Executive Functioning Skills Quotes

But sometimes the “right” way of doing something creates barriers for certain executive functioning skills.

Edward M. Hallowell, a psychiatrist who specializes in brain science, explains, play has a positive effect on the executive function of the brain. “The brain’s executive functions,” he writes, “include planning, prioritizing, scheduling, anticipating, delegating, deciding, analyzing—in short, most of the skills any executive must master in order to excel in business.

The nineteen elements of the astral body are mental, emotional, and lifetronic. The nineteen components are intelligence; ego; feeling; mind (sense-consciousness); five instruments of knowledge, the subtle counterparts of the senses of sight, hearing, smell, taste, touch; five instruments of action, the mental correspondence for the executive abilities to procreate, excrete, talk, walk, and exercise manual skill; and five instruments of life force, those empowered to perform the crystallizing, assimilating, eliminating, metabolizing, and circulating functions of the body. This subtle astral encasement of nineteen elements survives the death of the physical body, which is made of sixteen gross metallic and nonmetallic elements.

When dopamine and norepinephrine are working together, it’s easier to know what to focus on and what tasks need to be carried out. If you have ADHD, your brain’s inability to access these neurotransmitters in adequate amounts is part of what leads to distractibility and an inability to focus, which are hallmarks of the condition.

According to the Turnaround paper, which was written by a consultant named Brooke Stafford-Brizard, high-level noncognitive skills like resilience, curiosity, and academic tenacity are very difficult for a child to obtain without first developing a foundation of executive functions, a capacity for 
self-awareness, and relationship skills. And those skills, in turn, stand atop an infrastructure of qualities built in the first years of life, qualities like secure attachment, the ability to manage stress, and self-regulation.

The symptoms of executive skills problems are generic enough that it is sometimes hard for people to see them as other than just bad behavior or signs of poor parenting.

Rather than simply telling them what to do and demanding that they conform to your requests, you’ll be giving them experiences that strengthen their executive functions and develop skills related to empathy, personal insight, and morality.

The capacities that develop in the earliest years may be harder to measure on tests of kindergarten readiness than abilities like number and letter recognition, but they are precisely the skills, closely related to executive functions, that researchers have recently determined to be so valuable in kindergarten and beyond: the ability to focus on a single activity for an extended period, the ability to understand and follow directions, the ability to cope with disappointment and frustration, the ability to interact capably with other students.

Children who read are, yes, likely to excel academically, but there’s much more to the picture. The latest research shows that children who read at home are also better at self-regulation and executive function—those life skills that make us happier and well adjusted: controlling impulses, paying attention, setting goals and figuring out how to achieve them.

allows the brain to replenish the very important neurotransmitters needed for focus and productivity. The break needs to be an actual break. Simply stopping working on your taxes to surf social media and e-mail doesn’t count. During the break, you should get up, walk, stretch, meditate briefly, hydrate, or do something else different from what you were doing.

as Edward M. Hallowell, a psychiatrist who specializes in brain science, explains, play has a positive effect on the executive function of the brain. “The brain’s executive functions,” he writes, “include planning, prioritizing, scheduling, anticipating, delegating, deciding, analyzing—in short, most of the skills any executive must master in order to excel in business.

They expect children to have poor executive function and poor emotional control, and they see it as their job to teach children these skills. Basically, when a child doesn’t listen or behave, the reason is simple: The child hasn’t learned that particular skill yet. And perhaps, they aren’t quite ready to learn it. So there’s no reason for a parent to get upset or angry.

Your teen is probably trying—and trying hard—to do everything his or her peers are expected to do as they mature and face increasing responsibilities. But it’s a daily struggle when the teen has a deficiency in what are called executive skills, the functions of our brains and thought processes that help us regulate our behavior, set goals and meet them, and balance demands and desires, wants, needs, and have-tos.

As for how much aerobic exercise you need to stay sharp, one small but scientifically sound study from Japan found that jogging thirty minutes just two or three times a week for twelve weeks improved executive function. But it’s important to mix in some form of activity that demands coordination beyond putting one foot in front of the other. Greenough worked on an experiment several years ago in which running rats were compared to others that were taught complex motor skills, such as walking across balance beams, unstable objects, and elastic rope ladders. After two weeks of training, the acrobatic rats had a 35 percent increase of BDNF in the cerebellum, whereas the running rats had none in that area. This extends what we know from the neurogenesis research: that aerobic exercise and complex activity have different beneficial effects on the brain.

In many cases, this is due to simple execution failures. But in other cases, the institutions behave as though they were designed to achieve other, unacknowledged goals. Take school, for instance. We say that the function of school is to teach valuable skills and knowledge. Yet students don’t remember most of what they’re taught, and most of what they do remember isn’t very useful. Furthermore, our best research says that schools are structured in ways that actively interfere with the learning process, such as early wake-up times and frequent testing.

Liberty is a conquest,” wrote William Graham Sumner. 90 The primal act of transgression—requiring daring, vision, and an aptitude for violence and violation 91—is what makes the capitalist a warrior, entitling him not only to great wealth but also, ultimately, to command. For that is what the capitalist is: not a Midas of riches but a ruler of men. A title to property is a license to dispose, and if a man has the title to another’s labor, he has a license to dispose of it—to dispose, that is, of the body in motion—as he sees fit. Such have been called “captains of industry.” The analogy with military leaders suggested by this name is not misleading. The great leaders in the development of the industrial organization need those talents of executive and administrative skill, power to command, courage, and fortitude, which were formerly called for in military affairs and scarcely anywhere else. The industrial army is also as dependent on its captains as a military body is on its generals…. Under the circumstances there has been a great demand for men having the requisite ability for this function…. The possession of the requisite ability is a natural monopoly. 92

Though not true in all cases, people with ADHD often have trouble planning ahead. Planning means organizing a number of different options into a workable game plan and anticipating what will happen in various scenarios. Executive function differences in the ADHD brain often don’t accommodate these common skills. One upside of not being natural planners is that people with ADHD can be really good at going with the flow, making things work in real time. It’s not unusual for a person with ADHD to be attracted to a partner who is a good planner. In courtship, her ability to organize and plan helps to make things happen, and his easygoing nature provides liveliness and spontaneity. They both benefit and thrive. After kids, though, the ADHD partner’s inability to plan becomes a real negative as the organizational demands imposed by taking care of children require that both pitch in to keep life from becoming overwhelming.

But when you actually break down the amount of time, energy, skill, planning, and maintenance that go into care tasks, they no longer seem simple. For example, the care task of feeding yourself involves more than just putting food into your mouth. You must also make time to figure out the nutritional needs and preferences of everyone you’re feeding, plan and execute a shopping trip, decide how you’re going to prepare that food and set aside the time to do so, and ensure that mealtimes come at correct intervals. You need energy and skill to plan, execute, and follow through on these steps every day, multiple times a day, and to deal with any barriers related to your relationship with food and weight, or a lack of appetite due to medical or emotional factors. You must have the emotional energy to deal with the feeling of being overwhelmed when you don’t know what to cook and the anxiety it can produce to create a kitchen mess. You may also need the skills to multitask while working, dealing with physical pain, or watching over children. Now let’s look at cleaning: an ongoing task made up of hundreds of small skills that must be practiced every day at the right time and manner in order to “keep going on the business of life.” First, you must have the executive functioning to deal with sequentially ordering and prioritizing tasks.1 You must learn which cleaning must be done daily and which can be done on an interval. You must remember those intervals. You must be familiar with cleaning products and remember to purchase them. You must have the physical energy and time to complete these tasks and the mental health to engage in a low-dopamine errand for an extended period of time. You must have the emotional energy and ability to process any sensory discomfort that comes with dealing with any dirty or soiled materials. “Just clean as you go” sounds nice and efficient, but most people don’t appreciate the hundreds of skills it takes to operate that way and the thousands of barriers that can interfere with execution.

The climate for relationships within an innovation group is shaped by the climate outside it. Having a negative instead of a positive culture can cost a company real money. During Seagate Technology’s troubled period in the mid-to-late 1990s, the company, a large manufacturer of disk drives for personal computers, had seven different design centers working on innovation, yet it had the lowest R&D productivity in the industry because the centers competed rather than cooperated. Attempts to bring them together merely led people to advocate for their own groups rather than find common ground. Not only did Seagate’s engineers and managers lack positive norms for group interaction, but they had the opposite in place: People who yelled in executive meetings received “Dog’s Head” awards for the worst conduct. Lack of product and process innovation was reflected in loss of market share, disgruntled customers, and declining sales. Seagate, with its dwindling PC sales and fading customer base, was threatening to become a commodity producer in a changing technology environment. Under a new CEO and COO, Steve Luczo and Bill Watkins, who operated as partners, Seagate developed new norms for how people should treat one another, starting with the executive group. Their raised consciousness led to a systemic process for forming and running “core teams” (cross-functional innovation groups), and Seagate employees were trained in common methodologies for team building, both in conventional training programs and through participation in difficult outdoor activities in New Zealand and other remote locations. To lead core teams, Seagate promoted people who were known for strong relationship skills above others with greater technical skills. Unlike the antagonistic committees convened during the years of decline, the core teams created dramatic process and product innovations that brought the company back to market leadership. The new Seagate was able to create innovations embedded in a wide range of new electronic devices, such as iPods and cell phones.

What skill am I teaching my child to develop independence?

Sometimes parents start too big when trying to make behavioral changes.

Loss of sleep hurts attention, executive function, working memory, mood, quantitative skills, logical reasoning, and even motor dexterity.

For example, if healthy 30-year-olds are sleep deprived for six days (averaging, in this study, about four hours of sleep per night), parts of their body chemistry soon revert to that of a 60-year-old. And if they are allowed to recover, it will take them almost a week to get back to their 30-year-old systems. Taken together, these studies show that sleep loss cripples thinking in just about every way you can measure thinking. Sleep loss hurts attention, executive function, working memory, mood, quantitative skills, logical reasoning ability, general math knowledge. Eventually, sleep loss affects manual dexterity, including fine motor control, and even gross motor movements, such as the ability to walk on a treadmill.

Benefits of Improv To the Editor: Re “Inmate Improv,” by Anna Clark (Op-Ed, Dec. 31): It was not surprising to me that an improvisational theater workshop would help a prison inmate adjust to life after his release. Pretend play has been shown to improve the executive-function skills in preschool and school-age children. These skills include the ability to control emotions and behavior, resist impulses, and exercise self-control and discipline. As poor executive-function skills are associated with high dropout rates, drug use and crime, it would behoove all adults involved in child-rearing to encourage role-playing or “improv.” STEVEN ROSENBERG Fairfield, Conn., Dec. 31, 2014 The writer is director of the Elementary Reading Program at the University of Bridgeport School of Education.

In his book-length review of the executive functions, Dr. Russell Barkley (2012) explored the reasons that these skills evolved in humans in the first place. He makes the compelling case that it was the selection pressures associated with humans living in larger groups of genetically unrelated individuals, which made it selectively advantageous to have good self-regulation skills. That is, these abilities became more important to survival as humans became more interdependent with and reliant on dealings with people who were not family. Attention-Deficit/Hyperactivity Disorder (ADHD) and executive dysfunction continue to have effects on the myriad relationships and social interactions in daily life. These connections include romantic and committed relationships/marriage, relationships with parents, siblings, children, and other relatives, friendships, and interactions with employers, coworkers, and customers. The executive functions in relationships also figure in the capacity for empathy and tracking social debt, that is, the balance of favors you owe others and favors owed to you. The ability to effectively organize behavior across time in goal-directed activities gains you “social collateral.” That is, the more you deliver on promises and projects, the more that you will be sought out by others and maintain bonds with them. Some of the common manifestations of ADHD and executive dysfunction that may create problems in relationships include: • Distractibility during conversations • Forgetfulness about matters relevant to another person • Verbal impulsivity—talking over someone else • Verbal impulsivity—saying the “wrong thing” • Breaking promises (acts of commission, e.g., making an expensive purchase despite agreeing to stay within a household budget) • Poor follow-through on promises (acts of omission, e.g., forget to pick up dry cleaning) • Disregarding the effects of one’s behavior on others (e.g., building up excessive debt on a shared credit card account) • Poor frustration tolerance, anger (e.g., overreacting to children’s behavior) • Lying to cover up mistakes • Impulsive behaviors that reduce trust (e.g., romantic infidelity)

Start by breaking the task down into three tiers. •Tier 1 is the complete project, reflected in a target completion date. •Tier 2 is the large chunks and their target completion dates. •Tier 3 is the smaller subtasks that, together, make up the large chunks.

3On a separate page in your notebook, write down all the positive thoughts, feelings, and rewards that came from completing sections of the project. I recommend doing it as you go, in a list. How it looks isn’t important;

•Exercise helps keep your brain fit and your memory sharp.

Steven Kotler, an elite performance expert and director of research at the Flow Genome Project, all people need to take a break at about 90 minutes.

The walkers support changing the culture of the organization when they: Coach people to develop their critical thinking skills executing the above model Provide positive reinforcement supporting the experiments and the learning taking place Seek to better align management support systems to streamline cross-functional performance. Show respect to everyone, at every level participating in the Gemba Walk process

SOME MISCONCEPTIONS ABOUT TEAMWORK 1. Effective teams work together a lot. We found instead that smoothly functioning groups work just as well when individuals are able to work independently, yet confidently. 2. Conflict between group members is bad. Many researchers agree that this is dangerous. But constructive conflict is essential to prevent such dysfunctions as individual apathy, group-think, and the so-called Abilene paradox, in which members agree to agree, even if they have qualms. What makes conflict constructive is controlled disagreements over ideas (not personalities) and a common commitment to, and mutual confidence in, execution after a decision is made. 3. Teams are better off when members like each other. True, it’s tough to work with someone when you have an overwhelming urge to throttle the person. On the other hand, there are plenty of groups whose members would not care to spend any time together on a personal basis but who do leverage each other’s experience and skill effectively. The key seems to be mutual respect rather than affection. 4. Team satisfaction produces performance. We found no necessary correlations. When a group puts more energy into its own good feelings than into the task at hand, performance suffers. In one extreme example, an IT project manager was so concerned about morale that she would hold pizza parties when deadlines were missed so that people didn’t feel discouraged.

SOME MISCONCEPTIONS ABOUT TEAMWORK 1. Effective teams work together a lot. We found instead that smoothly functioning groups work just as well when individuals are able to work independently, yet confidently. 2. Conflict between group members is bad. Many researchers agree that this is dangerous. But constructive conflict is essential to prevent such dysfunctions as individual apathy, group-think, and the so-called Abilene paradox, in which members agree to agree, even if they have qualms. What makes conflict constructive is controlled disagreements over ideas (not personalities) and a common commitment to, and mutual confidence in, execution after a decision is made. 3. Teams are better off when members like each other. True, it’s tough to work with someone when you have an overwhelming urge to throttle the person. On the other hand, there are plenty of groups whose members would not care to spend any time together on a personal basis but who do leverage each other’s experience and skill effectively. The key seems to be mutual respect rather than affection. 4. Team satisfaction produces performance. We found no necessary correlations. When a group puts more energy into its own good feelings than into the task at hand, performance suffers. In one extreme example, an IT project manager was so concerned about morale that she would hold pizza parties when deadlines were missed so that people didn’t feel discouraged.

At the end of the day I typically have a big pile of dirty dishes. I’ve been known to spend ten minutes organizing them on the countertop before loading them into the dishwasher. People almost always scratch their head and say, “You know the right way to do dishes would have been faster that what you just did.” And they aren’t wrong. It is, technically speaking, faster to load dishes directly from the sink into the dishwasher or, better yet, directly from using them into the dishwasher throughout the day. But sometimes the “right” way of doing something creates barriers for certain executive functioning skills. Sometimes the simple reason is that the right way is not enjoyable and so it gets procrastinated. For a lot of people, finding a method that bypasses the most executive functioning barriers or that makes a task a little less intolerable is better than what’s “quickest.” In the end, the approach that you are motivated to do and enjoy doing is the most “efficient,” because you are actually doing it and not avoiding it.

[The causal] body is a matrix of the 35 ideas required by God as the basic or causal thought forces. The subtle astral body [has] 19 elements The gross physical body [has] 16 elements. [These are] 16 gross metallic and nonmetallic elements. - The 19 elements of the astral body are mental, emotional and lifetronic. The 19 components are: [1] Intelligence [2] ego [3] feeling [4] mind (sense-cosnciousness) [5-9] five intruments of knowledge, the subtle counterparts of the senses of sight, hearing, smell, aste, touch, [10-14] five instruments of action, the mental correspondence for the executive abilities to procreate, excrete, talk, walk and exercise manual skill [15-19] five instruments of life force, those empowered to perform the crystallizing assimilating, eliminating, metabolizing, and circulating functions of the body. pg424, Chapter 43, The resurrection of Sri Yukteswar

Regardless of your individual profile, one thing is true across the board: ADHD can be very frustrating. It damages careers, disrupts relationships, makes parenting harder, and can make people feel ashamed. The many challenges this condition presents can truly bring people to tears. The good news is that ADHD can be managed—and managed pretty darn well, at that.

Avoidance starts with the child’s ADHD symptoms of forgetfulness, disorganization, and distractibility that irritate parents due to a lack of understanding. The parent displays their frustration in a way that confuses and generally labels the child without understanding. The child then withdraws from the parent and doesn’t ask for help with any executive functioning skills, which they absolutely need. The parent reiterates expectations, usually in a louder and more aggressive way, and then the child continues to display the same symptoms, leading to more resentment from the parent toward the child. It’s a dangerous cycle, and the responsibility is on the parents to break that cycle. Breaking this pattern requires education, patience, empathetic discussions of expectations, and an accurate understanding of ADHD or executive functioning deficiencies. Although that may sound a bit overwhelming, picking up this book is a great first step. Studies have shown that parental understanding of ADHD is the number-one predictor of adult success for children with ADHD.

Adults just cannot understand how someone with strong test scores could forget to bring a pencil to class. In my case, this lack of understanding led me to believe that my brain just did not work right and that I was personally defective. It’s critical that parents or adults working with children with ADHD or executive functioning issues understand the internal frustration of these children. The way we react is critical in preventing the development of some of these damaging beliefs.

Even those of us with good or average executive functioning skills can still be thrown off the path to our goals in a weak moment, especially when we are tired, hungry or overwhelmed, which explains cheating on diets, overspending and all sorts of other common human behavior attributed to willpower – or lack of it.

Health and hygiene are far more complex than “eat healthy and shower.” You must possess the social skills to call the doctor and attend appointments. You must have the time and energy to fill prescriptions and, again, the executive functioning to take the medications every day. Even tasks that appear to be secondhand thoughts to most people—brushing your teeth, washing your hair, changing your clothes—can become almost impossible in the face of functional barriers.

One strategy that can be effective is to help the child create a “calm zone” with toys or books or a favorite stuffed animal, which she visits when she needs the time and place to calm down. That’s internal self-regulation, a fundamental skill of executive functions. (This is a good idea for parents, too! Maybe some chocolate, magazines, music, red wine…). It’s not about punishment, or making a child pay for her mistake. It’s about offering a choice and a place that helps the child self-regulate and down-regulate, which involves down-shifting out of her emotional overload.

There’s an assumption out there that good leaders are decisive and clear. They know the priorities and don’t let themselves get tangled up in agonizing thoughts about details. If you’re an executive, you want others to see you this way. Decisiveness gives the impression of confidence. And confidence helps others have confidence in you. As an entrepreneur, professional or executive, you know that making decisions is a large part of your daily life. You signed up for this – making decisions, big and small. So what make it difficult for smart, driven executives to be fully decisive? Indecisiveness is not just about decision fatigue or over-responsibility, although they may play a role. It’s about your executive functioning (EF) and how you’re managing it. To make difficult decisions, you need great EF – the brain-based skills for goal-directed behaviour and everything that goes with it. By virtue of where you are in your career, your EF is already well developed. And yet, you’d like to be more decisive. So what’s going on when you feel stuck in indecisiveness? Your particular brand of EF – your brain profile – may be highly comfortable with abstract thinking. Perhaps too comfortable. And that’s what can take you into endless ambivalence. Have you noticed that when you can’t land on a decision, there’s a sense of not quite settling? If you’re accustomed to thinking in the abstract, you may find it uncomfortable to land on a choice. If you want to be muscularly decisive, look at your emotions. Are they heightened? Triggered? If so, your EF will definitely go offline. You’ll experience mental fog, poor focus, and rumination. How do you respond when you’re triggered? Do you put your emotions aside? Do you tell yourself there’s no time during the work day to deal with them? Emotions don’t go away just because you decided not to pay attention to them. They’re still there, bubbling under the surface. If you try to think past the emotions, you won’t be effective. EF functions best when the brain is calm and clear. But emotions are very useful too – when you choose to pay attention to them. They’re a gold mine of information about risks, values, priorities and self-management. You need a balance of emotional information and facts to make a good decision. The most powerful leaders make decisions with a combination of intuition, past experience, emotional intelligence and cognitive flexibility. If you cut off these valuable data sets, the result will be indecisiveness. So how do you become confidently decisive? 1. Check in. Ask yourself: Who do I want to be as I make this decision? In what way may I be too comfortable with the abstract? What might I be resisting? Recognize that No decision IS a decision. Ask yourself: How do I benefit from making no decision? What if no decision is the best decision? Commit to making a decision anyway. Ask yourself: In what way can I make this decision more clear? Who will I be once I’ve made this decision? Accept that some ‘good’ decisions will feel uncomfortable. Ask yourself: What do I believe about what makes a good decision? What will deepen my comfort with what I don’t have control over? You can be a good leader and still be indecisive from time to time. The next time you have a difficult decision to make, draw from both emotional and factual information. And don’t forget to enjoy the afterglow of clarity! With love and gratitude, Lynda

But sometimes the “right” way of doing something creates barriers for certain executive functioning skills. Sometimes the simple reason is that the right way is not enjoyable and so it gets procrastinated.

In my work as a therapist I have seen hundreds of clients who struggle with these issues, and I am convinced now more than ever of one simple truth: they are not lazy. In fact, I do not think laziness exists. You know what does exist? Executive dysfunction, procrastination, feeling overwhelmed, perfectionism, trauma, amotivation, chronic pain, energy fatigue, depression, lack of skills, lack of support, and differing priorities. ADHD, autism, depression, traumatic brain injury, and bipolar and anxiety disorders are just some of the conditions that affect executive function, making planning, time management, working memory, and organization more difficult, and tasks with multiple steps intimidating or boring.

(Executive function is our ability to determine which goal-directed actions to carry out and when, and is a skill set lacking in many kids with ADD/ADHD.) “The more time that children spent in less-structured activities, the better their self-directed executive functioning. The opposite was true of structured activities, which predicted poorer self-directed executive functioning

Autistic burnout manifests as profound fatigue, heightened sensory sensitivities, and a loss of skills, particularly executive functioning and speech abilities. Although distinct from depression, it often culminates in depression if left unchecked.

Furthermore, it is crucial that we enhance our executive functioning skills as this will become a valuable tool on our journey of organization and cleaning.

The absurdity of many UFO stories and of many religious visions is not a superficial logical mistake. It may be the key to their function. According to Major Murphy, the confusion in the UFO mystery may have been put there deliberately to achieve certain results. One of these results has been to keep scientists away. The other is to create the conditions for a new form of social control, a change in Man’s perception of his place in the universe. Are his theories fantastic? Before we decide, let us review a few other facts. We need to examine more closely the political connections. Paris Flammonde, in his well-documented Age of Flying Saucers, remarked that “a great many of the contactees purvey philosophies which are tinged, if not tainted, with totalitarian overtones.”1 A catalogue of contactee themes, compiled from interviews I have conducted, includes the following. Intellectual abdication. The widespread belief that human beings are incapable of solving their own problems, and that extraterrestrial intervention is imperative to save us “in spite of ourselves.” The danger in such a philosophy is that it makes its believers dependent on outside forces and discourages personal responsibility: why should we worry about the problems around us, if the Gods from Outer Space are about to solve them? Racist philosophy. The pernicious suggestion that some of us on the Earth are of extraterrestrial descent and therefore constitute a “higher race.” The dangers inherent in this belief should be obvious to anybody who hasn’t forgotten the genocides of World War II, executed on the premise that some races were somehow “purer” or better than others. (Let us note in passing that Adamski’s Venusian, the Stranger of the Canigou seen by Bordas, and many other alleged extraterrestrials were all tall Aryan types with long blond hair.) Technical impotence. The statement that the birth of civilization on this planet resulted not from the genius and ability of mankind, but from repeated assistance by higher beings. Archaeologists and anthropologists are constantly aware of the marvelous skill with which the “Ancient Engineers” (to use L. Sprague de Camp’s phrase) developed the tools of civilization on all continents. No appeal to superior powers is necessary to explain the achievements of early culture. The belief expressed by the contactees reveals a tragic lack of trust on their part in human ability. Social utopia. Fantastic economic theories, including the belief that a “world economy” can be created overnight, and that democracy should be abolished in favor of Utopian systems, usually dictatorial in their outlook.

Passage Five: From Business Manager to Group Manager This is another leadership passage that at first glance doesn’t seem overly arduous. The assumption is that if you can run one business successfully, you can do the same with two or more businesses. The flaw in this reasoning begins with what is valued at each leadership level. A business manager values the success of his own business. A group manager values the success of other people’s businesses. This is a critical distinction because some people only derive satisfaction when they’re the ones receiving the lion’s share of the credit. As you might imagine, a group manager who doesn’t value the success of others will fail to inspire and support the performance of the business managers who report to him. Or his actions might be dictated by his frustration; he’s convinced he could operate the various businesses better than any of his managers and wishes he could be doing so. In either instance, the leadership pipeline becomes clogged with business managers who aren’t operating at peak capacity because they’re not being properly supported or their authority is being usurped. This level also requires a critical shift in four skill sets. First, group managers must become proficient at evaluating strategy for capital allocation and deployment purposes. This is a sophisticated business skill that involves learning to ask the right questions, analyze the right data, and apply the right corporate perspective to understand which strategy has the greatest probability of success and therefore should be funded. The second skill cluster involves development of business managers. As part of this development, group managers need to know which of the function managers are ready to become business managers. Coaching new business managers is also an important role for this level. The third skill set has to do with portfolio strategy. This is quite different from business strategy and demands a perceptual shift. This is the first time managers have to ask these questions: Do I have the right collection of businesses? What businesses should be added, subtracted, or changed to position us properly and ensure current and future earnings? Fourth, group managers must become astute about assessing whether they have the right core capabilities. This means avoiding wishful thinking and instead taking a hard, objective look at their range of resources and making a judgment based on analysis and experience. Leadership becomes more holistic at this level. People may master the required skills, but they won’t perform at full leadership capacity if they don’t begin to see themselves as broad-gauged executives. By broad-gauged, we mean that managers need to factor in the complexities of running multiple businesses, thinking in terms of community, industry, government,

Man as an individualised soul is essentially causal-bodied,” my guru explained. “That body is a matrix of the thirty-five ideas required by God as the basic or causal thought forces from which He later formed the subtle astral body of nineteen elements and the gross physical body of sixteen elements. “The nineteen elements of the astral body are mental, emotional, and lifetronic. The nineteen components are intelligence; ego; feeling; mind (sense-consciousness); five instruments of knowledge, the subtle counterparts of the senses of sight, hearing, smell, taste, touch; five instruments of action, the mental correspondence for the executive abilities to procreate, excrete, talk, walk, and exercise manual skill; and five instruments of life force, those empowered to perform the crystallising, assimilating, eliminating, metabolising, and circulating functions of the body. This subtle astral encasement of nineteen elements survives the death of the physical body, which is made of sixteen gross chemical elements. “God thought out different ideas within Himself and projected them into dreams. Lady Cosmic Dream thus sprang out decorated in all her colossal endless ornaments of relativity. “In thirty-five thought categories of the causal body, God elaborated all the complexities of man’s nineteen astral and sixteen physical counterparts. By condensation of vibratory forces, first subtle, then gross, He produced man’s astral body and finally his physical form. According to the law of relativity, by which the Prime Simplicity has become the bewildering manifold, the causal cosmos and causal body are different from the astral cosmos and astral body; the physical cosmos and physical body are likewise characteristically at variance with the other forms of creation. “The fleshly body is made of the fixed, objectified dreams of the Creator. The dualities are ever present on earth: disease and health, pain and pleasure, loss and gain.

Unfortunately, ADHD makes it easy to misinterpret your actions and what they mean about your traits and skills. For example, repeatedly forgetting about meetings could be interpreted to mean that you’re irresponsible or even stupid, even if you’re very diligent and intelligent.

Studies of mindfulness training and the structure and function on the brain reveal, for example, that mindfulness promotes the growth of important integrative fibers that help us with the regulation of emotion, attention, thought, and behavior. These executive functions in ourselves, and in our students, can be cultivated with mindfulness training. Mindfulness cultivates integration within us, creating an inner sense of calm and clarity. And mindfulness cultivates an interpersonal way of being integrated with others as we become more empathic, compassionate, and connected to those around us.

researchers exploring the impact of mindfulness training on children, adolescents, and adults have revealed a wide range of positive outcomes including: improvements in executive functions such as the regulation of attention, emotion, behavior, and relatedness; physiological enhancements in our immune function; elevations in the enzyme (telomerase) that maintains and repairs the ends of our chromosomes; and even preliminary findings suggesting the optimization of the control molecules on our genes (epigenetic regulatory histones and methyl groups) that help prevent certain forms of disease.

For teenagers who struggle with these skills, more trouble lies ahead as the tasks in life become more complicated and more demanding of their ability to plan, sustain attention, organize information, and regulate feelings and how to act on them. Executive skills are, in fact, what your teenager needs to make any of your hopes and dreams for her future—or her hopes and dreams—come true. By late adolescence, our children must meet one fundamental condition: they must function with a reasonable degree of independence.

To say that Bittersweet Café was her happy place was perhaps an understatement. In the last two years, Rachel had left behind her high-pressure executive chef job and Melody her dead-end position in a chain bakery, then decided to open their dream restaurant together. The way all the details had come together was downright magical; nowhere in Denver's history had a functional café and bakery materialized in under four months. But Ana had no doubt there had been a healthy measure of divine intervention in the situation. She could feel it in the mood and the atmosphere of this place. Light, welcoming, refreshing. It was no wonder they'd quickly developed a devoted following. They were already in the middle of plans to take over the vacant space in the strip mall beside them and expand to meet their ever-growing demand. Ana couldn't be prouder. If she were truthful, she was also a little jealous. She might be good at her job, and she was certainly well paid, but there was an allure to the idea of working with her best friends, being surrounded by delicious food and baked goods. Too bad she had absolutely no culinary talent. Her mom had made sure she could cook rice properly and prepare Filipino dishes like adobong manok and kaldereta, but her skills stopped there. Considering the fat and calorie content of those foods, she'd left her childhood meals behind in favor of an endless stream of grilled chicken or fish over salad.

When we’re babies, the PFC is barely formed. Babies don’t plan, regulate emotions, or care about impulsivity—they do what they want, when they want, and how they want. Pulling on Grandma’s earring looks fun. Yank! Time for a bathroom break with no diaper on? Great! The couch looks like a perfect place to go potty. Feeling hungry? Shove Dad’s laptop to the ground and reach for your bottle. Feeling cranky? Just scream until you’re exhausted. Then take a nap and start the whole process again when you wake up. The lack of a fully developed PFC is why babies need to be monitored so closely—they can’t be trusted to manage themselves, because they don’t yet have the cognitive skills to do so. Fortunately,

Children who read are, yes, likely to excel academically, but there’s much more to the picture. The latest research shows that children who read at home are also better at self-regulation and executive function—those life skills that make us happier and well adjusted: controlling impulses, paying attention, setting goals and figuring out how to achieve them. Think of this as “life readiness.” By being part of your child’s reading life—by setting out purposefully to raise a reader—you’re helping her become someone who controls her own destiny.

The Duke team identified four basic groups of competencies: functional skills, business skills, management skills, and leadership skills.

The brain’s executive functions,” he writes, “include planning, prioritizing, scheduling, anticipating, delegating, deciding, analyzing—in short, most of the skills any executive must master in order to excel in business.

a highly structured childhood with less executive function capabilities.10 (Executive function is our ability to determine which goal-directed actions to carry out and when, and is a skill set lacking in many kids with ADD/ADHD.) “The more time that children spent in less-structured activities, the better their self-directed executive functioning. The opposite was true of structured activities, which predicted poorer self-directed executive functioning.

The National Center for Learning Disabilities (NCLD) gives some suggestions to help build stronger executive function skills. ●     Break down any tasks into something smaller with a step-by-step approach. ●     Use organizing tools like planners, computer calendars, watches, timers, and apps. ●     Use visual aids like flow charts to review project milestones. Review these every day (or many times a day). ●     Ask for verbal and written directions so you can catch all the details.