DaveShearon

Why are some kids resilient?

Elona, asked in a comment: "Why are some kids able to succeed despite everything while other kids can't?"  You suggested that a caring adult makes a difference, and research on factors in the child's world does show that such relationships are important. 

The Penn Resiliency Program, however, focuses on the thinking patterns of students, especially their beliefs about adversities that shape how they feel and respond in the face of such adversity.  For example, the student who gets a bad grade on a quiz and thinks, "I'm stupid.  I'll never learn," will react differently from one who thinks "I knew that material -- I need to ask the teacher how to do better on tests!"  Likewise, a student who walks into the cafeteria and sees a friend look her way then turn and walk off and thinks, "I knew she wouldn't stay my friend, nobody ever does," is going to react badly to the incident.  One who thinks, "Wow!  Wonder what she's got going on -- must be exciting.  I'll call her later," is going to follow a much different path over the rest of the day.  A more positive explanatory style (the second example in each of the vignettes above) leads to more resource-building actions as well as to more positive feelings (the "Broaden & Build" theory, Barb Fredrickson_.  In the context of relationships with adults, students with a more positive explanatory style are more likely to develop and sustain such supportive relationships. 

Of course, this isn't as simple as "Think Positive!"  Students need to learn to monitor their internal dialogue and recognize the connections between their beliefs and how they feel.  Then they have to learn to generate alternative explanations and look for evidence about the accuracy of each.  The goal is flexible, accurate thinking, not just positivity.  But, in ambiguous situations (and how many aren't?), we should all lean toward positivity.

On that basis, the Penn Resiliency Program goes on to build skills in assertive communication styles, decision making, time management, etc.  Good stuff!  Multiple research studies, both those conducted by Karen Reivich and Jane Gillham, the developers of PRP, and studies conducted by others have demonstrated the power of the curriculum.  And they've got it down to manualized set of 12 2-hour (or so) lessons that teachers can learn to deliver.  I'll be going to Philadelphia in about three weeks as a facilitator for training Drs. Reivich and Gillham and Dr. Judy Salzburg are giving to about 80 teachers being sent over from three school systems in England.  Very exciting stuff!

What's Wrong with "Sue"?

I heard Barry Schwartz again a week ago at the "Positive Psychology and Education" conference at the Lawrenceville School, NJ.  Dr. Schwartz is the author of The Paradox of Choice:  Why More Is Less.  In it, he talks about how too many choices can lead to unhappiness, regret, lack of enjoyment in whatever is chosen, and even paralysis and the failure to choose.  He's even got a questionnaire that helps people identify their tendencies toward being "Maximizers" or "Satisficers".  Couldn't help but think of him when I read "The Baby-Name Business" in the 6/22 Wall Street Journal.   Below are a few paragraphs from the article and this is my suggestion for a theme song:

Sociologists and name researchers say they are seeing unprecedented levels of angst among parents trying to choose names for their children. As family names and old religious standbys continue to lose favor, parents are spending more time and money on the issue and are increasingly turning to strangers for help.

Some parents are checking Social Security data to make sure their choices aren't too trendy, while others are fussing over every consonant like corporate branding experts. They're also pulling ideas from books, Web sites and software programs, and in some cases, hiring professional baby-name consultants who use mathematical formulas.

Sean and Dawn Mistretta from Charlotte, N.C., tossed around possibilities for five months before they hired a pair of consultants -- baby-name book authors who draw up lists of suggestions for $50. During a 30-minute conference call with Mrs. Mistretta, 34, a lawyer, and Mr. Mistretta, 35, a securities trader, the consultants discussed names based on their phonetic elements, popularity, and ethnic and linguistic origins -- then sent a 15-page list of possibilities. When their daughter was born in April, the Mistrettas settled on one of the consultants' suggestions -- Ava -- but only after taking one final straw poll of doctors and nurses at the hospital. While her family complimented the choice, Mrs. Mistretta says, "they think we're a little neurotic."

Karen Markovics, 36, who works for the planning department in Orange County, N.C., spent months reading baby books and scouring Web sites before settling on Nicole Josephine. But now, four years later, Mrs. Markovics says she wishes she'd chosen something less trendy -- and has even considered legally changing her daughter's name to Josephine Marie. "I'm having namer's remorse," she says.

Penn Resilience Program

I've been in Philadelphia this week for the first four days of a 7-day training with the developers of the Penn Resilience Program, Karen Reivich, Ph.D. and Jane Gillham, Ph.D.   The program is the result of years of research, including 13 separate studies involving approximately 2000 students.  The results have confirmed the program's effectiveness at preventing depression and excessive anxiety.  It also helps with behavior control problems.   Perhaps most importantly, the skills taught promote flexible, accurate thinking, problem solving, and initiative.  The program consists of 12, 2-hour sessions aimed at middle school students.  Karen and Jane have recently "manualized" the program so it can be delivered by teachers, but both fidelity to the approach and competence (personal understanding and application of the skills) are important.   Thus the training for the group I'm in.  That group will supply facilitators for an upcoming training for approximately 90 teachers from England as part of a major implementation that has been spearheaded by Lord Richard Layard, former professor of economics at the London School of Economics.  This will be a large-scale project with rigorous evaluation through the London School of Economics to test the effectiveness of the program when implemented through this manualized approach. 

The group being trained includes students from both my MAPP class (including my colleague Sherri Fisher), several clinical psychologists, and a couple of active teachers who've had prior contact with positive psychology, including one from the Strath Haven Project.  It's been fun seeing my classmates and getting to know more of those from this year's.  Plus I've enjoyed learning from the insights of the clinical practitioners.

If you'd like to learn more about the research and skills behind PRP, I highly recommend The Optimistic Child and The Resilience Factor.