Table of Contents
List of Figures x
Acknowledgments xi
Part I A Case for Affective Education 1
Chapter 1 The Masked Affective Crisis 3
"What Is Your Central Story?" 4
School Context 4
Discovering the Masked Affective Crisis 6
Why Women? 12
Giftedness: A Loaded Label 13
Academic Achievement 14
Crisis as a Call to Action 15
Wholehearted Living 17
Vulnerability and Storytelling 18
Self-Compassion and Perfectionism 19
Teacher as Researcher 19
Telling Our Story 20
A Note About Pronouns 22
Chapter 2 The Precipice 25
The Precipice: Navigating the Space Between High School and College 28
Overachievement Culture 29
Affective Development: A Brief Overview 31
Gifted Education and Affective Development 34
Intersectionality and Coming-of-Age 37
Theoretical Framework: Feminism 39
Youth Participatory Action Research 41
Part II Cultivating Courage, Connection, and Self-Care in Schools 43
Chapter 3 Courage 47
Naming Courage 48
Courage Is Contextualized by Power 51
The Importance of Safe Space in Schools 53
Courage Is Emotionally Charged 57
Precipice and the Possibility for Courage 61
The Ripple Effect of Practicing Courage 64
Chapter 4 Connection 69
Belonging 70
Relatedness 72
Closeness 73
The Momentum of Connection 75
High Stress, High Schools, and (Dis)Connection 77
Critical Listening, Compassion, and Communication 79
Connection Is Complicated 82
Mothers: Mentors and Critics 85
Connectedness as a Catalyst for Action 90
An Exercise in Hope 93
Chapter 5 Self-Care 95
Self-Care Stories From Barnwood High School 96
Self-Care Through Courage and Connection 99
Positive Self-image + Self-Efficacy = Preconditions for Self-Care 102
Rejection 103
Making College Decisions 104
Self-Doubt's Continued Grip 107
Confronting Self Doubt 108
Embodying Self-Care 111
Physical Strength 113
Weight and Balance 114
Managing Self-Care: Five Student Examples 117
Part III Wholehearted Teaching 121
Chapter 6 A Framework for Wholehearted Teaching 123
Limited ↔ Strong 127
What Does It Mean to Feel Strong? 128
Guarded ↔ Vulnerable 130
Privilege, Power, and Vulnerable Stories 131
Strength + Vulnerability = Courage 132
Low Achievement ↔ High Achievement 133
Self-Harm ↔ Self-Care 134
Self-Care + High Achievement = Healthy Striving 136
Vulnerability + High Achievement = Growth Mindset 137
Self-Care + Strength = Wellness 139
Connection: The Multiplier Across Wholehearted Teaching 140
A Multiplicity of "Right" Answers 142
Chapter 7 Implementing Wholehearted Teaching 145
Practice Courage, Connection, and Self-Care 146
Be an Active Listener 148
Encourage Student Leadership 150
Students as Researchers 150
Service Learning 151
Increase Opportunities for Play and Laughter 152
Leverage Community Expertise 153
Schedule Peer-Group Meetings 156
Integrate Self-Care Into Your Classroom Environment 157
Make Storytelling Part of Your School Community 157
Honor Nuance 160
Continued Support During the College Transition 161
A Message for Educators 162
Chapter 8 Coming Home 165
Healing 167
Keeping My Office Door Open 168
Humanizing Exiting 171
The Expansive Properties of Home 172
References 175
Methodology Appendix 185
About the Author 201
