Wisharoopark is a new program that help children get familiar with their skills. it contains an 11 minutes movies with children fictional characters which are suppose to
express children feelings.
About Shane Lopez, Ph.D
Shane J. Lopez, Ph.D., Research Director of the Clifton Strengths School and Gallup Senior Scientist in Residence, leads research on the links between hope, strengths development, academic success, and overall well-being and collaborates with scholars around the world on these issues. He specializes in hope and strengths enhancement for students from preschool through college graduation.
Shane is a distinguished health writer, writing many top quality health article such as:
- Hemorrhoids – Dr Shane has been studying about hemorrhoids for a year now. He wrote about how to avoid hemorrhoids with natural methods and is the editorial manager of a newsly create site that should be the best one in its kind – hemorrhoids advisor.
- Beauty and Women health – Sr. Shane has been writing extensively on skin issues like psoriasis on WebMd he helped write the article and on soapysue he contributed an article about blackheads which is related to the former subject.
- Participated in various review sites with health puposes: Inversiontabledoctor.com – Deals with inversion table and the major effect they have about solving back pains.
A New Hope Curriculum
We have designed a new preschool hope curriculum, which is based on one important psychological finding: how children think about the future affects how they behave today. The curriculum fosters a way of thinking about the future that helps children cope better today. It also prepares them to do their best in school tomorrow. Through a series of strategies, Wisharoo Park teaches eight interrelated, age-specific skills:
- I/Me Talk (age 2) – developing a sense of personal agency
- If-Then Thinking (age 2) – refining contingency thinking
- Future Thinking (age 3) – crafting clear thoughts about the future
- Now/Later Thinking (age 3) – contrasting thinking about now and later
- Goal Thinking (age 3) – setting goals that foster excitement
- When and Where Thinking (age 4) – attaching plans to goals
- I Think I Can Thinking (age 4) – boosting agency in service of goals
- Hope Storytelling (age 5) – telling stories about recent hopeful pursuits
This curriculum currently serves as a touchstone for Wisharoo Park, an integrated learning system featuring dynamic characters that teach children how to turn wishes into hopes through humorous stories, music and repetition. We believe this curriculum is flexible enough to be used in any preschool setting.
The desired outcome of this curriculum is the development of more hopeful children. A high-hope preschool child, like almost all children, believes that the future will be better than the present. More importantly, they also need to believe they have the power to make it so. With hopeful thinking, children develop the ideas, the plans, and the motivation to make things happen. Hopeful youngsters are exuberant and effervescent. Hopeful children are not sitting on the sidelines; they are purposefully conceptualizing pathways to achieve goals and filled with the determination to succeed, thereby actively engaging in life and all its possibilities. Through interacting with the world they are able to acquire the tools and resources they need to successfully navigate their lives.
History of Hope Research
The essence of hope, as described in the landmark work by C. R. Snyder of the University of Kansas over 20 years ago, is having the drive to set and pursue goals, to take risks, to initiate action. Hope also fuels “approach behavior” that generates strengths and resources. In terms of real world associations, hope is connected to goal setting, task completion, problem solving, academic performance, and wellbeing.
Hope can disseminated through a curriculum via psychoeducational programs or classroom activities. In a series of field studies (Lopez, Pedrotti, Edwards, & Bouwkamp, 2000), we helped children refine their goal statements by making them more clear and specific (so that they can be visualized) and additive (so that the goal adds something to life, like good behavior, rather than taking away something bad, like poor behavior). Children seemed to enjoy talking about their goals and making them more dynamic. We promoted when and where thinking by having children name each and every path toward their goal. When we “blocked” some pathways in a hope skit, children were encouraged to come up with more ideas…and they did. Agency thinking is the most difficult hope skill to teach, but we were able to do so by emphasizing the social support in the child’s life and by building excitement about the future.
The Time for Hope Is Now
Today the issue of hope and how to encourage it in a world that is filled with disparaging headlines and difficult life circumstances is top of mind in the U.S. and all over the world.