developmental relationships: an update on a work …developmental relationships “nearly every...
TRANSCRIPT
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Developmental Relationships: An Update on a Work in Progress
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Visit www.search-institute.org if you want a copy of these slides
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Please complete the evaluation!
In 1997, U.S News and World Report poll asked 1,000 Americans who was likely to go to heaven:
• Mother Teresa 79%
• Oprah Winfrey: 66%
• Michael Jordan 65%
• Princess Diana 60%
• O.J. Simpson 19%.
• Me: 87%
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Source: Mark R. Leary, The Curse of the Self
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Developmental Relationships
“Nearly every person I know has some version of this
story: the moment when a teacher changes the
course of your life. A good teacher, after all, wields
the authority of a parent with none of the
psychological baggage. The best of them are semi-
mysterious figures whose wisdom seems boundless
and whose approval helps us discover who we are.”
-- Steve Almond, The Boston Globe Magazine, March 23, 2014
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Developmental Relationships and Success in Life
Source: https://www.youtube.com/watch?v=H5Y8ZYEGTqY
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Relationships and Research
Pianta, Hamre and Allen (2012):
• “Positive relationships with adults are perhaps the single most important ingredient in promoting positive student development. For example, when teachers learn to make modest efforts to form a personal connection with their adolescent students—such that the students feel known—they can dramatically enhance student motivation in school and emotional functioning outside of school (Roeser, Eccles, & Sameroff, 1998; Skinner, Zimmer-Gembeck, & Connell, 1998).”
Delpit (2012)
• Multiple studies that have found that successful teachers of African American students are “warm demanders”
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Sources: Pianta, R.C., Hamre, B.K., Allen, J.P. (2012). Teacher-student relationships and engagement: Conceptualizing, measuring, and improving the capacity of classroom interactions. In S.L. Christenson et al, (Eds), Handbook of research on student engagement, p. 369; Delpit, L. (2012). “Multiplication is for white people: Raising expectations for other people’s children. New York: The New Press, p. 77.
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Relationships and Successful Interventions
“The common feature of successful interventions
across all stages of the life cycle through adulthood is
that they promote attachment and provide a secure
base for exploration and learning for the child.
Successful interventions emulate the mentoring
environments offered by successful families.” -- James Heckman and Tim Kautz,
University of Chicago, 2013
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Relationships and Student Achievement
“The perception that teachers care about their
students is among the strongest predictors of
student performance.”
-- Carol Dweck, Gregory Walton & Geoffrey Cohen,
Stanford University, 2011
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Relationships and Social-Emotional Skills
“Relationships are the soil in which children’s social-
emotional learning skills grow.”
-- Susan Jones and Suzanne Bouffard, Harvard University, 2012
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Relationships and Boys
“Counter to cultural assumptions that boys are
generally resistant to schooling, boys in our studies
indicated remarkable acceptance of the value and
necessity of their school programs. Resistance and
opposition arise most commonly when boys are
unable to establish positive relationships with
teachers and other staff.”
-- Michael Reichert and Richard Hawley, Center for the Study of Boys’ and Girls’ Lives, 2012
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Negative Proof of the Power of Relationships
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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.
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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
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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.
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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.”
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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.”
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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.”
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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
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The Positive Power of Relationships
• 7th graders wrote
essays on their
personal heroes
• Students took a
survey on trust for
teachers
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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.
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An Example
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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.”
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The Importance of Belonging
No Expectations
Message
High Expectations
Message
White Students
All African-American Students
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62% 87%
17% 71%
Benefits were greatest for African-American students who previously said they trusted teachers the least: 0% vs. 82%
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Relationships as the Active Ingredient
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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/
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The Missing Piece
Source: National Institute for School Leadership
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Part of the reason we underinvest in relationships:
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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
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How do they define and experience key rela4onships that help them grow?
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Mining a Mountain of Data, #1
Source: Benson, P.L, Scales, P.C., Roehlkepartain, E.C., & Leffort, N. A Fragile Foundation: The State of Developmental Assets among American Youth (Second Edition). Search Institute, 2011.
National Survey of 90,000 U.S. 6-12 Graders, 2010
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Mining a Mountain of Data, #2
80%
79%
73%
71%
68%
53%
39%
Listens to them
Is honest with them
Shows up; is dependable
Remembers earlier talks
Laughs at their jokes
Sets higher standards
Gives them privileges
Percentage of 15 year olds who say adults who "get" them do these things "a lot."
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Mining a Mountain of Data, #3
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How comfortable do you feel talking about the following topics with your parent/child? (Very comfortable)
72%
71%
71%
68%
64%
43%
46%
38%
40%
45%
33%
22%
How to use money
Alcohol, tobacco, or other drugs
Bullying
Religion
Body, health, or weight concerns
Sex
Parent
Youth
Source: Search Institute Family Assets Study, 2012
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A developmental rela.onship is a close connec.on through which a young person develops a posi.ve
sense of iden.ty and a thriving orienta.on.
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Just say no!!!
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Actions that Make a Relationship Developmental
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Express CARE
Expand POSSIBILITIES
CHALLENGE Growth
Give SUPPORT
Share POWER
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Early Evidence of Impact #1
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A Cheat Sheet at www.search-institute.org
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The Key Question: What does this mean for me???
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*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.(○( ○( ○( ○( ○(
(
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• Think of one relationship with a young person
• Which of the 5 essential actions in a DevRel could you do more intentionally and/or more often?
• You will share your answer with someone near you after I review the DevRel Framework!
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Your Task:
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Express
CARE Challenge GROWTH
Provide SUPPORT
Share
POWER
Expand POSSIBILITIES
The Developmental Rela.onships Framework
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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
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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
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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
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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
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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
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Ongoing Interaction
0"
1"
2"
3"
4"
5"
6"
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Challenge
Support
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A Moment When It All Comes Together
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• Who is the young person you plan to engage?
• Which of the 5 essential actions in a DevRel will you do more intentionally and/or more often with that young person?
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Please Share:
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Still Many Big Questions to Answer:
Photo: Brandon Jennings
How many?
What outcomes?
With who?
How intense?
How varied?
What relationships
aren’t developmental?
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Kid
Family
Programs
Community
Care
Challenge
Support
Possibili.es
Power
School
Lisa, Age 17
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Kid
Family
Programs
Community
Care
Challenge
Support
Possibili.es
Power
School
Carter, Age 13
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Testing the Ideas
• Large study of DevRel in families underway
• Smaller study of DevRel in schools underway
• Study of DevRel among peers underway
• Future studies to address:
ü Larger sample of DevRel in schools
ü DevRel in out-of-school time programs
ü DevRel in mentoring programs
ü DevRel in communities
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Beyond Correlation
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Ultimate Hypothesis
Increasing the number of developmental
relationships in a young person’s life and/or making
existing relationships more developmental
strengthens the young person’s positive sense of
identity and thriving orientation, which increases the
chances that the young person will grow into a
thriving, contributing adult.
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That hypothesis raises a big question:
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Going Beyond Description
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Photo Credit: Robert Cohen, Saint Louis Post-Dispatch
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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
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Source: Bush, H. (2011). Doubling down on the patient experience. Hospitals and Health Networks, 23-25.
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A Technique Emerges
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The Perseverance Process
S parks
T asks
I ntelligence
C ommunity
K indness
T hinking
O bstacles
I ncentives
T ransitions
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• Who is the young person you plan to engage?
• Which of the 5 essential actions in a DevRel will you do more intentionally and/or more often with that young person?
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Don’t Forget:
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Let’s End with a Developmental Relationship
http://storycorps.org/listen/john-cruitt-and-cecile-doyle/
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`
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