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b'\\u201cSocial and Emotional Learning\\u201d is all the rage in school these days, along with claims that it can help children to manage their emotions, make responsible decisions, as well as improve academic outcomes.\\nBut what if those programs don\\u2019t go nearly far enough?\\nWhat if we could support our child in developing a sense of compassion that acts as a moral compass to not only display compassion toward others, but also to pursue those things in life that have been demonstrated \\u2013 through research \\u2013 to make us happy? And what if we could do that by supporting them in reading cues they already feel in their own bodies, and that we ordinarily train out of them at a young age?\\nDr. Brendan Ozawa-de Silva, Associate Director for the Emory University\\u2019s Center for Contemplative Science and Compassion-Based Ethics, tells us about his work to bring secular ethics, which he calls the cultivation of basic human values, into education and society\\nLearn more about Breandan\\u2019s work here:\\nhttp://www.compassion.emory.edu/ (www.compassion.emory.edu)\\nhttps://www.facebook.com/emoryseelearning/ (https://www.facebook.com/emoryseelearning/)\\n \\nWe also mentioned the Yale University course The Psychology of Wellbeing, which is available on Coursera https://www.coursera.org/learn/the-science-of-well-being?action=enroll (here).\\n\\n \\n \\nReferences\\nDesbordes, G., Negi, L.T., Pace, T.W.W., Wallace, B.A., Raison, C.L., and Schwartz, E.L. (2012). Effects of mindful-attention and compassion medication training on amygdala response to emotional stimuli in an ordinary, non-meditative state. Frontiers in Human Neuroscience 6(1), 1-15.\\nFrey, K.S., Nolen, S.B., Edstrom, L.V., and Hirschstein, M.K. (2005). Effects of a school-based social-emotional competence program: Linking children\\u2019s goals, attributions, and behavior. Applied Developmental Psychology 26, 171-200.\\nLantieri, L., and Nambiar, M. (2012). Cultivating the social, emotional, and inner lives of children and teachers. Reclaiming Children and Youth 21(2), 27-33.\\nMaloney, J.E., Lawlor, M.S., Schonert-Reichl, K.A., and Whitehead, J. (2016). A mindfulness-based social and emotional learning curriculum for school-aged children: The MindUP program. In K.A. Schoenert-Reichl and R.W. Roeser (Eds.), Handbook of mindfulness in education (pp.313-334). New York, NY: Springer.\\nOzawa-de Silva, B., and Dodson-Lavelle, B. (2011). An education of heart and mind: Practical and theoretical issues in teaching cognitive-based compassion training to children. Practical Matters 4, 1-28.\\nPace, T.W.W., Negi, L.T., Adame, D.D., Cole, S.P., Sivilli, T.I., Brown, T.D., Issa, M.J., and Raison, C.L. (2009). Effect of compassion meditation on neuroendocrine, innate immune and behavioral responses to psychosocial stress. Psychoneuroendocrinology 34, 87-98.\\nRovelli, C. (2017). Reality is not what it seems: The journey to quantum gravity. New York, NY: Riverhead.\\n \\nhttps://www.addtoany.com/add_to/facebook?linkurl=https%3A%2F%2Fyourparentingmojo.com%2Fcompassion%2Fandlinkname=064%3A%20Compassion%20%28and%20how%20to%20help%20your%20child%20develop%20it%29 ()https://www.addtoany.com/add_to/twitter?linkurl=https%3A%2F%2Fyourparentingmojo.com%2Fcompassion%2Fandlinkname=064%3A%20Compassion%20%28and%20how%20to%20help%20your%20child%20develop%20it%29 ()<a class="a2a_button_pinterest" href="https://www.addtoany.'