Facebook event page
Commonwealth Learning Center (Danvers, MA)
130 Sylvan St, Danvers, Massachusetts 01923
«Why is He So Unmotivated?» — Understanding Executive Function and the Consequences of Self-Regulation on Learning
Presenter: Angela M. Currie, Ph.D.
Sometimes motivating our children or students can be downright hard. As we get caught up in the frustration, bargaining, and battles, we often forget to think about the reasons why a child is lacking the drive. We mistakenly see the lack of motivation as a choice, rather than being the result of other underlying challenges. This workshop will explore “motivation” as a product of self-regulation, particularly emphasizing the role of executive function and the impact of stress and anxiety on learning. We will discuss the importance of understanding and supporting these skills for the purpose of increasing motivation and outcomes in students.
Topics covered will include:
• What is executive function and how is it related to attention and emotions?
• What is the difference between stress and anxiety, and what do they look like?
• How does self-regulation impact learning?
• How do you support motivation in children?
Admission is FREE, but space is limited and first come, first served. Refreshments will be provided. We look forward to seeing you there!
Dr. Currie is a pediatric neuropsychologist at Neuropsychology and Education Services for Children and Adolescents (NESCA) in Londonderry, NH and Newton, MA. At NESCA, Dr. Currie conducts neuropsychological and psychological evaluations with children, adolescents, and young adults. She enjoys working with stressed-out children and teens, working to tease apart the various factors that may be lending to their stress, such as underlying learning, attentional, or emotional challenges. Dr. Currie particularly enjoys working with the seemingly “unmotivated” child, as well as children who have “flown under the radar” for years due to their desire to succeed. Additionally, Dr. Currie conducts evaluations with more emotionally and psychologically complex individuals, particularly those who appear “stuck” in their therapeutic process or those who adults are confused about how to reach.