wccc advising presentation draft

Mindful, Authentic Advising. Will it help you and your students be more successful?

Seek & you shall find

Process Model for Student Completion

Define academic advising

Identify best practices & discuss various strategies

Something to help you and your students be successful?

How can emotional intelligence and mindfulness work together to make me into the best authentic advisor for each student?

CAS ~ Habley

Advising bears the distinction of being the only structured activity on campus in which all students have the opportunity for on-going, one-to-one interaction with a concerned representative of the institution, and this fact is a source of its tremendous potential today (NACADA, 2005).

This coupled with increasing educational options, has brought pressure to make the student educational experiences as meaningful as possible.

Concept of Academic Advising

Academic advising, based in the teaching and learning mission of higher education,is a series of intentional interactions with a curriculum, a pedagogy, and a set of student learning outcomes.

Academic advising synthesizes and contextualizes students’ educational experiences within the frameworks of their aspirations, abilities and lives to extend learning beyond campus boundaries and timeframes.

Define…

“Academic advisors help students become members of their higher education community, think critically about their roles and responsibilities as students, and prepare to be educated citizens of a democratic society and global community.”

“Academic advising - done well- assists students in interpreting their values, beliefs, and experiences, so, unlike Alice, they get somewhere they want to go.”

Drake, J. K., Jordan, P., & Miller, M. A. (2013). Academic advising approaches: Strategies that teach students to make the most of college.

Influential Research Articles / Books

Bean, J. P., & Eaton, S. (2000). Part I: Revising Tinto's Theory: A Psychological Model of College Student Retention. In , Reworking the Student Departure Puzzle (pp. 48-61). Vanderbilt University Press.

Kuh, G. D., & Documenting Effective Educational Practice (Project). (2005). Student success in college: Creating conditions that matter. San Francisco: Jossey-Bass.

Tinto, V. (2012). Leaving college: Rethinking the causes and cures of student attrition. Chicago, Ill: University of Chicago Press.

Advising & Leading

Josephson (1988) argues that ethical academic advising is based on similar relationships characterized by trust, worthy objectives and student development (as cited by Frank in Gordon, 2000). The Core Values of NACADA as cited by Creamer in Gordon (2000) relate to all three of these points. The Core Values stress the purpose of academic advising, which is student learning and personal development.

The focus of advising is the student as a whole, encompassing the students educational life as well as future plans after graduation (Creamer, 2000).

Nutt argues that academic advising at its very best is a supportive and interactive relationship between students and advisors built on shared communication (Nutt in Gordon, 2000).

WCCC Process Model for Student Completion

PURPOSE: To implement an admissions, intake, advising and registration process that provides effective interventions for students with diverse goals and needs in order to facilitate desired outcomes for degree completion, transfer and/or job placement. 

Stage 1: Pre-Degree Status  

Cohort: All new credit students who intend to pursue a degree, diploma or certificate

Goal: Registration yield ratio of 90% of Admitted students

Providers: SSSA’s Process: All new degree, diploma, and certificate

students (full and part time) will be admitted as pre-degree students. For example, a student who intends to major in Accounting will be coded as Pre-Accounting, etc. New students are assigned for placement testing and their initial registration to the SSSA’s. The SSSA’s do a brief “mini-orientation” that covers essential information to get started, administers placement tests, and registers students for initial semester. Registrations should focus on developmental courses if required, Gatekeeper, general education requirements, and first semester courses of student’s intended major. Registrations for certificate students should focus on first semester courses for the certificate at this stage. The goal for the SSSA’s is limited and focused upon getting new students tested, registered and ready to start classes.

Process Model for Student Completion

Stage 2: Advancing to Degree Status

Cohort: All pre-degree students, after initial semester, with less than 12 credits (excluding developmental courses)

Goal: To advance 80% of pre-degree students to degree status. Degree Status: Students who have completed all required developmental courses, completed at least 12 credits, with a minimum cumulative GPA of 2.0, and have been accepted into a degree, certificate or diploma program.

Providers: Counselors Process: After initial registration, students are assigned

to a counselor. Some consideration may be given to counselors’ area of specialty, such as transfer, but all counselors should be assigned students from any major. The counselors’ goal is to facilitate the student achieving degree status. Counselors will need to employ multi-faceted personal and/or group interventions. Some will need assistance to achieve a satisfactory GPA, others will need guidance regarding transfer options, some will need to learn methods of test-taking and study skills. Still others will need career exploration. This stage is an opportunity to focus our counseling resources to enable students to get beyond this critical stage.

Note: Students who are admitted to Nursing or other health programs with stipulated requirements, achieve degree status upon their admission to the program.

Process Model for Student Completion

Stage 3: Degree Status   Cohort: All students who have achieved degree status in

a particular major. Goal: Advance 90% of cohort to completion of degree,

diploma, certificate, or transfer out. Providers: Faculty Advisors Process: Upon admittance to degree status, student is

assigned a faculty advisor in the student’s major or area of concentration. At this stage, the student’s probability of successful completion is much improved. The faculty/student advising relationship should focus upon completing major and degree requirements, exploring career options, and selecting courses that most enable student to achieve career goals. This should be an opportunity for the student to establish a meaningful mentor relationship with a faculty advisor and through that relationship become more fully engaged with the structure and concepts of the major beyond satisfaction of course requirements.

COMPLETION TARGET: If goals at each stage are met, the entering cohort will obtain a completion rate (degree, diploma, certificate or transfer out) of 65%. This would triple the existing completion rate.

2003 NACADA Certification Task Force

Recommends that advisor training should address three areas:

Conceptual: What concepts like developmental advising do advisors need to know?

Informational:   What do advisors need to know about in-house programs and policies.

Relational: What skills do advisors need to relate effectively with their advisees? (p. 293)

- See more at: http://www.nacada.ksu.edu/Resources/Clearinghouse/View-Articles/Advisor-Training--Development.aspx#sthash.k4K3CKke.dpuf

Advising Skills Required - NACADA

Advisors must communicate and engage students via skills in: Interpersonal relations Communication Helping Problem Solving

NACADA recently created a book to provide a curriculum to teach advisors theory and practice of various methods – Academic Advising Approaches

Core values of academic advising - NACADA

Core values of academic advising - NACADA

1) Advisors are responsible to the individuals they advise.

2) Advisors are responsible for involving others, when appropriate, in the advising process.

3) Advisors are responsible to their institutions.4) Advisors are responsible to higher education.5) Advisors are responsible to their educational

community.6) Advisors are responsible for their professional

practices and for themselves personally.

NACADA

NACADA’s new book: Academic Advising Approaches:

Strategies that teach students to make the most of college

Variety of perspectives to shed light on advising practices

Chapters in Academic Advising Approaches

Motivational InterviewingAppreciative AdvisingStrengths-Based AdvisingSelf-authorship based AdvisingProactive AdvisingAdvising as CoachingSocratic AdvisingHermeneutic ApproachConstructivism and Systems Theory

Advising Learning Outcomes

However, a representative sample of learning outcomes for advising indicates that students will

craft a coherent educational plan based on assessment of abilities, aspirations, interests,

and values; use complex information from various sources to set goals, reach

decisions, and achieve those goals; assume responsibility for meeting academic program requirements; articulate the meaning of higher education and the intent of the

institution’s curriculum; cultivate the intellectual habits that lead to a lifetime of learning;

and behave as citizens who engage in the wider world around them

(NACADA, 2006, para. 10).

And yet another way to relate to students

Authentic Advising Authentic Leadership Emotional Intelligence Mindfulness

Authentic Advising: When one endeavors to skillfully apply mindfulness practices to enhance their emotional intelligence, one may become an effective authentic advisor. An authentic advisor aids others in cultivating these skills.

Mindfulness

15,200,000 hits on Google

99,500 articles Google Scholar

6,987 books in Amazon

Effect of Meditation on the Academic Performance of African American College Students HALL, P. D. (1999).

Everywhere and at all times, it is up to you to rejoice piously at what isoccurring in the present moment, to conduct yourself with justice towardsthe people who are present here and now.- Marcus Aurelius

Mindfulness Definition

Paying attention in a particular way, on purpose, in the present moment, and nonjudgmentally. Kabat-Zinn, J. (1994). Wherever you go, there you are: Mindfulness meditation in everyday life. New York: Hyperion..

Mindfulness Benefits

Mindfulness improves well beingMindfulness improves physical healthMindfulness improves mental health

http://www.helpguide.org/harvard/mindfulness.htmHappiness – the default state of mind

Emotional Intelligence

Peter Salovey and John D. Mayer- They define emotional intelligence as:

The ability to monitor one’s own and others’ feelings and emotions, to discriminate among them and to use this information to guide one’s thinking and action

Salovey, P., & Mayer, J. D. (1989). Emotional intelligence. Imagination, cognition and personality, 9(3), 185-211.

Daniel Goleman popularized the topic with his book entitled Emotional Intelligence: Why It Can Matter More Than IQ

Authentic Leadership Self-Assessment Questionnaire

Instructions: This questionnaire contains items about different dimensions of authentic leadership. There are no right or wrong responses, so please answer honestly. Use the following scale when responding to each statement by writing the number from the scale below that you feel most accurately characterizes your response to the statement.

Key: 1 = Strongly 2 = Disagree 3 = Neutral 4 = Agree 5 = Strongly disagree agree

1. I can list my three greatest weaknesses. 1 2 3 4 5 2. My actions reflect my core values. 1 2 3 4 5 3. I seek others’ opinions before making up my own mind. 1 2 3 4 5

4. I openly share my feelings with others. 1 2 3 4 5 5. I can list my three greatest strengths. 1 2 3 4 5 6. I do not allow group pressure to control me. 1 2 3 4 5 7. I listen closely to the ideas of those who disagree with

me. 1 2 3 4 5

8. I let others know who I truly am as a person. 1 2 3 4 5 9. I seek feedback as a way of understanding who I

really am as a person. 1 2 3 4 5

10. Other people know where I stand on controversial issues.

1 2 3 4 5

11. I do not emphasize my own point of view at the expense of others.

1 2 3 4 5

12. I rarely present a “false” front to others. 1 2 3 4 5 13. I accept the feelings I have about myself. 1 2 3 4 5 14. My morals guide what I do as a leader. 1 2 3 4 5 15. I listen very carefully to the ideas of others before

making decisions. 1 2 3 4 5

16. I admit my mistakes to others. 1 2 3 4 5 To obtain this instrument, contact Mind Garden Inc., www.mindgarden.com

SIY at www.siyli.org

Be Authentic

Leaders all over the planet are beginning to understand the benefits of purposefully learning to be more attentive and focused, non-reactive, and clear." —Saki Santorelli, EdD, Executive Director, Center for Mindfulness

Social SkillsEmpathy

MotivationSelf-

RegulationSelf-Awareness

Inter-

personal

Intra-personalEmotional intelligence competencies

Dimensions of Emotional Intelligence

1. Self-awareness: Knowledge of one’s internal states, preferences, resources, and intuitions

2. Self-regulation: Management of one’s internal states, impulses, and resources

3. Motivation: Emotional tendencies that guide or facilitate reaching goals

4. Empathy: Awareness of others’ feelings, needs, and concerns

5. Social skills: Adeptness at inducing desirable responses in others

Yes, very nice, but what can emotional intelligence do for me?

Stellar work performanceOutstanding leadershipAbility to create the conditions for happiness

Most cited job skills in academic advising

1. Interpersonal skills2. Teaching skills or excellent skills in public speaking3. Coordination, planning and organizational skills4. Excellent computer skills5. Effective communication skills particularly with diverse populations. Ability

to build good rapport with a variety of constituents6. Service oriented attitude7. Ability to learn easily and disseminate detailed information8. Ability to work independently and collaboratively with others or in teams9. Good attention to details10. Ability to work with complex systems in a fast-paced and dynamic

environment11. Flexible, patient, creative12. Skills in problem solving13. Good sense of humor - See more at: http://www.nacada.ksu.edu/Resources/Clearinghouse/View-

Articles/Become-an-Advisor.aspx#sthash.ELvFP51P.dpuf

Emotional Intelligence is Trainable

Examples

Response to triggersDifficult conversationsConfidence during stress

Neuroplasticity

Old School Belief -Can’t teach an old dog new tricks…

Today we know differently

Attention

What we pay attention to changes the brainIntentionAttitudeAttention

Mindfulness is Excellent Education

William James, the father of modern psychology, had this to say: And the faculty of voluntarily bringing back a wandering attention over and over again is the very root of judgment, character, and will. No one is compos sui (competent) if he have it not. An education which should improve this faculty would be the education par excellence

James, Principles of Psychology, Chap 11 http://psychclassics.yorku.ca/James/Principles/prin11.htm

Attention

What we pay attention to changes the brainIntentionAttentionAttitude

http://www.mindfulness-matters.org/what-is-mindfulness/

Amygdala

Amygdala

Emotion is a basic physiological state characterized by identifiable autonomic or bodily changes.

-Laura Delizonna via siyli.org

Body Language

Why bring mindfulness to the body?

Correlates of emotion in the body are much more vivid than those in the brain.

Psychoneuroimmunology

DOPAMINENEUROPEPTIDES

Applications and Benefits

Pause, notice thoughts and emotionsMindfulness in daily activitiesRecover from distractionEmotion stabilization

When?

Self-awareness, self-regulation, and self-transcendence (S-ART): a framework for understanding the neurobiological mechanisms of mindfulnessDavid R. Vago* and David A. Silbersweig

Scientific Definition of Meditation

Meditation refers to a family of mental training practices that are designed to familiarize the practitioner with specific types of mental processes.

Learning meditation is like …learning to ride bike

Mind like snow globe

Serenity: stillness, calmness, peaceMindfulness: clarity alertnessHappiness

self-awareness

internalized moral perspective - base their actions on their values

balanced processing

exhibit genuine leadership-relational transparency

The effective interaction between advisor and student is very important to the individual growth and success of students (Kramer, as cited in Gordon, 2000).

Authentic Advising

Emotional Intelligenc

e

Mindfulness

Authentic Advising

Emotional Intelligenc

e

Mindfulness

Authentic Leadershi

p

Back to mindfulness

“What you focus on you become. So always focus on the highest, brightest, happiest and most noble of all things – Enlightenment.” ~ Rama (Dr. Frederick Lenz)

“Mindfulness practice is simple and completely feasible. Just by sitting and doing nothing, we are doing a tremendous amount.” Sakyong Mipham Rinpoche

MINDFULNESS IS A MIRROR OF WHAT’S HAPPENING IN THE PRESENT MOMENT The Mindful Child by Susan Kaiser Greenland

BELIEVETHERE IS GOOD IN THE WORLD

Joseph Croskeyjosephcroskey@gmail.com814-673-3686

Thank you!

Controversy

What religion is it?Is it just googley moogley?Is it just good for me personally?I’m not stressed why would I need it?What other concerns?What is your main motivation for being in this

session today?

Trying a Short Mindfulness MeditationYour capacity to be mindful is most powerfully developed through mindfulness meditation. One of the most popular mindfulness meditations is mindfulness of breath. This involves being mindfully aware of your breath. Follow these steps to try mindfulness meditation out for yourself:1.Be aware of the sense of your own breathing. You don’t need to change

the rate of your breath. Just feel the physical sensation of your breath entering and leaving the body.

2.You can feel the breath in the nose, the throat, the chest or down in your belly. If possible, try and feel the breath in the belly as it’s more grounding and is more likely to make you feel relaxed.

3.When your mind wonders off into thoughts, bring your attention back. It is the nature of thoughts to take your attention away from whatever you want to focus on, and into thoughts about the past or future, worries or dreams. Don’t worry about it.

4.As soon as you realise that you’ve been thinking about something else, notice what you were thinking about, and gently guide your attention back to your breath. You don’t need to criticise yourself.

That’s it. Mindfulness of breath is as simple as that. Bring a sense of the mindful attitudes to your experience such as curiosity, kindness and acceptance. You can do this exercise for as short as a minute, or as long as an hour.

References

George, B. (2010). True north: Discover your authentic leadership (Vol. 143). Wiley. com.

Goldin, P. R., & Gross, J. J. (2010). Effects of mindfulness-based stress reduction (MBSR) on emotion regulation in social anxiety disorder. Emotion,10(1), 83.

Goleman, D. (1995). Emotional intelligence. New York: Bantam Books. James, Principles of Psychology, Chap 11 http://

psychclassics.yorku.ca/James/Principles/prin11.htm Kabat-Zinn, J. (1994). Wherever you go, there you are: Mindfulness

meditation in everyday life. New York: Hyperion Lesser, M. (2013). Know yourself, forget yourself: Five truths to transform

your work, relationships, and everyday life. Novato, Calif: New World Library. Salovey, P., & Mayer, J. D. (1989). Emotional intelligence. Imagination,

cognition and personality, 9(3), 185-211. Shapiro, S. L., Jazaieri, H., & Goldin, P. R. (2012). Mindfulness-based stress

reduction effects on moral reasoning and decision making. Journal Of Positive Psychology, 7(6), 504-515. doi:10.1080/17439760.2012.723732

Tan, C.-M. (2012). Search inside yourself: The unexpected path to achieving success, happiness (and world peace). New York: HarperOne.

Walumbwa, F. O., Avolio, B. J., Gardner, W. L., Wernsing, T. S., & Peterson, S. J. (2008). Authentic Leadership: Development and Validation of a Theory-Based Measure. Journal Of Management, 34(1), 89-126.

Suggested Reading / References

Davidson, R. J., & Begley, S. (2012). The emotional life of your brain: How its unique patterns affect the way you think, feel, and live--and how you can change them. New York: Hudson Street Press.

NhaWt, H., Ho, M., & Vo, D. M. (1987). The miracle of mindfulness: An introduction to the practice of meditation. Boston: Beacon Press.

Palmer, P. J., Zajonc, A., & Scribner, M. (2010). The heart of higher education: A call to renewal : transforming the academy through collegial conversations. San Francisco: Jossey-Bass.

Seligman, M. E. P. (2011). Flourish. North Sydney, N.S.W: Random House Australia.

Smalley, S. L., & Winston, D. (2010). Fully present: The science, art, and practice of mindfulness. Cambridge, Mass.: Da Capo Lifelong.

Stone, D., Patton, B., & Heen, S. (1999). Difficult conversations: How to discuss what matters most. New York, N.Y: Viking.

Zajonc, A. (2009). Meditation as contemplative inquiry: When knowing becomes love. Great Barrington, Mass: Lindisfarne Books.

More References

Astin, A.W. (1999). Student involvement: A developmental theory for higher education. Journal of College Student Development, 40(5), 518-529.

Avolio, B. J., & Gardner, W. L. (2005). Authentic leadership development: Getting to the root of positive forms of leadership. Leadership Quarterly,16(3), 315-338. doi:10.1016/j.leaqua.2005.03.001

Frankl, V (1984). Man's Search for Meaning. An Introduction to Logotherapy, Boston: Beacon Gardner, W. L., Avolio, B. J., Luthans, F., May, D. R., & Walumbwa, F. (2005). "Can you see the

real me?" A self-based model of authentic leader and follower development. Leadership Quarterly, 16(3), 343-372. doi:10.1016/j.leaqua.2005.03.003

Gardner, W. L., Cogliser, C. C., Davis, K. M., & Dickens, M. P. (2011). Authentic leadership: A review of the literature and research agenda. Leadership Quarterly, 22(6), 1120-1145. doi:10.1016/j.leaqua.2011.09.007

Gardner, W. L., & Schermerhorn Jr., J. R. (2004). Unleashing Individual Potential Performance Gains Through Positive Organizational Behavior and Authentic Leadership. Organizational Dynamics, 33(3), 270-281. doi:10.1016/j.orgdyn.2004.06.004

Gordon, V.N., Habley, W.R., & Grites, T.J. (Eds.). (2000). Academic advising: A Comprehensive handbook (2nd ed.). San Francisco: Jossey-Bass.

McClellan, J. L. (2007). The Advisor as Servant: The Theoretical and Philosophical Relevance of Servant Leadership to Academic Advising. NACADA Journal, 27(2), 41-49.

http://www.siyli.org/learn-more/videos/ MORE

Online References

http://www.siyli.org/http://www.contemplativemind.org/programs/acmhe http://www.mindfuled.org/ http://marc.ucla.edu/ http://www.mindandlife.org/ http://www.mindfulexperience.org/http://www.contemplativeoutreach.org/ http://

content.time.com/time/interactive/0,31813,2028999,00.html Happiness Test

http://www.oprah.com/packages/your-happiness-plan.html http://www.huffingtonpost.com/news/gps-mindfulness-resea

rch/

Practices

CHANGE ANYTHING

Motivation Ability

Personal Link to Mission and Values

Overinvest in Skill Building

Social Harness Peer Pressure

Create Social Support

Structural Align Rewards and Assure Accountability

Change the Environment

Joseph Grenny, David Maxfield and Andrew ShimbergFall 2008 MIT Sloan Management Review, How to Have Influencehttp://sloanreview.mit.edu/article/how-to-have-influence/

 Change Anything: The new science of personal success. By Kerry Patterson, (2011).

Jon Kabat-Zinn's guide on how to start a meditation practicehttp://static.oprah.com/download/pdfs/presents/2007/spa/spa_meditate_cultivate.pdf

http://www.oprah.com/spirit/Mindfulness-Meditation-by-Jon-Kabat-Zinn

ALQTo obtain this instrument, contact Mind Garden Inc., www.mindgarden.com

Authentic Leadership Self-Assessment Questionnaire

Instructions: This questionnaire contains items about different dimensions of authentic leadership. There are no right or wrong responses, so please answer honestly. Use the following scale when responding to each statement by writing the number from the scale below that you feel most accurately characterizes your response to the statement.

Key: 1 = Strongly 2 = Disagree 3 = Neutral 4 = Agree 5 = Strongly disagree agree

1. I can list my three greatest weaknesses. 1 2 3 4 5 2. My actions reflect my core values. 1 2 3 4 5 3. I seek others’ opinions before making up my own mind. 1 2 3 4 5

4. I openly share my feelings with others. 1 2 3 4 5 5. I can list my three greatest strengths. 1 2 3 4 5 6. I do not allow group pressure to control me. 1 2 3 4 5 7. I listen closely to the ideas of those who disagree with

me. 1 2 3 4 5

8. I let others know who I truly am as a person. 1 2 3 4 5 9. I seek feedback as a way of understanding who I

really am as a person. 1 2 3 4 5

10. Other people know where I stand on controversial issues.

1 2 3 4 5

11. I do not emphasize my own point of view at the expense of others.

1 2 3 4 5

12. I rarely present a “false” front to others. 1 2 3 4 5 13. I accept the feelings I have about myself. 1 2 3 4 5 14. My morals guide what I do as a leader. 1 2 3 4 5 15. I listen very carefully to the ideas of others before

making decisions. 1 2 3 4 5

16. I admit my mistakes to others. 1 2 3 4 5 Scoring

1. Sum the responses on items 1, 5, 9, and 13 (self-awareness).

2. Sum the responses on items 2, 6, 10, and 14 (internalized moral perspective).

3. Sum the responses on items 3, 7, 11, and 15 (balanced processing).

Chapter 11 Authentic Leadership 281

Total Scores

Self-Awareness: ______ Internalized Moral Perspective: _____ Balanced Processing: _____ Relational Transparency: _____

Scoring Interpretation

This self-assessment questionnaire is designed to measure your authentic leadership by assessing four components of the process: self-awareness, internalized moral perspective, balanced processing, and relational transparency. By comparing your scores on each of these components, you can determine which are your stronger and which are your weaker components in each category. You can interpret your authentic leadership scores using the following guideline: high = 16–20 and low = 15 and below. Scores in the upper range indicate stronger authentic leadership, whereas scores in the lower range indicate weaker authentic leadership.

Northouse, P. G. (2007). Leadership: Theory and practice. Thousand Oaks: SAGE Publications

Who I am What I do

Personal Competency

Self AwarenessVisionValuesBeliefs

Self ManagementSelf-motivationSelf-regulation

Empowered Human BeingIncreased ResilienceDecreased StressIncreased satisfactionIncreased IntuitionSelf-fulfillment/actualization

Social Competency

Awareness of OthersUnderstanding

Relationship ManagementKnowledge/skills

Cooperation CollaborationBuilding rapportBetter decisionsWin/win outcomesMore meaningful connections

Bottom line benefitsImproving and fulfilling personal and professional relationshipsGaining better insights = better decisions = better outcomes

Improving effectiveness as leader /managerIncreasing efficiency = profit

Emotional intelligence model

EMPATHY

Tao de Haas 2005

When?

“To study the Way is to study the self. To study the self is to forget the self. To forget the self is to be enlightened by all things. To be enlightened by all things is to remove the barriers between one's self and others.”(Dogen, 2002)

Authentic Leaders:• exhibit genuine leadership• lead from conviction• original, not copies• base their actions on their values

http://www.mindfulness-matters.org/what-is-mindfulness/

The Surprising Source of Great Results: Attention and Mindfulness http://www.ormsby.at/en/attention-mindfulness-results/

Emotional Intelligence

Context

OthersSelf