resilience and transition into secondary school
DESCRIPTION
How MTQ48 develops resilience for transition from primary to secondary schoolTRANSCRIPT
Serena Bradshaw
Katie Lowe
Goddards
Coaching Practice
The soft skills
specialistswww.achieve.uk.com
www.goddardconsultants.com
Mental toughness and transition
1. The concept of Mental Toughness
2. How it’s developed
3. How can you and your pupils benefit, in practice
“A personality trait which determines how we deal with challenge, stressors and pressure ....”
Mental toughness—a definition:
• The measure was first used to in education in 2008 to look at Performance, Behaviour and Career Aspirations. It is now used widely in secondary, further and higher education in the UK and overseas
• Research and development at Hull University
• It’s measured via a questionnaire• Mental Sensitivity is the opposite of Mental
Toughness
Some background to Mental Toughness
Mental toughness scores can predict:
Performance – Mental Toughness measure explains up to 25% of the variation in attainment
Behaviour – more engaged, more positive, more “can do”
Wellbeing – more contentment, better stress management , less bullying
Challenge Do you look forward to change; or Is it a threat?
ControlHow much do you control what happens to you; andHow do you control your emotions?
ConfidenceDo you have confidence in your abilities; andDo you have confidence to handle difficult situations?
CommitmentDo you keep going when the going gets tough; orDo you give up through fear of failure?
Mental toughness has 4 ingredients
.
“I am capable of achieving anything I set my mind to”
Mental toughness and current thinking—eg Dweck
Fixed mindset
• Avoid risk• Focus on ability not
effort • Effort is
disagreeable • Failure is attributed
to others (blame)• Avoid mistakes and
setbacks
Growth mindset
• Challenge is good• Learn form
mistakes • Hard work is more
important than ability
• If one person can learn, I can learn
• Only the Growth Mindset delivers sustainable successGrowth Mindset = Mental Toughness
k
Next section:
• Do we agree that Mental Toughness is essential for successful transition?
• How can we develop Mental Toughness?
Mental toughness development:
3 step process:
Diagnosis
• Paper or online questionnaire: only 10 minutes
• Scores are reported on a 1 – 10 Sten Scale: – Stens 1, 2 & 3 – “Low” scores – 16% of population
– Stens 8, 9 & 10 – “High” Scores– 16% of population
– Stens 4 – 7 – Typical or normal scores – 68% of population
• MT is normally distributed• This diagnostic is more accurate than tutor assessment alone
Introduce and embed targeted interventions
6 areas of intervention to improve mental toughness
1. Positive thinking – affirmations, self talk etc2. Visualisation – guided imagery, seeing success3. Anxiety Control – relaxation, breathing, etc4. Attentional Control – focus, dealing with
interruptions 5. Goal achievement – SMART, balancing goals,
chunking6. The test itself + feedback – people respond to the
feedback
Confidence• Talent match• Positive thinking• Role models
In practice activities relating to the 4 C’s could include …
Commitment• Positive affirmations• Treasure mapping
Challenge• SMART goals• Planning
Control• Colour stroop• STOP
Summary
Mental Toughness– Control, Commitment, Challenge, Confidence
3 Steps to developing mental toughness– Diagnosis, Embed targeted activities*,
Evaluation
*Activities / intervention– 7 Broad areas of intervention
Purpose of a pilot
Demonstrate:
• The value of Mental Toughness diagnostic in itself
• How teachers can use and embed targeted activities to develop mental toughness
• Apply lessons learned prior to full roll- out in 2013-14
What would a pilot look like in practice?1. Staff presentation / cascade?
2. Pencil and paper assessment or on line
3. Results: feedback with key staff / parents: does this ring true?
4. Agree specific activities / interventions: • Delivered by your staff after training• Resource availability online
5. Evaluation
Next steps
Q&AWho, What, When, Where, How …
Thank you!
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