Understanding Myself: My Dialectical Journal into Self-Acceptance

"Understanding Myself: My Dialectical Journal into Self-acceptance" is the second in a three-part series of interactive dialectical wellness journals. It is divided into two sections: Part One contains contributions from the journal's designer, in addition to personal stories and original responses from a group of previously unpublished authors. These authors are diverse in terms of age, background, culture, ethnicity, gender, history. They present creative, current, personal, even at times controversial topics from their varied perspectives. Each "story" is real, each shows the impact of events, people, and situations on the lives of those who have lived the experiences. The stories reflect the complexities of life and are expressions of fears, loss, and hurt, but they are also stories of love, hope and the resilience of the human spirit. Part Two encourages individuals to reflect on their daily or long-term experiences and feelings, by examining their causes, their effects on the journey, themselves, the people in their lives and those in their community or tribe. Icons are provided for those who need a little help to get started, to express their feelings. This dialectical journal is centered around providing a safe space for self-discovery, self-acceptance, and self-empowerment, through honest discourse and reflection. Part Two is where individuals tell their own stories. Speak their truth. Speak their power.

Remember: No limits. No judgement. No pressure.

Jacqueline Reid is an educator, and public-school teacher of over 30 years. She is Chief Education Officer for The FAR Group, an educational consulting group. Professionally, she has taught in high schools, colleges, and universities both here in the United States and abroad. Jacqueline's journey has taken her to exciting, and exotic places, where she has met remarkable people and formed strong, lasting friendships. A witness to many changes in educational trends and policies over the years, she has first-hand knowledge of what works. She believes in the foundational building blocks of the process: education is multi- pronged - literacy builds confidence and is the springboard for all learning, including STEM education, and that organized, linear interface with critical thinking, targeted reading, and writing programs build confidence and strength in academic, emotional, psychological, and professional learning.