Why is grit important The Organization for Economic Cooperation and Developments Education at a Glance Report ranked the US number 19 out of 28 developed countries in college graduation rates ID: 709327
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Slide1
Grit 101
Sarah Dorrell Ritter, LMSW Slide2Slide3
Why is grit important?
The Organization for Economic Cooperation and Development’s “Education at a Glance Report” ranked the U.S. number 19, out of 28 developed countries in college graduation rates.
Follow-through (or Grit) is one of the greatest predictors of college success.
According to Duckworth and previous research done by Warren Willingham after you control for high school grades and SAT scores, follow-through appears to be the greatest predictor of success in college (and in life after college).
Grit can be useful to achieve goals, but also in dealing with inevitable failure.
Grit can be built, it can be practiced and developed and research shows that part of getting “grittier” is being part of a gritty culture
Grit and Resilience – they both play a role
Grit > Talent or Intelligence Slide4
What we hope to accomplish
Give students opportunities to build grit
Duckworth states that low-socioeconomic students have less opportunity in high school to participate in grit building activities (community service, sports, extracurricular)
90% of student affairs professionals state that they have seen an increase in parental involvement since 2001 (Levine & Dean 2012)
Create a Grit culture at Baylor
Work-team that is cross-departmental
Unifying grit language
Utilizing passive and active programing
Getting students to motivate each other
“social multiplier” effect
Getting parents involved
Reinforce resources of support
Help students understand when its more than just grit
Normalize help-seeking behavior Slide5
4 Keys to Grit Slide6
Grit Ted Talk
Angela Lee Duckworth is a professor of psychology at the University of Pennsylvania, and a leading scholar on grit. Her book,
Grit: The Passion and Power of Perseverance
, describes how our efforts and reactions to set-backs are more powerful predictors of achievement than talent. Slide7
How gritty are you?
Duckworth developed a 10-item grit scale that measures individual grittiness (passion and perseverance)
The scale has been used across organizations and groups, including the National Spelling Bee and West Point
Results from the scale show that adolescents who score higher on the scale have higher GPA’s and watch less television than their less-gritty peers
Scores range from 1 (not at all gritty) to 5 (extremely gritty)
Take the quiz:
http
://angeladuckworth.com/grit-scale/Slide8
How can we build grit?
Grow Your Mindset
Grow Your gratitude
Develop Healthy Habits (and self-control)
Practice Vulnerability and Embrace Failure
Know when to Ask for Help
Don’t Overestimate
T
alent
Help Students
F
ind their Passion What do you like to talk about, think about, what makes you happy, what do you find unbearable? Slide9
Growth Mindset
Carol
Dweck
founded and developed this theory
It’s not enough to praise effort, you need to praise improvement
It is OK to have high standards, both
Dweck
and Duckworth state that children who have high expectations are more likely to meet them vs. children who are simply praised for their effort
Mindset can be changed
Challenge yourself
Reframe your thinking
Learn from mistakes Use the word “yet”
Take ownership over your attitude Slide10
Growth versus fixed mindsetSlide11
Mindfulness and gratitude
The Harvard Mental Health Letter from Harvard Medical School says this about gratitude:
It helps connect people with something larger then themselves
Gratitude is correlated strongly with happiness
Improves health and relationships and helps people overcome adversity
Gratitude can lead to a more positive outlook on life (which can help with developing a growth mindset)
Gratitude is easy to practice
Mindfulness is one way to practice gratitude
Mindfulness is the practice of being present
Reduces stress and anxiety
Assists in emotional regulation
Helps put things into perspective Slide12
Cultivating habits for success
What Do We Know?
Habits form because the brain is always looking for short-cuts
Your brain can’t tell the difference between good and bad habits
Duke researchers found that as much as 40% of our day is dictated by habits, not decisions
Cue> Routine > Reward Cycle
Keystone Habits are important
What Do We Do?
Habits can be changed
Figure out the reward you are wanting
Notice the cue and find the new routine
Write it down
People who kept food journals lost twice as much weight as everyone else Get
accountability
Get accountability
Willpower is the most important Keystone Habit (Grit)
Be patient… change is hard, uncomfortable and takes time
“All
of our life, so far as it has definite form, is but a mass of habits” - William James
Duhigg
, Charles.
The Power of Habit: Why We do What we Do in Life and Business.
New York: Random House, 2012. Slide13
When grit Isn’t the issue
It’s hard to be “gritty” when dealing with a serious mental illness
Grief and loss often impact our ability to have grit, that’s OK.
Know your limits
Trauma will impact “grittiness”
Get help early and often
Help seeking behavior is actually very “gritty”
Remember that vulnerability takes courage, but often leads to healing
Grit is always a good thing to have and the idea of growing grit is important. However, we want to be mindful that sometimes it isn’t just about grit. Mental health issues will be improved with students who have a high level of grit, but grit does not take the place of medication, therapeutic intervention or crisis help. Sometimes things happen that require professional help, our perspective is that a truly “gritty” person will seek help when needed, vs. just powering through.
Grit Slide14
Thinking traps
Jumping to Conclusions
Making assumptions without the relevant data.
People who jump to conclusions often act out impulsively.
Tunnel Vision
Seeing only the negative perspective.
Magnifying and Minimizing
Registering and remembering things that have happened, but overvaluing or undervaluing the events that have occurred.
Personalizing
The reflex tendency to attribute problems to one’s own doing (prone to sadness and guilt). Slide15
Thinking traps
Externalizing
The reflex tendency to attribute one’s problems to others (the reverse of personalizing, prone to anger).
Overgeneralizing
Using always and everything explanations about one’s self or one’s environment (like stereotyping).
Mind Reading
Believing we know what those around us are thinking and acting accordingly.
Emotional Reasoning
Drawing false conclusions about the world based on one’s own emotional state. Slide16
Reflections on failure Slide17
Failure as a pathway to success
Fear of failure stops us from trying, what if we instead used failure as a way to measure success?
Can you truly measure success if you have never experienced failure?
Vulnerability is a key to healthy relationships, overcoming failure, innovation
and
creativity (another words, vulnerability actually makes us grittier).
www.youtube.com/watch?v=tdN9-DN09vk
Sharing failure as a way to create a culture of normalizing the experience. Slide18Slide19
“
Only those who dare to fail greatly can ever achieve greatly” – JFK
“If you don’t try at anything, you can’t fail…it takes back bone to lead the life you want”- Richard Yates
“ I have not failed. I’ve just found 10,000 ways that won’t work.” – Thomas A Edison
“ Success is not final, failure is not fatal: It is the courage to continue that counts.” –Winston Churchill
“
Success is stumbling from failure to failure with no loss of enthusiasm.” – Winston Churchill
“Failures are finger posts on the road to achievement” – CS Lewis
“Failure is so important. We speak about success all the time. It is the ability to resist failure or use failure that often leads to greater success. I’ve met people who don’t want to try for fear of failing” –JK Rowling
Slide20
Putting what we learned into practice
Real life scenarios based on real life Baylor students. Slide21
Scenario 1 – Academics
You started in your dream major as a freshman student here at Baylor, so you enrolled in the required courses. After trying your best throughout the semester, you end up making a D in two classes. You meet with your academic advisor, who encourages you to change your major.
How would you feel if you were in this situation?
How would you normally respond to this situation?
What would a grittier response to this situation look like for you?
How would you decide if your major was your passion? What questions would you ask yourself?
What would moving forward look like for you after dealing with a situation like this? Slide22
Scenario 2 - Academics
It’s October, and you just found out you failed one of your midterms. Not only are you surprised at your grade, you are confused because everyone else is having such an easy time in the class. You’ve never really talked to your professor, because they seem a bit unapproachable.
How would feel if you were in this situation?
What are some thinking
traps you might have
in this situation?
What would a gritty response to this situation look like for you? How would you move forward? Slide23
Scenario 3 - Friendships
You were sure you were going to get into a certain sorority / fraternity. You invested the first part of your freshman year in building relationships, and you were sure she was going to get a bid. You were very popular in high school, and never had problems making friends. However, on bid day you did not receive a bid from this sorority / fraternity. Devastated, you felt like you would never make friends while at Baylor and thought that your time here so far was a waste. Even after trying out a few different clubs, you still feel disconnected, alone, and rejected.
How would you feel in this situation?
What negative thinking traps can be found in this example?
What would be a gritty response to this situation?
What would your next steps look like?
How could mindfulness and gratitude play a role?
What role does vulnerability have here, if any? Slide24
Scenario 4 – Unexpected Hardships
You are a sophomore at Baylor and you are really enjoying your time here, even though you are enrolled in 17 hours this semester. Baylor was your top choice for college, and you are still excited to be here. Unexpectedly, you find out that your dad lost his job. You aren’t sure how this will affect your financial aid package, and your parents encourage you to get a job to help with bills. On top of this, your boyfriend / girlfriend of a year, who you thought you were going to marry, just broke up with you. You are trying to stay on top of schoolwork, find a job, and deal with the end of your relationship, but it is difficult to say the least.
How would you feel in this situation? What would you be thinking?
How would you respond to this situation in a gritty way?
Who could you turn to for help if you were in this
situation
? Slide25
Campus resources
Counseling Center
24/7 crisis phone: 254-710-7069
Walk-ins available M-F 9-4 PM
Group and individual therapy
Specialized therapy
Wellness
Fitness and Nutrition
Recovery Services
Addictive Behavior Services
Student Leadership
Success Center Tutoring
Mentoring
Academic Support
Career and Professional Development
Health Center
Online appointments
Pharmacy services
Psychiatric services
On-call nurse available
Office of Access and Learning Accommodation
Disability services and accommodations
Shuttle services
Testing and other accommodations as appropriate
Spiritual Life
Chaplain services
Spiritual formation and direction
Interfaith and cross cultural engagementSlide26
Gritty resources
Brown,
Brene
.
Daring Greatly: How the Courage to be Vulnerable Transforms the Way We Live, Love, Parent and Lead.
Avery, 2015.
Duckworth, Angela.
Grit: The Power of Passion and Perseverance.
Scribner, 2016.
Duhigg
, Charles.
The Power of Habit: Why We Do What We Do in Life and Business. New York: Random house, 2012 Dweck, Carol.
Mindset: The New Psychology of Success
. New York: Random House, 2006.
Emmons, Robert A.
Thanks! How the New Science of Gratitude Can Make You Happier.
New York: Houghton Mifflin Harcourt, 2007.
Resilience Consortium.(
n.d
.
). Retrieved February 09, 2017,
from http
://resilienceconsortium.bsc.harvard.edu/
Slide27
Contact
Sarah Dorrell Ritter, LMSW
Senior Case
Manager
Student Health and Welfare
SLC Suite 114
Sarah_Ritter@baylor.edu
254-710-7069
254-931-8520