Increasing Success with G R I T and Willpower

Grit is “Passion and Perseverance for very long term goals.”  According to Psychologist Angela Duckworth and other researchers, it is the #1 predictor of a student’s long-term success:

Here is a short summary of her research on GRIT and Growth Mindset:

Are YOU Gritty?  Take the:  GRIT TEST (plus links to more research)

Increase your GRIT level by strengthening your WILLPOWER!  Watch the video below about Willpower by Charles Duhigg, author of the POWER of HABIT and visit his website for great teaching aids (click here and scroll down.)

 

< end >

Mentoring and Social Learning Theory

This article by Saul McLeod, published on the website “Simply Psychology,” is a concise and easy-to-read summary of important work by psychologist and Stanford professor Albert Bandura.

Bandura’s ‘Social Learning Theory’ builds on the earlier human motivation research of Sigmund Freud and B.F. Skinner by introducing new parameters (i.e. observational learning and self-determining cognition.)  This makes Bandura’s work more robust and useful for K-12 educators while also underscoring the importance of having positive role models in the daily educational environment of today’s youth:

Bandura – Social Learning Theory

by Saul McLeod published 2011, updated 2016

www.simplypsychology.org/bandura.html

 

< end >

What is Challenge Day !?

Challenge Day is a 501(c)(3) non-profit that provides powerful one-day programs as a service to middle, junior, and high schools, or other organizations and companies. This 6 1/2-hour Challenge Day program is an interactive workshop with games and learning activities designed for 125 students and 30 adult volunteers. It was created to build connection and empathy among the participants, and to fulfill our vision that every child lives in a world where they feel safe, loved, and celebrated.

Since 1987, Challenge Day has inspired hundreds of thousands of youth and adults. We have led Challenge Days in 450 cities, 39 U.S. states, 5 provinces of Canada, Japan, Germany, and Australia.

But Challenge Day can be more than a one-day program. It can be used as the spark that ignites a movement of compassion and positive change, known as the BE THE CHANGE movement led by members of a “Be the Change” Team. These teams are groups of youth and adults who build and sustain the spirit of Challenge Day with activities throughout the school year.

Using Challenge Day’s Formula for Change (Notice, Choose, and Act), Be the Change School Teams NOTICE the issues facing students at their school, CHOOSE a vision for increasing compassion and respect on campus, and then ACT to make their vision a reality. Here are just a few ways Be the Change School Teams are making a difference:

>> Starting peer mentoring programs
>> Organizing campus clean-up days
>> Developing all-school “no-teasing” days
>> Creating positive poster campaigns around schools
>> Holding a “Mix it up” Day where kids sit with someone they don’t know at lunchtime

For more information on Challenge Day and the “Be the Change” Movement (including videos and media coverage) visit their website at:  www.challengeday.org

 

< end >

Social and Emotional Learning

>> What is Social and Emotional Learning (SEL) ?

SEL is a process for helping children and even adults develop the fundamental skills for life effectiveness. SEL teaches the skills we all need to handle ourselves, our relationships, and our work, effectively and ethically.

These skills include recognizing and managing our emotions, developing caring and concern for others, establishing positive relationships, making responsible decisions, and handling challenging situations constructively and ethically. They are the skills that allow children to calm themselves when angry, make friends, resolve conflicts respectfully, and make ethical and safe choices:  Social and Emotional Learning Core Competencies

Many of the programs that teach SEL skills have now been rigorously evaluated and found to have positive impacts. According to reliable research, schools are a highly effective setting for teaching SEL skills.

SEL is also a framework for school improvement. Teaching SEL skills helps create and maintain safe, caring learning environments. The most beneficial SEL programs provide sequential and developmentally appropriate instruction in SEL skills. They are implemented in a coordinated manner, schoolwide, from preschool through high school. Lessons are reinforced in the classroom, during out-of-school activities, and at home. Educators receive ongoing professional development in SEL. And families and schools work together to promote children’s social, emotional, and academic success.

>> What is CASEL? 

The Collaborative for Academic, Social and Emotional Learning is an organization that works to advance the science and evidence-based practice of social and emotional learning (SEL). We write books, articles, and briefs that synthesize scientific advances in SEL and explain their implications for practice. Our priorities focus on the benefits of preschool through high school SEL programming; how SEL coordinates with other educational movements; research and training in implementation; assessment; school and district leadership development; educational policies; and communications.

The CASEL approach starts and ends with research to provide the scientific foundation for SEL and evidence of its impacts. Known for its outstanding scholarship, CASEL publishes major reviews of what works in SEL. In addition, CASEL works closely with educational leaders in the field to bridge science and practice, putting research and theory to the test in real-world settings.

After these methods and innovations have been fully tested and validated, CASEL acts as a leading communicator and disseminator of proven new approaches. Through books, articles, professional development workshops, trainings, and electronic media, CASEL reaches out to an international audience of educational leaders and decision makers.

CASEL is unique in education today. It is the only organization devoted to educational improvement and children’s healthy development that effectively bridges research and practice; addresses the essential pairing of the cognitive and affective components of learning; and uses scientifically rigorous work to affect public policy. CASEL does not market individual programs; we do encourage the use of programs that meet CASEL criteria for excellence (these “CASEL SELect” programs address the five major social and emotional competencies in an exemplary manner, have demonstrated evidence of effectiveness, and provide ongoing professional development).

For documentation on how Social and Emotional learning positively influences academics: Positive Outcomes

For a host of other information, please visit the CASEL website at: www.casel.org

 

< end >

40 Developmental Assets®

>> More “assets” mean greater success for Youth

The Search Institute’s 40 Developmental Assets® are concrete, common sense, positive experiences and qualities essential to raising successful young people. These assets have the power during critical adolescent years to influence choices young people make and help them become caring, responsible adults.

>> Why Are the 40 Developmental Assets Important?

Search Institute has surveyed over two million youth across the United States and Canada since 1989. Researchers have learned about the experiences, attitudes, behaviors, and the number of Developmental Assets at work for these young people. Studies reveal strong and consistent relationships between the number of assets present in young people’s lives and the degree to which they develop in positive and healthful ways. Results show that the greater the numbers of Developmental Assets are experienced by young people, the more positive and successful their development. The fewer the number of assets present, the greater the possibility youth will engage in risky behaviors such as drug use, unsafe sex, and violence.

The reality is that the average young person surveyed in the United States experiences only 19 of the 40 assets. Overall, 59% of young people surveyed have 20 or fewer of the 40 assets. In short, the majority of young people in this country–from all walks of life–are lacking in sufficient Developmental Assets needed for healthy development. These statistics, as well as the role assets play in predicting both positive and negative outcomes for youth, underscore the importance of the developmental asset framework and its application.

>> Can Anything Be Done to Increase the Assets Young People Experience?

The answer is a resounding and hopeful yes! Adults and youth–in big and small ways–can help increase Developmental Assets in the daily lives of young people. What’s needed is an understanding of what actions and behaviors breed success, willingness and ideas to apply that knowledge, and most importantly, a desire to see young people grow up happy, healthy, and confident.

“Asset-building”–the Institute’s term for purposefully helping youth experience more assets in their lives–is happening in hundreds of communities by thousands of people across North America. Youth and adults—in big cities and small towns– understand in growing numbers the awesome power they have in making positive and lasting impact on the lives of young people. Individually and together, they are actively engaged in the movement to grow healthy communities and healthy youth.

Search Institute plays an integral role in this growing asset-building movement. Through quality social research, we seek answers to emerging and important questions about positive youth development and the nature of social change. We also provide critical resources, networking, training, and community supports that include a wide range of publications and practical asset-building tools, opportunities to network through on-line bulletin boards and connection to state asset-building initiatives, a skilled staff of trainers who bring the concepts and processes of asset-building to life, and an annual conference at which thousands of asset builders gather to compare notes, share insights, and celebrate successes.

For more information on the Search Institute and the 40 Developmental Assets, please visit their website:

>> Overview: http://www.search-institute.org/content/what-are-developmental-assets

>> Asset List : http://www.search-institute.org/content/40-developmental-assets-adolescents-ages-12-18

 

< end >