Positive Education: Using the Science of Positive Psychology to Help Students Thrive

Transcription

1 Positive Education: Using the Science of Positive Psychology to Help Students Thrive Jane Gillham, Ph.D. Psychology Department, Swarthmore College Penn Resiliency Project, University of Pennsylvania Educating for Resilience University of Toronto Schools November 4,

2 John Abela Rachel Abenavoli Afroze Anjum Steve Brunwasser Derek Freres Robert Gallop Kevin Haney Gratitude: Beth Krause John Hamilton Mark Linkins Donna Mayerson Neal Mayerson Nansook Park Sharon Parker Chris Peterson Tayyab Rashid Karen Reivich Martin Seligman Clorinda Vélez Breanna Winder And many, many other members of the PRP, PPYP, & GT research teams The many students, parents, teachers, and counselors who have participated in our projects and whose experiences have informed the development of these programs. For funding and supporting this research: National Institute of Mental Health US Department of Education Kaiser Foundation Research Institute Swarthmore College & University of Pennsylvania 2

3 Overview Background: The case for positive education & resilience Programs & Research (Examples) Prevention Promotion Positive Schools 3

4 Background 4

5 Think about an important lesson that you learned from one of your teachers Adapted from work by Mark Linkins, Mayerson Foundation & VIA Institute. Used with permission 5

6 What do we want most for our children / our students? What qualities and skills will be essential in their adult lives? 6

7 Collaborative for Social, Academic, and Emotional Learning (CASEL): Elias et al (2002, 2008); Seligman et al. (2009) The Other Side of the Report Card Close Relationships Contentment Confidence / self-efficacy Resilience Balance Kindness Contribution Meaning Wisdom Joy Etc. 7

8 The function of education is to teach one to think intensively and to think critically. But education which stops with efficiency may prove the greatest menace to society. The most dangerous criminal may be the man gifted with reason, but with no morals Martin Luther King, Jr. Morehouse College Student Newspaper (1947) 8

9 We must remember that intelligence is not enough. Intelligence plus character that is the goal of true education. The complete education gives one not only power of concentration, but worthy objects upon which to concentrate. Martin Luther King, Jr. Morehouse College Student Newspaper (1947) 9

10 Parents want schools to teach more than academic achievement. They also want us to cultivate a love of learning, creativity, resilience, optimism, character strengths, and wellbeing in their children. Geelong Grammar School, Australia 10

11 Persistence & Grit It s not that I m so smart, it s just that I stay with problems longer -- Albert Einstein 11

12 Mental Health Problems Depression Anxiety Substance Abuse Conduct Disorder Eating Disorders 12

13 Mental Health Problems A typical school of 1,000 students could be expected to have between 180 and 220 students with diagnosable psychiatric disorders. -- Beth Doll (1996) 13

14 Percent of Students Reporting Caring Relationships at School 70% 60% 61% 50% 40% 30% 20% 10% 33% 26% 0% 5th grade 7th grade 9th grade From Benard & Slade (2009) & California Healthy Kids Survey 14

15 Percent Reporting Meaningful Participation at School 100% 80% 60% 40% 20% 0% 18% 16% 13% 5th grade 7th grade 9th grade From Benard & Slade (2009) & California Healthy Kids Survey 15

16 Programs & Research (Examples) 16

17 Programs and Research 1. Prevention -- Interrupt downward spirals 2. Promotion Build upward spirals 17

18 Resilience Adaptation in the face of adversity Thoughts, behaviors, & actions that can be learned and developed American Psychological Association The Road to Resilience Rvs. r 18

19 Resilience Programs Help students handle challenges and stressors Teach cognitive-behavioral skills Prevent and interrupt downward spirals Example: Penn Resilience Programs (PRP) 19

20 Penn Resilience Program School delivery Ages hours of content Practice & application outside of course 10/4/

21 Intuitive Model of Experience A - Adversity (Negative Event / Circumstance) I didn t get selected for choir C - Consequences (Feelings/Behaviors) Feel sad, give up on practicing singing 21

22 A - Adversity (Negative Event / Circumstance) I didn t get selected for choir Cognitive (ABC) Model (Beck, 1976; Ellis, 1962; Seligman, 1991) B Beliefs I have a terrible voice. I m never going to be any good at singing. C - Consequences (Feelings/Behaviors) Feel sad, give up on practicing singing 22

23 Identify self-talk, especially maladaptive thinking styles Pessimism ( It s never going to work out ) Perfectionism ( I have to be good at everything I do ; I have to be liked by everyone ) Fixed mindset ( If I were smart, I wouldn t have to work so hard ) Gillham, Reivich, & Jaycox (2009). The Penn Resiliency Program Seligman (1991); Ellis (1962); Dweck (2010) 23

24 Pessimism Depression Development of clinical depression (young adults) (from Abramson et al., 2000) 20% 15% 10% Optimistic Pessimistic 5% 0% 24

25 Identifying Downward Spirals A - Adversity (Negative Event / Circumstance) Don t get invited to party / social event B Beliefs (Interpretations, attributions, expectations) Nobody really likes me. I ll never have any friends C - Consequences (Feelings/Behaviors) Feel sad, withdraw from peers 25

26 Identifying Downward Spirals A - Adversity (Negative Event / Circumstance) Don t get invited to party / social event B Beliefs (Interpretations, attributions, expectations) Nobody really likes me. I ll never have any friends C - Consequences (Feelings/Behaviors) Feel sad, withdraw from peers 26

27 Identifying Downward Spirals A - Adversity (Negative Event / Circumstance) Receive low grade on math test B Beliefs (Interpretations, attributions, expectations) I m stupid. I can t do math. C - Consequences (Feelings/Behaviors) Feel sad, hopeless; stop studying 27

28 Challenge negative self-talk Flexibility Consider alternatives (how else can I look at the situation?) Accuracy Examine evidence (for, against) [Slow + Fast Skills] 28

29 Challenge negative self-talk Flexibility Consider alternatives (how else can I look at the situation?) Accuracy Examine evidence (for, against) 29

30 Behavioral Skills Problem-solving Assertiveness Negotiation Creative problem-solving Decision making Coping Emotion Control (stop, take deep breath, count to 10) Relaxation Distraction (Changing the Channel) 30

31 Interrupting Downward Spirals A - Adversity B Pessimistic Beliefs Challenge Beliefs C Maladaptive behaviors Coping & Problem-Solving 31

32 PRP on NPR January 18, AUBREY: And then there's Bryce Marcus. He says he's trying to use what he's learned. Mr. MARCUS: It's come in handy here sometimes, when I get mad. 32

33 PRP on NPR AUBREY: A few weeks ago, he said he was furious with his sister when he came home from school and found his video game broken on the floor. But before he started a fight, he stopped to find out the facts. Turns out, it was an accident. 33

34 PRP on NPR Mr. MARCUS: I went into the bathroom, and I looked in the mirror and I was like... (Sound bite of breathing) Mr. MARCUS:...and I was trying to calm down... 34

35 PRP on NPR AUBREY: And if he hadn't taken that moment to reflect? Mr. MARCUS: I would have got grounded because I would have been yelling, and it would have been a big mess. 35

36 PRP Research: Study 1 (Jaycox et al., 1994; Gillham et al., 1995; Gillham & Reivich, 1999) School (after school) 118 5th & 6th graders at risk for depression PRP vs. Control Measures: Pessimistic Thinking Styles (CASQ) Depressive Symptoms (CDI) Behavior problems (CBCL/ASEBA) 36

37 PRP Study 1. (Jaycox et al., 1994; Gillham et al., 1995; Gillham & Reivich, 1999) Also benefits of PRP on Thinking style (optimism) Behavior problems 37

38 Summary of PRP studies (Brunwasser et al., 2009; Gillham et al., 2008) 20+ controlled studies, diverse samples Findings: Benefits Hope/Optimism* Depression symptoms* Anxiety symptoms Behavior problems Coping & Problem solving Academic achievement 38

39 Jennifer 39

40 Positive Psychology & Promotion Moving from 0 to +10 Increasing students ability to Experience positive emotions (joy, contentment, awe) Identify and use their strengths Find meaning and purpose Develop positive relationships Achieve their goals Upward Spirals From Seligman (2003) 40

41 Positive Education: Geelong Grammar School Model (= Seligman s PERMA + H) 41

42 Positive Psychology Programs Examples High School Positive Psychology Curriculum (Reivich, Seligman, Gillham, Linkins, Peterson, et al., 2003) Adaptations for younger students Positive Psychology Programs for older adolescents and young adults (college students) (e.g., Rashid, Parks, Seligman) Strengths-Based Resilience (Anjum& Rashid) 42

43 High School Positive Psychology Curriculum 9 th grade (ages 14-15; transition to high school) 3 major units (25 lessons) Positive Emotion Strengths Meaning Curricular integration of positive psychology concepts with major works of literature 43

44 Positive Emotion (Unit 1) Savoring Blessings Gratitude 44

45 The Broaden and Build Theory: Benefits of Positive Emotions: (Fredrickson, 2001) Expanded attention Openness Creativity Flexibility Resiliency Seeing the bigger picture 45

46 Upward Spirals Positive emotions Interest & Engagement Positive emotions Positive social interactions Achievement & Success Effort Positive relationships 46

47 Savoring Qualities Attend to, appreciate positive experiences Absorption, Mindful attention Slowing down, basking Activities Savor. A favorite food or a new food Music A walk through the woods An every day experience; take time to enjoy something you usually hurry through 47

48 Qualities: Blessings Attend to and appreciate good experiences Notice what went well Activities: Each evening, write down 3 good things that happened and why you think they happened 48

49 Gratitude Letter 49

50 Strengths (Unit 2) Identifying Strengths Strengths Action Plans Family Tree of Strengths Recognizing strengths in others 50

51 Character Strengths What personal qualities do we most admire and appreciate in others? What personal qualities do we most want to develop and exhibit through our lives? 51

52 Values in Action: Character Strengths and Virtues (Peterson & Seligman, 2004) Wisdom and Knowledge creativity curiosity love of learning open-mindedness perspective Courage valor industry integrity zest Love intimacy kindness social intelligence Justice teamwork fairness leadership Temperance forgiveness modesty self-regulation prudence Transcendence appreciation of beauty gratitude hope & optimism playfulness spirituality 52

53 Signature Strengths Best describe who we are. Feel that we re being true to ourselves when we use them. Our go to strengths in daily life Everyone has them Vary from person to person Adapted from work by Mark Linkins, Mayerson Foundation & VIA Institute. Used with permission Linkins (2011) Peterson (2006) Seligman (2003) 53

54 Brief Strengths Survey 54

55 Brief Strengths Survey Discussion 55

56 The Most (and Least) Commonly Endorsed Strengths Peterson (2006) 56

57 Swarthmore College orchestra 57

58 Identifying Signature Strengths Values in Action Inventory of Strengths

59 Strengths Reflections Think of a time when you used a top strength. What did you do? What happened? What strengths did you use? How did this affect you? How did it affect others? 59

60 Me at My Best Think of a time when you were at your best. What did you do? What happened? What strengths did you use? 60

61 Strengths Action Plans Develop a specific plan to: 1) Use a signature strength 2) Work on a non-signature strength that is truly important to you Your plan must involve some form of doing, not merely thinking 61

62 Family Tree of Strengths genealogy.about.com/od/free_charts/ig/genealog y_charts/family_tree.htm 62

63 Other Strengths Activities Recognizing Strengths in Others Targeting specific strengths (e.g., kindness) 5 kindnesses a day Catch a kindness 63

64 Meaning (Unit 3) Meaning Journal Community Service and Service-Learning Projects 64

65 Evaluation of High School Positive Psychology Program (Gillham, Reivich, Linkins, Seligman, et al., in progress) th grade students Students randomly assigned to: Positive Psychology School-as-usual control Positive Psychology Program delivered in 9 th grade lessons related to positive psychology concepts 65

66 Key findings through 11 th grade: Social Skills Positive social skills (cooperation, empathy) Leadership (lower) behavior problems 66

67 47.00 Social Skills: Teacher Social Skills Rating Scale (SSRS) Positive Psychology Control Example items: Compliments others Makes friends easily Says please and thank you Pre Post 6 months 18 months 67

68 Key findings through 11 th grade: Learning & Engagement Learning strengths (e.g., curiosity, love of learning) Enjoyment of school 68

69 25.00 Learning Strengths: Teacher Observation of Strengths Scale Positive Psychology Control Pre Post 6 months 18 months Items assess curiosity love of learning originality appreciation of beauty and excellence 69

70 Language Arts Grades (GPA): Students in Honors9th grade LA Classes Positive Psychology Control th grade 10th grade 11th grade 70 70

71 4.00 Language Arts Grades (GPA): Students in NON-honors 9th grade LA Classes Positive Psychology Control th grade 10th grade 11th grade 71

72 Research Summary: Lessons Learned Programs can Have long-term benefits on students well-being Produce benefits that are noticeable to students, as well as to their parents and teachers Enhance students engagement in school and achievement 72

73 Research Summary: Lessons Learned Stand alone programs can have benefits in a variety of domains Implication: Power of whole school approach? 73

74 Positive Education provides Framework Common Language (especially for strengths) Concepts & skills 74

75 Positive Schools 75

76 Winnie the Pooh A.A. Milne 76

77 Piglet sidled up to Pooh from behind. Pooh! he whispered. Yes, Piglet? Nothing, said Piglet, taking Pooh s paw. I just wanted to be sure of you. 77

78 78

79 Strongest predictor of resilience? 79

80 Strongest predictor of resilience? positive, supportive relationships (Suniya Luthar) 80

81 Positive Psychology in 3 words? 81

82 Positive Psychology in 3 words? Other People Matter (Christopher Peterson) 82

83 Positive Psychology in 3 words? Other People Matter (Christopher Peterson) Corollary We are the others who matter so much 83

84 Environment (School): (Strengths) Examples: * Caring relationships * Positive role models * High expectations * Opportunities to learn & contribute Individual (Student): (strengths) Examples: * Empathy * Problem-solving * Self-efficacy * Goals & aspirations * Character Strengths Adapted from Bonnie Benard, & the California Healthy Kids Survey 84

85 Creating positive communities Empowering our students to create positive communities 10/4/

86 Strengths Spotting Noticing & Appreciating Strengths In Others 86

87 Think of a time when someone else noticed and appreciated one of your strengths. What happened? How did this affect you? 87

88 Badge Project Character Strengths Initiative at Newark Boys Chorus School Mayerson Academy and VIA Institute film 88

89 Character Strengths Initiative Program Evaluation 89

90 Themes Character Strengths Initiative Program Evaluation Students appreciate each other more Get along better Fewer behavior problems, discipline referrals Improved in class climate Increased engagement 90

91 Whole School Implementation of Positive Education Teach it Live it Embed it Geelong Grammar School 91

92 Live It! Professional development & Support Live & Breathe Every day interactions with students, colleagues & parents Feedback we give students and each other 92

93 Academics Embed it! Vocabulary Lessons Literature - character analysis History Sports & other Co-Curriculars Counseling Creating a common language across contexts 93

94 Teaching Character through Reading Shanghai American School. Mayerson Academy and VIA Institute 94

95 Culture & Community Catch a Kindness 95

96 Culture & Community 96

97 Questions & Discusson What work are you already engaged in that fits with resilience & positive psychology? How could positive education be helpful in your work with students? How could positive education be helpful in your school? Questions for us? 97

98 Thank you! For more information, please contact Jane Gillham at: 98