I need Self Discipline I seek Power COUNT I feel valuable I believe I feel

I need self discipline i seek power count i feel

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                  I need   Self-Discipline            I seek Power    COUNT I feel  valuable       I believe         I feel  insignificant I can make a difference        I matter        I may try to hurt back I Contribute             I need to  Assume Responsibility           I seek Revenge         In order look for our Crucial Cs           through useful means, we need:   COURAGE I feel  hopeful       I believe         I feel  inferior I am willing to try                 I can handle what comes         I may give up I am Resilient                  I need  Good Judgement          I use avoidance I AM ENCOURAGED          I AM DISCOURAGED Amy Lew & Betty Lou Bettner (1996),  Raising Kids Who Can.   Newton, MA: Connxions Press
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K. John, Sustaining the leaders of children’s centres: The role of leadership mentoring, 28 Sep 2007, Page 11 However, participants typically moved from feeling victims of circumstances to being change  agents tackling difficult issues. I was mindful of the goal of Adlerian psychotherapy and  supervision in stimulating the individual’s social interest and abandoning their defended  positions and private logic. When it seemed appropriate, I shared a model inspired by Reinhold  Niebuhr’s (1892-1974) “The Alcoholic's Prayer and Stephen Covey’s (1989) “circle of  influence”, shown in Figure 3. “God grant me the serenity to accept the things I cannot change, courage to change the things I can, and wisdom to know the difference”  ( Reinhold Niebuhr, 1892-1974). NO CONTROL INFLUENCE CONTROL Questions: Where do I have control? Where might I have influence? Figure 3. The Control Target Figure 3 provides a graphic representation of these spheres of control, influence and no control. The task is to take control where you have it, ignore what you cannot control, but exert  influence where you can. Asking participants to locate the area that best describes where their  control lay helped them to have more realistic expectations of themselves and what they could  hope to achieve. Paradoxically, they often found this increased their sphere of control and  influence where they had none before. What participants valued about mentoring.  Without exception participants commented on  two or more positive aspects of each of their mentoring sessions. The most frequently  mentioned aspects across sessions were that mentoring offered “space to clarify thinking” and  that mentoring was “helpful and/or supportive”. Other commonly mentioned aspects were that 
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  • Summer '17
  • A.Yankowski

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