Integral Shadow Work, 11/29/16, Group Notes
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PLEASE SIGN YOUR NOTES WITH YOUR INITIALS (MM)
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QuestionsEpiphaniesApplications
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(RS) - Kids in 2nd/3rd grade are really creating their own shadows during that time.(CD) Our neuroses get projected and then imbibed by our students.(GJ) - It's useful to be able to identify underlying emotions in teenagers when they are expressing those emotions in inauthentic ways.
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(GJ) -What is the best way to identify the disturbance? (RS) Sometimes our children embody our shadows. AS- Use the process on a piece of literature or video first
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Dealing with shadow issues frees up time(GM) Helps you figure out yourself so you can solve some habitual problems
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Questions raised from the complex style of the writing. (LH)Uncovering underlying/original shadow form can give insight for solutions(GM) Archetypes represent universal experiences; they carry the shadows and golden shadows within them
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On the other hand, it raises helpful questions that push us to ask ourselves how we can let go of anxieties.(LH)(RS) Allowing students to name and own emotions will help them not feel shame when they feel strong emotions helps them to not push things into their shadow. (LM) Immediate application of 3-2-1 process. very helpful in identifying self as the source of triggers in relationship conflicts.
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(CD) Is it a reasonable expectation to expect younger students to do shadow work?(CD) Knowledge and pursuit of our own shadow does not necessarily lead to progress.AS - Mentoring is a space for shadow work
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How to do this with young children? (SR)(CD) Attempts at shadow work may not be as deep as necessary. Some of the learned shadow may have already been known and the repressed shadow is still unkown.(CD) Ask students with whom they are mad. Have them write about it.
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What is it in our shadow that triggers us about certain kids or certain behaviors from kids? (SR)(CD) Useful tool for exploration of repression. (MS) Shadow work is helpful to recognize anxiety in life or body pain.
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(AR) Do very young children have shadows and if they do are they somehow closer or less repressed than when more time pasess and they get older?(CD) Shadow is subtle that runs all of us. We don't usually get opportunity to reflect on.Might help us as teachers/ adults to figure out why a certain child might rub us the wrong way... (LH)
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(CD) Once we become aware that something exists we go to the opposite end of the spectrum to avoid it.Might help us as teachers/ adults to figure out why a certain child might rub us the wrong way... (LH)
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(GJ) How do we get those kids who are most averse to doing self-reflection, to engage with their shadow?Seeing other people's' shadows can help us have empathy for them (LH) (MVB) In years past, having a favorite or "teacher's pet" was the norm, and it wasn't questioned, but as conscientious teachers, we often use shadow work to question why a student is our favorite and why one irks us, and to work towards treating each kid with equity.
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(AR) naming the shadow is easier than "talking to it" especially with older kids(CD) High School mentoring sessions as a chance to do shadow work with students.
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(LM) shadow work can and should be done around our personal challenges in treating all children with equity. Noticing our own visceral reactions to individual students, negative and positive, and doing the work to unpack the "why". Am I prone to reacting differently to the same behavior from two different children? Why? (MS) Start looking within yourself about what is triggering your anxiety that makes you mad about students' behaviour.
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(MVB) When she sees a kid enacting a particular shadow archetype, such as the warrior, she tells stories about the positive version of that archetype.
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(SD) How can we guide our students through authentic shadow work, where they take it seriously and get something genuine from it? (SD) to realize that there are underlying emotions under what we think we are experiencing. (CD) Model doing your own shadow work.
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(SD) How do we know if we are accessing the authentic shadow feeling and it is not just our mind "figuring it all out"?(SD) to realize that there are underlying emotions under what we think we are experiencing. (CD) Putting labels to emotions and asking the students to label the somatic feeling.
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(SD) What other emotions do you put words on as you get older? How do emotions get more nuanced?(AR) It's easier to identify other people's shadows than it is to identify our own shadows
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(SD) How do we use 3-2-1 in our classroom?(SD) to have a need not to feel out of control- have a need to be in control- students often feel out of control and then we feel out of control
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(SD) How can we as the teacher feel our authentic feeling (like frustration or anger) and still hold the energy (container) of the class?
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(SD) What are the underlying needs of our students?
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(GJ)Sad and Mad are often mirror images of themselves with me: when I'm sad, I often enact anger and when I'm angry, I express sadness.
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