding that failure is a part of the learning process. Creating autonomy with these students is still possible, though; take, for example, The University of Montana’s Best Fail Ever campaign. The University aimed to “increase students’ resilience and convey the message that it is okay to fail sometimes.” Here, students became more comfortable with acknowledging their self-efficacy by sharing their own “best fail ever” stories publicly across campus. Programs like this demonstrate to students that failure can be a path to growth. When teachers find ways to alleviate students’ anxiety of failure, students are more likely to focus on learning.

They are easily distracted. Life is always distracting, and students (and adults) are dealing with more distractions than ever now. Often, students struggle with separating their study time from their lives, and that became more difficult as schools closed, forcing learning to take place at home. According to Dr. Weimer, “these students are easily distracted by their work, their friends, their social life, and even perhaps responsibilities at home. They respond to what’s pressing at the moment, and that’s often not studying, which can be done at the last minute with the phone on and with text messages coming in.” However, research has continually demonstrated that doing too much at once can be overstimulating for the brain. According to John Sweller’s cognitive load theory, “working memory has a very limited capacity. When too much information is presented at once, we feel overwhelmed, and much of that information is lost.” As educators, we can help redirect our student’s cognitive capacity to the right place by providing students with proactive tips on how to be productive when doing school work.

They’re in the course to get the grade, and learning is not the primary objective. Often, students will choose to do the minimum. They are often satisfied with less than their best—if the course is a requirement, and the content is not interesting to them, they see no reason to put forth much effort. They may view assignments as things to complete as quickly as possible. They can prefer easy learning. According to Dr. Weimer, “they don’t want courses or assignments that tax their ‘mental muscles’ too much.” These students prefer specific directions with little room for interpretation or critical thinking. They would rather work on worksheets than answer open-ended questions, and they steer clear of assignments where they could be wrong and it might be their fault.

As educators, we often have to find unconventional ways to reach kids that lack a desire to learn and may not see the potential for their future that comes with authentic learning. If we focus on showing students how achievements can benefit their lives, we can instill hope.
teacher icon

How Can Teachers Help Students Become Better Learners?

By understanding the mindset of a struggling student, educators can become more aware of how to help all students become better learners. The tips below offer a good starting point for all educators:

  • Help students develop metacognitive awareness (or being aware of how you learn/creating autonomy).
  • Cultivate your love of learning by sharing past experiences and values with your students.
  • Strive to make the material relevant to applicable real-world scenarios.
  • Provide regular, ongoing in-class review and teacher feedback.
  • Expect failure and frustration, be prepared with plenty of patience.

School psychologist Dr. Allen Mendler wrote, “hope must precede responsibility because kids who lack hope have no reason to act in responsible kinds of ways. There’s no reason to be motivated unless [the student] is hopeful that this particular class is somehow going to improve [his or her] life; that coming to this school is better than not coming.” As educators, it is our job to help give students—especially struggling students and especially now—this hope that learning is the key to a better future. And giving that hope starts with understanding the mindset of a struggling student.

Sources

Bartimote-Augglick, K., Bridegmen, a., Walker, R., Sharma, M., & Smith, L. (2016). The Study Evaluation and Improvement of University Student Self-efficacy. Studies in Higher Education, 14(11), 1918–1942.

Brooks, a. (2019, February 25). 7 Tips to Create the Perfect Study Environment for You. Rasmussen College Life Blog. Source

John Sweller’s Cognitive Load Theory. (2019, January 14). Exploring Your Mind. Source

Mendler, a. (N.d.). Motivating Students Who Don’t Care. Ascd. Source

Ni, C. (2019). Designing for Learning Growth: Encouraging Metacognitive Practice to Support Growth Mindsets in Students [unpublished Master’s Thesis]. Carnegie Mellon University School of Design. Source

Saks, N. (2016, October 4). ‘Best Fail Ever’ Asks Student to Talk Failure and Resilience. Montana Public Radio. Source

Shore, K. (N.d.). Classroom Problem Solver: the Student With Low Self Esteem. Education World. Source

Weimer, M. (2018). What Are Five Methods to Help Students Become More Effective Learners? Source

March 24, 2020 8:00 am

Setting Online Learning Goals with Students

Figuring out learning goals can help to both offer internal motivation to students and show students the value of learning (because who hasn’t heard the question, “When am I ever going to use this?”).

Happy student on laptop listening on headphones

Regardless of how a student learns — in a traditional setting, online, by doing—a great first step for ensuring success is setting learning goals.

Because everyone is different, figuring out learning goals can help to both offer internal motivation to students and show students the value of learning (because who hasn’t heard the question, “When am I ever going to use this?”).

When learning is self-directed, setting goals is even more important because students have to rely more on themselves to ensure they’re learning.

For every student who chunks out the work involved in a semester-long project, 10 more students wait until the week before the project is due to start it. (Guilty!)

And because online learning is often more self-directed, setting online learning goals can be critical to student success.

How to help students set good goals for their online learning?

It’s not that different than it is for traditional learning. It starts with offering guidance, monitoring progress, reflecting, and celebrating achievements.

To start, make sure students know what a goal is and what it means to have one (or more).

This is particularly important for younger students.

If a student doesn’t understand what a goal is, they’ll struggle to work toward meeting it and being successful.

Fortunately, goal-setting is a skill, which means it can be taught, so start by teaching your students about goals, the same way you might teach reading or math.

No matter their age, your students will have already met some goals, so look for examples from their own lives that you can use to explain goals and goal-setting.

Next, teach students how to set good goals.

There’s a world of difference between easy, “gimme” goals and impossible-to-achieve goals, so make sure students understand this. Students should be setting online learning goals that offer some degree of challenge, but aren’t impossible to meet.

One way to help ensure students are setting good goals is to have one main end goal with several progress-related goals that they’ll meet throughout the process of meeting the main one.

And consider teaching students about SMART goals, which can help them create clear and reasonable goals.

Once goals are set, monitor and document the process of meeting them.

It’s possible goals will need to change after students have begun working toward meeting them, so it’s best for both student and teacher to monitor progress.

This way, goal adjustments can be made if needed so students can still be successful even if something has changed.

If students are not meeting goals, reflect on possible reasons for that.

This could be happening for a number of reasons. Maybe the student is struggling to understand a concept and can’t move forward without assistance.

Or they don’t understand the expectations placed on them for online learning.

Whatever the case may be, there’s a reason why they’re not meeting their goals, so do some digging to figure that out.

And as students meet goals, celebrate!

Though most experts would agree that the feeling of accomplishment is more valuable than a tangible reward, there’s nothing wrong with strategically rewarding students with praise and/or goods.

This can be especially useful for younger students, and when larger goals are met.

Utilizing classroom webpages and social media accounts, you can create a tracking system, like a chart with stickers, so that students can see their progress. And since celebrating achievements virtually requires some creativity, we’ve shared some tips for doing so.

At the end of the day, it’s most important that students understand why and how to set goals, as well as how to monitor progress toward achieving those goals.

Making progress toward meeting goals is really important, so if goals aren’t met, make sure students understand that they have not failed, and that making progress is its own goal. 

To start, make sure students know what a goal is and what it means to have one (or more).

This is particularly important for younger students. If a student doesn’t understand what a goal is, they’ll struggle to work toward meeting it and being successful. Fortunately, goal-setting is a skill, which means it can be taught, so start by teaching your students about goals, the same way you might teach reading or math.

No matter their age, your students will have already met some goals, so look for examples from their own lives that you can use to explain goals and goal-setting.

February 18, 2020 8:00 am

Why Student Agency Matters

Agency is both a skill and a mindset that involves goal setting and self-reflection. As teachers, we can build agency through our interactions and relationships with our students.

Student in classroom resting on a stack of books

Student agency — what is it?

Surprisingly, there is no one definition for this term, but we can liken student agency to students having the “it factor”: they have “it,” they know how to be successful, and they go after “it.”

In essence;

Student agency requires students to take responsibility for their learning. Although not a new concept, the term is evolving simply because students and the learning process are also always evolving. Students with agency know how to work hard and focus.

They take an interest in learning, work through any difficulties along the way, and in the end, do not give up.

As educators, we often measure our success by watching our students leave school with the ability to accomplish their goals and be successful in life. We aspire for all our students to be successful, but we also know that some students are easier to work with than others.

These particular students often have an ingrained sense of agency and can work through difficulties on their own. Sometimes we even see ourselves in these students. They can mimic our feelings (as teachers) about learning and achievement.

But what about meeting the needs of our struggling students?

Research suggests that agency is such a fundamental human desire that people only lose agency when they’re unable to make relevant connections to the activity, task, person, etc.

In other words:

Agency, in the most literal sense, is about relationships with others. We already know the importance of making connections in the classroom to pique student interest, but isn’t it more than that?

An in-depth study of the psychology of coping researched stress and resilience during adolescence and children’s ability to self-regulate. This study discovered that a child’s ways of dealing with challenges fit into one of the following categories:

  • problem-solving
  • support seeking
  • distraction
  • escape
  • opposition
  • withdrawal

In simple terms, this means that some students handle their issues better than others. As educators, we need to remember that students who lack agency can doubt themselves and their abilities, and that behavioral responses such as withdrawing, appearing apathetic, and even acting out are coping mechanisms to regulate emotions.

In school, these students are often slumped over in the back of the classroom, refusing to participate and unable to concentrate.

Sadly, they often also participate in self-talk in which they reinforce their feelings of incompetence.

How Can I Help Increase Student Agency?

There is hope for students like this. As teachers, we can build agency through our interactions and relationships with our students. One way to do this is with conversation.

A few well-placed words can work wonders on a student’s self-esteem, and lead to increased agency. For tips on how to do this with ease, check out this list of 101 ways to say good job.

Another way to build agency is to teach students how to reflect using metacognition.

Reflecting on experiences (whether behavioral or academic) helps students move forward from a setback and furthers their growth toward student agency. Encourage students to reflect on their learning experience by simply asking the question, “What did I learn from this?” after completing each lesson, unit, and project.

Doing this will help students start to gain a sense of awareness so they can make appropriate changes in their lives and learning to achieve better outcomes.

Additionally:

There are lots of questions you can ask your students to help in building agency, including the following:

  • How did you figure that out?
  • What problems did you come across today?
  • How are you planning to go about this?
  • Which part are you sure about?
  • Which part are you not sure about?

Agency is both a skill and a mindset that involves goal setting and self-reflection.

By understanding our students better, we can help them build a growth mindset and, in turn, build their confidence. When students believe they can succeed, they are less likely to feel helpless in times of struggle.

As educators, we can help our students develop these lifelong skills that will propel them into successful futures

SOURCES

101 WAYS TO SAY “GOOD JOB.” CORNELL COOPERATIVE EXTENSION PUTNAM COUNTY. RETRIEVED FROM HTTP://PUTNAM.CCE.CORNELL.EDU/RESOURCES/101-WAYS-TO-SAY-GOOD-JOB

BROOKMAN-BYRNE, A. (2018, JUNE 22). THINKING ABOUT THINKING: WHAT IS METACOGNITION AND HOW CAN IT HELP STUDENTS LEARN? BOLD. RETRIEVED FROM HTTPS://BOLD.EXPERT/THINKING-ABOUT-THINKING/

DARLING-HAMMOND, L., AUSTIN, K., CHEUNG, M., & MARTIN, D (N.D.). ACTIVITIES FOR METACOGNITION. DEPAUL TEACHING COMMONS. RETRIEVED FROM HTTPS://RESOURCES.DEPAUL.EDU/TEACHING-COMMONS/TEACHING-GUIDES/LEARNING-ACTIVITIES/PAGES/ACTIVITIES-FOR-METACOGNITION.ASPX

JOHNSTON, P. H. (2004). CHOICE WORDS: HOW OUR LANGUAGE AFFECTS CHILDREN’S LEARNING. PORTLAND, ME: STENHOUSE PUBLISHERS. RETRIEVED FROM HTTPS://WWW.STENHOUSE.COM/CONTENT/CHOICE-WORDS

SKINNER, E. A., & ZIMMER-GEMBECK, M. J. (2007). THE DEVELOPMENT OF COPING (PP. 120–144). PORTLAND, OR: PORTLAND STATE UNIVERSITY DEPARTMENT OF PSYCHOLOGY. RETRIEVED FROM HTTPS://WWW.ANNUALREVIEWS.ORG/DOI/ABS/10.1146/ANNUREV.PSYCH.58.110405.085705

November 20, 2019 8:00 am

Teaching Students to Persevere

How can we encourage students to “stick to it” when they are in a world full of more interesting distractions?

Whether they learn in a virtual or traditional classroom, students have to actively choose to work toward the long-term goal of building knowledge instead of playing or watching TV, both of which can be more appealing than schoolwork. And knowing the long-term benefits of completing an activity is not always enough for children (or adults) to make the right choice.

That’s why teaching students to persevere is so important, and one way to do that is to teach them about self-distancing. This technique encourages students to take an outsider’s perspective of the task at hand. Encouraging students to think about their situation differently helps to remove the emotional connection to the decision-making and situation. So instead of making a decision based on what looks to be more fun and exciting, students can make a decision based on what their favorite character, hero, role model, etc. would do.

Student cheering themselves on their achievement

Teaching Students to Persevere with Self-Distancing

1. Start by teaching students to take an outsider’s perspective.

Younger students, in particular, benefit by imagining themselves as their favorite hard-working character or superhero. Because younger children already love to pretend and role-play, doing this is pretty natural and fun for them. Another way to refer to this is the Batman Effect—to remember what self-distancing is, just ask yourself, “How would Batman solve this problem?”

Older students find it helpful to talk to themselves in the third person. Instead of using personal pronouns like I, you, and me, switch to using first names or third-person pronouns. Instead of, “I am so bored by Algebra class,” try, “Is Ashley focused and working hard?” This strategy is often referred to as self-talk; you can even try it for yourself!

2. Have students pretend they are giving advice to a friend.

Ask students to think about what they would say to a friend in the same situation. If their friend was struggling to complete their homework, would you encourage them to browse social media instead? Probably not!

3. Ask students to think about how they would feel about the situation in the future.

Choose a time frame that makes sense for the situation, and ask students to consider how they might feel about the decisions they are making tomorrow, next week, a month from now, etc. Sometimes remembering that the negative emotions we are experiencing now are not permanent helps to put things into perspective. Using one of these simple shifts in language is often powerful enough to help students see challenging situations as conquerable instead of threatening or insurmountable.

Self-Distancing in Action

Self-Distancing in Action Table

Why Teach Students Self-Distancing Techniques?

Students who can self-distance are better able to focus on long-term goals and resist distractions when working to reach those goals. This is true not just for their school lives; it helps in their personal lives, too. By distancing themselves from the emotional implications of a situation, students learn to cope with negative reactions in a much more productive way.

This technique allows students to better understand their own reactions and decisions, and being able to exhibit self-control in situations helps to build both perseverance and self-esteem. Encouraging students to practice self-distancing also helps them to understand their emotions without letting the emotions take over. That’s why teaching students to persevere by practicing self-distancing is a great way to shape students into people who can be counted on by others.

SOURCES

EVA, A. L. (2017, SEPTEMBER 12). FOUR WAYS TO GAIN PERSPECTIVE ON NEGATIVE EVENTS. GREATER GOOD MAGAZINE. RETRIEVED FROM HTTPS://GREATERGOOD.BERKELEY.EDU/ARTICLE/ITEM/FOUR_WAYS_TO_GAIN_PERSPECTIVE_ON_NEGATIVE_EVENTS

HARRIS, S., ABDULLAH, M., & WHALEN, K. (2019, AUGUST). HOW TO NURTURE STICK-TO-ITIVENESS IN KIDS. GREATER GOOD MAGAZINE. RETRIEVED FROM HTTPS://GREATERGOOD.BERKELEY.EDU/VIDEO/ITEM/HOW_TO_NURTURE_RELIABILITY_IN_KIDS

WHITE, R. E., PRAGER, E. O., SCHAEFER, C., KROSS, E., DUCKWORTH, A. L., & CARLSON, S. M. (2017). THE “BATMAN EFFECT”: IMPROVING PERSEVERANCE IN YOUNG CHILDREN. CHILD DEVELOPMENT, 88(5), 1563–1571. RETRIEVED FROM HTTP://SELFCONTROL.PSYCH.LSA.UMICH.EDU/WP-CONTENT/UPLOADS/2016/12/CDEV12695.PDF_JSESSIONID9A14126FF0E062AD942DD3C3CEE26155.F04T03.PDF