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Year-Long Series Educators Living in the Joy of Gratitude 2016-03-12

A year-long series of twelve monthly webinars with veteran PreK-12 educators

Next Start Date:
Oct 12, 2016 4:00 PM GMT
End Date:
Oct 12, 2016 5:30 PM GMT
Speakers:
Kathy Marshall Emerson
  1. 3P Supermind
    Educators Living in the Joy of Gratitude
    Edcuators Picture2.jpg
    The series supports all who aim to integrate the Three Principles in education systems. It gives historical, practical evidence of what the principles look like in real schools. Representative veteran Pre K-12 educators from four countries who have been sharing the Three Principles throughout their careers are featured. Twelve recordings are available to educators and others familiar with the principles who aim to share this profound understanding with their own students, school colleagues and parents. These webinars are suited for individual use as well as presentation in school workshops, in-services, or learning community discussion groups. Registration is always open and recordings are permanently accessible. Presenter topics include:
    1. Barb Aust - "The Essential Curriculum"
    2. Christa Campsall - "A Teacher's View of Seeing Beyond Behaviour"
    3. Peter Anderson - "Impact of the Principles in Schools and the Wider Community"
    4. Gary Johnson - "“Students don’t need to be “fixed”... they’re already “fixed”!
    5. Rita Shuford and Susan Hill - "Creating Optimal Learning Environments with Love: Youth at Promise" with Sue Pankiewicz
    6. Dave and Kari Decker - "Married to the Principles"
    7. Braden Hughs and Joel Selensky - "Empowering School Staff Members and Students to Access Their Inner Health" with Sue Pankiewicz
    8. Marika Mayer and Dean Rees-Evans - "Principles Pioneers Working Solo in Schools"
    9. Christa Campsall with Kathy Marshall Emerson - "Orientation to New Intermediate Curriculum: My Guide Inside"
    10. Debra Bell - Elementary Looping: Integrating Principles for the Long Haul”
    11. Multiple Presenters, “Educators’ Three Principles Teaching Activities Sharefest!!”
    12. Kathy Marshall Emerson and participants, “Principle-based Educational Systems Change: What can we count on?”
    Speakers include leaders who learned directly from Syd Banks and others who never had that opportunity. See details on each below.
    All presenters volunteered their time and expertise and are grateful to Brett Chitty for offering this entire year of programming at an unusually modest cost so educators are able to participate. Educators Living in the Joy of Gratitude was coordinated and facilitated by Kathy Marshall Emerson of the National Resilience Resource Center as a charitable service. Registered participants may apply and qualify for a National Resilience Resource Center Certificate of Participation for 18 hours of professional development at no additional cost. Details are provided inside the series’ Private Forum.
    For additional background information about integrating the principles in education see: http://www.nationalresilienceresource.com/Education.html



    Presenters
    Part I: “The Essential Curriculum” - Barbara I. Aust
    What is this Essential Curriculum? Illusive, formless and invisible, the Essential Curriculum is the “feeling barometer” we can sense inside the schoolhouse. It helps people uncover their potential, passion, compassion and wisdom and reveals the foundation for lifelong learning.

    Barb Aust.jpg About Barbara I. Aust, B.Ed., M.Ed.
    Barb Aust has been actively involved in the education field for over four decades. She has successfully worked in Canadian early childhood education, the public school system, alternative schools, and First Nations Band schools and at Vancouver Island University.

    She is a consultant with her own company, Essential Curriculum™, and works with schools in the Middle East and as an on-line mentor for teachers in various locales. Barb has published a book on creating positive and optimistic cultures and is working on a second book in The Essential Curriculum™ series.

    Barb and her family moved to Salt Spring in the mid-seventies as an early student of Sydney Banks. His teachings have created the foundation of her life for nearly forty years both in and out of the schoolhouse.

    Barb is an active volunteer in the community and serves on a number of different boards. She is working with others to ensure the best possible support for people as they age. Barb loves spending time being captured by the muse as she creates collages out of torn paper. The kaleidoscope of colors and shapes found in different papers intrigue and feed her soul.

    Contact: www.essentialcurriculum.ca
    Publications:
    Aust, B., & Vine, W. (2003, October). The power of voice in schools. Classroom Leadership, ASCD, 7, 5, 8.
    Aust, B. (2004). See Them in Their Place of Knowing. Salt Spring Island, BC, Canada: Author. (Development of this unpublished booklet requested by Syd Banks for specific educator use in Scotland and England led to the 2013 book below.)
    Aust, B. (2013). The Essential Curriculum™ :21 Ideas for Developing a Positive and Optimistic Culture. Author.


    Part II: “A Teacher’s View of Seeing Beyond Behavior to Student Success” - Christa Campsall
    Christa Campsall first heard the term “seeing beyond behavior” from Sydney Banks. For a teacher, this is of importance as we are so concerned with behavior in schools. When a teacher sees with empathy beyond behavior to the essence of the child or youth, there is an opportunity for that student to clear his or her own mind and for wisdom to unfold. We can draw out of them what they already know; this generates understanding and leads to student success. Educators live in the joy of gratitude when a student meets success!

    Christa Campsall.jpg About Christa Campsall, B.Ed., Dipl. Sp. Ed., M. A.
    For more than 25 years Christa was in service at the primary, intermediate and secondary levels in the Canadian K-12 education system as: Classroom Teacher, Learning Services Teacher in Special Education and Teacher-Leader of School-based Teams. Throughout this varied experience, she benefitted from an understanding she encountered in 1975 when she was 21 years old and a university "pre-service" teacher. At that time, Christa was introduced, by Sydney Banks, to what today is called the Three Principles of Universal Mind, Consciousness, and Thought. Even a first glimmer of this knowledge had the power to transform her life by impacting her teaching and learning capabilities, as well as deepening the level of happiness and peace of mind in her personal life.

    Based on her work in schools, Christa knows that sharing these three simple principles invigorates an individual's innate health, resilience, wellbeing and natural mindfulness. She observes that this knowledge impacts students, teachers, and parents alike. Christa had the extraordinary privilege of Syd Banks mentoring her during most of her teaching career. In 2008, he granted Christa a Certificate of Competency to teach the Three Principles.

    Contact: 3 Principles Ed. Talks at: ed-talks.com
    Master’s Thesis: Campsall, C. (2005). Increasing student sense of feeling safe: The role of thought and common sense in developing social responsibility. Unpublished master’s thesis. Royal Roads University, Victoria, British Columbia, Canada.
    Publications:
    Campsall, C. (1995, 1999). Inner Resources Guide: Activity Book. Salt Spring Island, BC, Canada: Proactive Training Inc.
    Timm, J., Campsall, C. (1994, Fifth Edition). The Self-Esteem is for Everyone Handbook. Tampa, FL: Learning Advantages.

    Special Discussant: Sue Pankiewicz, B.A. in English and European Literature, Postgraduate Certificate of Education (PGCE) , NLP and Hypnotherapy Trainer certificates. She was Head of secondary English Department and Senior Teacher for a Special Education unit. She developed the service and was liaison with a wide range of external services including police, social services, probation and family workers along with responsibilities for curriculum development, staff appraisals and daily organization. Sue also was Assistant Head of English in a large senior school with additional responsibilities for pastoral care and enrichment. Sue initially learned the principles from Roger Mills, later Syd Banks and Elsie Spittle, and from staff at Santa Clara County. She partnered in school-based and other training efforts with Dean Rees-Evans until he moved to Australia. She created Space for Connection retreats, and currently assists with Viva, and provides consulting services based in Bures, England.

    Contact: Principled Wellbeing, http://principledwellbeing.com/


    Part III: “Impact of the Principles in Schools and the Wider Community” - Peter Anderson
    Peter Anderson will be sharing his experience working in the school system and its wider community. He will describe the impact this has had. Peter will also talk about individual breakthroughs as well as the effect on bigger groups.

    Peter Anderson.jpg About Peter Anderson, Cert. Ed, A. Dip Ed, Cert. Counselling, NLP Dip
    Peter Anderson has worked in primary schools (students ages 4 to 11 years) for over 40 years. He has been headteacher (principal) in five schools for a total of 31 years. Throughout this time Peter has been passionate about providing the best environment and circumstances in which children may learn and flourish.

    Ten years ago Peter was introduced to the Three Principles through his daughter Jenny Kennard (co-founder with her husband, Rudi, of the Three Principles Movies website). Despite initially being reluctant to becoming involved, Peter did become more and more curious about the transformation of his daughter Jenny. “She went from painfully shy to finding her own voice and becoming comfortable in her own skin.”

    Peter then had the opportunity to hear Sydney Banks and train with Mara Gleason, Aaron Turner, George and Linda Pransky, Dicken Bettinger, Keith Blevens, Jack Pransky and Elsie Spittle.

    He immediately felt the transformation in his own life and in those of family members around him. He took the understanding into his work. He has witnessed some truly heartwarming changes in pupils, staff members and parents.

    Peter took semi-retirement in 2013 in order to further his own 3P practice, Anderson Wellbeing. However, he immediately became re-employed to act as interim headteacher for schools in need. He says, “This is an ideal setting for sharing the Principles!” Peter wants to continue to disseminate the principles as widely as possible.

    Contact: www.AndersonWellbeing.com



    Part IV: “Students don’t need to be “fixed”... they’re already “fixed”! - Gary Johnson
    As a School Social Worker, Gary Johnson was awestruck the first time he heard this statement as a regional cooperative education service Head Start Director summarized resilience research and Health Realization. Gary describes what became an entirely new perspective on School Social Work. “My focus is on seeing the student’s health that is already present and seeing the light return to a student’s eyes.” Gary will discuss doing the work of a school social worker from the perspective of being a mental health educator within a school system. He will describe individual work with students in general and special education. He will share experiences using a systems approach to focusing on the health of the adults in the educational system as a means of bringing out the best in the children, their parents, and the broader community. The health of the helper will be explored with personal stories of understanding and living from the principles.

    Gary Johnson.jpg About Gary S. Johnson, MSW, LAPSW
    Gary’s career as a school social worker lasted for 34 years, half without the benefit of an understanding of the Three Principles. “Understanding and application of the principles changed how I did my work and brought great relief and gratitude to my life. I was exposed to the principles in 1996 and applied the understanding in my work as the only school social worker in a K-12 district with 3500 students in rural Wisconsin until my retirement in 2014. I continue to apply the understanding in my part time work as a mental health educator in a community based mental health counseling center and continue do three principles trainings with the National Resilience Resource Center.” Gary is also licensed as a special education teacher (Learning Disabilities and Emotional Behavioral Disabilities) and as an Advanced Placement Social Worker. Previously he worked in hospital mental health, Head Start, Title I prison education and juvenile group home supervision.

    Contact: National Resilience Resource Center www.nationalresilienceresource.com
    Aurora Community Counseling www.auroraservices.com

    Special Discussant: Christa Campsall,B.Ed., Dipl. Sp. Ed., M. A. For more than 25 years Christa was in service at the primary, intermediate and secondary levels in the Canadian K-12 education system as: Classroom Teacher, Learning Services Teacher in Special Education and Teacher-Leader of School-based Teams. From the time she was a university "pre-service" teacher, Christa had the extraordinary privilege of Syd Banks mentoring her during most of her teaching career. He granted her a Certificate of Competency to teach the Three Principles. She observes that this knowledge impacts students, teachers, and parents alike.

    Contact: 3 Principles Ed. Talks at: ed-talks.com

    Part V: “Creating Optimal Learning Environments with Love: Youth at Promise” - Rita Shuford and Susan Hill
    These educators, both musicians and psychologists, are singing the same song even though they have never met. The tune? “Create a school environment with love so all students are at promise as optimally as possible.” There is no school or student unable to discover a beautiful melody inside. Rita and Susan are on the same page and have more than 50 years integrating the principles into school environments and school-based mental health services. Catch a glimpse of what happens to the students, schools and families they touch.


    Dr. Rita Shuford.jpg About Rita Shuford, B.A. in Music Education, M.A. and Ph.D. in Counseling Psychology, Licensed Psychologist
    Rita’s first job was as a junior high music teacher; “Lots of fond memories!” She intuitively knew there had to be a simple, direct way to draw out health, well-being, confidence and common sense. In her search, she had the good fortune to hear and meet Sydney Banks in 1977. Dr. Shuford says his simple, yet profound, truth of innate health helped her see the power of love and unconditional respect to create a school environment that naturally drew out the innate potential of students and adults. She has been a counselor and consultant/trainer for more than 35 years. She also coordinated a federally funded juvenile delinquency prevention program for five years in Eugene, Oregon.

    In 1986 while at the University of Oregon, she completed the first doctoral dissertation written on the principles. Rita is a licensed psychologist and Certified Practitioner of the Three Principles, worked in schools, hospitals, community and private mental health clinics and other settings; and was Director of Clinical Services in three clinics. Dr. Shuford is currently President and founding partner of Three Principles Hawaii providing coaching, counseling, supervision, training and education locally and internationally to students, colleagues, individuals, business and community organizations. She recently founded the 3 Principles Cadre, a community outreach and professional supervision and training group.

    One of her passions is singing with the acclaimed Windward Choral Society. She is currently President of their Board of Directors.

    Contact: Three Principles Hawaii http://threeprincipleshawaii.com/
    Publications:
    Kelley, T., Mills, R., & Shuford, R. (2005). A principle-based psychology of school violence prevention. Journal of School Violence, 4(2), 47-73.
    Shuford, R. (1986). An exploratory study to determine the effectiveness of a new cognitive treatment approach when used in a clinical setting. Unpublished doctoral dissertation. University of Oregon, Eugene.
    Susan Hill.jpg About Susan Hill, B.S.in Music, M.S. Licensed Psychologist
    Susan Hill has been Clinical Supervisor for a Catholic Charities Child and Adolescent Intensive Outpatient Day (IOP) Treatment Program for almost 20 years. “Intrigued by the principles when first introduced about 12 years ago, I have personally integrated and taught the understanding to groups of children and adolescents, their families and the therapists I supervise.” Susan recounts positive impact over a span of years.

    This Catholic Charities IOP serves about 30 "at promise" clients from first grade through high school. In the three hours daily of mental health groups the staff members focus on the principles by example and education. These special education students arrive with some of the most challenging conditions, circumstances and diagnoses, yet exhibit amazing resilience.

    Susan voluntarily taught the principles in the Stearns County jail for several years. She also works from the principles in her private psychological practice and enjoys seeing lives changed by Health Realization. However she adds, “My own family has benefited the most from these amazing insights about how we function and can live life in health. There is never a shortage of opportunities to use humor and realize health.” Colleagues look forward to her exuberant and amazing stories! She is associated with the National Resilience Resource Center as a local volunteer principles training facilitator.

    So music can continue to be a part of her life, Susan regularly accompanies three different community choirs. She and her family love music and performed as the Hill Family Singers for many years when the children were small.

    Contact: Supermind

    Special Discussant
    : Sue Pankiewicz, B.A. in English and European Literature, Postgraduate Certificate of Education (PGCE) , NLP and Hypnotherapy Trainer certificates. She was Head of secondary English Department and Senior Teacher for a Special Education unit. She developed the service and was liaison with a wide range of external services including police, social services, probation and family workers along with responsibilities for curriculum development, staff appraisals and daily organization. Sue also was Assistant Head of English in a large senior school with additional responsibilities for pastoral care and enrichment. Sue initially learned the principles from Roger Mills, later Syd Banks and Elsie Spittle, and from staff at Santa Clara County. She partnered in school-based and other training efforts with Dean Rees-Evans until he moved to Australia. She created Space for Connection retreats, and currently assists with Viva, and provides consulting services based in Bures, England.

    Contact: Principled Wellbeing, http://principledwellbeing.com/


    Part VI: “Married to the Principles” - Dave and Kari Decker
    This presentation recounts a couple’s journey through teaching and parenting from the principles! Their zest, humor and seasoned teaching abilities come shining through. Discover what happens when two teachers learn the principles, fall in love, and life unfolds. Dave and Kari Decker.jpg About Dave Decker, B.S. Physical Education and Coaching, M.Ed.
    Kari Decker – B.S. Regular and Special Education, M.A. Reading
    David and Kari Decker are educators working in the same school. They have been married since 2002. They were introduced to the principles in the late 90’s through trainings offered in their school district. The principles have always been a common thread running through their life as a couple. Starting with their first date, they found a comfortable conversation and common interest in their understanding of resilience and the principles. As life events happened and challenges came with their marriage as well as the births of their two children, Kari and Dave found themselves relying on their understanding of the principles. They sought out ways to deepen their understanding. This naturally led them to incorporate the principles behind resilience into their teaching and parenting. They eventually began facilitating short refresher trainings for community members and school staff members. Their understanding has played a pivotal role in helping them navigate their lives personally and professionally.

    David and Kari have been integrating their understanding of the Three Principles into their teaching and coaching since 2000. David currently teaches physical education in a middle school and coach’s middle school and college athletics. In the past, he taught and coached at the elementary and high school level. Kari currently teaches middle school social studies, and previously was a special education and regular education teacher at the elementary and middle school levels. Both Kari and David participated in Advanced Leader training, and recently facilitated staff refresher trainings. Kari is also an advisor for a middle and high school principle-based resilience leadership group of students. She also does an introductory training for all of her 6th grade students.

    David and Kari have a reputation for utilizing the principles and working well with students who don’t always fit the typical student mold. Their understanding has enabled them to recognize the health in all of their students, and provide an atmosphere conducive to success. David and Kari have also been an integral part of a group of educators who have infused the principles into middle school curriculum. They feel blessed to have been given the gift of the principles to help guide them through their personal and professional journey.

    Special Discussant: Bonnie Scheel, M.Ed. and Grants Project Director, will also share her special experiences bringing the principles to parent groups in the school setting, and sharing the principles with her own family as wife, mother, and grandmother. Bonnie Scheel and Gary Johnson have coordinated the principles effort for nearly 20 years in the School District of the Menomonie Area where Dave and Kari teach.


    Part VII: “Empowering School Staff Members and Students to Access Their Inner Health” - Brady Hughs and Joel Selensky
    These Student Services veterans with more than 50 years in education, make a solid presentation team. They are unique and different personalities with a shared mission and a deep dedication to integrating the principles in education. They will discuss the strategies, methods and interventions utilized in their St. Cloud, Minnesota, school settings to expose students and staff members to the innate capacity for mental health. If feasible, Brady will invite a student or two to be a part of the presentation. Joel says, “We would like to talk about what we have been doing to share the principles with others and share stories. We also look forward to hearing how webinar participants have been teaching the principles of thought, mind and consciousness.” Applications and stories of student success will be the focus of this session. Both presenters have extensive experience working with students most often referred to them for school social work or psychological services inside the school system.

    Brady Hughs.jpg About Brady Hughs, B.A. in Criminal Justice, M.S.W. in Clinical Social Work, M.H.D. in Human Development, and Major USA, Retired (National Guard)

    Brady Hughs has spent his life in service to others. First in the United States military as an Army Ranger and then as a Sargent in the Army’s Special Forces. Brady received his Commission from the University of Kansas while earning his bachelor’s degree in Criminal Justice. He has deployed overseas in Southeast Asia as part of the War on Terror.

    In 1992 Brady worked as a counselor at Boy’s Town in Omaha, Nebraska, while completing his Master’s Degree in Human Development. In 1994 he was employed by Catholic Charities in St. Cloud MN as a Residential Treatment Therapist. From there he was recruited to work in the St. Cloud public school district as a School Social Worker. He also earned a second Master’s Degree in Clinical Social Work.

    He was first exposed to the principles in 1997 by participating in National Resilience Resource Center (NRRC) district trainings and now volunteers as an in-house NRRC trainer in his school system. Brady discovered not only the innate capacity for mental wellbeing in himself, but has taught many students and adults the principles. He has witnessed profound changes in youth who suffer from their mental state of mind. Exposing students to their own resilience as innate mental health has motivated Brady to continue helping youth in his current capacity as a School Social Worker in the district’s residential treatment facility based at Catholic Charities. Brady has a reputation for reaching young people others have long ago given up on.

    Brady always finds creative ways to serve people in need. Examples range from producing stunning nearly free high school graduation portraits for students with limited resources, to garnering permission to teach principles classes for fellow soldiers while deployed. Brady takes every opportunity to pass on the principles. While he was a patient in a military hospital every staff member was a potential student and he found ways to get classrooms and teach small groups the principles during his own hospital stay!! Finally when not at school Brady is running his successful self-created photography company and spending time with his family.

    Contact: Supermind or www.bradyhughs.com
    Joel Selensky.jpg About Joel Selensky, B.A. in Psychology, M.S. in School Psychology, and Psy.S.(specialist degree) in School Psychology, and Nationally Certified School Psychologist (NCSP)

    Joel has been a school psychologist at elementary and secondary levels for 30 years. Since learning the principles from NRRC’s Kathy Marshall Emerson ten years ago (2005), he has been sharing the understanding with students and staff members. Joel regards the principles as one of the most important and helpful things he has ever learned to share with others. He reports staff members and students also make similar comments.

    Joel is one of the special people who encountered the principles well into his educational career. With keen interest and unabashed openness he explored the principles, compared the understanding to his considerable academic learning and professional experience and concluded, “In terms of allocating education time to be able to teach [the principles] and give kids this gift that can impact every aspect of their lives, I can’t imagine any better use of our instructional time in school than to teach this to students.” Joel has steadfastly integrated the principles into all that he does personally and professionally. He speaks confidently of the positive impact on his own relationships, outcomes with students, and the importance of mentoring university student interns so they can have an opportunity to learn the principles at the beginning of their own professional lives. Joel currently volunteers as an NRRC trainer in the school community he is employed in.

    Outside of school, Joel has been a life-long musician and singer. He currently is director of his church choir, with his wife as accompanist and early on presented the principles in adult classes. He also has way too many hobbies for the time available—vegetable gardening, enjoying nature, native prairie restoration, singing for weddings with his wife, playing music with friends, home maintenance, occasional hunting and fishing, and more.

    Contact: Supermind

    Special Discussant: Sue Pankiewicz, B.A. in English and European Literature, Postgraduate Certificate of Education (PGCE) , NLP and Hypnotherapy Trainer certificates. She was Head of secondary English Department and Senior Teacher for a Special Education unit. She developed the service and was liaison with a wide range of external services including police, social services, probation and family workers along with responsibilities for curriculum development, staff appraisals and daily organization. Sue also was Assistant Head of English in a large senior school with additional responsibilities for pastoral care and enrichment. Sue initially learned the principles from Roger Mills, later Syd Banks and Elsie Spittle, and from staff at Santa Clara County. She partnered in school-based and other training efforts with Dean Rees-Evans until he moved to Australia. She created Space for Connection retreats, and currently assists with Viva, and provides consulting services based in Bures, England.


    Part VIII: “Principles Pioneers Working Solo in Schools” - Marika Mayer and Dean Rees-Evans
    These veteran principles-based educators have successfully worked single-handedly in schools on two different continents. They share stories and strategies for living, modeling and sharing the principles inside of schools where no one else has the understanding. In 1977 Marika Mayer was deeply impacted by meeting Sydney Banks and lifelong learning from him followed. For nearly 40 years Marika has believed wellbeing and wisdom can be found in every classroom; “It’s in us all!” Dean, now based in Australia, explains, “We will be exploring life changing experiences and miracles that occur while working alone in schools. The stories of unique and everyday transformative experiences can be invaluable to others on a solo journey within the modern, increasingly global education system.”

    Marika Mayer.jpg About Marika Mayer, Early Childhood Education and Care, ECEC; Certificate of Competency to Teach the Three Principles granted by Sydney Banks.

    As a result of Syd’s teaching, Marika Mayer realized “natural wisdom and common sense exist inside everyone,” and if we still our thinking, a happier life emerges, allowing learning to occur more easily and naturally. The key is, if it is true for us, it follows it is true for our students, and from there, the educator’s perspective greatly enhances engagement, learning and results with students.

    Marika began teaching in a college-affiliated preschool in 1976. Near the end of her first year she met Sydney Banks and learned about the true nature of being human. As a result she noticed an extraordinary shift in her work from the first year to the second and especially in her feeling of ease and how she viewed and approached her students. Always working to do the best for her students, it was much easier, less stressful and more creative; students flourished as never before. This shift in feeling and reality was her first wake-up call that there was something significant living life in this understanding. She became a lifelong learner, and moved to Salt Spring Island with her husband, where this early learning was unfolding via informal gatherings. By simply listening and living, she learned to appreciate the beauty of ordinariness, at work, as a partner, parent, friend, and to continue to grow in understanding of living the Three Principles. She also attended Syd Banks’ conferences including the early Three Principles School as well as trainings over the years with Elsie Spittle, Chip Chipman, Roger Mills and others.

    In 1979 Marika took time to raise her two children, then returned to the public school system in 1989 as an Education Assistant for 15 years (elementary and high school); an English Language Learner Assistant for two years; a High School Youth worker for four years; and is now in her fifth year as a High School Career Advisor. She also worked concurrently with First Nations students. Depending on her role, at times she lived the Principles as best she knew and at other times she was invited to do some active teaching of the principles. Either way, her understanding of the Principles elevated the learning experience for all involved.

    Marika is with the Richmond school system near Vancouver, British Columbia, and enjoys being a part of her grown children and grandchildren’s lives, and spends her summers on Salt Spring Island with her husband.

    Contact: via Supermind

    Dean Rees-Evans.jpg About Dean Rees-Evans, BA (Hons), MSc
    Dean came across the Three Principles on Saturday April 29, 2004, in a London training conducted by Dr. Roger Mills. “Teaching from that moment on transformed into something totally unique for me. The children I worked with began to respond with joy. That was not something we saw a lot in schools. Within a few weeks I realized without a doubt that the only thing I needed to do was love the children, then education would take care of itself. It did.”

    He taught in the UK from 2001 to 2012 on temporary contracts that were less than a year long and often arranged by agencies offering supply teaching. In this period Dean returned to many of the same schools. His students ranged from eight to 18 years old. He conducted classes with special needs students, vocational groups and children struggling within the system, did detention lessons, worked with young offenders for the British Home Office, and ran a behavior support unit once a week. He also had senior team call out duties in several schools. “I loved being with children who had been expelled from the classroom due to behavioral issues.”

    Dean knew the results he was getting merited serious study. He returned to graduate school for a Health and Human Services masters in science focused on research methodology. A special connection helped him to get permission to do school-based study for his graduate degree. This was a school he was in and out of as a supply teacher. “I had good rapport with all three Headmasters; the first had met Roger. The school also happened to be my own old high school which my father and his sisters attended in the 1950's.” Dean’s 2011 master’s project is the first to simultaneously attempt to assess the impact of teaching the principles to both educators and students.

    He is now living in Australia with his family and offers principles training and consultancy to interested schools and businesses. Dean loves poetry and literature, theatre and cinema, the ocean, being out in nature, bush walking, canoeing, flying and traveling, exercising at the gym ever since he was 16, and spending time with friends and family. “When my thinking is off beat and things are temporarily serious, if I happen to see one of my bird friends, I am transported back to the ever present now and back to sanity again. My wonderful wife cannot take me seriously if I am getting serious; she is always such a wonderful reminder for me to let go and live our beautiful life. Sometimes I have clients, sometimes I don't, but in the meantime I am still living a beautiful life. This really is, as Syd suggested: "living the best life ever".

    Contact: http://www.threeprinciplestraining.com/page/education-services

    Publications:
    Rees-Evans, D. (2011). Exploring the Three Principles-Based Model in a school environment: Does exposure to the principles of mind, consciousness, and thought lead to an increase in psychological well-being for staff and pupils? Unpublished master’s of science dissertation. University of Essex, School of Health and Human Sciences. Essex, England.

    Part IX: “Official Curriculum Orientation to My Guide Inside™” - Christa Campsall
    MGIKidsFinal500x625.jpg MGITeacherFinal500x625.jpg

    This curriculum, My Guide Inside™, is intended to be used mainly by classroom teachers who are personally familiar with the Three Principles. This official 90-minute orientation presented by Christa Campsall will be sufficient for curriculum use. Others who are interested in informing teachers about the availability of this curriculum are welcome to participate, to familiarize themselves with this resource. The session recording will be accessible permanently as part of the Educators Living in the Joy of Gratitude Supermind webinar series. Registration for this webinar series is continuously open.

    Written by Christa Campsall and Jane Tucker, My Guide Inside™, offers story-based lessons, centered in the Three Principles discovered by Sydney Banks, designed to draw out children’s awareness of their natural inner wisdom. Created by teachers for teachers and their students, this curriculum addresses academic requirements and includes evaluation tools. (My Guide Inside™ can also be successfully adapted in creative ways to use at home and with groups outside of school.)

    In crafting this guide intended for Grades 4-7 but adaptable for all ages, the authors pull from their years as educators to design a curriculum that meets many official learning objectives and student competency standards. Children naturally experience their wisdom and show resilience when given a hint about how life works. This program promotes that discovery process and encourages happiness and success in their young lives.

    Webinar participants will benefit from having the My Guide Inside™ Teacher’s Edition (which also includes the Learner Activity Book) to refer to during the orientation. These are both available from:
    Amazon USA - Amazon CA - Amazon UK

    Christa Campsall.jpg About Christa Campsall, B.Ed., Dipl. Sp. Ed., M. A.
    For more than 25 years Christa was in service at the primary, intermediate and secondary levels in the Canadian K-12 education system as: Classroom Teacher, Learning Services Teacher in Special Education and Teacher-Leader of School-based Teams. Throughout this varied experience, she benefitted from an understanding she encountered in 1975 when she was 21 years old and a university "pre-service" teacher. At that time, Christa was introduced, by Sydney Banks, to what today is called the Three Principles of Universal Mind, Consciousness, and Thought. Even a first glimmer of this knowledge had the power to transform her life by impacting her teaching and learning capabilities, as well as deepening the level of happiness and peace of mind in her personal life.

    Based on her work in schools, Christa knows that sharing these three simple principles invigorates an individual's innate health, resilience, wellbeing and natural mindfulness. She observes that this knowledge impacts students, teachers, and parents alike. Christa had the extraordinary privilege of Syd Banks mentoring her during her teaching career. In 2008, he granted Christa a Certificate of Competency to teach the Three Principles.

    Contact: 3 Principles Ed. Talks at: www.ed-talks.com
    Master’s Thesis: Campsall, C. (2005). Increasing student sense of feeling safe: The role of thought and common sense in developing social responsibility. Unpublished master’s thesis. Royal Roads University, Victoria, British Columbia, Canada.
    Publications:
    Campsall, C. and Tucker, J. (2016). My Guide Inside: Knowing Myself and Understanding My World Teacher's Edition. Authors.
    Campsall, C. and Tucker, J. (2016). My Guide Inside: Knowing Myself and Understanding My World: Rated E for Everyone. Authors.
    Campsall, C. (1995, 1999). Inner Resources Guide: Activity Book. Salt Spring Island, BC, Canada: Proactive Training Inc.
    Timm, J., Campsall, C. (1994, Fifth Edition). The Self-Esteem is for Everyone Handbook. Tampa, FL: Learning Advantages.

    Part X: “Elementary Looping: Integrating Principles for the Long Haul” - Debra Bell
    What happens when 2nd and 3rd graders and their teacher stay together for two years and discover the Three Principles? Debra Bell has been doing just that – looping with the principles – for two decades. As she learned the principles she quickly began sharing with her very young students. “Some people told us that we couldn't teach children this young the principles but they get it!

    Debra introduces the understanding to second graders and continues with them in third grade. Her most recent “loopers” have weekly half hour discussions about noticing, creating, and keeping healthy minds clutter-free to think clearly and make good choices. Today all second and third graders have an official principles class every week, approved by her district’s School Board and meeting State education requirements for mental health education. Join this session to hear how Debra embedded the principles in her school; the outcomes she has seen with students, parents and staff members; and student video reflections. “My focus is to help the students realize the power they have and to share their three gifts with others.” Parents and staff members are involved and supportive.


    Debra Bell.jpg About Debra Bell, B.A. in Elementary Education K-8, M.S.E. in in Early Childhood/Elementary Education PreK-8.

    Deb is living the educator’s dream; “I love what I do and enjoy teaching students, most likely because my own understanding of the principles and living in the moment helps me to not be so stressed and keeps my own mind clear.”

    Debra has been teaching for 32 years. She serves the small impoverished rural and transient community of Boyceville, Wisconsin, with 766 K-12 students. She learned the principles 18 years ago and has been sharing the principles with her students ever since.

    She attended grant funded training facilitated by Kathy Marshall Emerson and Gary Johnson in Menomonie. The principles made so much sense she still continues to participate in the Advanced Leaders group there. Over the years these veteran educators have become friends and colleagues who are certain all students can discover the Three Principles.

    Deb is the president of her local teacher's union, and has actively served in various roles for the Regional Executive Committee and National Representative Assemblies. Deb is a State of Wisconsin Professional Development Plan reviewer for licensure, a coach and trainer. She is adjunct clinical professor at the local university and trained over 35 student teachers. She has presented at the National Education Leadership Summit.

    She has been married to Tom for 31 years. Their two adult children learned the principles from Menomonie public school teachers and of course their mother. Debra loves walking, gardening, painting, photography, travel and meeting people. She teaches sixth grade confirmation and hopes to spend time writing.


    Master’s Thesis:
    Bell, D. (1991). Regular Education Initiative: Staff Attitudes and Needs in Tiffany Creek Elementary. Unpublished master’s thesis. University of Wisconsin-Stout, Menomonie, WI.

    Publications:
    Mrs. Bell's Class. (2016). The ABC's of Our Healthy Core, Author. (with www.studentreasures.com )

    Part XI: “Educators’ Three Principles Teaching Activities Sharefest!!” - Kathy Marshall Emerson and presenters and participants of “Educators Living in the Joy of Gratitude”
    Sharefest.jpg Come one, come all! Celebrate the beginning of a new school year! Refresh your principles teaching tool box. Scoop up and share new ideas. Enjoy the fun of creatively teaching and sharing the Three Principles in schools.
    We are following up on Brady Hughs’ suggestion that we spend this entire webinar sharing our best Three Principles classroom teaching activities with each other. We have invited series presenters to make contributions AND we are counting on all webinar members who work inside or outside of schools to also bring your best activities to SHAREFEST.
    Please mention the title, purpose, directions, and resource materials needed for teaching your favorite student activity. Demonstrate, report student outcomes, and ask questions. Make contacts with each other and post your activity instructions in the private forum after this webinar.

    Part XII: “Principle-based Educational Systems Change: What can we count on?” - Kathy Marshall Emerson
    Kathy Marshall Emerson.jpg Join this important last webinar of the year-long series. We will tease out key lessons learned from representative global veteran PreK-12 educators who have independently learned, lived, and shared the Three Principles in schools for more than 45 years in four countries. Little did we know at the outset these combined speakers—who had not met together—would create a powerfully shared experience of what we all can count on when the Three Principles are a fundamental part of education. Kathy contends these are outcomes you can “bet the farm on... teaching and living with the joy of gratitude is just one of them!”
    Kathy will also address essential considerations in planning successful Principles-based educational systems change. She will draw on long-term school community systems change projects facilitated by her National Resilience Resource Center. Representatives from those 20+ year projects have been speakers in the webinar series. “There are pitfalls and setbacks for sure, but there are ways to plan for a lasting effort with great impact. Please join us to think through your own wishes and hopes for changing school systems in your area. Children are truly counting on you!”
    Follow up opportunities, professional development certificates for 18 hours, and access to permanent recordings of the full series will also be detailed.

    Kathy Marshall Emerson

    Kathy was first introduced to the principles in 1995 with ongoing instruction from nearly all of the seminal Three Principles teachers including Syd Banks, Roger Mills, George and Linda Pransky, and many others. She writes, “My own life was changed before I even realized it; others told me I was different! The draw to health was natural and out of control in a good way. It spilled into my life’s work in unimaginable ways.”
    Kathy pioneered application of the principles in public grant-funded major community systems change work. School and community leaders in two separate 20-year projects have changed hundreds of youth and adult lives in statistically significant ways. Evaluations are posted on the National Resilience Resource Center website (nationalresilienceresource.com) on the Outcomes page. A major Education page is the newest charitable service NRRC offers.
    From 2002 to date Kathy has taught a principles graduate course on Spirituality and Resilience at the University of Minnesota. It is common for student evaluations to say, “This is the best course I have ever taken and it should be required of all students at the University.”
    Kathy explains, “The simple pleasure of life is really only a thought away. As Sydney Banks writes, ‘When our channel to the soul is open, we live in a more harmonious reality. Such a state involves no effort and nothing we have to do. We simply go about our everyday business of living, our actions stemming from compassion, love, and wisdom. This soul thinking is always present when we aren’t engaged in other types of thinking. Often our negative thinking gets in the way, and we are pulled away from this pure state of thought.’ I find soul thinking is an important part of tapping natural resilience and navigating life successfully with ease and grace. Regardless of age or circumstances we never lose the ability to rely on this healthy, natural part of ourselves and it is natural to live in a state of service. Often it is in conversation with someone close to us that we can explore soul thinking.” Marshall Emerson says Supermind is one good way to join the conversation.
    Kathy studied at the University of Southern California as a National Defense Education Act Fellow to complete a Master’s and additional doctoral work in Communication. She retired from the University of Minnesota after 20 years where she created and directed the National Resilience Resource Center (NRRC). She currently leads the private NRRC LLC and continues to offer a University graduate course, Spirituality and Resilience. Her principles-based trainings are dedicated to changing systems and enhancing the health of helpers in order to facilitate the natural resilience, health and well-being of children and adults.