1

Visit www.search-institute.org if you want a copy of these slides

2

What do kids need to succeed today?

3

Adapted from Mandy Savitz-Romer, Harvard University, and P. Gore, University of Utah

Don’t Complete High School

Don’t Complete High School

Don’t Attend College

Don’t Complete High School

Don’t Attend College

Don’t Complete College

7

Even they are not guaranteed to succeed

Complete College

What Kids Need to Succeed

8

Source: ACT Issue Brief, Enhancing College and Career Readiness and Success: The Role of Academic Behaviors, 2012

Relative Strength of Predictors of College GPA

What Kids Need to Succeed

Skill Very Important

for College Grads

Very Important for High School

Grads

Oral Communications 95% 70%

Teamwork/Collaboration 94% 75%

Professionalism/Work Ethic 94% 80%

Critical Thinking 92% 58%

Ethics/Social Responsibility 86% 63%

English Language 88% 62%

Mathematics 64% 30%

Science 33% 9%

9

Source: Casner-Lotto, J., & Barrington L. (2006) Are they really ready to work? Employers’ perspectives on the basic knowledge and applied skills of new entrants to the 21st century workforce. New York: The Conference Board

What Kids Need to Succeed

Character skills

q  Perseverance

q  Conscientiousness

q  Sociability

q  Curiosity

“…rival IQ in predicting educational attainment, labor

market success, health and criminality.”

-- Heckman and Kautz, 2013

10

A New Way to Frame It: Thriving Mindset

•  Concern for others

•  Hopeful purpose

•  Positive outlook •  Goal orientation

•  Sparks

•  Openness to challenges

•  Transcendent awareness

11

The Most Powerful Way to a Thriving Mindset:

Source: https://www.youtube.com/watch?v=H5Y8ZYEGTqY

To access the video, please visit Source: https://www.youtube.com/watch?v=H5Y8ZYEGTqY

Beyond Stories: Relationships and Research

7th graders wrote

essays on their

personal heroes

13

Source: “Breaking the Cycle of Mistrust: Wise Interventions to Provide Critical Feedback Across the Racial Divide,” David Scott Yeager, PhD, University of Texas at Austin; Geoffrey L. Cohen, PhD, Stanford University; Valerie Purdie-Vaughns, PhD, and Patti Brzustoski, Columbia University; Julio Garcia, PhD, University of Colorado at Boulder; Nancy Apfel, Yale University; Allison Master, PhD, University of Washington; William T. Hessert, MA, University of Chicago; and Matthew E. Williams, MEd, principal of Bronx Design & Construction Academy; Journal of Experimental Psychology: General, online Aug. 12, 2013.

Essays on Heroes

14

Randomly Assigned Messages on Post-It Notes

No Expectations Message

“I’m giving you these

comments so that you’ll

have feedback on your

paper.”

High Expectations Message

“I’m giving you these

comments because I

have very high

expectations and I know

you can reach them.”

15

Results

No Expectations

Message

High Expectations

Message

White Students

African-American Students

16

62% 87%

17% 71%

Absence Affirms Importance

17

Sources: Lieberman, M.D. (2013). Social: Why our brains are wired to connect. New York: Crown Publishers; Baumeister, R.F., Twenge, J.M., & Nuss, C.K. (2002). Effects of social exclusion on cognitive processes: Anticipated aloneness reduces intelligent thought. Journal of Personality and Social Psychology, 83 (4), 817.

When Belonging Isn’t There: Social Exclusion and Achievement

•  College undergraduates thought they were participating in a study of how personality relates to performance

•  Each participant completed a personality questionnaire

•  Then randomly assigned to one of three groups.

•  All participants first received some valid feedback

18

Sources: Lieberman, M.D. (2013). Social: Why our brains are wired to connect. New York: Crown Publishers; Baumeister, R.F., Twenge, J.M., & Nuss, C.K. (2002). Effects of social exclusion on cognitive processes: Anticipated aloneness reduces intelligent thought. Journal of Personality and Social Psychology, 83 (4), 817.

Future Belonging Condition

“You’re the type who has rewarding relationships

throughout life. You’re likely to have a long and

stable marriage and have friendships that will last

into your later years. The odds are that you’ll always

have friends and people who care about you.”

19

Future Alone Condition

“You’re the type who will end up alone later in life.

You may have friends and relationships now, but by

your mid-20s most of these will have drifted away.

You may even marry or have several marriages, but

these are likely to be short-lived and not continue

into your 30s. Relationships don’t last, and when

you’re past the age where people are constantly

forming new relationships, the odds are you’ll end up

being alone more and more.”

20

Misfortune Control Condition

“You’re likely to be accident prone later in life—you

might break an arm or leg a few times, or maybe be

injured in car accidents. Even if you haven’t been

accident prone before, these things will show up later

in life, and the odds are you will have a lot of

accidents.”

21

Absence Affirms Importance

Scores on section of the GRE Exam

•  Future belonging condition: Average score = 68%

•  Misfortune control condition: Average score = 68%

•  Future alone condition: Average score = 39%

Similar results on General Mental Abilities Test

22

Relationships as the Active Ingredient

23

For the study, see Junlei Li and Megan Julian, “Developmental Relationships as the Active Ingredient: A Unifying Working Hypothesis of “What Works” Across Intervention Settings, American Journal of Orthopsychiatry, 2012. Image from http://evidencebasedliving.human.cornell.edu/2013/02/05/new-evidence-on-fluoride/

24

We know relationships are critical but…

Investigating Relationships

1.  Analyses of existing data

2.  Literature reviews on relationships and thriving

–  Started with young adolescents

–  Expanding to early childhood

3.  National focus groups and interviews with

–  Youth

–  Parents –  Teachers –  Youth workers

25

How  do  they  define  and  experience  key  rela4onships  that  help  them  grow?  

         

Express  

 CARE  Challenge  GROWTH  

Provide  SUPPORT  

Share    

POWER  

Expand  POSSIBILITIES  

The  Developmental  Rela<onships  Framework  

A Cheat Sheet

27

         

Express  

CARE  Challenge  GROWTH  

Provide  SUPPORT  

Share    

POWER  Expand  

POSSIBILITIES  

“Show  that  you  like  me  and  want  the  best  for  me.”    

1.  Be  Present  3.  Invest  5.    Be  Dependable  2.  Be  Warm    4.  Show  Interest  

         

Express  

CARE  Challenge  GROWTH  

Provide    SUPPORT  

Share    

POWER  

Expand  

POSSIBILITIES  

“Insist  that  I  try  to  con<nuously  improve.”  

5.  Inspire  7.  Stretch    6.  Expect  8.  Limit    

         

Express    

CARE  Challenge  GROWTH  

Provide  SUPPORT  

Share    

POWER  

Expand  

POSSIBILITIES  

“Help  me  complete  tasks  and  achieve  goals.”    

9.      Encourage  11.  Model    10.  Guide    12.  Advocate      

         

Express    

CARE  Challenge  GROWTH  

Provide  SUPPORT  

Share  

POWER  Expand  

POSSIBILITIES  

“Hear  my  voice  and  let  me  share  in  making  decisions.”  

13.    Respect  15.      Respond    14.    Give  Voice  16.      Collaborate  

         

Express    

CARE  Challenge    GROWTH  

Provide  SUPPORT  

Share    POWER  Expand    

POSSIBILITIES  

“Expand  my  horizons  and  connect  me  to  opportuni<es.”    

17.  Explore  20.  Navigate  

19.  Connect  

Ongoing Interaction

0"

1"

2"

3"

4"

5"

6"

33

Challenge

Support

34

A Moment When It All Comes Together

The YAPS Survey: Youth and Program Strengths

35

Source: 10 OST Programs in a small Midwestern town

Developmental Relationships in One Community’s Secondary Schools

17%

27%

21%

9%

11%

EXPRESS CARE

CHALLENGE GROWTH

PROVIDE SUPPORT

SHARE POWER

EXPAND POSSIBILITIES

36

Source: 3 school districts in Pacific Northwest, rural and mid-size city

Developmental Relationships in Families with Young Children:

National Sample

83%

72%

75%

41%

36%

Express Care

Challenge Growth

Provide Support

Share Power

Expand Possibilities

37

N = 1,085 parents of 3-13 year olds % scoring at an optimal level (75%).

Most and Least Common Actions

91%

89%

86%

84%

46%

35%

35%

29%

Encourage

Be Dependable

Show Interest

Expect

Respond

Explore

Negotiate

Connect

38

N = 1,085 parents of 3-13 year olds % scoring at an optimal level (75%).

KEY

Express Care

Challenge Growth

Provide Support

Share Power

Expand Possibilities

Back to Where We Started

39

Developmental Relationships

in Families A Thriving Mindset

Powerfully predict

•  Express CARE

•  CHALLENGE Growth

•  Provide SUPPORT

•  Share Power

•  Expand POSSIBILITIES

•  CONCERN for others

•  Hopeful PURPOSE

•  POSITIVE outlook

•  GOAL orientation

•  SPARKS

•  OPENNESS to challenges

•  TRANSCENDENT

awareness

Thriving Mindset

Predicting a Thriving Mindset

40

Developmental Relationships

Demographics

Developmental relationships

in families contribute

43% of the difference

in children having

a thriving mindset.

Demographics*

contribute 5%.

* Includes age, gender, race-ethnicity, immigration status, and financial strain

Share Power as a Leverage Point

41

Thri

ving

M

inds

et

Mot

ivat

ion

to

Lear

n

Emot

iona

l C

ompe

tenc

e

Pro

soci

al

Beh

avio

r

Effo

rtfu

l C

ontr

ol

Per

sona

l R

espo

nsib

ility

Share Power é é é é é é

Sharing Power is one of the two least common developmental relationship strategies in families.

But it has the strongest association with multiple outcomes.

41%

61%

35%

46%

56%

OVERALL

Respect

Negotiate

Respond

Collaborate

But how do we build developmental relationships?

42

Going Beyond Description

43

Photo Credit: Robert Cohen, Saint Louis Post-Dispatch

Learning from Health Care

•  Cleveland Clinic: Studying when doctors sit down

•  Carolinas HealthCare System: Employees listen for two minutes without interrupting and say, “I want to make sure I understood you correctly.”

•  Parkview Health System in Fort Wayne: Discouraging scripted routines and encouraging curiosity

44

Source: Bush, H. (2011). Doubling down on the patient experience. Hospitals and Health Networks, 23-25.

Upcoming Study of Families Includes a Checklist

ACTIVITY DATE COMPLETED NOTES

Express Care    

1. Share Sparks    

2. Unplug and Focus    

3. Ask for More    

4. Say They Matter Most    

5. Check In on a Challenge    

45

•  Actions that any family can do •  Small steps add up

Kid  

Family  

Programs  

Community  

Care  

Challenge  

Support  

Possibili<es  

Power  

School  

Kid  

Family  

Programs  

Community  

Care  

Challenge  

Support  

Possibili<es  

Power  

School  

Lisa, Age 17

Kid  

Family  

Programs  

Community  

Care  

Challenge  

Support  

Possibili<es  

Power  

School  

Carter, Age 13

Self-Assessment

49

*Adapted(from(The(Search(Institute’s(Developmental(Relationships(Framework,(2014(

(

Relationships,with,Youth,Self2Assessment,How(do(you(impact(kids?(Rate(yourself(in(the(following(areas(from(the(perspective(of(the(kids(you(serve.(((, Hardly,Ever, Occasionally, Sometimes, Frequently, Almost,

Always,1. Be(Present—Pay(attention(when(you(are(with(me.( ○( ○( ○( ○( ○(2. Be(Warm—Let(me(know(that(you(like(being(with(me(and(express(

positive(feelings(toward(me.(○( ○( ○( ○( ○(

3. Invest—Commit(time(and(energy(to(doing(things(for(and(with(me.( ○( ○( ○( ○( ○(4. Show(Interest—Make(it(a(priority(to(understand(who(I(am(and(what(I(

care(about.(○( ○( ○( ○( ○(

5. Be(Dependable—Be(someone(I(can(count(on(and(trust( ○( ○( ○( ○( ○(6. Inspire—Help(me(see(future(possibilities(for(myself.( ○( ○( ○( ○( ○(7. Expect—Make(it(clear(that(you(want(me(to(live(up(to(my(potential.( ○( ○( ○( ○( ○(8. Stretch—Recognize(my(thoughts(and(abilities(while(also(pushing(me(

to(strengthen(them.(○( ○( ○( ○( ○(

9. Limit—Hold(me(accountable(for(appropriate(boundaries(and(rules.( ○( ○( ○( ○( ○(10. Encourage—Praise(my(efforts(and(achievements.( ○( ○( ○( ○( ○(11. Guide—Provide(practical(assistance(and(feedback(to(help(me(learn.( ○( ○( ○( ○( ○(12. Model—Be(an(example(I(can(learn(from(and(admire.( ○( ○( ○( ○( ○(13. Advocate—Stand(up(for(me(when(I(need(it( ○( ○( ○( ○( ○(14. Respect—Take(me(seriously(and(treat(me(fairly.( ○( ○( ○( ○( ○(15. Give(Voice—Ask(for(and(listen(to(my(opinions(and(consider(them(

when(you(make(decisions.(○( ○( ○( ○( ○(

16. Respond—Understand(and(adjust(to(my(needs,(interests,(and(abilities.(

○( ○( ○( ○( ○(

17. Collaborate—Work(with(me(to(accomplish(goals(and(solve(problems.( ○( ○( ○( ○( ○(18. Explore—Expose(me(to(new(ideas,(experiences,(and(places.( ○( ○( ○( ○( ○(19. Connect—Introduce(me(to(people(who(can(help(me(grow.( ○( ○( ○( ○( ○(20. Navigate—Help(me(work(through(barriers(that(could(stop(me(from(

achieving(my(goals.(○( ○( ○( ○( ○(

(

1.  What is an area of strength in your relationships with young people?

2.  What is an area for growth in your relationships with young people?

50

Discussion Questions

Reflecting on Relationships

51

Reflecting on Relationships

Please share: •  Which person would you describe as the most

influential relationship in your own development?

-- OR –

•  Which person you put on the list surprised you the most, perhaps because you haven’t thought of him or her for a while or have never thought of him or her as a developmental influence in your life?

52

Let’s End with a Developmental Relationship

For the audio file, please visit: http://storycorps.org/listen/john-cruitt-and-cecile-doyle/

53