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Creating Peace Amongst Children's Neurodivergent Learning Styles

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Abstract

When working in a Fiddleheads summer camp in a Bay Area regional park, ecopsychology counselors structured our daily agenda around Seeds of Awareness core competencies. The main purpose of my research project was to study social-emotional learning and neurodivergent learning styles, thereby following the central focus in Fiddleheads. As ecopsychology counselors, we were trained to model social awareness and self-awareness, through which I incorporated my academic knowledge on empowering education into an ecological setting. The primary concern I found in the field was when children lack interpersonal skills and a sense of agency during social interaction; this general lack distances children from their own intuition, which I suggest leads to adults who are less likely to sense respectful boundaries necessary for sharing space. How can counselors and advisors support the cultivation of intuition for (inner)peace? The dominant objective behind my evaluation is to display the function of social and self-awareness, while sharing an explanation for how children may come to feel and experience a moral dimension within interpersonal interactions.

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