Oct. 16 Lunch Presentation on Opiates in the Workplace, Clawson

Oct. 16 Lunch Presentation on Opiates in the Workplace, Clawson

Clawson, MI Opiates in the Workplace What Can You Do?

Presenter Korrin Krieg from Class A Training Center will be joining us the Business Womens Network of the Royal Oak Chamber for the networking lunch and learn on Oct. 16.

Korrin will be discussing the impact of opiates in the workplace and what managers or colleagues can do.

Please join us!

Wednesday, October 16: Networking will begin at 11:15am, Lunch will be Served at 11:45am and Program will begin promptly at 12pm.

Dont forget your business cards or fliers and be prepared to give a 30 second promotional message about your business! Why not invite your friend or coworker who would also enjoy a networking opportunity?

October Luncheon Location:

Three Cats Caf (At Leon & Lulu)

116 West 14 Mile Rd.

Clawson, MI 48017

If you have any dietary restrictions, please kindly let us know as soon as possible, so that we may do our best to fulfill your need.

Registration Information:

$20 for Royal Oak Chamber Members

$25 for Future Chamber Members & Guests

Refunds may be issued up to 7 days prior to the event.

The luncheon fee reflects the price of the meal plus processing fees.

Click Here to Register

About Business Womens Network

The mission of BWN is to promote and support women in business in the greater Royal Oak area by providing opportunities for networking,

professional and personal development, leadership, education, and community involvement.

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Oct. 16 Lunch Presentation on Opiates in the Workplace, Clawson - Oakland County 115 News

Neuro-education is an emerging field of study linking research and practice in the fields of neuroscience, neuroanatomy, and cognitive sciences to inform educational practices. To paraphrase Dr. Mariale Hardiman, of Johns Hopkins University and author of "The Brain-Targeted Teaching Model," research tells us neuro-education practices help educators focus on how students learn rather than merely what they learn. While all learning is brain-based, all teaching is not. Neuro-education includes brain targeted teaching practices and instructional design for learners from pre-k to young adults, referred to as Generation Z (Gen Z). While studying for my doctorate in education, I became interested in neuro-education, in particular, how stress affects learner success in harming or promoting neuroplasticity, the strengthening of cells, and neurogenesis, the building of new cells. Research led me to Dr. Hardimans model and ways that model may support Gen Z learners in a college environment. Brain-based teaching strategies are effective tools for educators regardless of the learning platform: traditional classroom, online, hybrid or other modality.

After recovering from a severe brain hemorrhage, Harvard University-trained neuroanatomist Dr. Jill Bolte Taylor wrote in "My Stroke of Insight," Although many of us may think of ourselves as thinking creatures that feel, biologically we are feeling creatures that think. Dr. Bolte Taylors 2008 TED talk is the first such presentation to go viral through the internet. When we design experiences for learners as feeling beings that think, and associate learning with positive emotional connections, teaching becomes brain targeted and fosters long-term potentiation or LTP. LTP is the strengthening of learning and memory in neural connections known as synaptic plasticity and is a positive biological outcome of successful teaching strategies. To paraphrase Dr. Marian Diamond of the University of California, Berkley, if we are going to keep our anatomy for the rest of our lives, we should know what we are working with. This same thought process may apply with educators and students. Educators should know who and what we teach. We are not just teaching accounting we are strengthening and growing brain cells in feeling, developing beings like Gen Z learners.

The October 2018 American Psychological Association (APA) annual Stress in America survey, conducted with The Harris Poll, provides important insights for educators regarding members of Gen Z. The survey defined Gen Z as young American adults from ages 15 to 21. Related studies list Gen Z from ages 15 to 22 in 2019, including a report from Michael Dimock, President of the Pew Research Center, on where Millennials end and Gen Z begins. Dimock offers this definition: Anyone born between 1981 and 1996 (ages 23 to 38 in 2019) is considered a Millennial, and anyone born from 1997 onward is part of a new generation. Other names that surfaced from Google Trend data are Generation Z, iGeneration, and Post-Millennials.

The APA report offers telling statistics about Gen Zs emotional status and implications for education practices. Firstly, stress appears to also define this generation as individuals most likely to report, and seek professional help for, mental health and stress-related illness:

Secondly, Gen Zs are more likely to report they are diagnosed with an anxiety disorder (18%) and more likely than all generations to report a diagnosis of depression (23%). While Gen Xers (15%), Millennials (14%) and Boomers (12%) report a diagnosis of depression in similar percentages, only 4% of older adults say the same. Americas youngest adults are the most likely of all generations to report poor mental health, stress, detachment and loneliness. Research also displays that Gen Z is our most diverse group, best-educated and most focused on attending college. Research from many sources, including the Pew Research Center, implies that Gen Z requires more dedicated emotional support systems in college environments, perhaps more than any other generation historically.

A number of studies display the effect of stress on learning and cognition, particularly upon the evolutionary rock-star of the brain, the pre-frontal cortex (PFC). Research is uncovering how Gen Zs prolific use of backlit screens and social media affects the architecture and performance of their PFCs. The PFC is located in the frontal lobe directly behind our forehead. The PFC is the last and most evolved feature of our brains. Humans are the only known creatures to possess this structure. The PFC controls executive functions like decision-making, time management and self-control. The PFC and surrounding cortical areas control working memory or scratch-pad memory. The PFC is the part of our brain that helps us think about ourselves. No other creatures appear to perform this task. The PFC makes us human.

The PFC is also highly susceptible to the detrimental effects of stress. The two factors of anxiety and depression reported in Gen Z studies greatly impact concentration, learning and retention of information. A study from Yale University reports that stress-signaling pathways impair learning, causing a loss of prefrontal cognitive abilities and detrimental architectural changes to prefrontal cortical functions. Chronic stress, as reported by Gen Z, hinders the ability of the brain to connect past knowledge to current information, to make good decisions around study and work habits, and to use new information to help regulate thought, behavior and emotion. While stressful events, such as exams, papers, grading and deadlines, are common in education for students and professors, prolonged stress, perceived and reported by Gen Z, has a critical impact on learning and memory processes that are central to educational systems. For more information, see this excellent article in Nature titled Learning and Memory Under Stress: Implications for the Classroom, by Suzanne Vogel and Lars Schwab.

In summary, stress is affecting the capacity of a significant number of high school and college-age students right now. We need to develop additional and different support systems, including learning design and teaching strategies, to help this generation of learners. This point leads to the Brain-Targeted Teaching Model strategies mentioned earlier, based on the work of Dr. Hardiman.

Dr. Hardiman is an experienced K-12 school superintendent, college professor, dean and current director of the Johns Hopkins University Neuro-Education Initiative. Her passion for how neuroscience and education intersect is the research behind the following six strategies of the Brain-Targeted Teaching Model:

The next Academically Speaking #Neurominute blog will apply these strategies to the Gen Z learning experience. I leave you with this statistic a recent Harris Poll stated 78% of Gen Z high school students, and 80% of college learners, rank their teachers and professors as the most important influencers in their personal development ahead of their parents, friends and peers. Educators have a significant opportunity to affect how and what Gen Z learns.

Dr. Mark F. Hobson is senior associate dean of Business Programs at Southern New Hampshire University and has 25 years' business administration experience in private industry, education and public administration. He holds advanced degrees in business and education, a doctorate in business administration, and is pursuing a doctorate in higher education administration.

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#Neurominute Neuro-Education and Gen Z | SNHU - Southern New Hampshire University

Over 400 students from 20 school districts across Westchester attend the inaugural Westchester County International Day of the Girl conference, titled Taking Charge of Your Future, at Manhattanville College in Purchase Oct. 11, 2019. Tania Savayan, tsavayan@lohud.com

Empowerment is one of those words that means different things to different people.

To Amanda Costas, a ninth-grader at North Salem High School, "empowered is when I'm with a group of people that are all uplifting me, each other."

For her classmate Jules Ageel, "what makes me feel most empowered is seeing other women do great things."

There was plenty of opportunity to be uplifted and see women doing great things at Westchester County's inaugural International Day of the Girl conference at Manhattanville College. Costas and Ageel were two of over 450 young female participants on Friday from 24 of the county's schools.

Ferocity from Young at Arts perform at the inaugural Westchester County International Day of the Girl conference at Manhattanville College in Purchase Oct. 11, 2019. Over 400 students from 20 school districts across Westchester attended the event, titled Taking Charge of Your Future. It was hosted by the Westchester County Youth Bureau in conjunction with the Women's Leadership Institute at Manhattanville and several other groups to inspire young women to take an active role in their personal development and their future. (Photo: Tania Savayan/The Journal News)

The conference's theme was "Taking Charge of your Future." It gave girls an opportunity to hear from a dozen women leaders, including stateSenate Majority Leader Andrea Stewart-Cousins, and take workshops on everything from financial skills to healthy relationships to coding for video games.

"I'm really pro feminism and stuff like that," Ageel said."As soon as I heard aboutthe workshops they were doing today andthe speakers that were coming,I was really interested to hear what everyone had to say."

The conference was thevision ofDeMia Harris-Madden, executive chair of the Westchester County Youth Board. Shepulled it together in a hurry, but almost twice as many girls attended asexpected.

"We realize not every girl has the same challenge or concern. So we wanted to make thisas diverse as possible," Harris-Madden said.

"As a young lady who grew up in an urban community, we didn'thave those role models that were prominent unless they worked in our schools," Harris-Madden said. "We didn't have forums like this where you could see a judge, a reverend,a legislator, assembly person, a senator. That's what I keep in mind as I'm building."

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The girls appreciated the opportunity to be there.Shania Rivera, a senior at Alexander Hamilton High School in Elmsford, said that girls are used to being in situations where they are outnumbered by boys.

"So being with a bunch of other females who are empowered really shows uswhat is possible in our day and age today," she said.

The girls had a wide range of plans fortheir futures. Some want to be doctors or lawyers, others to make a career in performing arts. Ninth-grader Sam Jagemann aspires to the FBI.

But they all agreed that there are still obstacles for girls today.

Yorktown High School seniors from left, Dayanavi Nunez, Samantha Adjei and Kaitlyn Folchetti attend the inaugural Westchester County International Day of the Girl conference at Manhattanville College in Purchase Oct. 11, 2019. Over 400 students from 20 school districts across Westchester attended the event, titled Taking Charge of Your Future. It was hosted by the Westchester County Youth Bureau in conjunction with the Women's Leadership Institute at Manhattanville and several other groups to inspire young women to take an active role in their personal development and their future. (Photo: Tania Savayan/The Journal News)

"Gender equality has always been an issue, but it'svery disappointing to see that it's still in aspects of our daily lives," Rivera said.

Girls pointed to gaps in pay betweenmale and female athletes, the way girls are still told to look over their shoulder when walking alone, the lack of women in STEM fields and barriers to education for girls around the world as signs that girls still have a wayto go. They expressed frustration that so much focus is placed on how they look and what they wear.

"I think that girls needs to have a voice, especially with things in the government," Costas said. "There's only been male presidents, but it's good that more women are stepping up to higherroles and different positions in the government."

The firstUnited Nations declaration ever to specifically call for girls' rights was passed in 1995 at the World Conference on Womenin Beijing. The resolution to establish the International Day of the Girl Child was passed 16 years later, in December of 2011.

UN Women, a United Nations group working for gender equality,acknowledges that many of the promises made to the girls of the world 24 years ago remain unfulfilled. Their theme for 2019's Day of the Girl was "GirlForce: Unscripted and Unstoppable," meant to celebrate the achievements of girls since 1995.

The achievements of other young women are what makes Amanda Collins, a North Salem High School freshman, feel empowered. She pointed to climate activistGreta Thunberg as an inspiration.

"When I watch her, I feel so special because I feel like I can have the opportunity one day to speak about what I'm passionate about," Collins said.

What are teenage girls today passionate about? Gun violence, climate changeand racial inequality werea few of the issues the girls had on their minds, before even getting into the academic and social pressures they face.

"A lot of young ladies are under a extreme amount of pressure and stress due to social media, peer pressures, school," said Harris-Madden.

The gathering also gave participants a chance to let off steam. When the all-girl rock band from Young at Arts played Alicia Keys' "Girl on Fire" during opening ceremonies, all the girls sang along at the top of their lungs.

"I really like that it gives the girls an opportunity to come from different parts of the county and speak with each other," said Alanis Cabrera of Alexander Hamilton High. "Women's empowerment for meis basically accepting and motivating one another, despite any background differences."

Twitter: @sdgrosserode

DaMia Harris-Madden, left, executive director of the Youth Bureau, and Ariana Quinones from YWCA White Plains, speak at the inaugural Westchester County International Day of the Girl conference at Manhattanville College in Purchase Oct. 11, 2019. Over 400 students from 20 school districts across Westchester attended the event, titled Taking Charge of Your Future. It was hosted by the Westchester County Youth Bureau in conjunction with the Women's Leadership Institute at Manhattanville and several other groups to inspire young women to take an active role in their personal development and their future. (Photo: Tania Savayan/The Journal News)

Read or Share this story: https://www.lohud.com/story/news/local/westchester/2019/10/11/hundreds-come-out-westchesters-inaugural-day-girl-conference/3931020002/

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Hundreds come out for Westchester's inaugural Day of the Girl conference - Lohud

Professor Graham Wilson is a Senior Tutor of the University of Oxford and is a world-renowned behavioural scientist, author and commentator on many aspects of management, leadership, organisation and personal development. He delivers pioneering, and exceptional outcomes.

He would be coming to Nigeria on the 16th and 17th of October to deliver the TEXEM executive development programme Developing Interpersonal Influence, addressing Vulnerability, and achieving Authenticity for value creation. In this interview, he speaks on the essence of stakeholder influence.

In this turbulent, ambiguous and complex socio-economic landscape that currently characterises the operating context of Nigeria. How apt is this forthcoming programme for Chairs of Boards, CEOs, MDs and Executive Directors, among others?

This programme offers a unique opportunity for leaders to reflect on how to get the best out of others. This programme would help executives challenge assumptions and learn how to do more with less. I teach in a facilitative manner, and so participants start from wherever they currently are and, move forward from there.

Do you agree with John C. Maxwell when he said that Leadership is Influence-nothing more, nothing less?

No. There are a myriad of ways in which influence is applied that has nothing to do with Leadership. While leaders often influence, there are lots of different ways in which they do so. The idea that this is all they need to consider, which is what the Maxwell quote implies is far too simplistic.

How can this programme help leaders succeed during a period of low growth and depressed morale?

In addition to networking, this programme would provide participants with the opportunity to reflect. Also, by exploring what we know about motivation and how to build a modern understanding of it into their activities would stimulate enhanced morale, performance and value creation for stakeholders.

What will leaders who attend this Programme take to their Organisations afterwards?

Leaders who attend would:

Develop their interpersonal influencing skill

Learn to build enduring organizations that meet the needs of stakeholders

Learn to promote a trusting relationship in their organization

What methods or how do you intend to achieve the themes of the programme?

Using videos, case studies and presentations, we will bring contemporary ideas to the group for them to discuss, interpret, and apply to their particular circumstances. Thus, providing a range of activities for them to draw on in this process.

How do you intend to bring all your achievements at the Leadership strand of the GCAP/Smith School(University of Oxford) and the Coaching Course/Programmes you have delivered and Supervised since 2012, to bear on the 16th and 17th of October 2019 at the Radisson Blu Anchorage Hotel, Victoria Island, Lagos?

For the last 35 years, I have been studying, applying, writing about, and teaching organisational and individual development. Over that time, I have learnt a lot on leadership, coaching, and how to maximize performance. This body of knowledge has been of interest to other people. More importantly, I have found ways of engaging with groups who are keen to explore and expand their impact. I plan to bring my pedigree, expertise and track record at Oxford University and beyond towards delivering this programme to make a positive impact on the organisations in Nigeria. Through this programme, we would share fresh and actionable insights that executives require to succeed during these dire socio-economic times and beyond.

Why should executives attend your programme holding later this month?

Let me quote from the statement at some previous delegates of TEXEM, and you can be the judge. Dayo Babatunde, Senior Partner, Ernst and Young, said and I quote: I regard These Executive Minds Executive Education programme as the best I have attended in recent times. Not one of them, but the very best as it was humanly perfect.

Peter Atolo Irene, CEO, International Energy Insurance Company, said: The content of the programme has been rich and educative, refreshing, enlightening and thought-provoking. I enjoyed this programme, and I am looking forward to another program.

Andy Uwejeyan, the Managing Director A&J Construction Company Ltd., said: I found this programme very, very rewarding. In the past, I always had a way of thinking that the matter of sustainability-related only to policy matters but during this programme it has been broken down into the company level and for me, there are many takeaways that I hope to begin implementing once I get back home.

Frank Algbogun, CEO and Publisher, Businessday, said: My experience in this programme has been quite enormousThe organisers, we saw that they prepared for us and they were quite good, quite sociable, and quite academic, and we had discussion platforms that were divided into groups. On a general note, TEXEM is laying a foundation that will grow like an iroko tree. On this note, I want to thank the CEO of TEXEM, AlimAbubakre, and his colleagues for making it possible for us to attend.

Get more information about this programme today by visiting https://texem.co.uk/programmes/developing-interpersonal-influence-addressing-vulnerability-and-achieving-authenticity-for-value-creation.html or call Texem on +447425883791 or email exec@texem.co.uk

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How leaders can share actionable insights on successes UK-based Prof. Graham - Daily Trust

Fife Alcohol Support Service (FASS) is helping to tackle social isolation and loneliness in the Kingdoms communities with Curnie Clubs.

The initiative has been running since 2016 with groups in Kirkcaldy, Glenrothes, Methil, Cupar, Dunfermline and it recently expanded in Cowdenbeath and a second group in Glenrothes.

Curnie Clubs support people who are socially isolated in the community, and help to develop their social skills and confidence with the aim to improve their quality of life.

Members also benefit from professional therapeutic group work that allows natural attributes, skills and abilities to emerge and be recognised.

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The aim is they become self-sufficient and self-sustaining, achieving personal development through peer support and new-found friendships.

Donald Grieve, project manager, said: There are people who attend the clubs who go from sitting in the house alone and unable to leave, to going into employment.

Sometimes you dont need tablets from the doctor and sometimes you dont need the job centre pushing you sometimes all you need is an understanding ear.

Myself and all my staff are counsellors, but we dont sit and counsel people.We use these skills to bring people on, and to get down to the root of their fears, so we can build a plan around that and get them mobile again.

What we are doing here is creating a safe environment where people can be themselves a place where it is okay to make mistakes.The clubs host a number of activities and sessions one of the more popular is about the process of change, and how this is where issues start. It then goes on to think about what is actually happening and what actions people can make to affect change.

Added Donald: A very powerful part of this process is when people start to look at what has influenced them in their lives, so inevitably they can discover the reasons why they became isolated.

Lee Mathieson from Kirkcaldy has been attending the Curnie Club in the town for 10 months and attributes her recent successes to Donald and his team.

She said: I have mental health issues and adult ADHD, it got to the stage where I had isolated myself from everybody because I couldnt cope with my illness.

I was isolated for about three years, and the longer that went on, the worse it made my mental health.

I was referred to the Curnie Club by my doctor.

I thought what else have I got to lose and went along to check it out.

I had no confidence, but the club helped me get some of that back, Im able to leave the house now and I have made some new friends.

Donald and the rest of the team have been absolutely brilliant.

David Webster from Cupar has been visiting the Curnie Clubs for a year and is now training to be a volunteer.

David said: I have suffered from depression and anxiety issues, and drug and alcohol abuse, with help from the club I have come a long way in combating these issues.

My life was on a downward spiral for a while, and it came to the point where I didnt leave the house in over a month.

A friend suggested the Curnie Club, so I phoned Donald and he said I should pop in.

It was quite a big step for me, but I went and it has helped me a lot. If I have any issues it is really good to be able to speak to team members who will help me to sort it out.

Im training to be a volunteer with the club, so what I am doing is going around all the different clubs getting to know everyone.

I feel lucky that I found the club. It has helped me to realise my potential. I cant wait to start giving back.

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Fife clubs are helping to tackle social isolation - Fife Today

Emotional education

The epidemic of poor mental health which has swept the Western world over recent years has left no demographic untouched.

From growing antidepressant use in over-65s and suicide rates peaking in those in their late 40s to 50% of millennials reportedly having left jobs for mental health reasons and children and adolescents manifesting with symptoms increasingly early in life, no age group is immune.

Governments have tried stemming the problem through research funding, public health initiatives and education for medical professionals and yet still the statistics continue to move in the wrong direction.

But is the global mental health crisis really a health crisis, or is it a crisis of education?

What if our international grapple with mental illness has more to do with a gap in our emotional education than a gap in our health system? What if were parking the ambulance at the bottom of the cliff, rather than getting to the roots of the problem?

In the US, more and more schools are adding social-emotional learning to the classic curriculum of language, math, science, history and geography. In the UK, too, the Department for Education has unveiled plans to make wellbeing education universal in schools by 2020.

Knowledge is power - so arming schoolchildren with the knowledge they need to manage their wellbeing feels like an appropriate response.

But what role could universities play in rewriting adult emotional education?

University students have been one of the hardest-hit demographics when it comes to their mental health - with rates of student depression, anxiety, self-harm, eating disorders and suicidal ideation continuing to surge.

The typical age range of university students also coincides unhappily with the most common age for the emergence of mental illness, with many sufferers experiencing their first symptoms between the ages of 16 and 24.

The demand for emotional education at university

At Fika, we recently conducted some research to assess the demand for emotional education from university students, as well as graduate employers.

The findings were starker than we could have expected.

97% of UK students felt they would benefit from such modules, 96% said emotional education could help reverse the student mental health crisis, 65% said it would protect them from encountering mental illness and 52% agreed it would help them better understand how to take care of themselves and each other.

Of the employers we surveyed, a staggering 99% said offering students an emotional and social education on the university curriculum would vastly improve their chances of career success. 95% said they would like to see young people arriving in the workforce with better emotional and social skills and 87% felt graduates often lack the emotional skills they need to thrive at work.

Could emotional education reduce the student mental health crisis?

Would emotional education improve students' chances of employment?

Out of a list of 19 possible attributes a graduate employee could bring to the workforce, employers ranked academic results bottom; valuing communication skills, teamwork, self-motivation and problem-solving above all else.

In the UK, university counselling services are struggling to cope with students growing demand for support.

And yet the thought of emotional education at university still seems novel

Perhaps universities, famed for their academic rigour, pursuit of intellectual growth and reputations for groundbreaking research, worry that the addition of emotional education to their offering will somehow dampen their perceived value.

But let me present you with an argument in favour of the so-called softer pursuit of emotional self-development in higher education.

The case for emotional education at university

The purpose of a university, according to Pearson, is to be the guardian of reason, inquiry and philosophical openness, as well as the enabler of social mobility - allowing people to transform their lives.

So what could be more fitting than for these great institutions of personal development, and learning for the sake of learning, to become bastions of emotional education - equipping young people for the inevitable challenges they will face as they embark on the journey to full financial, emotional and intellectual independence?

And, as the number of young people pursuing higher education globally continues to rise, dont these institutions also have a responsibility, as well as the potential, to build a brighter future for society on all levels: academically, economically and emotionally?

A once-prestigious subject vilified by modern elites

Philosopher Alain de Botton, in his book The School of Life, argues that emotional education, which for two thousand years stood as the pinnacle of literary and intellectual achievement, has been vilified by [modern] elite culture.

Its decline, he argues, is in part due to the modern university system, where an obsession with facts and accuracy took over. And yet it remains at once deeply relevant and widely neglected.

The challenge before us, says Botton, is to break down emotional intelligence into a curriculum of emotional skills. We should be ready to embark on a systematic educational programme in an area that has for too long, unfairly and painfully, seemed like a realm of intuition and luck.

He goes on: We live in a culture that refuses to foreground the idea of lifelong emotional development, not because such a script is inherently impossible, but because it hasnt taken the care to write it.

Who better to take the helm and rewrite the lives of future generations than the modern universities of today?

More here:
The Mental Health Crisis: A Crisis Of Health, Or Education? - Forbes

Kai Schwoerer

CHRISTCHURCH, NEW ZEALAND - AUGUST 31: Morgan Mitchell of Southland looks dejected after conceding a try during the round 4 Mitre 10 Cup match between Canterbury and Southland at Orangetheory Stadium on August 31, 2019 in Christchurch, New Zealand. (Photo by Kai Schwoerer/Getty Images)

It was a big nightfor the Mitchell familyat the 2019 RugbySouthland end of the year awards evening on Monday.

Tight-head prop Morgan Mitchellwas named the Stags player of the year after what was his best season yetat Mitre 10 Cup level after first playing for Southland in 2015.

He played his 50th game for the Stags in Southland's last game of the 2019 seasonlast week against Bay of Plenty.

Kerry Marshall

Brayden Mitchell in action for the Southland Stags against Hawke's Bay in the 2019 Mitre 10 Cup.

After many seasons of being in and out of the starting line up, Mitchell owned the Southland No 3 jersey this year where hewas thecornerstoneof the Stags scrum and his work rate in defence was alsoimmense.

READ MORE:* Kiwi rugby coach Brad Mooar makes winning start to European coaching career * Mitre 10 Cup: Northland belt Otago in Whangarei to avoid wooden spoon* Mitre 10 Cup: Bay of Plenty move top of the Championship after overcoming Southland

His older brotherBraydenwas also honoured on Monday night when he picked up the Rugby SouthlandSupportersClub player of the year honour.

As as well as the Supporters Club awardBraydenwas also name the Stagsplayer's player of the year.

Braydenstarted the season as one of three hookers in the Stags set up but a re-occurring neck injury sidelined him.

Giventheinjury hindered him,both in terms of scrummaging andlineout throwing, he put his hand up to return for the Stags in the loose forwards rather than thefront row.

He impressed on the blindsideflank whileplaying for Southland B before coach Dave Hewett gaveBraydenhisshot at playing on the blindside flank.

The Stags co-captainwas akey figure in adding some steel to the Southland defence during the back half of the season.

AWARD WINNERS

JontyCarranTrophy (most promising under-16 player): Caleb Williams

Under 16 player of the year: Will Stodart

Under-18 player of the year: Cameron Millar/Aleki Saili

Under 19 player of the year: Morgan Riordan

Most improved referee: Jason McMath

Under 18 women'smost promising player: Teilah Templeton

Under 18 women's player of the year: Karlee Cruickshank

Most Promising women's player: Sarah Graham

Women's player of the year: Krishanee Tamou

Southland Country player of the year: Lachie McCall

Southland B player of the year: Ryan Carter

Women's sevens player of the year:Amy du Plessis

Men's sevens player of the year: Leigh Bristowe

Ack Soper Shield player of the year: Sam Brame

Bill Foster Trophy (most improved club team): Midlands

Coach of the year:RogerBuckingham (Tokanui)

Supporters Club most promising player: Charles Alaimalo

Supporters Club player of the year: Brayden Mitchell

Stags personal development award: Josh Moorby

Rookie of the year: Josh Moorby

Most improved back: Raymond Nu'u

Most improved forward: Mike McKee

Stags player's player of the year: Brayden Mitchell

Stags player of the year: Morgan Mitchell

Read this article:
Mitchell family claims big prizes at Southland rugby awards - Stuff.co.nz

Photo: Dragonfly Art Cottage

From arts and crafts to dance, music and theatre, the juniors will love these 10 artsy joints in the Klang Valley

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Founded by prolific choreographer and dancer Shirena Hamzah, this vibrant dance academy just celebrated its 20th anniversary with a record-breaking concert in July 2019.

Dancesteps Studio offers classes in genres of ballet, tap, jazz, hip-hop and contemporary, taught by trainers qualified by the Royal Academy Of Dance and The Imperial Society of Teachers of Dancing.

Find it at: 20, Jalan Solaris 5, Solaris Mont Kiara, Kuala Lumpur | 03-6211 1753

This enrichment centre in Bangsar uses a specialised 'EduDrama' approach, teaching kids to be better communicators through the use of drama, role play and imaginary play.

Related: 8 Eco-Friendly International Schools In Malaysia

Julia Gabriel Centre's partnership with Trinity College London means that your budding thespians aged 6 years old and above will be able to attain speech and drama qualifications from TCL upon completing the programmes at this centre.

Find it at: 123, Jalan Bukit Pantai, Bangsar, Kuala Lumpur | 03-2095 5500

The Actors Studio Academy @klpac (or The Kuala Lumpur Performing Arts Centre) offers classes in acting, directing, writing, dancing, singing and even gamelan for both children and adults, along with special masterclasses and workshops from visiting artistes.

Interestingly, The Actors Studio's 30th anniversary in 2019 has seen an exciting slew of productions and training sessions, some of which have been conducted by TAS founders themselves, Dato Faridah Merican and Joe Hasham OAM.

Find it at: The Kuala Lumpur Performing Arts Centre, Sentul Park, Jalan Strachan, off Jalan Sultan Azlan Shah, Kuala Lumpur | 03-4047 9063

Do creativity and self-confidence go hand-in-hand? The artsy folks at Dragonfly Art Cottage believe so.

See also: 18 Asian Artists To Follow On Instagram

Founded by Joy Chong, this arts centre equips kids with visual arts skills like including painting, drawing, clay craft, up-cycling and much more, operating on the belief that art is a springboard for learning other subjects.

Find it at: 221, Jalan Maarof, Bukit Bandaraya, Bangsar, Kuala Lumpur | 012-3967047 (Joy Chong)

Performing arts workshops, master classes and a chance to interact with renowned artistes visiting from around the world: adults and kids alike can learn much in just one weekend at the Damansara Performing Arts Centre.

Related: Datin Jane Lew, CEO of Damansara Performing Arts Centre, on dancing to her own tune

Find it at: H-01, Empire Damansara, Jalan PJU 8/8, Damansara Perdana, Petaling Jaya, Selangor | 03-4065 0001

Conducted in a bright, cheerfully decorated space, classes at My Art Studio encourages kids to use visual art as a form of self-expression and a tool for psychological and emotional development.

See also: American Kids Give Malaysian Food The Thumbs Up, Especially Apam Balik

The courses offered here the children's graphic art course, for instance are based upon art concepts introduced by Dr. Frank Cizek and Viktor Lowenfeld of Pennsylvania State University.

Find it at: 10, Jalan Haji Abdul Karim 29/KS2, Sungai Jati Industry Park, Klang, Selangor | 014-333 0941

Social skills, emotional intelligence, creativity: these are just some of the crucial skills that MuzArt's Heuristic Creative Art curriculum aims to develop in young learners, using art and music as holistic platforms of learning and offering individualised strategies to help students of varying levels of ability.

Related: Malaysia Tatler's Guide To Best International Schools In Malaysia

Find it at: M-1-16, Block M Plaza Damas, 60, Jalan Sri Hartamas 1, Taman Sri Hartamas, Kuala Lumpur | 016-681 9696

A theatre company founded by Malaysian singer, actor, and director Shanthini Venugopal, The Jumping JellyBeans offers workshops and classes in speech, drama and creative storytelling.

While Shanthini and other Jumping JellyBeans facilitators often collaborate with other institutions to conduct workshops at schools, community centres and performing arts hubs like the Damansara Performing Arts Centre and Ruang By Think City, they also work to inspire an appreciation of the arts in special needs children and underprivileged students.

Find it at: Jalan Tun Sambanthan, Brickfields, Kuala Lumpur

Beyond just teaching kids to ace music exams and collect certificates, the British Academy of Performing Arts aims to ignite in students a passion for the performing arts, offering them a solid education facilitated by teachers hailing from some of the world's finest universities and music conservatories.

Find it at: A01-10, Sunway Nexis Mall, 1, Jalan PJU 5/1, Kota Damansara, Petaling Jaya, Selangor | 03-7624 4740

Touted as a learning and recreational activity centre for all ages, Lara's Place offers personal development programmes, character-building holiday workshops, fitness classes and fun day trips.

A unique range of classes are offered here, from belly dancing and Latin dance to jewellery-making, kickboxing and kung fu.

Find it at: 26, Jalan 19/31, Petaling Jaya, Selangor | 03-7956 8768

Related: These Kid-Friendly Spas In The Klang Valley Will Make Your Little One's Day

Link:
Best Places In The Klang Valley For Kids Who Love The Arts - Malaysia Tatler

What explains Peter Pan Syndrome?

Psychologist Dan Riley coined the term Peter Pan Syndrome in his attempt to explore and explain the behaviors of these men who refuse to grow up. And while Peter Pan Syndrome is commonly attributed to men, Connie Omari, a licensed professional counselor and owner of Tech Talk Therapy, explains that the way many of us have grown up may have opened doors for both genders to suffer from this particular syndrome (which would explain why so many Peter Pans grace the small screen).

"When Dr Kiley wrote his book ... he was attempting to address a cluster of symptoms or behaviors that he noticed in some of the clients he worked with. He came up with his list of traits in order to try to define these behaviors as a syndrome so it could be better recognized and treated," says Brandon. "Unfortunately, his attempt to address these problematic traits in some individuals has become part of popular culture and a way of labeling individuals as immature or as people to avoid in relationships. I think this is unfortunate because it is stigmatizing and like all problematic behaviors, it arises as a means of coping with other difficult emotional wounds or problems."

What wounds or problems are they coping with exactly? Omari points out that many parents attempts to make their kids' lives better may have "left many of them feeling unprepared, and even, incapable of truly taking responsibility for their actions."

Dr. Rick Capaldi, Ph.D, a family therapist practicing in Nevada, echoes this sentiment, explaining that the amount of freedom, responsibility and accountability we're given during childhood has a direct impact on how we behave as adults. "If the direction and reasonable support by significant adults for embracing risk is not present, and excuses are consistently made for an individuals poor or childlike behavior, parents create a child whos helpless and risk avoidant, lowering their expectations and rewarding childishness versus maturity and growth," he says. "As the child grows into adulthood with a lack of a sense of accomplishment, pride, confidence and the ability and willingness to embrace risk and opportunity, they shy away from challenges. The long-term results for them, as well as those individuals they connect with, can be devastating, establishing a lifetime of dissatisfaction for all involved."

Some Peter Pans may exhibit traits or features of Narcissistic Personality Disorder, but they don't typically meet the full criteria for the disorder, says Brandon. "These symptoms or traits seem to stem from a deeper woundedness that occurred during their development. The symptoms are often masked with humor or confidence in an attempt of the persons ego to protect them from having to experience the associated negative feelings from past issues."

Cathy Hayes, a 43-year-old marketing and public relations director based in Florida, had been dating her boyfriend for about five months when she started to see a pattern emerge. "He was 40, never married, no kids. Smart, tons of fun and a nice guy. But completely clueless when it comes to relationships or how to date," she says.

Being a novice in the chivalry category is one thing, but as time went on, Cathy found herself acting more like a parent than a girlfriend. "It started to get irritating when he would come back to my house and just stay, making himself comfortable," she says. "Hed ask for back rubs and eat my kid's Lucky Charms. The more I gave, the less he did. I would even have to drive him home the next day! It was like adding a separate carpool to my to-do list."

His communication with her was also sporadic; Hayes never knew where things stood or when she'd see him next. "He would go days without communicating and then just pop up out of nowhere," she says. "Not once in five months did he ever tell me how he felt about me as a person or try to have a conversation about where things were or were not going with us. I felt like we were just friends who would make out on occasion."

The lack of communication, commitment avoidance and childlike behavior Hayes describes are all hallmarks of a so-called Peter Pan. But is there hope that he can change?

As Jax Taylor recently proved by finally tying the knot with long-term love interest and "Vanderpump Rules" co-star Brittany Cartwright, someone with Peter Pan Syndrome can change if and when he wants to.

"Sadly, a person with this syndrome often has no desire or reason to change if the current partner is truly fed up, the next 'supporter' is often waiting just around the corner," says Manly.

While it can vary, Manly says negative occurrences can sometimes snap those suffering from this syndrome into action. Loss, whether death of a family member or end of a relationship, can make us step back to assess our lives, she explains. When a Peter Pan loses a relationship as a result of self-indulgent or immature ways, the loss may be significant enough to trigger change. In the same way, if a Peter Pan loses a parent who was an idol or strong life force, that loss can trigger a life reassessment. Even losing a job as a result of not showing up or giving insufficient effort can if the loss is serious enough trigger change.

To know for sure, Manly suggests talking to them about how you feel and where you stand, which can help you move on or move forward based on their reaction. "The subject can be approached openly and honestly but with a bit of delicacy," Manly says. "For example, a partner might say, 'I love your sweet, boyish side, and I care about you so much. Still, I feel hurt and disrespected as it feels like Im carrying the financial load and key responsibilities in the relationship. Its important for us to address this, and Id like us to see a therapist together.' If the partner is unwilling to move forward, the choices are sad, but clear accept what is present or move forward on your own."

As for Hayes' Peter Pan? "We spent the weekend before last together, I drove him home, and havent heard from him since," she says. "My advice to anyone in this situation is to realize you cannot change them. If you choose to stay in it, you need to accept that this person is just not capable of anything more. I enjoy spending time and having fun with someone, but an adult relationship requires adult behavior."

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Are you in a relationship with 'Peter Pan'? Here's how to tell - NBC News

Playing sports has the added benefit of occupying public spaces, which helps break taboos

KOLKATA: You are in the ring and you are your own responsibility, boxing teaches you that. Your entire body is exhausted but you have to stay focused. You get distracted by the crowds of people around you but you have to obey the referee, says Razia Shabnam, Indias first international boxing referee and coach who is a woman.

Shabnam has spent the last nine years training the girls of Soma Homes, an NGO that provides shelter to young children at risk of human trafficking and forced sex work due to a lack of income and educational opportunities.

Having travelled the world to preside over numerous boxing tournaments, Shabnam believes sports can help young girls achieve self-actualisation through discipline, responsibility and accountability.

The therapeutic benefits of sports are slowly being recognised worldwide, especially for children. Shabnam states that boxing has helped her girls break out of their shells, and taught them valuable lessons in self-preservation and responsibility.

Razia Shabnam, Indias first female international boxing coach and referee

Shabnam has been training young girls of Soma Homes, Kolkata since 2011

Shabnams foray into the world of boxing began with her fathers encouragement and support. Born in Kolkata, she faced many challenges in her journey to becoming Indias first woman boxing coach. The daughter of a wrestler and sister of a boxer, Shabnam says her father and husband have always supported her decisions. However, it was her community that voiced their objections the most.

The recent film Burqa Boxers by Alka Raghuram features the lives of Razia Shabnam and three young women, Parveen Sajda (24), Taslima Khatoon (16) and Ajmira Khatoon (16) as they fight social, religious and economic hurdles in order to pursue their passion. The film highlights the struggles of female boxers while simultaneously revealing how the sport is being used to empower young girls.

The girls of Soma Homes hold their stance during a session

Boxing training has helped the girls learn lessons in discipline and accountability

Many women are fighting the gender stereotypes that prevail in this sport dominated by men. They recognise boxing not only as a stepping stone to a better life but also as a form of self-defence. Today, boxing has become an attractive and entertaining sport for viewers with athletes such as Mary Kom, Sonia Chauhan, and emerging boxing star Nikhat Zareen winning medals and earning accolades.

Society believes that there are certain roles and jobs that only men can do. A woman is meant to take care of the house while men go out to work. This is the biggest challenge I have faced, to show people that women are as capable physically to take on roles that are seen as masculine, Shabnam says.

Female athletes and their efforts to remove gender barriers have also placed many in the list of renowned referees and coaches. I have always received positive support from my coaches but having a female coach would have helped lessen the psychological reservations female athletes have when being trained by male coaches, says Shabnam.

It is with this determination that she now spends her time coaching girls and young women at Soma Homes.

Shabnam helps correct a trainees stance during a session

The girls are guided through their daily exercise routine

Soma Homes, a residential facility for young girls at risk, was started in 2005 by New Light, a Kolkata based NGO founded by Urmi Basu. New Light has been operating in areas that are also home to many of the citys redlight districts. The NGO provides nutritional support and helps educate and empower children and women to escape the limitations and risks of sex work.

With more than six shelters and schools, Basu joined hands with Shabnam to provide recreational activities such as boxing as another tool to empower the young girls of Soma Homes.

Basu, awarded the Nari Shakti Puraskar for her work with New Light, highlighted the importance of education for young children at risk as well as the significance of discipline combined with fun in teaching the children about responsibility.

New Light organises workshops to introduce young children to sports as a means of encouraging personal development and keeping them off the streets. Many go on to represent the country and win medals at national boxing tournaments such as Taslima Khatoon of Burqa Boxers, who was awarded a silver medal.

Training in session

Morning stretches are a part of the girls daily routine

The girls complete their early morning run under the watchful eye of Shabnam

On most days Shabnam trains the children to be athletic and fit. She agrees that not every girl has a knack for boxing, but says it is equally important to develop physical fitness and health.

Playing sports has the added benefit of occupying public spaces, which helps break taboos that surround sex workers and their children. Seeing Shabnam coach the girls every morning for over nine years, the morning walkers are familiar with them, occasionally waving at the girls as they complete their run. Neighbours also greet Shabnam a good morning as she walks around the park keeping an eye on the children.

Shabnam greets a regular passer-by during a session

The girls of Soma Homes

Some of the girls being trained by Shabnam aspire to teach other children to box one day, as their training has helped increase their confidence and made them feel stronger and more positive, both internally and in their outlook towards life.

Shabnams batch of trainees from Soma Homes

More here:
In Pictures: Boxing Helps Girls Break Stereotypes and Gain Confidence - The Citizen