“The successful return to mental well-being is dependent on our ability to know and regulate ourselves, and to understand and interact with others.”
Workshops That Engage:
Great leadership is more than a set of skills. It’s about being human. The Applied EQ Group helps educators, business leaders, and athletes apply the power of emotional intelligence (EQ) so they can build positive and productive relationships with their teams.
Conflict occurs when we are in relationship with others. In fact, the hallmark of a healthy relationship is not the absence of conflict, but the ability to successfully resolve it. Be equipped with helpful tools to navigate conflict.
Understanding the root of trauma and how we can cultivate a well- functioning classroom. How do VUCA (volatility/uncertainty/complexity/ambiguity) impact child and adolescent development? How do ACEs (adverse childhood experiences) impact child and adolescent development? How do SCARF needs (status/certainty/autonomy/relatedness/fairness) impact child and adolescent development?
Most of us already know that relationships matter in any field, but particularly in education. The question is: how? How do I build life-impacting relationships with students? How do I build resourceful relationships with my colleagues on campus? How do I build supportive relationships with my students’ parents?
When we live emotionally intelligent lives through the practice of social and emotional learning (SEL), we become living interventions for our students. Students who learn SEL skills are less likely to resort to violence to express their emotions, more likely to develop positive peer relationships, and more likely to experience academic success. Dr. Saenz presents research that validates the practice of SEL, and he shares two powerful case studies that prove its effectiveness in schools.
Change—even change for the better—is stressful, and as the adage goes, the only constant in the world is change. Change, as stress, has the potential to bring out the worst in us, expose our fears and inadequacies, and erode a team dynamic. There is good news, though: change doesn’t have to be the enemy. In fact, when we know the dynamics associated with any change process, we can position ourselves for peak performance, both as individuals and as groups.
Educators are nurtures, which means they make tremendous sacrifices to empower their students to grow and develop. That is a significant part of why education is commonly considered the noblest profession. Self-sacrifice, though, can become a liability when not considered in proper context; just as a cell phone battery must be recharged regularly so as not to lose all capacity, so too must the life of the educator be recharged so as not to lose the passion for this noble calling.
From the time we wake up each morning, we are involved in some form of group interaction, and any group’s effectiveness is the product of the interaction of individual behavior, group size, member status, and the nature of the task. It’s a complex process, but it’s one that we can construct to create purposeful outcomes.
Our workplace is increasingly diverse, and that is good news. There is only one small catch: we have literally millions of years of evolution working against us, telling us our primary need to surround ourselves with what is predictable. The key is to hack our reptilian brain and move into our frontal lobe, where higher-order thought occurs. It is in this place that we build strategies to embrace diversity in practice.
A “problem” has been popularly defined as a puzzle looking for an answer. In the workplace, that puzzle can be a problem occurring now that requires immediate attention, or a problem that can be expected in the future. In the absence of a set protocol for problem-solving, we typically default to emotion-based decision-making, which can hold tremendous liabilities for the individuals and groups involved, and for the organization as a whole. The most effective solutions are those that invoke a creative process and empower groups in the decision.
How to reduce anxiety, eliminate stress and build a K-12 Leadership Dream Team COVID-19 has everybody on edge. Schools are closing. Many of them don’t know when (or if) they’ll even reopen. Whether students return to your buildings or not, the show must go on. But how do you keep students (and families) engaged when their entire world (and yours) literally gets upended overnight? Nationally recognized school psychologist and author Adam Saenz invites you to a special online presentation, as he demonstrates how to harness the power of stress and uncertainty and turn it into a force good in your schools.
This 90-minute workshop grows adult SEL by empowering participants to understand their personality style and the strengths, weaknesses, and personal biases that come with it. Each participant will complete the EASEL online and receive an electronic copy of the report containing their results. This data, then, will be used throughout the workshop.
Remember? You went into education to make a difference! But is it really possible to build the kinds of life-impacting relationships with students in educational systems that have the potential to leave you physically and emotionally drained?
Conflict does not necessarily have to destroy professional relationships and community. In fact, when handled appropriately, conflict can actually deepen and strengthen connections. When we understand the nature of conflict and how to break negative feedback loops, we equip ourselves with the ability to resolve conflict in a relationship-honoring manner. We can be unified without being uniform.
Webster’s Dictionary defines communication as the process by which we exchange information through a common system of symbols, signs or behaviors. Considering that we spend 70 to 80 percent of our waking hours communicating in some form, we might say that effective communication skills are the key to 70 to 80 percent of our life. The goal of this workshop is to equip participants with the knowledge and skillset that will minimize communication breakdowns, errors, and failures.
Conflict occurs when we are in relationship with others. In fact, the hallmark of a healthy relationship is not the absence of conflict, but the ability to successfully resolve it. Be equipped with helpful tools to navigate conflict.
Self-awareness, self-regulation, empathy, and interpersonal skills drive effective decision-making in leadership. Participants will complete the Educator Assessment of Social and Emotional Learning (EASEL), a multi-domain measure of personality, innate capacity for emotional intelligence, and vulnerability to stress. The resulting assessment will provide baseline data as licensed psychologist, Dr. Adam Saenz, guides participants as they establish the strengths, weaknesses, fears, and potential biases that impact their decision-making processes as a leader. Target topics include managing work-life balance, meeting students’ mental health needs, addressing toxic employees, and establishing a positive relational culture.
Crisis situations can leave a wake of difficult thoughts and feelings. Students and teachers can feel lingering shame, anger, fear, and confusion for days—even weeks or months—after a traumatic event. The good news is that crisis situations do not have to be harmful to a relationship, and in fact, they can serve as a doorway to deeper trust, intimacy, and respect.
Being an effective professional and having a satisfying personal life does not have to be mutually exclusive endeavors. In fact, when we are mindful about creating the right personal infrastructure, we can actually build excellence in both arenas. It won’t happen, though, without deliberate planning and goalsetting.
How does crisis impact my body? My Finances? My relationships? My career? Facing these difficult questions leaves us feeling physically weak, emotionally vulnerable, and professionally unproductive. When we struggle to connect, students suffer.
Dr. Saenz was recently invited to participate in Lindop 92 School District's "Alphabetic Survival Guide". Lindop 92 has initiated this professional development series for the faculty and staff to provide them support and encouragement through these challenging times. Dr. Saenz fields the letter "Q", and in this short video, he explores three key questions that will help us understand and regulate our thoughts and feelings related to the COVID-19 crisis.
Dr. Sáenz concludes this empowering talk by sharing how he has dealt with depression and anxiety over the years, dating back to his years in junior high school. We wouldn’t be ashamed to acknowledge that we had a sore throat or headache; we shouldn’t be ashamed to acknowledge when we feel sad or afraid.
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Got emotion? I'll bet you and your children do: excitement, frustration, fear, confusion, relief. The list could go on. Emotion is the fuel that drives our behavior, and behaviors can get tricky--especially when we're trying to adjust to changes (like, say, a PANDEMIC!). This webinar will help you understand the five ways we typically respond to emotion, including ignoring, inhibiting, invalidating, inviting, and instructing. It will also equip you with a four-step process to help your child become skillful in directing the fuel of emotions in ways that are life-giving and adaptive.