Positive Psychology in Schools: Promoting Student Resilience, Optimism, and Achievement Karen Reivich, Ph.D. Positive Psychology Center University of Pennsylvania

Positive Psychology in Schools: Promoting Student Resilience,

Optimism, and Achievement Karen Reivich, Ph.D.

Positive Psychology CenterUniversity of Pennsylvania

Copyright 2008 Karen Reivich, Ph.D. All rights reserved. 2Copyright 2008 Karen Reivich, Ph.D. All rights reserved. 2Copyright 2008 Karen Reivich, Ph.D. All rights reserved.

AgendaIntroduction

Brief history of the Penn Resiliency Program

Description of 5 Ingredients of Fishful Thinking

Resilience

Emotional Awareness

Optimism

Empowerment

Hope/Goal Setting

Copyright 2008 Karen Reivich, Ph.D. All rights reserved.

How I got here… I loved Frog and Toad

I wanted to prevent depression in youth

I became a mother

I wanted my children to know and live what is right with them

Now, I get to spread the word with Fishful Thinking! (www.fishfulthinking.com)


The Supermarket TestWhat do you want for yourself and your children? What I don’t hear:

fewer symptoms of depression less underachievement fewer experiences of folding under pressure

(But this is what the field of psychology has studied.)

What I hear: Happiness, Health, Strong Relationships,

Success!


Positive Psychology

Positive Psychology studies what enables children (and adults) to have lives rich in:

Positive emotionEngagementMeaning

Positive Psychology asks the question:

What is right with you?


The Penn Resiliency Project (PRP) Research Group

Jane Gillham Karen Reivich Martin Seligman

Research funded by National Institute of Mental Health (NIMH) grant MH52270

The Penn Resilience Project

6


Depression: Associated DifficultiesDepression and high levels of

depressive symptoms are linked to: Poor academic achievement Interpersonal difficulties, isolation from

peers Anxiety Conduct (behavioral) problems Substance abuse Teenage pregnancy Suicide Physical health problems

7.

Copyright 2008 Karen Reivich, Ph.D. All rights reserved. 8

The Penn Resiliency Program

School-based group intervention For late elementary & middle

school students (5th-8th grade) Based on CBT and social problem-

solving techniques Twelve 90-120 minute sessions Modular


PRP: Cognitive Component

Link between thoughts and feelings/actions

Identifying thinking styles Examining alternatives & evidence for

interpretations Challenging negative beliefs in real

time


PRP: Problem-Solving and Coping Skills Problem-solving

Assertiveness Negotiation Decision making

Coping Emotion Control Relaxation Distraction (Changing the Channel)


Meta-analysis of PRP(Brunwasser et al., 2008)

Comprehensive review of all published & unpublished PRP studies

Found 19 controlled studies of PRP 17 examined effects on depressive

symptoms 15 examined cognitive style

(pessimistic explanatory style, hopelessness, negative automatic thoughts)



Cognitive Style Significant benefit of PRP (relative

to control) at all assessments examined – for 12 months after the intervention



Depression Findings Significant benefit of PRP (relative to control) at all

assessments examined, for 12 months after the intervention

PRP equally effective when delivered as targeted intervention (to high risk adolescents) versus as a universal intervention (to all children who sign up)

PRP equally effective when delivered by research team members and by teachers, counselors, and other community providers Note: Most teachers, counselors, & community

providers received extensive training in PRP Other findings suggest PRP not as effective

without this training


PRP + Parent Program: Depressive Symptoms(Gillham, Reivich, et al., 2006)

% with Moderate to Severe Depressive Symptoms (CDI > 15)

14


PRP + Parent Program Pilot: Anxiety Symptoms(Gillham, Reivich, et al., 2006)

% with High Anxiety (RCMAS > 19)

15.


PRP Effectiveness Study: Behavior Problems(Gillham, Reivich, et al., 2006)

Externalizing symptoms (on the CBCL)

16.


How our view of Resilience Programs has changed

In the beginning…

Now…

Depression Prevention

Building & promoting resilience (broadly)

Children at risk All childrenTargeting risk factors

Teaching adaptive skills that help in many areas of life


The 5 Pillars of Fishful Thinking Resilience: Bounce Back Optimism: Think Positive Emotion Awareness: Know Yourself Empowerment: Believe “I can” Hope/Goal Setting: Reach Goals

Copyright 2008 Karen Reivich, Ph.D. All rights reserved. 19Copyright 2008 Karen Reivich, Ph.D. All rights reserved.

Fishful Thinking Ingredients:Resilience


Resilience: Bounce not Break Resilience is comprised of

a set of characteristics, abilities, and resources that enable the achievement of positive outcomes despite exposure to significant threat or adversity.

Resilience enables you to overcome adversity, cope with stress, and bounce back from setbacks so that you can achieve your goals.

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Resilience Overview

MYTH TRUTHDon’t show emotion Feel it and share it

It’s all about the individual

It’s about the self with others

Act fast and be decisive Uncertainty and doubt are allowed

Accomplish superhuman feats

Reach developmental milestones

Grace under fire Muddling through

One size fits all Find your best fit


Critical for resilience:

Trusting, abiding relationships Self-awareness (think, feel, do) Self regulation Flexibility in thinking and behavior Optimism/hope/faith Knowing and using one’s strengths,

talents and skills


Cultivating Resilience in Students: Positive FrustrationResilience requires self-regulation and

learning how to manage frustration is critical.

Coping with Frustration Rituals: Develop a ritual to help students cope with frustration such as “shake off the frustration” dance, calming mantra, relaxation strategies


Cultivating Resilience in Students“How we did it” journal: Keep a classroom

“How we did it” journal where students record the strategies they used to meet challenges. By focusing on strategies, you’re helping students learn what his/her strengths and skills are.

I joined a group – even though I was scared to -- by making eye contact, asking questions and looking interested.

How we did it!


Fishful Thinking Ingredients: OptimismOptimistic thinking is critical for physical and mental health, productivity, performance, overall well-being.

Optimism is a way of thinking.Optimism is a skill.Optimism can be learned.


Critical for Optimism

Focusing on the positive Identifying what is controllable Believing in good outcomes Constrained by reality


Optimism Matters:Compared to pessimistic thinkers, optimistic

thinkers: Are happier and have less depression Are more resilient Are healthier (fewer illnesses, faster

recovery) Live longer Do better in sports, perform better under

pressure Do better in school (higher GPAs)


How does optimism do all that? Focus on solutions when change is possible;

use acceptance and humor when it is not

Greater accuracy regarding control

Have more and stronger social support

Take better care of themselves

Less likely to deny and avoid problems

Try new strategies when current ones aren’t working

Learn from failure and find meaning in setback


Cultivating Optimism in our Kids:Silver Lining Games:

The goal of these activities is to help children find positive meaning in a negative event.

I don't like that we lost the game. We did some things well, though. One thing that the team did well was ___________.

I wish all our shots had scored. One great shot was ___________.

I wish I didn't mess up at all. I did do this really well in the game: ___________.

One thing our team didn't do well today that we can work on is ____________.


Cultivating Optimism: Overcoming Negative Self-Talk:

Quieting the inner-critic through Real-time Resilience

That’s not completely true because… A more accurate way of seeing this is… The most likely outcome is…and I can…

Common mistakes made while learning skill: Dismissing the grain of truth Minimizing the situation Rationalizing or excusing one’s

contribution to a problem


Fishful Thinking Ingredients: Emotional Awareness


Emotional Awareness is:

The ability to identify emotional experiences

Comfort with emotions and expressiveness

The ability to control emotional responses to external events (when appropriate)


Why does Emotional Awareness matter? It contributes to resilience It’s critical in forming healthy

relationships It’s critical for goal attainment It’s necessary for overall mental

health


Cultivating Emotional Awareness

Emotion Charades: Write down feeling words on pieces of paper. Take turns picking a slip of paper and then acting out the word written on it.

For kids under 5 or 6, keep the feelings simple such as: happy, sad, mad or scared.

For kids 7+, you can use more complex feelings suchas guilty, anxious, embarrassed, proud, etc.

Make it harder by setting the rule that you cannot usefacial expressions. Instead, express the feelingthrough body language.


Cultivating Emotional Awareness

Mood Music:Music and dance are great ways to help

express feelings. Choose music that represents different

moods and ask students to dance how the music “feels”:

heavy classical music for sadness pop music for happiness heavy drumming music for anger


CONSEQUENCESEmotions and behavior

CONSEQUENCESEmotions and behavior

Cultivating Emotional Awareness through the ABCs (Albert Ellis)

BELIEFSInternal radio station

Activating Event:

The trigger

Activating Event:

The trigger


B-C Connections: Beliefs Emotional

ConsequencesLoss

(I have lost something)

Sadness/withdrawal

Danger(Something bad is going to

happen and I can’t handle it)

Anxiety/agitation

Trespass(I have been harmed)

Anger/aggression

Inflicting harm(I have caused harm)

Guilt/reparations

Negative comparison(I don’t measure up)

Embarrassment/hiding

.


Fishful Thinking Ingredients: Empowerment


Empowerment (self-efficacy) is: Knowing one’s strengths and weaknesses Knowing which strengths, skills, talents to

rely on in a variety of situations Maintaining a solution focus Having a sense of mastery and competence


Why does Empowerment matter?Kids with a strong sense of self-

efficacy are: better problem solvers less likely to become helpless more resilient more willing to try new things and take

risks

Copyright 2008 Karen Reivich, Ph.D. All rights reserved.Copyright 2008 Karen Reivich, Ph.D. All rights reserved. 42

Character Strengths and Empowerment: What is right with you? Who are you at your best? How can you be the best you more

often? How can you use your strengths in

relationships, school, play? How can you use your strengths to

meet challenges and overcome obstacles?


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VIA Strengths (Peterson & Seligman, 2004)1. Wisdom and Knowledge

Curiosity/interestLove of learningJudgment/critical thinkingOriginality/ingenuity/

creativityPerspective

2. CourageValorIndustry/perseveranceIntegrity/honestyZest/enthusiasm

3. LoveIntimacyKindness/generosity/

nurturanceSocial intelligence

4. JusticeCitizenship/duty/loyalty/

teamworkEquity/fairnessLeadership

5. TemperanceForgiveness/mercyModesty/humilitySelf-control/self-regulationPrudence/caution

6. TranscendenceAppreciation of beauty/aweGratitudeHope/optimismHumor/playfulnessReligiousness/sense of

purpose

Copyright 2008 Karen Reivich, Ph.D. All rights reserved.. 44

Signature Strengths: In Your Bloodstream One believes that he/she is being “true-

to-oneself” when using the strength. One feels that he/she can’t help but use

the strength (when the opportunity to do so arises).

When using the strength, one feels energized rather than exhausted.

The motivation to use the strength comes from within the person. (No one else has to remind or persuade him/her to use it.)


Strength Activities for Students Identify Strengths – VIA strength Survey

online www.authentichappiness.org Share Strength Stories (Me at My Best) Identify Strengths in Others – listening for

and watching for strengths Develop Strength Action Plans Create a Family Tree of Strengths Use Strengths in Challenges


Creating Mastery Moments through Strengths…Identify strengths of student (e.g. creativity,

bravery, critical thinking, empathy, etc.)1.2.3.4.5.

Record ideas on how the student can use strengths to create Mastery Moments. It’s important to make the Mastery Moment challenging (not too easy, not too hard) and enjoyable.


Creating Mastery Moments (example)Aaron’s strengths1. Creativity2. Social intelligence3. Perseverance4. Leadership

Mastery Moments: 1. Aaron will design individualized party invitations

(creativity, social intelligence)2. Aaron will make a movie about our trip to Australia

that he can share with his classmates (perseverance, creativity)

3. Aaron will help out in the kindergarten classroom 3 mornings a week (leadership, social intelligence, creativity)


Fishful Thinking Ingredients: Hope/Goal Setting


Hope/Goal Setting (Based on the great work of Drs. Lopez and Snyder)Hope is future-oriented thinking that

combines three components: Goals thinking: Focusing on what to achieve Pathways thinking: Identifying or creating

many paths to a goal Agency thinking: Maintaining your

motivation while pursuing your goal


Why does Hope/Goal Setting matter? The ability to set and reach goals is

critical for success in school, sports, work, and health

Children who have “grit” – tenacity in reaching their goals, get higher grades in school than those without grit

Children who are effective at goal setting, learn how to organize time, prioritize, and have an increased sense of mastery and competence


The importance of Goldilocks Goals

It's important to set goals that are realistic and attainable (but not too easy).

Goals that are too hard OR too easy undercut motivation.

Help students to set a goal that is slightly beyond their immediate grasp, but not so far above their current skills and abilities that they believe they have no chance of succeeding.


Cultivating Hope/Goal SettingGoal Road Map—One Step at a Time:Identify realistic goal. Think Goldilocks!

Write across the top of a large piece of paper, "My Goal Road Map".

In the upper left-hand corner of the page, write a sentence describing the goal. Make sure it's specific.

"I will get a good grade on my graphing project for math class" instead of "I will get good grades"

Write the word "START" in the bottom right-hand corner and draw a series of

footprints between the word START and the goal in the upper left-hand corner.


Cultivating Hope/Goal SettingIn each footprint, help the student to write a short

description of a step he/she can take toward reaching this goal. For example, if the goal is to get an "A" on a graphing project for math class, the footsteps might read:

Step 1: Read over instructions and ask the teacher any questions

Step 2: Buy materials with Mom or DadStep 3: Look in books and on the internet (with Mom or Dad)

for ideas for the hypothesisStep 4: Make the hypothesis and collect data on 15 kidsStep 5: Draw a rough draft of the graphStep 6: Write first draft of the explanationStep 7: Ask Mom or Dad to look over rough draftsStep 8: Redo the graph and the explanationStep 9: Check for mistakes and make corrections Step 10: Turn in the project — Yay!


Goal Setting: Obstacles and Walk-AroundsHere's an example of obstacles and "Walk-Arounds" based on

the graphing project example:

Obstacle 1: I'll want to watch TV instead of working

Walk-Around: After I complete a step, I will watch 15 minutes of TV.

Obstacle 2: I'll put it off until the night before it's due

Walk-Around: I will put dates next to each step so I know exactly when I have to do each part.

Obstacle 3: I'll get bored and sloppy

Walk-Around: I will remind myself that I want to do well, and I'll save the most fun part—coloring it in—for last.


Wrapping Up…

There are many everyday, fun and simple strategies that we (educators, clinicians, parents) can use to help raise happy, resilient, confident children.

We’re already doing this AND we can further enhance our abilities by focusing on the 5 key ingredients of Fishful Thinking.

The more WE value, model, and use these ingredients, the more our children will benefit!


Resources

Website: www.fishfulthinking.comBooks: The Resilience Factor by Karen

Reivich and Andrew Shatte’The Optimistic Child by Martin

Seligman, Karen Reivich, Lisa Jaycox and Jane Gillham

Email: [email protected]


Thank You!!

Documents

Positive Psychology in Schools: Promoting Student Resilience, Optimism, and Achievement Karen Reivich, Ph.D. Positive Psychology Center University of Pennsylvania