1. Mindsets that Promote Resilience 6/8/17
Peter Thompson, Ed.D

2. Resilience
Behavioral, attributional, or emotional response to an academic or social challenge that is positive and beneficial for development.
It is not only the presence of academic or social adversity that determines a person’s outcomes but also a person’s interpretation of those adversities
(Olson & Dweck, 2008)

3. Mindsets That Promote Resilience Yeager & Dweck (2012)
What determines whether students give up or embrace the challenge?
Perspective, attitude, environment, social support, culture, mastery experiences, etc…

4. Implicit Theories (Dweck, 2006)
The way we view a challenge leads to feeling either vulnerable or resilient:
When we are fixed in our approach to challenge, we view intelligence, personality, abilities as either/or (smart or dumb, capable or incapable, etc…): This undermines resilience!
When we are incremental or growth oriented we view challenge as opportunity

5. Mindset
The incremental world is about learning and growth and all challenges, setbacks, and effort are seen as an opportunity for growth.
The fixed world is about measuring ability. It is a world of threats and defenses.

6. Applications for Mindset
Goals: eager to learn vs. desire to look smart/avoid looking dumb
Beliefs about effort: effort is the key to success vs. effort means I lack ability.
Attributions of setbacks: I need to work harder vs. evidence of being dumb.
Learning strategies: work harder vs. give up or avoid

7. What does this mean?
When academic standards rise a person’s view of intelligence impacts whether they respond with resilience.

8. Can We Change Mindset? (Aronson, et al., 2002)
College students:
Experimental Group:
1. Scientific information regarding brain malleability and neural
connections.
2. Visualize neural growth
3. Write a letter to middle school students explaining this.
Control Group:
1. Everyone has different intellectual strengths and it is what it is.
2. write a letter to middle school students explaining this
Experiemtnal group yearly GPA increased .23

9. Can We Change Mindset?
Improving skill set only (without emphasizing the potential for intelligence to grow) had limited impact. Students also need the resilience that results in learning incremental theory (Growth Mindset).
Paunesku, Yeager, Romero, and Walton (2012)

10. When Students Believe That Personal Characteristics can Be Developed:
Incremental Growth Theory +
Learning Strategies
Help From Others
Paunesku, Yeager, Romero, and Walton (2012)

11. Messages for Educators
We should not praise students for being “smart” when they do well but, instead, promote their effort, strategies, focus, and persistence…
Yeager & Dweck (2012)

12. Conclusion
Instead of challenges making students feel “dumb” the challenges offered them a way to get smarter…This was crucial for promoting resilience.
Yeager & Dweck (2012).

13. Student Perceptions of Help Seeking (Alexitch, 1997, 2012)
Non-Adaptive Help Seeking (Performance/Ego driven & Fixed) Help seeking as a symptom of dependency and weakness so student does not seek help Student asks for answers with no motivation for learning Adaptive Help Seeking (Mastery driven and Growth) Promotes mastery and long-term learning

14. Motivational Interviewing (MI)
Motivational Interviewing (MI) is a collaborative, student-centered approach for enhancing ones motivation to make positive changes that are congruent with their own goals and values.
MI may be helpful in encouraging students to engage in:
1. Growth Mindset
2. Learning strategies
3. Help seeking

15. MI Stages of Change
Pre-contemplation = No intention to change: Advising Goal: Get them to consider they have a problem Contemplation = Aware of the problem and giving serious thought Advising Goal: Help them raise awareness Preparation = Intention and change action (small) Advising Goal: Encourage commitment Action = Decisive action Advising Goal: Suggest, advise, reinforce, and support

16. Basic Principles of MI Student is their own expert
Student has internal resources
Student has the potential for self-direction

17. Advisors Role in MI Build rapport Listen Empathize
Understand their change stage
Ask questions that elicit intrinsic motivation for change/growth
Communicate your belief in them & reinforce their motivation
Be honest about their challenges

18. Students Role in MI Student identifies why/how they need to change
Student identifies solutions and takes responsibility

19. MI Questions Readiness Ruler:
On a scale of 0 to 10, how ready are you to….
Why a 5 and not a 2?
Why a 5 and not an 8?

20. MI Questions Tell me some good things about your study habits
How would your life/status/standing be different if you…sought more help…learned new study strategies, etc…
How does this fit in with your goals?
What do you need in order to change and reach your goals?
How will you know that changes have been made?
If you don’t seek change how will things be for you a year from now?
It’s ok if you don’t want to make any changes right now. It is your choice.
It seems as though you have put a lot of thought into this
You have a good plan of action
How does this progress make you feel?
What do you make of all of this?
What one questions should I ask of you right now that will support you taking action? Well, that’s the question I am asking then!
What is standing in your way? How can I help with that?