People with a growth mindset think of talents and abilities as things they can developas potentials that come to fruition through effort practice and instruction Carol S ID: 139507
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Slide1
Strengths & Hope
“People with a growth mindset…think of talents and abilities as things they can develop—as potentials that come to fruition through effort, practice, and instruction.” Carol S. Dweck
Nyla
Jolly Dalferes, California State University Northridge
July 23, 2013Slide2
Pandora received a box that she was forbidden to open. The box contained all human blessings and all human curses. Temptation overcame restraint, and Pandora opened the box. In a moment, all the curses were released into the world, and all the blessings escaped and were lost – except one – hope. Without hope, mortals can not endure.Slide3
Our Discussion
Positive Psychology & StrengthsA look at Hope TheoryIdeas & Activities for UNIV 100Slide4
Do you get the opportunity to do what you do best every day?Slide5
Positive Psychology
Positive Psychology is the scientific study of the strengths and virtues that enable individuals and communities to thrive. It is founded on the belief that people want to lead meaningful and fulfilling lives, to cultivate what is best within themselves, and to enhance their experiences of love, work, and play. Martin SeligmanSlide6
A strength is a naturally occurring talent multiplied by knowledge and skill.
Knowledge is that which is learned.Skill is knowledge put to practice.Knowledge and skill increase with experience, education, and use.Talent is inborn. It is a natural propensity. It cannot be learned.Talent alone is not enough. A person may have a natural propensity towards music (or art, or sports) but without practice and education, the talent goes to waste.Tom Rath
,
StrengthsFinder
2.0
StrengthsSlide7
Where are we with this whole “Strengths” thing?
Over 1000 first year students are being introduced to the concepts of positive psychology and natural talents each year.Responses to our surveys show that students feel more confident about their abilities to make career and academic decisions because they know their strengths.But we are only introducing this concept…Slide8
Strengths Development FrameworkSlide9
What about Hope?
What is hope?http://hopemonger.com/ (Shane Lopez video)
Hope vs. WishingSlide10
Hopeful students
Hopeful students believe that the future will be better than the present and that they have the power to make it soHope fuels problem-solving and it helps faculty understand how to work with students to develop their own strengths. Hopeful students…are excited about the future
go to school
are engaged
a
re resilient
a
re happy
12% bump in letter grades for hopeful studentsSlide11
Hope Defined
“the belief that the future will be better than the present, along with the belief that you have the power to make it so.” “…not only is hope good for your wellbeing, but it’s a measurable quality that can be increased with
practice”
“…
the
ability to clearly and consistently articulate goals
(goals thinking),
develop step-by-step plans to reach those goals
(pathways thinking),
and persevere in spite of obstacles
(
agency
thinking
).”
(Lopez
, et al.,
2009)
Slide12
“…a human strength manifested in capacities to: (a) clearly conceptualize goals (goals
thinking), (b) develop the specific strategies to reach those goals (pathways thinking), and (c) initiate and sustain the motivation for using those strategies (agency thinking).”(Snyder, 1996)Slide13
How hopeful are you?
Do you think your future will be better than your present?What do you believe?I have the power to make my future betterI am excited about at least one thing in my futureI see paths to my goalsThe paths to my goals are not free of obstaclesMy past and present life circumstances are not the only determinants of my future
www.hopemonger.comSlide14
Why Talk About Hope?
The basic tenants of Hope Theory can help our students positively relate to most of the core values of UNIV 100:Goal settingUtilizing campus resourcesLife-long learningCareer planning
Positive relationships
Physical and mental well-being
“
… a freshman seminar can support the identification, development, and use of strengths, while simultaneously contributing to gains in hope, motivation, well-being, and academic achievement.”
Bender
& ClarkSlide15
Hope Theory
“High hope” individuals regularly operationalize three types of thinking and behavior:Goals Thinking (Optimism): consistent emphasis on focused goals for the futurePathways Thinking: belief in one’
s capacity to generate routes toward a goal
Agency Thinking:
belief in one
’
s capacity to initiate and sustain actions
(Snyder, 1991) Slide16
How does it all relate
to what we do as faculty?Slide17
Instilling L
asting HopeCaine’s Arcade:http://www.youtube.com/watch?v=faIFNkdq96U What are Caine’s talents and strengths?
What role did Caine’s father and
others
play in nourishing Caine’s talents and strengths?
What do you think would’ve happened if Caine’s father/others wouldn’t have been so supportive
?
How did his father/others nourish his hopefulness? Slide18
Suggestions for Building Hope
Think about what really excites youInvest time in the things that you have a passion for and the things that you are good atThink about forming strong relationships around the things that you are interested inCreate paths and opportunities to spend time doing what excites youSlide19
Building Hope
Reflection opportunities:Who am I?Strengths, Personality (StrengthsQuest
Resources)
Interests
, Hobbies, Values
What excites me?
- GOALS
Where do I want to go in life?
Goals developed into
--
PATHWAYS/ROUTES
What is my motivation?
How
will my strengths be instrumental in my
success? –
AGENCY
Formal Goal Setting:
Information Integration Activity on U100 Instructor’s Manual
SMART Goals on Pathways at
www.csun.edu
/pathwaysSlide20
Building Hope
Get students thinking about the future!Have them go around and take pictures of Hope.Have them think about what a good job and a happy future will look like.Slide21
Example:
Bender & Lake, 2012, University of AlabamaStudents completed Gallup
’
s
StrengthsQuest
inventory and accompanying
activities. Additionally
, students engaged in reflective writing and discussion to describe progressive gains in understanding of their own developing strengths and the process of refining plans and goals. The culminating student artifact—a personalized Action Plan for personal and professional development, then becomes a living document detailing anticipated steps and timelines for the attainment of goals; strategies for ongoing refinement of signature strengths; and awareness of resources and sources of support needed to sustain motivation in their personal and professional endeavors.Slide22
How can
you use some of your existing activities to instill lasting hope?Slide23
Goal Setting & Hope Building Activities
www.csun.edu/pathways http:hopemonger.comhttp://www.strengthsquest.com/content/143792/Strengths-Educators.aspx“Strengths
help us find our
fit
, and then become a
vehicle
for the attainment of goals
.”
Bender & ClarkSlide24
References
Bender, D. & Lake, C. Using Hope Theory to Transform a Strengths-Based Freshman Seminar. Poster Presentation, 2012 National Conference for the First-Year Experience. www.sc.edu/fye/events/presentation/annual/2012/files/PR-124.ppt
Komarraju
, M.,
Musulkin
, S. & Bhattacharya, G. (2010). Role of student–faculty interactions in developing college students
’
academic self-concept, motivation, and achievement. Journal of College Student Development 51(3), 332-342.
Lopez, S. J., Rose, S., Robinson, C.,
Margues
, S., and
Pais-Ribeiro
, J., (2009). Measuring and Promoting Hope in School Children. Handbook of Positive Psychology in Schools (pp.35-51). New York, NY:
Routledge
.
Seligman
, Martin E. P.;
Csikszentmihalyi
,
Mihaly
. Positive
psychology: An
introduction. American
Psychologist,
Vol
55(1), Jan 2000, 5-14.
Snyder
, C. R.,
Sympson
, S. C.,
Ybasco
, F. C., Borders, T. F.,
Babyak
, M. A., Higgins, R. L. (1996). Development and validation of the state hope scale. Journal of Personality and Social Psychology, 70(2), 321-335.