6/19/18. What Is Growth Mindset? Growth Mindset and Development. Historically, we have tried to change behavior from the outside:
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1 Growth Mindset and Development Boston After School & Beyond 2018 ACT Skills Summit Caitlin McCormick, M.Ed. Sr. Manager of Training & Coaching What Is Growth Mindset Historically, we have tried to change behavior from the outside: Rewards Consequences Change in conditions 1
2 Growth Mindset is a Cognitive-Behavioral Approach Cognitive-behavioral therapy (CBT) approaches are rooted in the fundamental principle that an individual s cognitions [thoughts and beliefs] play a significant and primary role in the development and maintenance of emotional and behavioral responses to life situations. (Prendes & Resko, 2012) We often think Something happens Reactions Event Situation Interaction Behavioral Emotional Physiological Something happens Automatic Thoughts Reactions Event Situation Interaction Cognitions Behavioral Emotional Physiological 2
3 Break-Up There s something wrong with me Event Situation Interaction Cognition Behavioral Emotional Physiological Break-Up There are plenty of fish in the sea Event Situation Interaction Cognition Behavioral Emotional Physiological We can t always change events, but we can control our interpretations of those events (a.k.a. cognitions), which can change the outcome 3
4 Lose a Job This means financial ruin! Event Situation Interaction Cognition (catastrophizing) Paralyzing stress, anxiety, panic Emotional Physiological Behavioral Lose a Job What is a healthier cognition What would be the outcomes Fail a test Talk to a neighbor: What are some possible cognitions What might be the outcomes 4
5 Components of Growth Mindset: 1. Mindsets impact our growth in all areas Mindsets about ourselves as learners (academic) Mindsets about ourselves as people (character) (Romero et. al., 2014) Get in a fight I m a bad person I can learn to control myself Components of Growth Mindset: 2. Cognitions (beliefs) about success and failure define our reactions (Licht & Dweck, 1984) 5
6 (for example ) Lose a game I m just not good at this I m not good at this yet Praise for a quality (fixed) vs. praise for effort (growth) Miss, I m finished! It only took me 5 minutes! Nice work! You are so smart! (Mueller & Dweck, 1998) Praise for effort (growth) vs. praise for a quality (fixed) Miss, I m finished! It only took me 5 minutes! Wow! You must have been working hard. Should we find some more challenging problems for you to work on 6
7 Praise for effort (growth) vs. praise for a quality (fixed) Miss, I can t do this! It s taking me forever. You re working so hard! I can tell you re determined to get this done. Let s tackle it together. Components of Growth Mindset: 3. Cognitions (beliefs) about stress impact how stress affects us (Jamieson et al, 2018) Overwhelmed with homework This is too much It s okay, I can handle this 7
8 Components of Growth Mindset: 4. Cognitions (beliefs) about the nature of struggle inform how we react when things are hard (Licht & Dweck, 1984) What does it mean to struggle Is it bad because it means you can t do something Or is it good because it means you re growing Components of Growth Mindset: 5. Mindsets are self-reinforcing and can intensify over time 8
9 A mindset is a self-reinforcing cycle I struggle "I can learn this" Growth Mindset I grow I try hard and get help A mindset is a self-reinforcing cycle Fighting = I m a bad kid I don t grow. Fixed Mindset I get in a fight I m a bad kid. Why try to grow With a neighbor, pick a scenario from the table. Read it together What cognitions (mindsets) could the young person be holding And how about the adult(s) in the situation How might the outcomes change depending on their mindsets 9
10 Changing Mindsets Mindsets don t change because someone tells us to believe something different. Changing a mindset means constructing new knowledge about the world around us. Building Growth Mindset needs a whole-child approach to development & learning 10
11 Why Belonging The power of we You believe I can grow Growth Mindset I struggle I do grow We do it together Fail a test I m not a good student. My teacher believes I can learn this. 11
12 Get in a fight I m a bad kid. My mentor believes I m a good person. Mirroring We build a sense of self through the eyes of those we are close to Growth requires risk. Relationships (trust, acceptance, empathy, etc.) make risks feel safe. 12
13 Stereotype Threat When students are aware that they might be judged negatively based on a stereotype about an aspect of their identity (e.g., gender, race, religion), they perform worse. They may be concerned about confirming a negative stereotype about their group. This hyper-vigilance and extra stress uses up cognitive resources that are essential for learning, diminishing their performance and discouraging them from building valuable relationships. How can a positive sense of Belonging prevent or mitigate this Why Assertiveness 13
14 The power of student voice and positive self-regard. Unexpressed mindsets are usually not challenged or changed When struggle comes with shame, our brains shut down to learning Why Reflection Changing a mindset means constructing new knowledge about the world around us. 14
15 Provide time and tools to bring awareness to things like What do I believe What do I think What if I could How can I change things What do my experiences mean Implications for Practice Youth who are Able to share thoughts Grounded in a sense of self Practicing risk, failure, and growth Socially safe Accepted Open to Feedback Engaged in metacognition 15
16 engaging the whole learner 1. Be conscious of language: focus on process, not product (effort rather than a static quality) 2. Normalize & practice failure 3. Time and tools for reflecting on thoughts 4. Invest in relationships Questions & Thoughts 16
17 Thank You! 17
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