Jane Educating Resilience FIN 20131101 TO SHARE · Strengths-Based Resilience (Anjum & Rashid) 42. High School Positive Psychology Curriculum ... leadership Temperance perspective

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

Email: [email protected]

1

Educating for ResilienceUniversity of Toronto SchoolsNovember 4, 2013

Gratitude:

� John Abela

� Rachel Abenavoli

� Afroze Anjum

� Steve Brunwasser

� Derek Freres

� Robert Gallop

� Kevin Haney

� 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

2

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

Overview

• Background: The case for positive education &

resilience

• Programs & Research (Examples)• Programs & Research (Examples)

• Prevention

• Promotion

• Positive Schools

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Background

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Think about an important lesson that you

learned from one of your teachers

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Adapted from work by Mark Linkins,

Mayerson Foundation & VIA Institute.

Used with permission

What do we want most for our children /

our students?

What qualities and skills will be essential in

their adult lives?

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The Other Side of the

Report Card

Close Relationships

Contentment

Confidence / self-efficacy

Resilience

Balance

Kindness

Contribution

Meaning

Wisdom

Joy

Etc.7

Collaborative for Social, Academic, and

Emotional Learning (CASEL): – www.casel.org

Elias et al (2002, 2008); Seligman et al. (2009)

“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 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)

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…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 education gives one not only power of

concentration, but worthy objects upon which

to concentrate.”

Martin Luther King, Jr.Morehouse College Student Newspaper (1947)

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“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 resilience, optimism, character strengths, and

wellbeing in their children.”

– Geelong Grammar School, Australiawww.ggs.vic.edu.au/Positive-Education/Overview.aspx

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Persistence & Grit

It’s not that I’m so smart, it’s just that I stay

with problems longer

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-- Albert Einstein

Mental Health Problems

• Depression

• Anxiety

• Substance Abuse

• Conduct Disorder• Conduct Disorder

• Eating Disorders

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Mental Health Problems

“A typical school of 1,000 students could be

expected to have between 180 and 220

students with diagnosable psychiatric

disorders.”

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disorders.”

-- Beth Doll (1996)

61%

40%

50%

60%

70%

Percent of Students Reporting

Caring Relationships at School

33%

26%

0%

10%

20%

30%

40%

5th grade 7th grade 9th grade

From Benard & Slade (2009) &

California Healthy Kids Survey 14

60%

80%

100%

Percent Reporting

Meaningful Participation at School

18% 16% 13%

0%

20%

40%

60%


From Benard & Slade (2009) &

California Healthy Kids Survey15

Programs & Research

(Examples)

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Programs and Research

1. Prevention -- Interrupt downward spirals

2. Promotion – Build upward spirals

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Resilience

• Adaptation in the face of adversity

• Thoughts, behaviors, & actions that can be

learned and developedlearned and developed

•• RR vs. rr

American Psychological Association – The Road to Resilience

http://www.apa.org/helpcenter/road-resilience.aspx#

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Resilience Programs

• Help students handle challenges and stressors

• Teach cognitive-behavioral skills

• Prevent and interrupt downward spirals

• Example:

– Penn Resilience Programs (PRP)

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Penn Resilience Program

• School delivery

• Ages 11-16

• 18-24 hours of content• 18-24 hours of content

• Practice & application outside of course

10/4/2013 20

A - Adversity(Negative Event / Circumstance)

I didn’t get selected for choir

Intuitive Model of Experience

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C - Consequences(Feelings/Behaviors)

Feel sad, give up on practicing

singing21


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.

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Feel sad, give up on practicing

singing

at singing.

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•Pessimism(“It’s never going to work out”)

•Perfectionism

Identify self-talk,

especially maladaptive thinking styles

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•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”)

Seligman (1991); Ellis (1962); Dweck (2010)

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Gillham, Reivich, & Jaycox (2009).

The Penn Resiliency Program

Pessimism � Depression

15%

20%

Development of clinical depression (young adults) (from Abramson et al., 2000)

0%

5%

10%

15%

Optimistic

Pessimistic

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Don’t get invited to party /

social event

Identifying Downward Spirals

B – Beliefs(Interpretations, attributions,

expectations)

Nobody really likes me. I’ll never

have any friends

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Feel sad, withdraw from peers

have any friends

25


Don’t get invited to party /

social event



expectations)

Nobody really likes me. I’ll never

have any friends

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Feel sad, withdraw from peers

have any friends

26


Receive low grade on math

test



expectations)

I’m stupid. I can’t do math.

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Feel sad, hopeless; stop studying

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Flexibility•Consider alternatives (how else

can I look at the situation?)

Challenge negative self-talk

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Accuracy• Examine evidence (for, against)

[Slow + Fast Skills]

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Flexibility•Consider alternatives (how else

can I look at the situation?)

Challenge negative self-talk

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Accuracy• Examine evidence (for, against)

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Behavioral Skills

– Problem-solving

• Assertiveness

• Negotiation

• Creative problem-solving

• Decision making

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• Decision making

– Coping

• Emotion Control (stop, take deep breath, count to 10)

• Relaxation

• Distraction (Changing the Channel)

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A - Adversity

Interrupting Downward Spirals

B – Pessimistic Beliefs

Challenge Beliefs

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C – Maladaptive behaviors

Coping & Problem-Solving

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PRP on NPRJanuary 18, 2010

• AUBREY: And then there's

Bryce Marcus. He says he's

trying to use what he's

learned.

www.npr.org/templates/story/story.php?storyId=122526518

learned.

• Mr. MARCUS: It's come in

handy here sometimes, when

I get mad.

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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 on the floor. But before he started a fight, he

stopped to find out the facts. Turns out, it was

an accident.

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PRP on NPR

• Mr. MARCUS: I went into the bathroom, and I

looked in the mirror and I was like...

• (Sound bite of breathing) • (Sound bite of breathing)

• Mr. MARCUS: ...and I was trying to calm

down...

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PRP on NPR

• AUBREY: And if he hadn't taken that moment

to reflect?

• Mr. MARCUS: I would have got grounded • Mr. MARCUS: I would have got grounded

because I would have been yelling, and it

would have been a big mess.

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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: • Measures:

– Pessimistic Thinking Styles (CASQ)

– Depressive Symptoms (CDI)

– Behavior problems (CBCL/ASEBA)

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PRP Study 1. (Jaycox et al., 1994; Gillham et al., 1995; Gillham & Reivich, 1999)

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Also benefits of PRP on

•Thinking style (optimism)

•Behavior problems

20+ controlled studies, diverse samples

Findings: Benefits

Hope/Optimism*

Summary of PRP studies(Brunwasser et al., 2009; Gillham et al., 2008)

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Hope/Optimism*Depression symptoms*Anxiety symptomsBehavior problemsCoping & Problem solvingAcademic achievement

Jennifer

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• Moving from 0 to +10

• Increasing students’ ability to…

– Experience positive emotions (joy, contentment, awe)

strengths

Positive Psychology & Promotion

– Identify and use their strengths

– Find meaning and purpose

– Develop positive relationships

– Achieve their goals

• Upward Spirals

40From Seligman (2003)

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

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)

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High School

Positive Psychology Curriculum

• 9th grade (ages 14-15; transition to high school)

• 3 major units (25 lessons)– Positive Emotion– Positive Emotion

– Strengths

– Meaning

• Curricular integration of positive psychology concepts with major works of literature

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Positive Emotion (Unit 1)

• Savoring

• Blessings

• Gratitude• Gratitude

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The Broaden and Build Theory:

Benefits of Positive Emotions: (Fredrickson, 2001)

• Expanded attention

• Openness• Openness

• Creativity

• Flexibility

• Resiliency

• Seeing the bigger picture

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Upward Spirals

Positive social

interactions

Positive emotions

Interest & Engagement

Positive emotions

Positive relationships

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EffortAchievement

& Success

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

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Blessings

• Qualities:

– Attend to and appreciate good experiences

– Notice what went well

• Activities: • Activities:

– Each evening, write down 3 good things that happened and

why you think they happened

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Gratitude Letter

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Strengths (Unit 2)

• Identifying Strengths

• Strengths Action Plans

• Family Tree of Strengths

• Recognizing strengths in others• Recognizing strengths in others

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Character Strengths

• What personal qualities do we most admire

and appreciate in others?

• What personal qualities do we most want to • What personal qualities do we most want to

develop and exhibit through our lives?

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Values in Action:

Character Strengths and Virtues(Peterson & Seligman, 2004)

Wisdom and Knowledge

creativity

curiosity

love of learning

open-mindedness

Justice

teamwork

fairness

leadership

Temperanceopen-mindedness

perspective

Courage

valor

industry

integrity

zest

Love

intimacy

kindness

social intelligence

Temperance

forgiveness

modesty

self-regulation

prudence

Transcendence

appreciation of beauty

gratitude

hope & optimism

playfulness

spirituality52

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

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Linkins (2011)

Peterson (2006)

Seligman (2003)

Adapted from work by Mark Linkins, Mayerson Foundation & VIA Institute. Used with permission

Brief Strengths Survey

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www.youtube.com/watch?v=K-3IjNr1gCg

Brief Strengths Survey

Discussion

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The Most (and Least) Commonly Endorsed Strengths

Peterson (2006)

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57Swarthmore College orchestra

Identifying Signature Strengths

• Values in Action Inventory of Strengths

– www.AuthenticHappiness.com

– www.ViaCharacter.org

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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 this affect you?

• How did it affect others?

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Think of a time when you were at your best.

• What did you do?

• What happened?


Me at My Best


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Strengths Action Plans

Develop a specific plan to:

1) Use a signature strength

2) Work on a non-signature strength that is truly 2) Work on a non-signature strength that is truly important to you

Your plan must involve some form of doing, not merely thinking

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Family Tree of Strengths

genealogy.about.com/od/free_charts/ig/genealog

y_charts/family_tree.htm

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Other Strengths Activities

• Recognizing Strengths in Others

• Targeting specific strengths (e.g., kindness)

– 5 kindnesses a day– 5 kindnesses a day

– Catch a kindness

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Meaning (Unit 3)

• Meaning Journal

• Community Service and Service-Learning ProjectsService-Learning Projects

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Evaluation of

High School Positive Psychology Program (Gillham, Reivich, Linkins, Seligman, et al., in progress)

• 350 9th grade students

• Students randomly assigned to:• Students randomly assigned to:

• Positive Psychology

• School-as-usual control

• Positive Psychology Program delivered in 9th grade

• 20-25 lessons related to positive psychology concepts

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Key findings through 11th grade:

Social Skills

�Positive social skills

(cooperation, empathy)

�Leadership

�(lower) behavior problems

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43.00

45.00

47.00

Social Skills:Teacher Social Skills Rating Scale (SSRS)

Positive Psychology

Control

35.00

37.00

39.00

41.00

Pre Post 6 months 18 months

Example items:

Compliments others

Makes friends easily

Says please and thank you

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Key findings through 11th grade:

Learning & Engagement

�Learning strengths (e.g.,

curiosity, love of learning)curiosity, love of learning)

�Enjoyment of school

68

21.00

22.00

23.00

24.00

25.00

Learning Strengths: Teacher Observation of Strengths Scale

Positive Psychology

Control

16.00

17.00

18.00

19.00

20.00

21.00

Pre Post 6 months 18 months

Items assess…

•curiosity

•love of learning

•originality

•appreciation of beauty

and excellence

69

3.33

3.67

4.00

Language Arts Grades (GPA): Students in Honors 9th grade LA Classes

Positive Psychology

Control

70

2.00

2.33

2.67

3.00


70

3.33

3.67

4.00

Language Arts Grades (GPA):Students in NON-honors 9th grade LA Classes

2.00

2.33

2.67

3.00


Positive Psychology

Control

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Research Summary: Lessons Learned

Programs can…

– Have long-term benefits on students’ well-being

– Produce benefits that are noticeable to students, as – Produce benefits that are noticeable to students, as

well as to their parents and teachers

– Enhance students’ engagement in school and

achievement

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Research Summary: Lessons Learned

Stand alone programs can have benefits in a

variety of domains

– Implication: Power of whole school approach?

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Positive Education provides…

• Framework

• Common Language (especially for strengths)

• Concepts & skills• Concepts & skills

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Positive Schools

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Winnie the PoohA.A. Milne

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Piglet sidled up to Pooh from behind.

“Pooh!” he whispered.

“Yes, Piglet?”

“Nothing,” said Piglet, taking Pooh’s paw.“Nothing,” said Piglet, taking Pooh’s paw.

“I just wanted to be sure of you.”

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78

Strongest predictor of resilience?Strongest predictor of resilience?

79

Strongest predictor of resilience?Strongest predictor of resilience?

positive, supportive relationships

(Suniya Luthar)

80

Positive Psychology in 3 words?Positive Psychology in 3 words?

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Other People Matter

(Christopher Peterson)

82


Other People Matter

(Christopher Peterson)

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Corollary �� We are the others who matter so much

Environment (School):

(Strengths)

Examples:

* Caring relationships

* Positive role models

* High expectations

* Opportunities to

Individual (Student): (strengths)

Examples:

* Empathy

* Problem-solving* Opportunities to

learn & contribute

* Problem-solving

* Self-efficacy

* Goals & aspirations

* Character Strengths

Adapted from Bonnie Benard, &

the California Healthy Kids Survey84

– Creating positive communities

– Empowering our students to create positive – Empowering our students to create positive

communities

10/4/2013 85

Strengths Spotting

86

Noticing & Appreciating Strengths In Others

• Think of a time when someone else noticed

and appreciated one of your strengths. What

happened? How did this affect you?

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Badge Project

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Character Strengths Initiative at Newark Boys Chorus School

Mayerson Academy and VIA Institute film

http://www.youtube.com/watch?v=OxBcn599-Qk&list=UUHG0wPO9xBSEW73X0oSWJzQ&index=4&feature=plcp

Character Strengths Initiative

Program Evaluation

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Character Strengths Initiative

Program Evaluation

Themes

– Students appreciate each other more

– Get along better

– Fewer behavior problems, discipline referrals

– Improved in class climate

– Increased engagement

90

Whole School Implementation

of Positive Education

• Teach it

• Live it

• Embed it Geelong Grammar School• Embed it

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Geelong Grammar School

Live It!

• Professional development & Support

– Live & Breathe

– Every day interactions with students, colleagues &

parentsparents

– Feedback we give students and each other

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Embed it!

• Academics

• Vocabulary Lessons

• Literature - character analysis

• History

• Sports & other Co-Curriculars• Sports & other Co-Curriculars

• Counseling

Creating a common language across contexts

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Teaching Character through Reading

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http://www.youtube.com/watch?v=bfot-M24pi4

Shanghai American School.

Mayerson Academy and VIA Institute

Culture & Community

• Catch a Kindness

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Culture & Community

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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?

•work with students?

• How could positive education be helpful in your school?

• Questions for us?

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Thank you!

For more information, please contact Jane Gillham at:

[email protected]

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Documents

Jane Educating Resilience FIN 20131101 TO SHARE · Strengths-Based Resilience (Anjum & Rashid) 42. High School Positive Psychology Curriculum ... leadership Temperance perspective