1. Cultivate a Growth Mindset
Welcome
Introductions (Psi Beta members)
Please make name cards for use
Rhetorical question: Would you rather survive or thrive in college?
Would you hire an accountant, doctor, dentist, lawyer who survived college or thrived in college?
Today’s workshop is about ways to thrive in college!
[PSI BETANS AND PSYCHOLOGY 15 STUDENTS – PLEASE REMEMBER THAT THIS WORKSHOP, AND THE PRESENTATION AND RESEARCH DESIGNS ARE PROPRIETARY AT THIS POINT. PLEASE DO NOT GIVE ANYTHING TO ANY INSTRUCTOR OR COUNSELOR WITHOUT THE EXPRESS PERMISSION OF KARI AND JERRY.]
Presented by Psi Beta: The Psychology Honor Society
Irvine Valley College

2. Welcome Our objectives Overview of neuroplasticity
Introduction to Mindset
Why failure is normal
Your Study Skills Inventory (SSI) profiles
Depart with a “WOOP”

3. Think About This Do you think an adult’s height is fixed, or grows?
Adults muscles? Fixed or can they grow?
How about intelligence? Fixed or can it grow?
Intelligence is, of course, related to the brain. Let’s discuss a recent experiment.

4. Let’s watch a short video clip
Neuroplasticity
Let’s watch a short video on neuroplasticity.

5. Juggling Experiment Brain experiment in Germany
24 people given MRIs and assigned to
Control group
Experimental group (juggle training)
Here is an interesting, recent experiment.
Brain researchers at the University of Regensburg Germany wanted to know if they could see a change in people’s brains when they learn something new.
The researchers recruited 24 people, none of whom could juggle.
They randomly assigned the 24 to two groups.
Group B was taught to juggle – they practiced for 3 months!
RESULTS?

6. Juggling Experiment Results
MRIs repeated at end of juggling training
Brains of Group B (jugglers)
No changes were found in brains Group A – the non-jugglers
For three months the people in Group B practiced juggling
The people in Group A did not
Then, all of the participants had another MRI to show what their brains looked like.
What do you think researchers discovered?
The changes were in parts of the brain that processes information about moving objects.

7. Final Experiment Neither group juggled for another 3 months
Brains of Group B (jugglers) showed diminished area of change = “neural decay”
The jugglers stopped juggling for 3 months and were given another MRI. Results: brain changes from juggling had started to disappear.
This is called “neural decay” – supports the saying “Use it or lose it”

8. Your brain has the ability to change and adapt as a result of experience.
Researchers once believed that changes in the brain could only take place during infancy and childhood. By early adulthood, it was believed that the brain's physical structure was permanent.

9. You scored worse on an exam than you expected.
Imagine
You scored worse on an exam than you expected.
Everyone adapts to experiences in different ways.
You just got your mid-term scores back and discovered that you have failed.
How would you imagine you would feel and react?
How do you think others might react in different ways? Give an example.

10. Mindset by Carol S. Dweck, Stanford University Psychologist
Speaker – introduce the topic of Mindset.

11. Let’s Watch a Video…
About Mindset

12. Mindset Perspectives Fixed Mindset Growth Mindset
Challenges Avoids challenges Embraces challenges
Obstacles Gives up easily Persists when have setbacks
Effort See’s no value See’s effort as path to mastery in effort
Criticism Ignores useful Seeks & learns from failure & negative feedback criticism
Success of Feels threatened by Finds lessons & inspiration of Others success of others in success of others
Research Plateaus early & Reaches ever-higher levels Findings fails to reach full of achievement and mastery potential
Those with a Growth Mindset perspective…
1) Assume that ability can be improved.
2) Know that effort is critical to success.
3) Find and use effective learning strategies.
4) Accept challenges and setbacks as opportunities to grow and improve.
5) Have high internal motivation.
6) Experience long term improvement and success

13. Setbacks and failures are a part of life – those with a growth mindset know that!
Video Clip

14. Think About…Then Make a Few Notes
Name one subject or activity that you do well (for example basketball, math, playing the piano, painting, cooking, car repair…)_______
Describe how you learned it.
What are two things you’ve done to get better at this activity?
Tell them they have ~ 2 minutes to write think about this and write out brief answers.
Then, put them into groups of 4 to go around and share their answers – for…5 to 10 minutes

15. Discussion
Has anyone you’ve known ever said:“I am not a math person”
Fill in the blank for yourself: I can’t do________ (an activity you’ve had trouble with or have been challenged by).

16. Small Group Discussion
Form into groups of 4 – 5
Go around the group and introduce yourselves
Share the following with the group:
One subject or activity that you do well (e.g., basketball, math, writing, painting, fixing cars)
Describe how you learned it.
What are two things you did to get better at this subject or activity?
Share a story about yourself or someone you know who became surprisingly good at something they first found to be very difficult and hard to do.

17. What Now!!!
Return and review of your Study Skills Inventory scores. Look for study skills strategies that you rated yourself low on, but you feel would help you succeed. Put a check by them.
Have them complete and self-score the Study Skills Inventory.
Have them make a copy for the research teams to keep. Participants should write then first and last name on the copy we are keeping.
Choose a wish for doing well in your P1 class
Complete a WOOP
Expect to hear back from us in a few weeks

18. Video Clip
Introduction to WOOP

19. Avoid my most unhealthy snacking habit
WOOP Strategy W
My dieting wish
Avoid my most unhealthy snacking habit O
Best outcome
Feel better, feel in control, will shed some weight, clothes will fit better
Obstacle
A. Roommate has junk food everywhere B. Company always provides junk food at birthday parties P If
I am offered junk food
then
I will say “no thanks” and choose a healthier snack
(where and when)
Action
(to overcome obstacle)
NOTE: Walk them through one of three treatments:
Control – skill this altogether
Treatment A – they form a “task goal” – e.g., completing X number of practice workbook exercises is Psychology 1.
Treatment B – they form a “performance goal” – e.g., grade in Psychology 1.
Presenters: Look through “Rethinking Positive Thinking” (Oettingen, 2015) for background on the WOOP strategy and completing this form.
It is helpful to rehearse the plan through the day

20. I’m shy and tend to clam up around strangers.
WOOP Strategy W
My social wish
To “fit in” at social gatherings where I don’t know people. Stop being a wall-flower. O
Best outcome
I’ll have more self-confidence. I will meet and talk with people who may become best friends. I’ll have a better time.
Obstacle
I’m shy and tend to clam up around strangers. P If
If I’m at the party alone again and see someone else standing alone…
then
I’ll go up to him or her, say “hello, my name is…”and start a conversation!
(where and when)
Action
(to overcome obstacle)
NOTE: Walk them through one of three treatments:
Control – skill this altogether
Treatment A – they form a “task goal” – e.g., completing X number of practice workbook exercises is Psychology 1.
Treatment B – they form a “performance goal” – e.g., grade in Psychology 1.
Presenters: Look through “Rethinking Positive Thinking” (Oettingen, 2015) for background on the WOOP strategy and completing this form.

21. WOOP Strategy W O P If then My fitness wish Best outcome
Go jogging every evening O
Best outcome
Will feel better, have clearer mind, better sleep, more positive mood
Obstacle
I always feel tired when I get home. Then I make excuses. P If
If I arrive home from work
then
I’ll put on my running shoes and leave the house for a run
(where and when)
Action
(to overcome obstacle)
NOTE: Walk them through one of three treatments:
Control – skill this altogether
Treatment A – they form a “task goal” – e.g., completing X number of practice workbook exercises is Psychology 1.
Treatment B – they form a “performance goal” – e.g., grade in Psychology 1.
Presenters: Look through “Rethinking Positive Thinking” (Oettingen, 2015) for background on the WOOP strategy and completing this form.
Repeat the if-then plan when I first get and a few times a day

22. (to overcome obstacle)
WOOP Strategy W
My study wish
Regularly complete the study guide for my Psychology 1 class before each exam. O
Best outcome
Do well on the exam, learn more, feel good about myself, be better prepared for the next course I take, have a higher grade in the class.
Obstacle
Enter something here. What obstacle(s) is most true for you? Look at your Study Skills Inventory for obstacle ideas P If
______________
then
___________________
(where and when)
Action
(to overcome obstacle)
NOTE: Walk them through one of three treatments:
Control – skill this altogether
Treatment A – they form a “task goal” – e.g., completing X number of practice workbook exercises is Psychology 1.
Treatment B – they form a “performance goal” – e.g., grade in Psychology 1.
Presenters: Look through “Rethinking Positive Thinking” (Oettingen, 2015) for background on the WOOP strategy and completing this form.

23. Make 2 copies of your plan
Keep one copy
Print your first and last name on the top left of another copy and leave it on your desk
Hint: Install the WOOP app on your smart phone and use it for other self-regulation challenges.

24. Did anything surprise you?
Reflection
For you personally, what were some of the most interesting things you learned (or relearned) today?
Did anything surprise you?
Draw a “take away” circle on the board. One person is the scribe. Another person asks the audience for input.

25. Thank you for your attention
Thank you for your attention! We are members of Psi Beta – the national honor society for students interested in Psychology. This presentation is part of our “Giving Away Psychology Program” (GAPP) Our next presentation will be on effective interpersonal communication.
Thank everyone. Let them know that the presenters will be contacting them by in a few weeks to see how they are doing.

26. FIXED MINDSET VS GROWTH MINDSET
Challenges
Avoids challenges
Embraces challenges
Obstacles
Gives up easily
Persists in the face of setbacks
Effort
See’s no value in effort
See’s effort as path to mastery
Criticism
Ignores useful negative feedback
Seeks and learns from failure & criticism
Success of Others
Feels threatened by success of others
Finds lessons and inspiration in success of others
Research Findings
May plateau early and fail to reach full potential
Reaches ever-higher levels of achievement
Hand out copy of this slide. .