Dr. Louise Porter,PhD, MA(Hons), MGiftedEd, DipEd, BA, BIntStuds
Dr. Louise Porter is a child psychologist with over 30 years’ experience in private practice in Australia and in Asia, consulting with parents and practitioners about children‘s developmental and social or emotional challenges. She worked for ten years in disability and mainstream settings and lectured at university in South Australia for 13 years in early childhood, special and gifted education, and behaviour management.
Patron of the Hong Kong Gifted Children’s Association, she is a sought-after speaker nationally and internationally and has published widely, with her books including: Young children’s behaviour, Student bevaviour, Gifted young children, Teacher-parent collaboration, and a parenting course: A Guidance Approach to Discipline.
Saturday October 26, 2013 (from 2:00 - 5:00 pm)
Children & Self Esteem
The first effect of rewards is that forms of judgmental feedback lower children's self-esteem by implying to them that their worth is contingent on maintaining their level of achievement. In short, praise of the person imposes an obligation to continue to act in a praiseworthy manner. Doubting their ability to achieve to this level, children's cognitions (thinking), affect (emotions) and behaviour all mimic helplessness, with a consequent reduction in their engagement and work quality.
That is, praise lowers children's subsequent evaluations of themselves and their work products, and leads to more negative emotional expression and helpless reactions to errors.
Children who are praised become less persistent and more self-critical in the face of setbacks. In this session, Dr. Porter will share positive self esteem models for children and the importance of self esteem in developing confident, resilient, and happy children.
Tuesday October 29, 2013 (from 6:30 - 9:00 pm)
The methods that we normally use to motivate children to learn do not work. High grades, accolades and praise do not work. Giving children these and other rewards for learning does not teach them to like learning, but to like rewards.
Instead, the existence of curiosity is proof that humans are inherently motivated to make sense of their world. When individuals expect to be successful, when they value the task and when they enjoy the learning environment, they will be motivated. This means that when children appear unmotivated, it will be because one of these three elements is lacking: perhaps they do not think they can succeed; or perhaps they do not value the task or see how it will advance their interests; or they do not feel safe with the teacher or the group. To motivate children to succeed, then, we need to correct the deficient aspect.
Children are not motivated to become competent at everything. Therefore, we need to understand what motivates individuals to invest time, effort and skills in certain tasks and not others.Motivation - or a lack of it - is not an inherent part of children's personality but also depends on the task and social setting.
If you find that it is a constant struggle getting your child motivated to complete a task, come to this session to understand what underlies children's motivation.
Wednesday October 30 (from 6:30- 9:00 pm)
A Guidance Approach to Parenting
Dr Louise Porter's most popular seminar. Dr Porter will explore the differences between controlling discipline which uses rewards and punishments to make children comply with adults; versus a guidance approach, which teaches children how to act thoughtfully.
Just as we do not punish children when they make spelling mistakes, so too we do not punish children when they are learning to behave considerately - but, instead, offer extra practice and guidance.
Alternatives to rewards include giving positive feedback without praising; while alternatives to punishment include supporting children to regain command of their own emotions and impulses, rather than punishing them for becoming out of control.
Margaret +852 9101 3003
Edwina +852 9510 0542
Doris +852 9773 3920