Building Blocks for Optimal Youth Development. Brian P. Leung, Ph.D. Professor School Psychology Program Loyola Marymount University

Transcription

1 Building Blocks for Optimal Youth Development Brian P. Leung, Ph.D. Professor School Psychology Program Loyola Marymount University

2 Your kids and Your students what goals do you have for them? what type of adults do you want them to grow up to become?

3 Fixation on negative factors Psychology s focus on pathology (i.e. cure or manage mental illness) School s focus on dealing with problems (i.e. behavioral & academic referrals) Negative behavior gets attention

4 When it comes to Promoting Positive Behaviors AFTER ALL THAT S SAID AND DONE THERE IS USUALLY MORE SAID THAN DONE!

5 Hard to reach Positive Goals while focusing on Negative Behaviors

6 A beautiful garden cannot be developed from simply removing weeds, you must also plant!

7 Positive Psychology (the plants!) the scientific study of ordinary human strengths and virtues with an interest in finding out what works, what s right, and what s improving in people (Sheldon & King, 2001, p.216) the study of conditions and processes that contribute to the flourishing or optimal functioning of people, groups, and institutions (Gable & Haidt, 2005, p.105) The science of psychology has revealed much about man s shortcomings, his illnesses, his sins, but little about his potentialities, his virtues, his achievable aspirations, or his full psychological height (Maslow, 1954, p. 354) As cited in Furlong (2012)

8 So, what do we know? PERSONAL ASSETS MATTER! (A LOT!)

9 Source: Power of Assets:

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12 What are some of these assets?

13 CHKS: Resilience & Youth Development Module

14 External Assets Family Close, caring relationship with at least one parent or caretaker Access to warm relationships and guidance from others (e.g. extended family members) Community Access to and relationships with positive adult models in a variety of extra-familial contexts Opportunity to contribute School High expectations Opportunity to succeed

15 CHKS: Resilience & Youth Development Module

16 Some additional Internal Assets Good reasoning ability Language competence Positive temperament (easygoing disposition) Impulse control View of victimization as an event, not a life style Are these Teachable?

17 Three of my favorite Assets Hope Gratitude Optimism Are these teachable?

18 Hope HOPE is: A way of thinking about goals such that we see ourselves as being able to find routes to our goals (called pathways thinking) and to motivate ourselves to use those routes (agency thinking). (Snyder et al. 1991)

19 Gratitude What is Gratitude? Talk to your neighbor and share something that YOU are grateful for. Think about how it makes you feel, how you respond, and how others may respond to you as a result.

20 Optimism Optimism is defined as: As an individual difference variable that reflects the extent to which people hold generalized favorable expectancies for their future. (Carver et al., 2010)

21 A term you re familiar with Wellness Internal and External Protective Factors For children/youth: Meeting Needs of youth to thrive Modeling by adults

22 Needs of Youth (Love is not enough!) A good list for parents to consider: Space, emotional and physical Relationships, vertical and horizontal Responsibility/ Expectation/ Accountability Traditions/Rituals Security Educational opportunities Recreation Value and Beliefs (spiritual dimension) M. Levine, M.D.

23 The Three B s for Optimal Survival Being: identity, self-esteem, self-respect Belonging: family, social system, accepted Believing: value, spiritual In order to see the fourth B : Beauty in life. M. Levine, M.D.

24 Modeling by adults starting with YOU! Nurture your vision of your career. Celebrate successes, no matter how small. Set goals and reflect on your practice. Discuss your beliefs, values and feelings with others. Create a support network and listen to each other s stories. Take care of yourself.

25 In Closing A beautiful garden needs thoughtful planting. The more assets a youth has, the better outcomes (and life satisfaction). An abundance of assets will mitigate against atrisk factors! Assets can be intentionally developed and taught school-wide and small group. Use a tool to track your progress (e.g. CHKS-RYDSM module)