Grit, Resiliency, & Mindset

Information from:Dweck, C.S. Mindset. Random House: New

York. 2006

Grit and Resiliency

“Grit as an unalloyed good.”

-- Alfie Kohn

Grit and Resiliency

There is also resiliencyAnd. . .?“One of the main reasons we need to talk about grit and resiliency in

our kids is because there is not enough talk about empathy in our

world.”-- Tom Maglisceau

Building Resiliency & Empathy

Teach skills that boost coping abilityTime managementExpect bumps in the roadChange is hard (even good change)Take a breathAsk for helpProvide assistance

Building Resiliency & Empathy

Make connections with your kidsTeach empathy Encourage students to help others

Inward focus leads to doubt, not confidence

Outward focus widens “emotional horizons”

Perspective. . . AKA, MINDSET

Nine-year-old Elizabeth was on her way to her first gymnastics meet. Lanky, flexible,

and energetic, she was just right for gymnastics, and she loved it. Of course,

she was a little nervous about competing, but she was good at gymnastics and felt confident of doing well. She had even thought about the perfect place in her

room to hang the ribbon she would win.

In the first event, the floor exercises, Elizabeth went first. Although she did a nice job, the scoring changed after the

first few girls and she lost. Elizabeth also did well in the other events, but not well

enough to win. By the end of the evening, she had received no ribbons and was

devastated.

What would you say to Elizabeth if you were her parent?

1. Tell Elizabeth that you thought she was the best.

2. Tell her she was robbed of a ribbon that was rightfully hers.

3. Reassure her that gymnastics is not that important.

4. Tell her she has the ability and will surely win next time.

5. Tell her she didn’t deserve to win.

Questions About Intelligence

With which statement do you mostly agree?

1. Your intelligence is something very basic about you that you can’t change very much.

2. You can learn new things, but you can’t really change how intelligent you are.

3. No matter how much intelligence you have, you can always change it quite a bit.

4. You can always substantially change how intelligent you are.

Questions About AbilityWith which statement do you mostly

agree?

1. You are a certain kind of person, and there is not much that can be done to really change that.

2. No matter what kind of person you are, you can always change substantially.

3. You can do things differently, but the important parts of who you are can’t really be changed.

4. You can always change basic things about the kind of person you are.

Talking Mindset

The Fixed Mindset says: You have a certain amount of intelligence and that’s it. Success is due to ability, not effort.

These people struggle and give up because they don’t have the ability and they think, Well, that’s it. Time to hit the beach—YOLO!!!

Talking Mindset

The Growth Mindset says: The brain is a muscle; you can improve at anything with effort. Effort ignites ability and turns it into accomplishment

these people feel comfortable when there is a lot of risk that creates a challenge to ability.

Failure is not final. . . . It’s feedback.

Teaching Mindset

Promote trust—build relationships

Powerful wordsReflectionTalk to kids about grit, resiliency, empathy, and mindset!

Instead of. . . Try thinking. . .

I’m not good at this

I give upIt’s good enough

I don’t know

What am I missing?

What do I know?

Is this the best I can do?

Who can I ask?

Reframing

https://pbs.twimg.com/

Resiliency

From the field of ecology:

The measure of the ability of an ecosystem to absorb changes and

still persist.

Persist: to continue firmly or obstinately in spite of difficulty.

The SCARF Model

“Research has shown that humans have a fundamental need to belong,

are incredibly sensitive to their social context, and are strongly

motivated to remain in good standing with their social group

and avoid social exclusion.”- David Rock

The SCARF Model

Five domains of human social experience:Status – importance to othersCertainty – ability to predict the future

Autonomy – sense of control over events

Relatedness – sense of safety with others

Fairness – perception of fair exchanges

The SCARF Model

How do we minimize the continuation of adverse childhood experiences?

How do we maximize the introduction of positive childhood/adolescent

interaction?

Life is an echo.What you send out

comes back.- Chinese Proverb

Tom Maglisceau

tom.maglisceau@rockwallisd.orgTwitter: @TMag29

(Tom Maglisceau)

RHHS Remind101 text: @heathhito number: 81010