Four Steps to Coax Young Adults (and Their Parents) to Greater Independence
Striving or Thriving? Steps to Help Kids Find Balance and Purpose
Start Fresh: 6 Tips For Emotional Well-Being
What's Your Purpose? Finding A Sense Of Meaning In Life Is Linked To Health
Four Pillars of a Meaningful Life That Could Be Part of Every Learning Community
Using Expressive Writing To Keep Students Grounded and Engaged in Science Courses
The Benefits of Helping Teens Identify Their Purpose in Life
Helping Teens Find Purpose: A Tool For Educators To Support Students' Discovery
How Parents Can Help Kids Develop A Sense Of Purpose
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She spent a decade as an associate at Boston University’s \u003c/em>\u003cem>\u003ca href=\"http://www.bu.edu/ccsr/about-us/\">Center for Character and Social Responsibility\u003c/a>, \u003c/em>\u003cem>researching, writing, and consulting with schools. She is the mother of two young children. You can follower her on Twitter \u003ca href=\"https://twitter.com/@dfkris\">@dfkris\u003c/a>.\u003c/em>","avatar":"https://secure.gravatar.com/avatar/48efe6f17031ed31222b74af9605fe5a?s=600&d=blank&r=g","twitter":"dfkris","facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"mindshift","roles":["author"]}],"headData":{"title":"Deborah Farmer Kris | KQED","description":null,"ogImgSrc":"https://secure.gravatar.com/avatar/48efe6f17031ed31222b74af9605fe5a?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/48efe6f17031ed31222b74af9605fe5a?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/dfkris"}},"breakingNewsReducer":{},"campaignFinanceReducer":{},"firebase":{"requesting":{},"requested":{},"timestamps":{},"data":{},"ordered":{},"auth":{"isLoaded":false,"isEmpty":true},"authError":null,"profile":{"isLoaded":false,"isEmpty":true},"listeners":{"byId":{},"allIds":[]},"isInitializing":false,"errors":[]},"navBarReducer":{"navBarId":"home","fullView":true,"showPlayer":false},"navMenuReducer":{"menus":[{"key":"menu1","items":[{"name":"News","link":"/","type":"title"},{"name":"Politics","link":"/politics"},{"name":"Science","link":"/science"},{"name":"Education","link":"/educationnews"},{"name":"Housing","link":"/housing"},{"name":"Immigration","link":"/immigration"},{"name":"Criminal Justice","link":"/criminaljustice"},{"name":"Silicon Valley","link":"/siliconvalley"},{"name":"Forum","link":"/forum"},{"name":"The California Report","link":"/californiareport"}]},{"key":"menu2","items":[{"name":"Arts & Culture","link":"/arts","type":"title"},{"name":"Critics’ Picks","link":"/thedolist"},{"name":"Cultural Commentary","link":"/artscommentary"},{"name":"Food & Drink","link":"/food"},{"name":"Bay Area Hip-Hop","link":"/bayareahiphop"},{"name":"Rebel Girls","link":"/rebelgirls"},{"name":"Arts Video","link":"/artsvideos"}]},{"key":"menu3","items":[{"name":"Podcasts","link":"/podcasts","type":"title"},{"name":"Bay Curious","link":"/podcasts/baycurious"},{"name":"Rightnowish","link":"/podcasts/rightnowish"},{"name":"The Bay","link":"/podcasts/thebay"},{"name":"On Our Watch","link":"/podcasts/onourwatch"},{"name":"Mindshift","link":"/podcasts/mindshift"},{"name":"Consider This","link":"/podcasts/considerthis"},{"name":"Political Breakdown","link":"/podcasts/politicalbreakdown"}]},{"key":"menu4","items":[{"name":"Live Radio","link":"/radio","type":"title"},{"name":"TV","link":"/tv","type":"title"},{"name":"Events","link":"/events","type":"title"},{"name":"For Educators","link":"/education","type":"title"},{"name":"Support KQED","link":"/support","type":"title"},{"name":"About","link":"/about","type":"title"},{"name":"Help Center","link":"https://kqed-helpcenter.kqed.org/s","type":"title"}]}]},"pagesReducer":{},"postsReducer":{"stream_live":{"type":"live","id":"stream_live","audioUrl":"https://streams.kqed.org/kqedradio","title":"Live Stream","excerpt":"Live Stream information currently unavailable.","link":"/radio","featImg":"","label":{"name":"KQED Live","link":"/"}},"stream_kqedNewscast":{"type":"posts","id":"stream_kqedNewscast","audioUrl":"https://www.kqed.org/.stream/anon/radio/RDnews/newscast.mp3?_=1","title":"KQED Newscast","featImg":"","label":{"name":"88.5 FM","link":"/"}},"mindshift_57944":{"type":"posts","id":"mindshift_57944","meta":{"index":"posts_1591205157","site":"mindshift","id":"57944","score":null,"sort":[1627543180000]},"guestAuthors":[],"slug":"four-steps-to-coax-young-adults-and-their-parents-to-greater-independence","title":"Four Steps to Coax Young Adults (and Their Parents) to Greater Independence","publishDate":1627543180,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Julie Lythcott-Haims stumbled on something troubling and surprising about the young adults in her midst. It started about twenty years ago, when she served as a dean at Stanford. There, in the company of some of the best and brightest strivers in the world, she found that many students relied upon parents to handle the run-of-the-mill stuff of life for them. Meanwhile, members of the Millennial generation more broadly were going on record as not knowing how to be adults, not wanting to be adults and finding adulthood scary. “Millennials self-identified as struggling,” Lythcott-Haims told me.\u003c/p>\n\u003cp>The malaise prompted her to write \"\u003ca href=\"https://www.julielythcotthaims.com/your-turn\">Y\u003c/a>\u003ca href=\"https://www.julielythcotthaims.com/your-turn\">our Turn: How to be an Adult\u003c/a>\u003cem>,\" \u003c/em>a guide for burgeoning grown-ups. The book explores how and why contemporary young people are so jittery and, most important, what they (and the rest of us) can do to make adulthood attractive rather than an inevitable bummer.\u003c/p>\n\u003cp>“I don’t judge them,” Lythcott-Haims said quickly. If anyone’s to blame, it’s parents and other adults who have reared them with the message that danger lurks behind every corner and that Mom and Dad will do anything to rescue them from failure. Grown-ups have been so quick to scurry around and clear obstacles from their children’s path that many young adults, especially those from middle-class families and above, feel ill-equipped to manage on their own. Children from less privileged homes, it turns out, often grow up better prepared to enter adulthood because they’ve been less cossetted in childhood.\u003c/p>\n\u003cp>In \"Your Turn,\" Lythcott-Haims—herself a recovering \u003ca href=\"https://www.kqed.org/mindshift/40768/what-overparenting-looks-like-from-a-stanford-deans-perspective\">helicopter parent\u003c/a>—speaks directly to young people who may be struggling. But implicit in her guidance for young adults is advice for their parents, teachers and coaches.\u003c/p>\n\u003cp>\u003ca href=\"https://www.julielythcotthaims.com/your-turn\">\u003cimg class=\"alignright size-thumbnail wp-image-58003\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/06/Your-Turn-Julie-Lythcott-Haims-160x244.jpeg\" alt=\"\" width=\"160\" height=\"244\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/06/Your-Turn-Julie-Lythcott-Haims-160x244.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/06/Your-Turn-Julie-Lythcott-Haims.jpeg 182w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003c/a>Her advice to parents comes in many forms. First, she advises them to resist reproaching their offspring for being fearful or hesitant about entering adulthood. “You can’t blame them for the childhood they had,” she said. Young people need to hear that their parents believe in them. She also encourages parents to look inward, with the help of a therapist, if necessary, to investigate why they’d rather take heroic measures to help their children achieve than allow their kids to figure it out for themselves. “We have decided that our child’s outputs are a reflection of our own worth,” she said; mothers and fathers can’t help but hover and intervene when their kids’ accomplishments feel like a referendum on their standing as parents. Some blunt self-examination might help parents understand not only \u003cem>why\u003c/em> they use the royal “we” when discussing their kids’ upcoming tests—“we have a mid-term next week”—but also \u003cem>how\u003c/em> this mindset hurts kids. “We mustn’t let our worries, fears and egos impede our children’s progress,” Lythcott-Haims added. There’s a correlation between over-parenting on the one hand, and the collapse of executive function skills, and increase in depression and anxiety among young people, on the other.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Parents also should do all they can to encourage self-reliance. This comes naturally at first: when a toddler begins to walk, most parents stand back and clap, applauding those early independent steps. The trick is to maintain that attitude as children age. Lythcott-Haims identifies three natural domains in which parents can press for greater independence: At home, children and teenagers should be expected to contribute to regular chores; at school, kids must do their own work; and in outside activities, children and teenagers should be learning how to advocate respectfully for themselves with authority figures.\u003c/p>\n\u003cp>What can parents do who’ve been too enmeshed so far, but who now want to claw back their own lives and spur some independence in their teenagers? Talk to them about the coming change, Lythcott-Haims said. Acknowledge you’ve done too much, and that you recognize it’s time to get out of the way.\u003c/p>\n\u003cp>“Say it with enthusiasm, not anger,” she added. “It’s a natural part of life.” Then coax them to greater independence by teaching them through these four steps:\u003c/p>\n\u003cblockquote>\u003cp>Step one: do it for them.\u003cbr>\nStep two: do it with them.\u003cbr>\nStep three: watch them do it.\u003cbr>\nStep four: they can do it alone.\u003c/p>\u003c/blockquote>\n\u003cp>Another tip for parents: “Get a hobby, a friend, a book club,” she said. “Spend some hours every day not focused on your child,” she advised. It will be better for the child and the parent in the long run.\u003c/p>\n\u003cp>Teachers and coaches have similar roles. Like parents, these adults should help kids become the best versions of themselves. And the way to do that is to focus on building kids’ \u003ca href=\"https://www.kqed.org/mindshift/56946/how-can-teachers-nurture-meaningful-student-agency\">agency\u003c/a>, \u003ca href=\"https://www.kqed.org/mindshift/52994/how-to-help-teenage-girls-reframe-anxiety-and-strengthen-resilience\">resilience\u003c/a> and accountability.\u003c/p>\n\u003cp>“It’s not about getting A’s,” Lythcott-Haims said, while lamenting the absence of these developmental ends from report cards. Learning how to read, write and compute is important, but as vital is figuring out how to function independently and to carry on when adversity hits. Schools can help teachers and coaches work toward these larger goals by putting a hard stop on parental overinvolvement—like delivering forgotten items during the day and “helping” with homework. Lythcott-Haims suggests that teachers share “do’s and don’ts” slides at back-to-school night, delineating what kinds of participation by parents is acceptable and what’s out of bounds.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Lythcott-Haims reflected on the strange, unintended shift in perspectives on adulthood between her generation and the current one. “We looked at adults and thought they had freedom and fun,” she said. She longed to grow up, to be free from the restrictions of childhood and the master of her own destiny. “That phase of life between childhood and death used to be called ‘living,’” she added. Getting back to such an outlook won’t be quick. Said Lythcott-Haims, “a major mind shift is required.”\u003c/p>\n\n","blocks":[],"excerpt":"Former Stanford dean Julie Lythcott-Haims has a guide for young people who have been overparented and are seeking pathways to greater independence and resilience. ","status":"publish","parent":0,"modified":1627543180,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":15,"wordCount":1052},"headData":{"title":"Four Steps to Coax Young Adults (and Their Parents) to Greater Independence - MindShift","description":"Former Stanford dean Julie Lythcott-Haims has a guide for young people who have been overparented and are seeking pathways to greater independence and resilience. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Four Steps to Coax Young Adults (and Their Parents) to Greater Independence","datePublished":"2021-07-29T07:19:40.000Z","dateModified":"2021-07-29T07:19:40.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"57944 https://ww2.kqed.org/mindshift/?p=57944","disqusUrl":"https://ww2.kqed.org/mindshift/2021/07/29/four-steps-to-coax-young-adults-and-their-parents-to-greater-independence/","disqusTitle":"Four Steps to Coax Young Adults (and Their Parents) to Greater Independence","path":"/mindshift/57944/four-steps-to-coax-young-adults-and-their-parents-to-greater-independence","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Julie Lythcott-Haims stumbled on something troubling and surprising about the young adults in her midst. It started about twenty years ago, when she served as a dean at Stanford. There, in the company of some of the best and brightest strivers in the world, she found that many students relied upon parents to handle the run-of-the-mill stuff of life for them. Meanwhile, members of the Millennial generation more broadly were going on record as not knowing how to be adults, not wanting to be adults and finding adulthood scary. “Millennials self-identified as struggling,” Lythcott-Haims told me.\u003c/p>\n\u003cp>The malaise prompted her to write \"\u003ca href=\"https://www.julielythcotthaims.com/your-turn\">Y\u003c/a>\u003ca href=\"https://www.julielythcotthaims.com/your-turn\">our Turn: How to be an Adult\u003c/a>\u003cem>,\" \u003c/em>a guide for burgeoning grown-ups. The book explores how and why contemporary young people are so jittery and, most important, what they (and the rest of us) can do to make adulthood attractive rather than an inevitable bummer.\u003c/p>\n\u003cp>“I don’t judge them,” Lythcott-Haims said quickly. If anyone’s to blame, it’s parents and other adults who have reared them with the message that danger lurks behind every corner and that Mom and Dad will do anything to rescue them from failure. Grown-ups have been so quick to scurry around and clear obstacles from their children’s path that many young adults, especially those from middle-class families and above, feel ill-equipped to manage on their own. Children from less privileged homes, it turns out, often grow up better prepared to enter adulthood because they’ve been less cossetted in childhood.\u003c/p>\n\u003cp>In \"Your Turn,\" Lythcott-Haims—herself a recovering \u003ca href=\"https://www.kqed.org/mindshift/40768/what-overparenting-looks-like-from-a-stanford-deans-perspective\">helicopter parent\u003c/a>—speaks directly to young people who may be struggling. But implicit in her guidance for young adults is advice for their parents, teachers and coaches.\u003c/p>\n\u003cp>\u003ca href=\"https://www.julielythcotthaims.com/your-turn\">\u003cimg class=\"alignright size-thumbnail wp-image-58003\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/06/Your-Turn-Julie-Lythcott-Haims-160x244.jpeg\" alt=\"\" width=\"160\" height=\"244\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/06/Your-Turn-Julie-Lythcott-Haims-160x244.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/06/Your-Turn-Julie-Lythcott-Haims.jpeg 182w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003c/a>Her advice to parents comes in many forms. First, she advises them to resist reproaching their offspring for being fearful or hesitant about entering adulthood. “You can’t blame them for the childhood they had,” she said. Young people need to hear that their parents believe in them. She also encourages parents to look inward, with the help of a therapist, if necessary, to investigate why they’d rather take heroic measures to help their children achieve than allow their kids to figure it out for themselves. “We have decided that our child’s outputs are a reflection of our own worth,” she said; mothers and fathers can’t help but hover and intervene when their kids’ accomplishments feel like a referendum on their standing as parents. Some blunt self-examination might help parents understand not only \u003cem>why\u003c/em> they use the royal “we” when discussing their kids’ upcoming tests—“we have a mid-term next week”—but also \u003cem>how\u003c/em> this mindset hurts kids. “We mustn’t let our worries, fears and egos impede our children’s progress,” Lythcott-Haims added. There’s a correlation between over-parenting on the one hand, and the collapse of executive function skills, and increase in depression and anxiety among young people, on the other.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Parents also should do all they can to encourage self-reliance. This comes naturally at first: when a toddler begins to walk, most parents stand back and clap, applauding those early independent steps. The trick is to maintain that attitude as children age. Lythcott-Haims identifies three natural domains in which parents can press for greater independence: At home, children and teenagers should be expected to contribute to regular chores; at school, kids must do their own work; and in outside activities, children and teenagers should be learning how to advocate respectfully for themselves with authority figures.\u003c/p>\n\u003cp>What can parents do who’ve been too enmeshed so far, but who now want to claw back their own lives and spur some independence in their teenagers? Talk to them about the coming change, Lythcott-Haims said. Acknowledge you’ve done too much, and that you recognize it’s time to get out of the way.\u003c/p>\n\u003cp>“Say it with enthusiasm, not anger,” she added. “It’s a natural part of life.” Then coax them to greater independence by teaching them through these four steps:\u003c/p>\n\u003cblockquote>\u003cp>Step one: do it for them.\u003cbr>\nStep two: do it with them.\u003cbr>\nStep three: watch them do it.\u003cbr>\nStep four: they can do it alone.\u003c/p>\u003c/blockquote>\n\u003cp>Another tip for parents: “Get a hobby, a friend, a book club,” she said. “Spend some hours every day not focused on your child,” she advised. It will be better for the child and the parent in the long run.\u003c/p>\n\u003cp>Teachers and coaches have similar roles. Like parents, these adults should help kids become the best versions of themselves. And the way to do that is to focus on building kids’ \u003ca href=\"https://www.kqed.org/mindshift/56946/how-can-teachers-nurture-meaningful-student-agency\">agency\u003c/a>, \u003ca href=\"https://www.kqed.org/mindshift/52994/how-to-help-teenage-girls-reframe-anxiety-and-strengthen-resilience\">resilience\u003c/a> and accountability.\u003c/p>\n\u003cp>“It’s not about getting A’s,” Lythcott-Haims said, while lamenting the absence of these developmental ends from report cards. Learning how to read, write and compute is important, but as vital is figuring out how to function independently and to carry on when adversity hits. Schools can help teachers and coaches work toward these larger goals by putting a hard stop on parental overinvolvement—like delivering forgotten items during the day and “helping” with homework. Lythcott-Haims suggests that teachers share “do’s and don’ts” slides at back-to-school night, delineating what kinds of participation by parents is acceptable and what’s out of bounds.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Lythcott-Haims reflected on the strange, unintended shift in perspectives on adulthood between her generation and the current one. “We looked at adults and thought they had freedom and fun,” she said. She longed to grow up, to be free from the restrictions of childhood and the master of her own destiny. “That phase of life between childhood and death used to be called ‘living,’” she added. Getting back to such an outlook won’t be quick. Said Lythcott-Haims, “a major mind shift is required.”\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/57944/four-steps-to-coax-young-adults-and-their-parents-to-greater-independence","authors":["4613"],"categories":["mindshift_20874"],"tags":["mindshift_20870","mindshift_21092","mindshift_21038"],"featImg":"mindshift_58218","label":"mindshift"},"mindshift_57946":{"type":"posts","id":"mindshift_57946","meta":{"index":"posts_1591205157","site":"mindshift","id":"57946","score":null,"sort":[1623138188000]},"guestAuthors":[],"slug":"striving-or-thriving-steps-to-help-kids-find-balance-and-purpose","title":"Striving or Thriving? Steps to Help Kids Find Balance and Purpose","publishDate":1623138188,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Michele Borba began her career teaching in a classroom for children with severe learning or emotional disabilities. As she got to know each student, she was guided by one question, “How can I help them shine?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This work took patience, practice, and curiosity. She paid close attention to the child in front of her – not the child the school file or previous teacher said was in front of her. Take Rick, a first grader who “was always by my side but would never verbalize what he wanted or needed.” Over time, she noticed him doodling on his papers. “Wow,” she whispered to him one day, “you are really good at this.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“That was the first time I ever saw him smile,” she said. Later, she casually posted his work for others to see, she praised his creativity to other teachers in his earshot, and she helped his parents find an after school art club. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many years later, Borba got a letter in the mail from Rick – now a professional artist – thanking her for that day she put his picture on the bulletin board. “That was the day I stopped worrying if kids would think I was stupid.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>“We are Raising a Generation of Strivers, Not Thrivers”\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Borba, an educational psychologist and character development expert, recently published the book \u003c/span>\u003ca href=\"https://www.amazon.com/Thrivers-Surprising-Reasons-Struggle-Others/dp/0593085272\">\u003cspan style=\"font-weight: 400\">“Thrivers: The Surprising Reasons Why Some Kids Struggle and Others Shine.”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> From her research and field experience, she identifies seven character strengths that help kids and adults flourish across their lifespan: self-confidence, empathy, self-control, integrity, curiosity, perseverance and optimism. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When she visits classrooms around the country – this year over Zoom – teens are telling her that they are running on empty: burnt out and worried about their friends’ mental health. These are hard-working kids, she says, striving to live up to the demands of school, sports, work, family and future college admissions readers. But Borba cautions that striving and thriving are not synonyms. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Kids are finding it impossible to keep up with our unrealistic expectations of success,” she says. And for that, “adults must accept the blame.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As we emerge from the pandemic, there’s a lot of talk about “getting back to normal.” But perhaps the old normal isn’t what we should aim for. “If one in five of our kids were struggling with a mental health disorder prior to the pandemic, this crisis has only amplified it. We need to start raising them from the inside out.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The good news is that none of us are born with these seven traits, says Borba. Children develop them over time, and it helps when adults in their community serve as role models and cheerleaders. For example, by offering Rick empathy, curiosity and optimism about his future, Borba helped him develop the self-confidence and perseverance he needed to pursue something that mattered to him. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Help Them Find Joy and Purpose\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s easier for kids to persevere, feel optimistic about their future and develop self-confidence when they are engaged in meaningful activities – work that sparks their interest. Kids thrive on purpose, says Borba.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Thrivers have hobbies,” she says, “They have something they can decompress to.” But when she asks teens, “What are your hobbies?” they often reply, “What’s a hobby? We don’t have enough time for hobbies.” A sense of purpose has been replaced by overwhelming to-do lists. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Rather than filling up children’s time with activities we believe they should do, she suggests parents become observers. What activities seem to ignite their child's imagination or give them an extra spark of joy? What seems to increase their confidence, reduce their stress, or help them enjoy their own company? “Find out what helps your child be the best version of themselves,” said Borba, and then give them the freedom to pursue those activities. This often requires shelving our own expectations about what they “should” be doing.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One way to help children find their spark is to introduce a variety of new activities, for example: a morning of birdwatching, a knitting class with grandma over Zoom, a martial arts trial class as a family, an origami YouTube tutorial. “When you find something beyond your scope, find them a mentor. It doesn’t have to be pricey – it might be the neighbor next door. We are not partnering with other parents nearly enough.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In a study of highly skilled mathematicians, athletes, and musicians, psychologist Benjamin Bloom found that adults would initially introduce the activities, “but before long, the child was pulling the parent,” said Borba, with parents offering continued support. The lesson for today’s parents? Periodically step back and ask, ‘Who is doing the pulling?’ And if you are the one always pulling them to put on their soccer cleats before practice, maybe they are telling you something.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When kids engage in activities they find personally meaningful, it develops an authentic self-confidence, or “that inner, quiet recognition of who I am.” Unlike self-esteem, which is often fed by external validation, self-confidence is that internal joy that says, “I did it.” These activities also build perseverance because it’s easier to take set-backs in stride when you are internally motivated: “Kids learn to say, ‘It's okay. I'll keep going. Failure just means I’ve got to find another way through.’ That's the kind of kid who's going to make it in today's uncertain, anxious, fear-based world,” says Borba.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">By the time they reach high school, many kids give up on activities and hobbies that have brought them joy, telling researchers that they don’t have time because of other obligations and activities. According to Stanford psychologist William Damon, about \u003ca href=\"https://www.kqed.org/mindshift/48013/how-parents-can-help-kids-develop-a-sense-of-purpose\">20 percent\u003c/a> of teens can be categorized as purposeful. If your child seems to be busy but not happy, Borba recommends sitting down together and looking at the schedule. “Can you cut one thing? Just one thing that isn’t really crucial but will feed in time? When kids find purposeful activities, it moves the stress down and the love up, and that’s glorious.” \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Borba says her optimism for the future is rooted in the hundreds of teenagers she interviewed while writing this book. “I can't tell you the amount of wonderful things kids were doing during COVID, how concerned they were for each other, the simple, ordinary things they were doing to help their friends,” she said. “That's what gives you hope. Now adults need to step up to the plate, listen to the kids, and give them what they said they need – because here’s what every kid said they needed: ‘If we're the most stressed out generation on record, somebody better teach us how to cope.’”\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Purpose can help people develop more fulfilling lives, but when students' schedules are jam-packed, it's hard to have the space to figure things out. ","status":"publish","parent":0,"modified":1623138188,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":19,"wordCount":1224},"headData":{"title":"Striving or Thriving? Steps to Help Kids Find Balance and Purpose - MindShift","description":"Purpose can help people develop more fulfilling lives, but when students' schedules are jam-packed, it's hard to have the space to figure things out. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Striving or Thriving? Steps to Help Kids Find Balance and Purpose","datePublished":"2021-06-08T07:43:08.000Z","dateModified":"2021-06-08T07:43:08.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"57946 https://ww2.kqed.org/mindshift/?p=57946","disqusUrl":"https://ww2.kqed.org/mindshift/2021/06/08/striving-or-thriving-steps-to-help-kids-find-balance-and-purpose/","disqusTitle":"Striving or Thriving? Steps to Help Kids Find Balance and Purpose","path":"/mindshift/57946/striving-or-thriving-steps-to-help-kids-find-balance-and-purpose","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Michele Borba began her career teaching in a classroom for children with severe learning or emotional disabilities. As she got to know each student, she was guided by one question, “How can I help them shine?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This work took patience, practice, and curiosity. She paid close attention to the child in front of her – not the child the school file or previous teacher said was in front of her. Take Rick, a first grader who “was always by my side but would never verbalize what he wanted or needed.” Over time, she noticed him doodling on his papers. “Wow,” she whispered to him one day, “you are really good at this.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“That was the first time I ever saw him smile,” she said. Later, she casually posted his work for others to see, she praised his creativity to other teachers in his earshot, and she helped his parents find an after school art club. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many years later, Borba got a letter in the mail from Rick – now a professional artist – thanking her for that day she put his picture on the bulletin board. “That was the day I stopped worrying if kids would think I was stupid.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>“We are Raising a Generation of Strivers, Not Thrivers”\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Borba, an educational psychologist and character development expert, recently published the book \u003c/span>\u003ca href=\"https://www.amazon.com/Thrivers-Surprising-Reasons-Struggle-Others/dp/0593085272\">\u003cspan style=\"font-weight: 400\">“Thrivers: The Surprising Reasons Why Some Kids Struggle and Others Shine.”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> From her research and field experience, she identifies seven character strengths that help kids and adults flourish across their lifespan: self-confidence, empathy, self-control, integrity, curiosity, perseverance and optimism. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When she visits classrooms around the country – this year over Zoom – teens are telling her that they are running on empty: burnt out and worried about their friends’ mental health. These are hard-working kids, she says, striving to live up to the demands of school, sports, work, family and future college admissions readers. But Borba cautions that striving and thriving are not synonyms. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Kids are finding it impossible to keep up with our unrealistic expectations of success,” she says. And for that, “adults must accept the blame.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As we emerge from the pandemic, there’s a lot of talk about “getting back to normal.” But perhaps the old normal isn’t what we should aim for. “If one in five of our kids were struggling with a mental health disorder prior to the pandemic, this crisis has only amplified it. We need to start raising them from the inside out.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The good news is that none of us are born with these seven traits, says Borba. Children develop them over time, and it helps when adults in their community serve as role models and cheerleaders. For example, by offering Rick empathy, curiosity and optimism about his future, Borba helped him develop the self-confidence and perseverance he needed to pursue something that mattered to him. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Help Them Find Joy and Purpose\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s easier for kids to persevere, feel optimistic about their future and develop self-confidence when they are engaged in meaningful activities – work that sparks their interest. Kids thrive on purpose, says Borba.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Thrivers have hobbies,” she says, “They have something they can decompress to.” But when she asks teens, “What are your hobbies?” they often reply, “What’s a hobby? We don’t have enough time for hobbies.” A sense of purpose has been replaced by overwhelming to-do lists. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Rather than filling up children’s time with activities we believe they should do, she suggests parents become observers. What activities seem to ignite their child's imagination or give them an extra spark of joy? What seems to increase their confidence, reduce their stress, or help them enjoy their own company? “Find out what helps your child be the best version of themselves,” said Borba, and then give them the freedom to pursue those activities. This often requires shelving our own expectations about what they “should” be doing.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One way to help children find their spark is to introduce a variety of new activities, for example: a morning of birdwatching, a knitting class with grandma over Zoom, a martial arts trial class as a family, an origami YouTube tutorial. “When you find something beyond your scope, find them a mentor. It doesn’t have to be pricey – it might be the neighbor next door. We are not partnering with other parents nearly enough.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In a study of highly skilled mathematicians, athletes, and musicians, psychologist Benjamin Bloom found that adults would initially introduce the activities, “but before long, the child was pulling the parent,” said Borba, with parents offering continued support. The lesson for today’s parents? Periodically step back and ask, ‘Who is doing the pulling?’ And if you are the one always pulling them to put on their soccer cleats before practice, maybe they are telling you something.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When kids engage in activities they find personally meaningful, it develops an authentic self-confidence, or “that inner, quiet recognition of who I am.” Unlike self-esteem, which is often fed by external validation, self-confidence is that internal joy that says, “I did it.” These activities also build perseverance because it’s easier to take set-backs in stride when you are internally motivated: “Kids learn to say, ‘It's okay. I'll keep going. Failure just means I’ve got to find another way through.’ That's the kind of kid who's going to make it in today's uncertain, anxious, fear-based world,” says Borba.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">By the time they reach high school, many kids give up on activities and hobbies that have brought them joy, telling researchers that they don’t have time because of other obligations and activities. According to Stanford psychologist William Damon, about \u003ca href=\"https://www.kqed.org/mindshift/48013/how-parents-can-help-kids-develop-a-sense-of-purpose\">20 percent\u003c/a> of teens can be categorized as purposeful. If your child seems to be busy but not happy, Borba recommends sitting down together and looking at the schedule. “Can you cut one thing? Just one thing that isn’t really crucial but will feed in time? When kids find purposeful activities, it moves the stress down and the love up, and that’s glorious.” \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Borba says her optimism for the future is rooted in the hundreds of teenagers she interviewed while writing this book. “I can't tell you the amount of wonderful things kids were doing during COVID, how concerned they were for each other, the simple, ordinary things they were doing to help their friends,” she said. “That's what gives you hope. Now adults need to step up to the plate, listen to the kids, and give them what they said they need – because here’s what every kid said they needed: ‘If we're the most stressed out generation on record, somebody better teach us how to cope.’”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/57946/striving-or-thriving-steps-to-help-kids-find-balance-and-purpose","authors":["11087"],"categories":["mindshift_20874"],"tags":["mindshift_870","mindshift_20865","mindshift_21092"],"featImg":"mindshift_57963","label":"mindshift"},"mindshift_55108":{"type":"posts","id":"mindshift_55108","meta":{"index":"posts_1591205157","site":"mindshift","id":"55108","score":null,"sort":[1578036741000]},"guestAuthors":[],"slug":"start-fresh-6-tips-for-emotional-well-being","title":"Start Fresh: 6 Tips For Emotional Well-Being","publishDate":1578036741,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>As a college student, \u003ca href=\"https://oid.wharton.upenn.edu/profile/kmilkman/\">Katy Milkman\u003c/a> played tennis and loved going to the gym. But when she started graduate school, her exercise routine started to flunk.\u003c/p>\n\u003cp>\"At the end of a long day of classes, I was exhausted,\" Milkman says. \"Frankly, the last thing I wanted to do was drag myself to the gym. What I really wanted to do was watch TV or read Harry Potter.\"\u003c/p>\n\u003cp>What got her back to regular workouts was something she calls \"temptation bundling.\" She resolved to indulge in her love of wizard-lit only while at the gym, by listening to audiobooks with earbuds.\u003c/p>\n\u003cp>Milkman, now a professor at the Wharton School of Business who specializes in human decision-making, says that when it comes to making a behavioral change, the trick is to \u003ca href=\"https://www.npr.org/sections/health-shots/2019/08/16/747332849/fresh-starts-guilty-pleasures-and-other-pro-tips-for-sticking-to-good-habits?utm_source=npr_newsletter&utm_medium=email&utm_content=20191228&utm_term=4309970&utm_campaign=health&utm_id=6480438&orgid=305&utm_source=npr_newsletter&utm_medium=email&utm_content=20191229&utm_term=4310790&utm_campaign=health&utm_id=20963634&orgid=151\">pair the thing you dread with something you love\u003c/a>.\u003c/p>\n\u003cp>Looking for more tips like these to make your New Year's resolution stick? Whatever your goals, we have insights that can make it a little easier for you to achieve them. Here are six \"life recipes\" for good mental health from research that NPR reporters covered this year:\u003c/p>\n\u003cfigure id=\"attachment_55110\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-55110\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2019/12/caretaker-self-care_wide-4adce35da6f48000f25dceb19d7b18cef4715092-e1578036474716.jpe\" alt=\"\" width=\"1920\" height=\"1080\">\u003cfigcaption class=\"wp-caption-text\">Stressed-out family caregivers who were taught how to reframe negative thoughts and focus on positive experiences actually reduced their anxiety and depression, a study found. \u003ccite>(Cornelia Li for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Cultivate joy \u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Feeling stressed? Just \u003ca href=\"https://www.npr.org/sections/health-shots/2019/05/05/719780061/from-gloom-to-gratitude-8-skills-to-cultivate-joy\">eight techniques — a \"buffet of life skills\" — can make a significant improvement in well-being\u003c/a>, say scientists who taught the techniques to caregivers of people with dementia. After learning techniques such as how to keep a gratitude journal, for example, and how to quickly reframe negative experiences in a positive light — these family caregivers reported impressive decreases in both stress and anxiety.\u003c/p>\n\u003cp>\u003cstrong>Prepare to fail. It's part of succeeding\u003c/strong>\u003c/p>\n\u003cp>If you're trying to get a new routine to stick — whether it's getting more exercise, eating less sugar or learning to play the ukulele — scholars who study human behavior say \u003ca href=\"https://www.npr.org/sections/health-shots/2019/08/16/747332849/fresh-starts-guilty-pleasures-and-other-pro-tips-for-sticking-to-good-habits\">the key is to accept failure as a part of the process\u003c/a>. Expect that at some point you will mess up. And when that happens, don't give in to the \"what-the-heck\" effect — the feeling that since you've missed one session, your whole plan is a bust. Just get back to taking steps toward your goal, and don't beat yourself up.\u003c/p>\n\u003cp>\u003cstrong>Help an anxious partner the right way\u003c/strong>\u003c/p>\n\u003cp>You can \u003ca href=\"https://www.npr.org/sections/health-shots/2019/07/24/744465884/how-to-help-your-anxious-partner-and-yourself\">support a partner who has an anxiety disorder\u003c/a> without sinking yourself, say therapists: First, don't try to fix things immediately. Instead, acknowledge your loved one's perspective. \"You can move to logic, but not before the person feels like they're not being judged and ... misunderstood,\" says licensed psychologist Carolyn Daitch. Learning how to gently maintain boundaries is important, too.\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-55112\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/01/anger_animation-e1578036649558.jpg\" alt=\"\" width=\"1920\" height=\"1080\">\u003c/p>\n\u003cp>\u003cstrong>Feeling extra angry? Get checked out for depression\u003c/strong>\u003c/p>\n\u003cp>Many patients — and doctors — associate depression with feelings of hopelessness, sadness and lack of motivation. But a growing number of psychiatrists say\u003ca href=\"https://www.npr.org/sections/health-shots/2019/02/04/689747637/if-youre-often-angry-or-irritable-you-may-be-depressed\"> depression is also behind some hypercritical tendencies and outbursts of anger\u003c/a>. The good news: This sort of irritability is responsive to counseling and medication.\u003c/p>\n\u003cp>\u003cstrong>Redefine exercise: Move a little bit, often\u003c/strong>\u003c/p>\n\u003cp>Maria Godoy, one of NPR's editors, learned to love exercise when she realized every little bit counts. \"I reframed what I thought of as exercise,\" she says. Vacuuming with gusto, taking the stairs — these\u003ca href=\"https://www.npr.org/sections/health-shots/2019/01/14/684118974/from-couch-potato-to-fitness-buff-how-i-learned-to-love-exercise\"> little bursts of movement throughout the day add up\u003c/a>, like pennies in a piggy bank.\u003c/p>\n\u003cp>\u003cstrong>Take a minute today to consider your life's purpose\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Having a purpose in life seems to have a more powerful impact on decreasing a person's risk of premature death than exercising regularly, quitting smoking or curbing your alcohol intake, research suggests. Maybe you find greatest meaning in guarding the environment, raising good children, making music or touching lives through your volunteer work. It doesn't seem to matter what your life's purpose is, a growing body of research suggests. \u003ca href=\"https://www.npr.org/sections/health-shots/2019/05/25/726695968/whats-your-purpose-finding-a-sense-of-meaning-in-life-is-linked-to-health\">What matters is that you feel you have one\u003c/a>.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Start+Fresh%3A+6+Tips+For+Emotional+Well-Being+In+2020&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Joy can be cultivated. Hostility often masks depression. As one year ends and another begins, these six insights and tips from psychologists offer hope for a good new year.","status":"publish","parent":0,"modified":1578036828,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":20,"wordCount":687},"headData":{"title":"Start Fresh: 6 Tips For Emotional Well-Being | KQED","description":"Joy can be cultivated. Hostility often masks depression. As one year ends and another begins, these six insights and tips from psychologists offer hope for a good new year.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Start Fresh: 6 Tips For Emotional Well-Being","datePublished":"2020-01-03T07:32:21.000Z","dateModified":"2020-01-03T07:33:48.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"55108 https://ww2.kqed.org/mindshift/?p=55108","disqusUrl":"https://ww2.kqed.org/mindshift/2020/01/02/start-fresh-6-tips-for-emotional-well-being/","disqusTitle":"Start Fresh: 6 Tips For Emotional Well-Being","nprByline":"Emily Vaughn and L. Carol Ritchie","nprImageAgency":"Michael Driver for NPR","nprStoryId":"792505428","nprApiLink":"http://api.npr.org/query?id=792505428&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/sections/health-shots/2019/12/31/792505428/start-fresh-6-tips-for-mental-health-in-2020?ft=nprml&f=792505428","nprRetrievedStory":"1","nprPubDate":"Thu, 02 Jan 2020 13:00:00 -0500","nprStoryDate":"Tue, 31 Dec 2019 10:26:10 -0500","nprLastModifiedDate":"Thu, 02 Jan 2020 13:00:45 -0500","path":"/mindshift/55108/start-fresh-6-tips-for-emotional-well-being","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>As a college student, \u003ca href=\"https://oid.wharton.upenn.edu/profile/kmilkman/\">Katy Milkman\u003c/a> played tennis and loved going to the gym. But when she started graduate school, her exercise routine started to flunk.\u003c/p>\n\u003cp>\"At the end of a long day of classes, I was exhausted,\" Milkman says. \"Frankly, the last thing I wanted to do was drag myself to the gym. What I really wanted to do was watch TV or read Harry Potter.\"\u003c/p>\n\u003cp>What got her back to regular workouts was something she calls \"temptation bundling.\" She resolved to indulge in her love of wizard-lit only while at the gym, by listening to audiobooks with earbuds.\u003c/p>\n\u003cp>Milkman, now a professor at the Wharton School of Business who specializes in human decision-making, says that when it comes to making a behavioral change, the trick is to \u003ca href=\"https://www.npr.org/sections/health-shots/2019/08/16/747332849/fresh-starts-guilty-pleasures-and-other-pro-tips-for-sticking-to-good-habits?utm_source=npr_newsletter&utm_medium=email&utm_content=20191228&utm_term=4309970&utm_campaign=health&utm_id=6480438&orgid=305&utm_source=npr_newsletter&utm_medium=email&utm_content=20191229&utm_term=4310790&utm_campaign=health&utm_id=20963634&orgid=151\">pair the thing you dread with something you love\u003c/a>.\u003c/p>\n\u003cp>Looking for more tips like these to make your New Year's resolution stick? Whatever your goals, we have insights that can make it a little easier for you to achieve them. Here are six \"life recipes\" for good mental health from research that NPR reporters covered this year:\u003c/p>\n\u003cfigure id=\"attachment_55110\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-55110\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2019/12/caretaker-self-care_wide-4adce35da6f48000f25dceb19d7b18cef4715092-e1578036474716.jpe\" alt=\"\" width=\"1920\" height=\"1080\">\u003cfigcaption class=\"wp-caption-text\">Stressed-out family caregivers who were taught how to reframe negative thoughts and focus on positive experiences actually reduced their anxiety and depression, a study found. \u003ccite>(Cornelia Li for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Cultivate joy \u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Feeling stressed? Just \u003ca href=\"https://www.npr.org/sections/health-shots/2019/05/05/719780061/from-gloom-to-gratitude-8-skills-to-cultivate-joy\">eight techniques — a \"buffet of life skills\" — can make a significant improvement in well-being\u003c/a>, say scientists who taught the techniques to caregivers of people with dementia. After learning techniques such as how to keep a gratitude journal, for example, and how to quickly reframe negative experiences in a positive light — these family caregivers reported impressive decreases in both stress and anxiety.\u003c/p>\n\u003cp>\u003cstrong>Prepare to fail. It's part of succeeding\u003c/strong>\u003c/p>\n\u003cp>If you're trying to get a new routine to stick — whether it's getting more exercise, eating less sugar or learning to play the ukulele — scholars who study human behavior say \u003ca href=\"https://www.npr.org/sections/health-shots/2019/08/16/747332849/fresh-starts-guilty-pleasures-and-other-pro-tips-for-sticking-to-good-habits\">the key is to accept failure as a part of the process\u003c/a>. Expect that at some point you will mess up. And when that happens, don't give in to the \"what-the-heck\" effect — the feeling that since you've missed one session, your whole plan is a bust. Just get back to taking steps toward your goal, and don't beat yourself up.\u003c/p>\n\u003cp>\u003cstrong>Help an anxious partner the right way\u003c/strong>\u003c/p>\n\u003cp>You can \u003ca href=\"https://www.npr.org/sections/health-shots/2019/07/24/744465884/how-to-help-your-anxious-partner-and-yourself\">support a partner who has an anxiety disorder\u003c/a> without sinking yourself, say therapists: First, don't try to fix things immediately. Instead, acknowledge your loved one's perspective. \"You can move to logic, but not before the person feels like they're not being judged and ... misunderstood,\" says licensed psychologist Carolyn Daitch. Learning how to gently maintain boundaries is important, too.\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-55112\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/01/anger_animation-e1578036649558.jpg\" alt=\"\" width=\"1920\" height=\"1080\">\u003c/p>\n\u003cp>\u003cstrong>Feeling extra angry? Get checked out for depression\u003c/strong>\u003c/p>\n\u003cp>Many patients — and doctors — associate depression with feelings of hopelessness, sadness and lack of motivation. But a growing number of psychiatrists say\u003ca href=\"https://www.npr.org/sections/health-shots/2019/02/04/689747637/if-youre-often-angry-or-irritable-you-may-be-depressed\"> depression is also behind some hypercritical tendencies and outbursts of anger\u003c/a>. The good news: This sort of irritability is responsive to counseling and medication.\u003c/p>\n\u003cp>\u003cstrong>Redefine exercise: Move a little bit, often\u003c/strong>\u003c/p>\n\u003cp>Maria Godoy, one of NPR's editors, learned to love exercise when she realized every little bit counts. \"I reframed what I thought of as exercise,\" she says. Vacuuming with gusto, taking the stairs — these\u003ca href=\"https://www.npr.org/sections/health-shots/2019/01/14/684118974/from-couch-potato-to-fitness-buff-how-i-learned-to-love-exercise\"> little bursts of movement throughout the day add up\u003c/a>, like pennies in a piggy bank.\u003c/p>\n\u003cp>\u003cstrong>Take a minute today to consider your life's purpose\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Having a purpose in life seems to have a more powerful impact on decreasing a person's risk of premature death than exercising regularly, quitting smoking or curbing your alcohol intake, research suggests. Maybe you find greatest meaning in guarding the environment, raising good children, making music or touching lives through your volunteer work. It doesn't seem to matter what your life's purpose is, a growing body of research suggests. \u003ca href=\"https://www.npr.org/sections/health-shots/2019/05/25/726695968/whats-your-purpose-finding-a-sense-of-meaning-in-life-is-linked-to-health\">What matters is that you feel you have one\u003c/a>.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Start+Fresh%3A+6+Tips+For+Emotional+Well-Being+In+2020&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/55108/start-fresh-6-tips-for-emotional-well-being","authors":["byline_mindshift_55108"],"categories":["mindshift_192"],"tags":["mindshift_20589","mindshift_20784","mindshift_1040","mindshift_21324","mindshift_20865","mindshift_20987","mindshift_21092","mindshift_943"],"featImg":"mindshift_55109","label":"mindshift"},"mindshift_53733":{"type":"posts","id":"mindshift_53733","meta":{"index":"posts_1591205157","site":"mindshift","id":"53733","score":null,"sort":[1558801071000]},"guestAuthors":[],"slug":"whats-your-purpose-finding-a-sense-of-meaning-in-life-is-linked-to-health","title":"What's Your Purpose? Finding A Sense Of Meaning In Life Is Linked To Health","publishDate":1558801071,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Having a purpose in life may decrease your risk of dying early, according to a study published Friday.\u003c/p>\n\u003cp>Researchers analyzed data from nearly 7,000 American adults between the ages of 51 and 61 who filled out psychological questionnaires on the relationship between mortality and life purpose.\u003c/p>\n\u003cp>What they found shocked them, according to Celeste Leigh Pearce, one of the authors of \u003ca href=\"https://jamanetwork.com/journals/jamanetworkopen/fullarticle/10.1001/jamanetworkopen.2019.4270?utm_source=For_The_Media&utm_medium=referral&utm_campaign=ftm_links&utm_term=052419\">the study\u003c/a> published in \u003cem>JAMA Current Open\u003c/em>.\u003c/p>\n\u003cp>People who didn't have a strong life purpose — which was defined as \"a self-organizing life aim that stimulates goals\" — were more likely to die than those who did, and specifically more likely to die of cardiovascular diseases.\u003c/p>\n\u003cp>\"I approached this with a very skeptical eye,\" says \u003ca href=\"https://sph.umich.edu/faculty-profiles/pearce-celeste.html\">Pearce\u003c/a>, an associate professor of epidemiology at the University of Michigan. \"I just find it so convincing that I'm developing a whole research program around it.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>People without a strong life purpose were more than twice as likely to die between the study years of 2006 and 2010, compared with those who had one.\u003c/p>\n\u003cp>This association between a low level of purpose in life and death remained true despite how rich or poor participants were, and regardless of gender, race, or education level. The researchers also found the association to be so powerful that having a life purpose appeared to be more important for decreasing risk of death than drinking, smoking or exercising regularly.\u003c/p>\n\u003cp>\"Just like people have basic physical needs, like to sleep and eat and drink, they have basic psychological needs,\" says \u003ca href=\"https://icahn.mssm.edu/profiles/alan-rozanski\">Alan Rozanski\u003c/a>, a professor at the Icahn School of Medicine at Mount Sinai who was not involved in this research but has studied the relationship between life purpose and physical health.\u003c/p>\n\u003cp>\"The need for meaning and purpose is No. 1,\" Rozanski adds. \"It's the deepest driver of well-being there is.\"\u003c/p>\n\u003cp>The new study adds to a small but growing body of literature on the relationship between life purpose and physical health. Rozanski published a \u003ca href=\"https://www.ncbi.nlm.nih.gov/pubmed/26630073\">2016 paper\u003c/a> in the journal \u003cem>Psychosomatic Medicine\u003c/em>, for example, that used data from 10 studies to show that strong life purpose was associated with reduced risk of mortality and cardiovascular events, such as heart attacks or stroke.\u003c/p>\n\u003cp>Study authors for the new \u003cem>JAMA Current Open \u003c/em>study pulled data from a large survey of older American adults called the \u003ca href=\"http://hrsonline.isr.umich.edu/\">Health and Retirement Study\u003c/a>. Participants were asked a variety of questions on topics such as finances, physical health and family life.\u003c/p>\n\u003cp>A subset of participants filled out psychological questionnaires, including a survey called the \u003ca href=\"http://sparqtools.org/mobility-measure/psychological-wellbeing-scale/\">Psychological Wellbeing Scale\u003c/a>, in 2006. This includes questions designed to understand how strong a person's sense of life purpose is. For example, it asks them to rate their responses to questions like, \"Some people wander aimlessly through life, but I am not one of them.\"\u003c/p>\n\u003cp>The study authors used people's answers to these questions to quantify how powerful their degree of life purpose was. The researchers then compared that information to data on participants' physical health up until 2010, including whether or not participants died and what they died from.\u003c/p>\n\u003cp>The survey didn't ask participants to define how they find meaning in life. What matters, according to the researchers, is not exactly what a person's life purpose is, but that they have one.\u003c/p>\n\u003cp>\"For some, it might be raising children. For others, it might be doing volunteer work,\" Pearce says. \"Where your life fulfillment comes from can be very individual.\"\u003c/p>\n\u003cp>The study's lead author, \u003ca href=\"https://sph.umich.edu/epid/phdstudents/alimujiang_aliya.html\">Aliya Alimujiang\u003c/a>, who is a doctoral student in epidemiology at the University of Michigan, says she got involved in the project because of a personal interest in mindfulness and wellness.\u003c/p>\n\u003cp>Before she started graduate school, Alimujiang worked as a volunteer in a breast cancer clinic and says she was struck by how the patients who could articulate how they found meaning in life seemed to do better.\u003c/p>\n\u003cp>That experience helped her define part of her own life purpose: researching the phenomenon.\u003c/p>\n\u003cp>\"I had a really close relationship with the breast cancer patients. I saw the fear and anxiety and depression they had,\" Alimujiang says. \"That helped me to apply for [graduate] school. That's how I started my career.\"\u003c/p>\n\u003cp>Pearce says that while the link between life purpose and physical well-being seems strong, more research is needed to explore the physiological connection between the two, like whether having a low life purpose is connected to high levels of stress hormones. She also hopes to study public health strategies — like types of therapy or educational tools — that might help people develop a strong sense of their life's work.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"What I'm really struck by is the strength of our findings, as well as the consistency in the literature overall,\" Pearce says. \"It seems quite convincing.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=What%27s+Your+Purpose%3F+Finding+A+Sense+Of+Meaning+In+Life+Is+Linked+To+Health&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Researchers found that people who did not have a strong life purpose were more likely to die than those who did — specifically more likely to die of cardiovascular diseases. ","status":"publish","parent":0,"modified":1559108761,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":23,"wordCount":812},"headData":{"title":"What's Your Purpose? Finding A Sense Of Meaning In Life Is Linked To Health | KQED","description":"Researchers found that people who did not have a strong life purpose were more likely to die than those who did — specifically more likely to die of cardiovascular diseases. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"What's Your Purpose? Finding A Sense Of Meaning In Life Is Linked To Health","datePublished":"2019-05-25T16:17:51.000Z","dateModified":"2019-05-29T05:46:01.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"53733 https://ww2.kqed.org/mindshift/?p=53733","disqusUrl":"https://ww2.kqed.org/mindshift/2019/05/25/whats-your-purpose-finding-a-sense-of-meaning-in-life-is-linked-to-health/","disqusTitle":"What's Your Purpose? Finding A Sense Of Meaning In Life Is Linked To Health","nprImageCredit":"Dean Mitchell","nprByline":"Mara Gordon","nprImageAgency":"Getty Images","nprStoryId":"726695968","nprApiLink":"http://api.npr.org/query?id=726695968&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/sections/health-shots/2019/05/25/726695968/whats-your-purpose-finding-a-sense-of-meaning-in-life-is-linked-to-health?ft=nprml&f=726695968","nprRetrievedStory":"1","nprPubDate":"Mon, 27 May 2019 18:43:00 -0400","nprStoryDate":"Sat, 25 May 2019 08:00:55 -0400","nprLastModifiedDate":"Mon, 27 May 2019 18:43:32 -0400","path":"/mindshift/53733/whats-your-purpose-finding-a-sense-of-meaning-in-life-is-linked-to-health","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Having a purpose in life may decrease your risk of dying early, according to a study published Friday.\u003c/p>\n\u003cp>Researchers analyzed data from nearly 7,000 American adults between the ages of 51 and 61 who filled out psychological questionnaires on the relationship between mortality and life purpose.\u003c/p>\n\u003cp>What they found shocked them, according to Celeste Leigh Pearce, one of the authors of \u003ca href=\"https://jamanetwork.com/journals/jamanetworkopen/fullarticle/10.1001/jamanetworkopen.2019.4270?utm_source=For_The_Media&utm_medium=referral&utm_campaign=ftm_links&utm_term=052419\">the study\u003c/a> published in \u003cem>JAMA Current Open\u003c/em>.\u003c/p>\n\u003cp>People who didn't have a strong life purpose — which was defined as \"a self-organizing life aim that stimulates goals\" — were more likely to die than those who did, and specifically more likely to die of cardiovascular diseases.\u003c/p>\n\u003cp>\"I approached this with a very skeptical eye,\" says \u003ca href=\"https://sph.umich.edu/faculty-profiles/pearce-celeste.html\">Pearce\u003c/a>, an associate professor of epidemiology at the University of Michigan. \"I just find it so convincing that I'm developing a whole research program around it.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>People without a strong life purpose were more than twice as likely to die between the study years of 2006 and 2010, compared with those who had one.\u003c/p>\n\u003cp>This association between a low level of purpose in life and death remained true despite how rich or poor participants were, and regardless of gender, race, or education level. The researchers also found the association to be so powerful that having a life purpose appeared to be more important for decreasing risk of death than drinking, smoking or exercising regularly.\u003c/p>\n\u003cp>\"Just like people have basic physical needs, like to sleep and eat and drink, they have basic psychological needs,\" says \u003ca href=\"https://icahn.mssm.edu/profiles/alan-rozanski\">Alan Rozanski\u003c/a>, a professor at the Icahn School of Medicine at Mount Sinai who was not involved in this research but has studied the relationship between life purpose and physical health.\u003c/p>\n\u003cp>\"The need for meaning and purpose is No. 1,\" Rozanski adds. \"It's the deepest driver of well-being there is.\"\u003c/p>\n\u003cp>The new study adds to a small but growing body of literature on the relationship between life purpose and physical health. Rozanski published a \u003ca href=\"https://www.ncbi.nlm.nih.gov/pubmed/26630073\">2016 paper\u003c/a> in the journal \u003cem>Psychosomatic Medicine\u003c/em>, for example, that used data from 10 studies to show that strong life purpose was associated with reduced risk of mortality and cardiovascular events, such as heart attacks or stroke.\u003c/p>\n\u003cp>Study authors for the new \u003cem>JAMA Current Open \u003c/em>study pulled data from a large survey of older American adults called the \u003ca href=\"http://hrsonline.isr.umich.edu/\">Health and Retirement Study\u003c/a>. Participants were asked a variety of questions on topics such as finances, physical health and family life.\u003c/p>\n\u003cp>A subset of participants filled out psychological questionnaires, including a survey called the \u003ca href=\"http://sparqtools.org/mobility-measure/psychological-wellbeing-scale/\">Psychological Wellbeing Scale\u003c/a>, in 2006. This includes questions designed to understand how strong a person's sense of life purpose is. For example, it asks them to rate their responses to questions like, \"Some people wander aimlessly through life, but I am not one of them.\"\u003c/p>\n\u003cp>The study authors used people's answers to these questions to quantify how powerful their degree of life purpose was. The researchers then compared that information to data on participants' physical health up until 2010, including whether or not participants died and what they died from.\u003c/p>\n\u003cp>The survey didn't ask participants to define how they find meaning in life. What matters, according to the researchers, is not exactly what a person's life purpose is, but that they have one.\u003c/p>\n\u003cp>\"For some, it might be raising children. For others, it might be doing volunteer work,\" Pearce says. \"Where your life fulfillment comes from can be very individual.\"\u003c/p>\n\u003cp>The study's lead author, \u003ca href=\"https://sph.umich.edu/epid/phdstudents/alimujiang_aliya.html\">Aliya Alimujiang\u003c/a>, who is a doctoral student in epidemiology at the University of Michigan, says she got involved in the project because of a personal interest in mindfulness and wellness.\u003c/p>\n\u003cp>Before she started graduate school, Alimujiang worked as a volunteer in a breast cancer clinic and says she was struck by how the patients who could articulate how they found meaning in life seemed to do better.\u003c/p>\n\u003cp>That experience helped her define part of her own life purpose: researching the phenomenon.\u003c/p>\n\u003cp>\"I had a really close relationship with the breast cancer patients. I saw the fear and anxiety and depression they had,\" Alimujiang says. \"That helped me to apply for [graduate] school. That's how I started my career.\"\u003c/p>\n\u003cp>Pearce says that while the link between life purpose and physical well-being seems strong, more research is needed to explore the physiological connection between the two, like whether having a low life purpose is connected to high levels of stress hormones. She also hopes to study public health strategies — like types of therapy or educational tools — that might help people develop a strong sense of their life's work.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"What I'm really struck by is the strength of our findings, as well as the consistency in the literature overall,\" Pearce says. \"It seems quite convincing.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=What%27s+Your+Purpose%3F+Finding+A+Sense+Of+Meaning+In+Life+Is+Linked+To+Health&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/53733/whats-your-purpose-finding-a-sense-of-meaning-in-life-is-linked-to-health","authors":["byline_mindshift_53733"],"categories":["mindshift_192"],"tags":["mindshift_20865","mindshift_21092"],"featImg":"mindshift_53734","label":"mindshift"},"mindshift_52620":{"type":"posts","id":"mindshift_52620","meta":{"index":"posts_1591205157","site":"mindshift","id":"52620","score":null,"sort":[1544424899000]},"guestAuthors":[],"slug":"four-pillars-of-a-meaningful-life-that-could-be-part-of-every-learning-community","title":"Four Pillars of a Meaningful Life That Could Be Part of Every Learning Community","publishDate":1544424899,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>When Emily Esfahani Smith went to college and embarked on her adult life she thought the key to a happy life was success. She was looking for the perfect job, boyfriend and apartment. But the longer she chased the things she thought would make her happy, the more anxious and adrift she felt. So she decided to go to graduate school to study positive psychology and figure out once and for all what makes people happy. But what she learned was that many people feel hopeless, depressed and alone.\u003c/p>\n\u003cp>\"There's an emptiness gnawing away at people and you don't have to be clinically depressed to feel it,\" Esfahani Smith said in a \u003ca href=\"https://www.ted.com/talks/emily_esfahani_smith_there_s_more_to_life_than_being_happy?referrer=playlist-how_to_notice_and_build_joy_into_your_life#t-631723\" target=\"_blank\" rel=\"noopener\">TED talk\u003c/a>.\u003c/p>\n\u003cp>And the research shows that what predicts this despair is not a lack of happiness, it's a lack of having meaning in life. Psychologists often define happiness as feeling good in the present moment, whereas meaning gets at something deeper. The psychologist \u003ca href=\"https://www.authentichappiness.sas.upenn.edu/faculty-profile/profile-dr-martin-seligman\" target=\"_blank\" rel=\"noopener\">Martin Seligman\u003c/a> said meaning comes from belonging to and serving something beyond yourself, and from developing something within you.\u003c/p>\n\u003cp>Esfahani Smith spent five years reading the research in neuroscience, psychology, philosophy, and interviewing hundreds of people to try to figure out how we can each lead more meaningful lives. She says meaning can be created by focusing on four pillars, although they don't all have to be present for every person.\u003c/p>\n\u003cp>\u003cstrong>1. Belonging.\u003c/strong> \"Belonging comes from being in relationships where you are valued for who you are intrinsically and where you value others as well,\" Esfahani Smith said. She cautions the \"cheap\" type of belonging that revolves around being valued for what you believe or who you hate, and that real belonging comes from love. She also says belonging is a choice; people can cultivate belonging in a community.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>2. \u003ca href=\"https://www.kqed.org/mindshift/tag/purpose\" target=\"_blank\" rel=\"noopener\">Purpose\u003c/a>.\u003c/strong> This is not the same thing as a job that makes you happy. \"The key to purpose is using your strengths to serve others,\" she said. For many people, that happens through work, which means economic problems like low workforce involvement or lack of engagement at work are existential problems too. \"Purpose gives you something to live for, some 'why' that drives you forward,\" Esfahani Smith said. For many people, purpose comes from being a good parent, for example.\u003c/p>\n\u003cp>\u003cstrong>3. Transcendence.\u003c/strong> Transcendence is when \"you're lifted above the hustle and bustle of daily life, your sense of self fades away and you feel connected to a higher reality,\" Esfahani Smith said. For some that might be looking at art, or worshipping at church or maybe taking a walk in the woods.\u003c/p>\n\u003cp>\u003cstrong>4. Storytelling.\u003c/strong> She says this one often surprises people, but the story we tell ourselves about ourselves is powerful and can change. \"Creating a narrative about the things in your life brings clarity. It helps you understand how you became you,\" Esfahani Smith said. \"But we don't always realize that we're the authors of our own stories and can change the way we're telling them. Your life isn't just a list of events. You can edit, interpret and retell your story even as you're constrained by the facts.\"\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://embed.ted.com/talks/emily_esfahani_smith_there_s_more_to_life_than_being_happy\" width=\"640\" height=\"360\" frameborder=\"0\" scrolling=\"no\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>In other words, we can all reflect on the experiences that shaped us, the things we lost, and the things we gained and \u003ca href=\"https://ideas.ted.com/the-two-kinds-of-stories-we-tell-about-ourselves/\" target=\"_blank\" rel=\"noopener\">tell a story about who we became from those experiences\u003c/a>. The psychologist \u003ca href=\"https://www.psychology.northwestern.edu/people/faculty/core/profiles/dan-mcadams.html\" target=\"_blank\" rel=\"noopener\">Dan McAdams\u003c/a> has found that people who lead meaningful lives tend to tell stories about themselves defined by redemption, growth and love.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>These pillars can be used in communities both good and bad. They're the qualities of gangs and cults that lead people to live and die for them. But they could also be incredibly positive in learning communities like schools.\u003c/p>\n\n","blocks":[],"excerpt":"The four keys to leading a meaningful life and how we can work to manifest them in our families and institutions.","status":"publish","parent":0,"modified":1544468035,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":true,"iframeSrcs":["https://embed.ted.com/talks/emily_esfahani_smith_there_s_more_to_life_than_being_happy"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":13,"wordCount":626},"headData":{"title":"Four Pillars of a Meaningful Life That Could Be Part of Every Learning Community | KQED","description":"The four keys to leading a meaningful life and how we can work to manifest them in our families and institutions.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Four Pillars of a Meaningful Life That Could Be Part of Every Learning Community","datePublished":"2018-12-10T06:54:59.000Z","dateModified":"2018-12-10T18:53:55.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"52620 https://ww2.kqed.org/mindshift/?p=52620","disqusUrl":"https://ww2.kqed.org/mindshift/2018/12/09/four-pillars-of-a-meaningful-life-that-could-be-part-of-every-learning-community/","disqusTitle":"Four Pillars of a Meaningful Life That Could Be Part of Every Learning Community","path":"/mindshift/52620/four-pillars-of-a-meaningful-life-that-could-be-part-of-every-learning-community","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>When Emily Esfahani Smith went to college and embarked on her adult life she thought the key to a happy life was success. She was looking for the perfect job, boyfriend and apartment. But the longer she chased the things she thought would make her happy, the more anxious and adrift she felt. So she decided to go to graduate school to study positive psychology and figure out once and for all what makes people happy. But what she learned was that many people feel hopeless, depressed and alone.\u003c/p>\n\u003cp>\"There's an emptiness gnawing away at people and you don't have to be clinically depressed to feel it,\" Esfahani Smith said in a \u003ca href=\"https://www.ted.com/talks/emily_esfahani_smith_there_s_more_to_life_than_being_happy?referrer=playlist-how_to_notice_and_build_joy_into_your_life#t-631723\" target=\"_blank\" rel=\"noopener\">TED talk\u003c/a>.\u003c/p>\n\u003cp>And the research shows that what predicts this despair is not a lack of happiness, it's a lack of having meaning in life. Psychologists often define happiness as feeling good in the present moment, whereas meaning gets at something deeper. The psychologist \u003ca href=\"https://www.authentichappiness.sas.upenn.edu/faculty-profile/profile-dr-martin-seligman\" target=\"_blank\" rel=\"noopener\">Martin Seligman\u003c/a> said meaning comes from belonging to and serving something beyond yourself, and from developing something within you.\u003c/p>\n\u003cp>Esfahani Smith spent five years reading the research in neuroscience, psychology, philosophy, and interviewing hundreds of people to try to figure out how we can each lead more meaningful lives. She says meaning can be created by focusing on four pillars, although they don't all have to be present for every person.\u003c/p>\n\u003cp>\u003cstrong>1. Belonging.\u003c/strong> \"Belonging comes from being in relationships where you are valued for who you are intrinsically and where you value others as well,\" Esfahani Smith said. She cautions the \"cheap\" type of belonging that revolves around being valued for what you believe or who you hate, and that real belonging comes from love. She also says belonging is a choice; people can cultivate belonging in a community.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>2. \u003ca href=\"https://www.kqed.org/mindshift/tag/purpose\" target=\"_blank\" rel=\"noopener\">Purpose\u003c/a>.\u003c/strong> This is not the same thing as a job that makes you happy. \"The key to purpose is using your strengths to serve others,\" she said. For many people, that happens through work, which means economic problems like low workforce involvement or lack of engagement at work are existential problems too. \"Purpose gives you something to live for, some 'why' that drives you forward,\" Esfahani Smith said. For many people, purpose comes from being a good parent, for example.\u003c/p>\n\u003cp>\u003cstrong>3. Transcendence.\u003c/strong> Transcendence is when \"you're lifted above the hustle and bustle of daily life, your sense of self fades away and you feel connected to a higher reality,\" Esfahani Smith said. For some that might be looking at art, or worshipping at church or maybe taking a walk in the woods.\u003c/p>\n\u003cp>\u003cstrong>4. Storytelling.\u003c/strong> She says this one often surprises people, but the story we tell ourselves about ourselves is powerful and can change. \"Creating a narrative about the things in your life brings clarity. It helps you understand how you became you,\" Esfahani Smith said. \"But we don't always realize that we're the authors of our own stories and can change the way we're telling them. Your life isn't just a list of events. You can edit, interpret and retell your story even as you're constrained by the facts.\"\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://embed.ted.com/talks/emily_esfahani_smith_there_s_more_to_life_than_being_happy\" width=\"640\" height=\"360\" frameborder=\"0\" scrolling=\"no\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>In other words, we can all reflect on the experiences that shaped us, the things we lost, and the things we gained and \u003ca href=\"https://ideas.ted.com/the-two-kinds-of-stories-we-tell-about-ourselves/\" target=\"_blank\" rel=\"noopener\">tell a story about who we became from those experiences\u003c/a>. The psychologist \u003ca href=\"https://www.psychology.northwestern.edu/people/faculty/core/profiles/dan-mcadams.html\" target=\"_blank\" rel=\"noopener\">Dan McAdams\u003c/a> has found that people who lead meaningful lives tend to tell stories about themselves defined by redemption, growth and love.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>These pillars can be used in communities both good and bad. They're the qualities of gangs and cults that lead people to live and die for them. But they could also be incredibly positive in learning communities like schools.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/52620/four-pillars-of-a-meaningful-life-that-could-be-part-of-every-learning-community","authors":["234"],"categories":["mindshift_192"],"tags":["mindshift_20784","mindshift_1040","mindshift_21092","mindshift_486"],"featImg":"mindshift_52624","label":"mindshift"},"mindshift_50644":{"type":"posts","id":"mindshift_50644","meta":{"index":"posts_1591205157","site":"mindshift","id":"50644","score":null,"sort":[1520576726000]},"guestAuthors":[],"slug":"using-expressive-writing-to-keep-students-grounded-and-engaged-in-science-courses","title":"Using Expressive Writing To Keep Students Grounded and Engaged in Science Courses","publishDate":1520576726,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Before attacking a problem set or being introduced to a new concept, some students at San Francisco State University will pause during their science class to do something unusual: ponder life, write thoughts into a journal and share them with classmates. \u003cem>Why am I here? What am I contributing to this class? Who can I go to when times are tough?\u003c/em>\u003c/p>\n\u003cp>While it’s not unexpected for humanities classes to incorporate self-reflection, such activities rarely find a place in science, technology, engineering and mathematics (STEM) — information-rich disciplines with skills and concepts that build on one another.\u003c/p>\n\u003cp>The thought of bringing expressive writing into STEM at SFSU came to \u003ca href=\"https://www.linkedin.com/in/thehopedealer/\">Khanh Tran\u003c/a> when he had an aha! moment while taking an ethnic studies class two years ago. Whereas the ethnic studies class was “all about my personal experience,” science courses are “about someone else’s — someone’s theory, someone’s discovery, someone’s knowledge,” says Tran, a SFSU biology and Asian-American studies major who is \u003cspan style=\"font-weight: 400\">the youngest son of Vietnamese immigrants\u003c/span>. Ethnic studies classes emphasize “what \u003cem>you\u003c/em> know, what you can bring to the classroom.”\u003c/p>\n\u003cfigure id=\"attachment_50721\" class=\"wp-caption alignright\" style=\"max-width: 160px\">\u003cimg class=\"wp-image-50721 size-thumbnail\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/03/khanh-tran-headshot-160x200.jpg\" alt=\"\" width=\"160\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/03/khanh-tran-headshot-160x200.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/khanh-tran-headshot-800x1000.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/khanh-tran-headshot-768x960.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/khanh-tran-headshot-240x300.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/khanh-tran-headshot-375x469.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/khanh-tran-headshot-520x650.jpg 520w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/khanh-tran-headshot.jpg 853w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cfigcaption class=\"wp-caption-text\">Courtesy of Khanh Tran \u003ccite>(Courtesy of Khanh Tran)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Every day, as Tran recalls, his ethnic studies professor \u003ca href=\"https://aas.sfsu.edu/content/arlene-daus-magbual-edd\">Arlene Daus-Magbual\u003c/a> began class by asking students a check-in question. \u003cem>On a scale of 1 to 10, how stressed do you feel? Name the animal you feel most aligned with\u003c/em>. One student said she liked the check-ins because they didn’t simply ask what you know “but also how you’re feeling in the heart,” Tran says. The concept of a “heart check” was born. Tran wondered if this sort of activity — a brief time to consider values and purpose — could help first-generation students persist and succeed in STEM majors.\u003c/p>\n\u003cp>Tran shared his thinking with Imani Davis, an African-American classmate studying biology and ethnic studies. The idea resonated. “I never had someone in the sciences reflect who I was as a person,” Davis says. She began to wonder what if students were asked \"Who is someone in the sciences you connect with or reflects the background you’re a part of?”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Davis and Tran brought the idea to chemistry professor \u003ca href=\"http://www.sciencemag.org/careers/2017/10/chicana-chemist-paying-it-forward-support-students-underrepresented-groups\">Alegra Eroy-Reveles\u003c/a>, who helped them craft journaling questions for a peer-led program, known as Supplemental Instruction (SI), aimed at supporting students in large-lecture STEM courses. SI classes are open to all but particularly helpful for first-generation college students whose parents didn’t attend college, and students from ethnic groups underrepresented in STEM. The group conducted trial runs of the journaling in SI biology, chemistry and physics classes last spring.\u003c/p>\n\u003cfigure id=\"attachment_50720\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-50720\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/03/Alegra-Isela-Imani-at-poster.png\" alt=\"\" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/03/Alegra-Isela-Imani-at-poster.png 640w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/Alegra-Isela-Imani-at-poster-160x120.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/Alegra-Isela-Imani-at-poster-240x180.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/Alegra-Isela-Imani-at-poster-375x281.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/Alegra-Isela-Imani-at-poster-520x390.png 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">SFSU students Isela Hernandez and Imani Davis with chemistry professor Alegra Eroy-Reveles presenting their journaling project at a conference last fall. \u003ccite>(Courtesy of Alegra Eroy-Reveles)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Each week as class started, students spent five minutes reflecting on a provided question. They jotted thoughts into a composition book, then had the option of sharing insights and experiences with the class before returning their journals to the instructor. At first a few students balked at the activity, eager to dive straight into course material. Others hesitated because of shame or worry.\u003c/p>\n\u003cp>“We’re taught to think a bit more linearly [in STEM]...to not bring personality or thought or rationale into our classes,” says Sergio Ramirez, an SFSU senior who several years ago took the SI program and now serves as a class facilitator.\u003c/p>\n\u003cp>“At first I didn’t want to open up to anybody,” says Mireya Arreguin, a biology major. “I come from a Mexican family whose parents didn’t go to college, who didn’t even finish middle school. And it was like, why am I here? Am I the only one who’s trying to put up a face?”\u003c/p>\n\u003cfigure id=\"attachment_50715\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-50715\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/03/SI-Journal-entry-2-e1520503037310.png\" alt=\"\" width=\"1920\" height=\"1199\">\u003cfigcaption class=\"wp-caption-text\">Supplemental Instruction journal entry by SFSU student Mireya Arreguin. \u003ccite>(Courtesy of Mireya Arreguin)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>If students didn’t feel like sharing, the instructors jumped in. “We answered the questions as well,” says Davis. “We didn’t want there to be a divide, like I’m the teacher and you’re the student. We were all peers.”\u003c/p>\n\u003cp>Before long students got more comfortable being honest about their struggles. “We all started opening up and liking it more,” Arreguin says. “It was actually enjoyable and stress-relieving.”\u003c/p>\n\u003cp>In end-of-semester evaluations, students gave feedback on their experience with the in-class journaling. Did it help their learning? Did it help them understand why they’re going to college?\u003c/p>\n\u003cp>“Overwhelmingly yes,” says Eroy-Reveles. “They want to do more.”\u003c/p>\n\u003cp>Some students said they wished their instructors had read what they’d written and given feedback week to week, like an interactive diary.\u003c/p>\n\u003cp>Reading through student responses, Eroy-Reveles and the team assumed the benefits of journaling would fall largely in the realm of self-affirmation. But actually less than a fifth of participants mentioned feeling affirmed. More than 85 percent noted gains from cognitive processing — taking the time to think deeply about themselves, “to look at their life, think about stress levels,\" says Eroy-Reveles. \"That’s what led to greater meaning.”\u003c/p>\n\u003cfigure id=\"attachment_50714\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-50714\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/03/SI-Journal-1.png\" alt=\"\" width=\"1920\" height=\"1663\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/03/SI-Journal-1.png 1920w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/SI-Journal-1-160x139.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/SI-Journal-1-800x693.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/SI-Journal-1-768x665.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/SI-Journal-1-1020x883.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/SI-Journal-1-1180x1022.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/SI-Journal-1-960x832.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/SI-Journal-1-240x208.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/SI-Journal-1-375x325.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/SI-Journal-1-520x450.png 520w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Supplemental Instruction journal entry by SFSU student Jesus Barragan. \u003ccite>(Courtesy of Jesus Barragan)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>This semester, about 320 students -- 16 of 23 SI classes (biology, chemistry, physics, math) -- are doing the in-class journaling. With this expanded participation, the team hopes to get a clearer picture of the activity’s impact. For example, does it help students earn better grades or stay in STEM or reduce stress levels? The project is called SEEP (Self-Empowering Expressive Purpose). It’s funded through \u003ca href=\"https://sfbuild.sfsu.edu/home\">SF BUILD\u003c/a> (Building Infrastructure Leading to Diversity), a program the university launched in 2014 as part of the National Institutes of Health’s effort to diversify the biomedical workforce.\u003c/p>\n\u003cp>The self-reflection and journaling component helps students realize their sense of purpose, but it’s the peer-to-peer dialogue that brings affirmation.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“It provides hope and healing,” Tran says.\u003c/p>\n\n","blocks":[],"excerpt":"First generation college students who are at risk of dropping out of STEM majors can benefit from writing in journals about their purpose in STEM and reflecting deeply on who they are. \r\n","status":"publish","parent":0,"modified":1520576726,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":20,"wordCount":1060},"headData":{"title":"Using Expressive Writing To Keep Students Grounded and Engaged in Science Courses | KQED","description":"First generation college students who are at risk of dropping out of STEM majors can benefit from writing in journals about their purpose in STEM and reflecting deeply on who they are. \r\n","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Using Expressive Writing To Keep Students Grounded and Engaged in Science Courses","datePublished":"2018-03-09T06:25:26.000Z","dateModified":"2018-03-09T06:25:26.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"50644 https://ww2.kqed.org/mindshift/?p=50644","disqusUrl":"https://ww2.kqed.org/mindshift/2018/03/08/using-expressive-writing-to-keep-students-grounded-and-engaged-in-science-courses/","disqusTitle":"Using Expressive Writing To Keep Students Grounded and Engaged in Science Courses","nprByline":"\u003ca href=\"https://www.estherlandhuis.com/\">Esther Landhuis\u003c/a>","path":"/mindshift/50644/using-expressive-writing-to-keep-students-grounded-and-engaged-in-science-courses","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Before attacking a problem set or being introduced to a new concept, some students at San Francisco State University will pause during their science class to do something unusual: ponder life, write thoughts into a journal and share them with classmates. \u003cem>Why am I here? What am I contributing to this class? Who can I go to when times are tough?\u003c/em>\u003c/p>\n\u003cp>While it’s not unexpected for humanities classes to incorporate self-reflection, such activities rarely find a place in science, technology, engineering and mathematics (STEM) — information-rich disciplines with skills and concepts that build on one another.\u003c/p>\n\u003cp>The thought of bringing expressive writing into STEM at SFSU came to \u003ca href=\"https://www.linkedin.com/in/thehopedealer/\">Khanh Tran\u003c/a> when he had an aha! moment while taking an ethnic studies class two years ago. Whereas the ethnic studies class was “all about my personal experience,” science courses are “about someone else’s — someone’s theory, someone’s discovery, someone’s knowledge,” says Tran, a SFSU biology and Asian-American studies major who is \u003cspan style=\"font-weight: 400\">the youngest son of Vietnamese immigrants\u003c/span>. Ethnic studies classes emphasize “what \u003cem>you\u003c/em> know, what you can bring to the classroom.”\u003c/p>\n\u003cfigure id=\"attachment_50721\" class=\"wp-caption alignright\" style=\"max-width: 160px\">\u003cimg class=\"wp-image-50721 size-thumbnail\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/03/khanh-tran-headshot-160x200.jpg\" alt=\"\" width=\"160\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/03/khanh-tran-headshot-160x200.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/khanh-tran-headshot-800x1000.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/khanh-tran-headshot-768x960.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/khanh-tran-headshot-240x300.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/khanh-tran-headshot-375x469.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/khanh-tran-headshot-520x650.jpg 520w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/khanh-tran-headshot.jpg 853w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cfigcaption class=\"wp-caption-text\">Courtesy of Khanh Tran \u003ccite>(Courtesy of Khanh Tran)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Every day, as Tran recalls, his ethnic studies professor \u003ca href=\"https://aas.sfsu.edu/content/arlene-daus-magbual-edd\">Arlene Daus-Magbual\u003c/a> began class by asking students a check-in question. \u003cem>On a scale of 1 to 10, how stressed do you feel? Name the animal you feel most aligned with\u003c/em>. One student said she liked the check-ins because they didn’t simply ask what you know “but also how you’re feeling in the heart,” Tran says. The concept of a “heart check” was born. Tran wondered if this sort of activity — a brief time to consider values and purpose — could help first-generation students persist and succeed in STEM majors.\u003c/p>\n\u003cp>Tran shared his thinking with Imani Davis, an African-American classmate studying biology and ethnic studies. The idea resonated. “I never had someone in the sciences reflect who I was as a person,” Davis says. She began to wonder what if students were asked \"Who is someone in the sciences you connect with or reflects the background you’re a part of?”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Davis and Tran brought the idea to chemistry professor \u003ca href=\"http://www.sciencemag.org/careers/2017/10/chicana-chemist-paying-it-forward-support-students-underrepresented-groups\">Alegra Eroy-Reveles\u003c/a>, who helped them craft journaling questions for a peer-led program, known as Supplemental Instruction (SI), aimed at supporting students in large-lecture STEM courses. SI classes are open to all but particularly helpful for first-generation college students whose parents didn’t attend college, and students from ethnic groups underrepresented in STEM. The group conducted trial runs of the journaling in SI biology, chemistry and physics classes last spring.\u003c/p>\n\u003cfigure id=\"attachment_50720\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-50720\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/03/Alegra-Isela-Imani-at-poster.png\" alt=\"\" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/03/Alegra-Isela-Imani-at-poster.png 640w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/Alegra-Isela-Imani-at-poster-160x120.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/Alegra-Isela-Imani-at-poster-240x180.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/Alegra-Isela-Imani-at-poster-375x281.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/Alegra-Isela-Imani-at-poster-520x390.png 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">SFSU students Isela Hernandez and Imani Davis with chemistry professor Alegra Eroy-Reveles presenting their journaling project at a conference last fall. \u003ccite>(Courtesy of Alegra Eroy-Reveles)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Each week as class started, students spent five minutes reflecting on a provided question. They jotted thoughts into a composition book, then had the option of sharing insights and experiences with the class before returning their journals to the instructor. At first a few students balked at the activity, eager to dive straight into course material. Others hesitated because of shame or worry.\u003c/p>\n\u003cp>“We’re taught to think a bit more linearly [in STEM]...to not bring personality or thought or rationale into our classes,” says Sergio Ramirez, an SFSU senior who several years ago took the SI program and now serves as a class facilitator.\u003c/p>\n\u003cp>“At first I didn’t want to open up to anybody,” says Mireya Arreguin, a biology major. “I come from a Mexican family whose parents didn’t go to college, who didn’t even finish middle school. And it was like, why am I here? Am I the only one who’s trying to put up a face?”\u003c/p>\n\u003cfigure id=\"attachment_50715\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-50715\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/03/SI-Journal-entry-2-e1520503037310.png\" alt=\"\" width=\"1920\" height=\"1199\">\u003cfigcaption class=\"wp-caption-text\">Supplemental Instruction journal entry by SFSU student Mireya Arreguin. \u003ccite>(Courtesy of Mireya Arreguin)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>If students didn’t feel like sharing, the instructors jumped in. “We answered the questions as well,” says Davis. “We didn’t want there to be a divide, like I’m the teacher and you’re the student. We were all peers.”\u003c/p>\n\u003cp>Before long students got more comfortable being honest about their struggles. “We all started opening up and liking it more,” Arreguin says. “It was actually enjoyable and stress-relieving.”\u003c/p>\n\u003cp>In end-of-semester evaluations, students gave feedback on their experience with the in-class journaling. Did it help their learning? Did it help them understand why they’re going to college?\u003c/p>\n\u003cp>“Overwhelmingly yes,” says Eroy-Reveles. “They want to do more.”\u003c/p>\n\u003cp>Some students said they wished their instructors had read what they’d written and given feedback week to week, like an interactive diary.\u003c/p>\n\u003cp>Reading through student responses, Eroy-Reveles and the team assumed the benefits of journaling would fall largely in the realm of self-affirmation. But actually less than a fifth of participants mentioned feeling affirmed. More than 85 percent noted gains from cognitive processing — taking the time to think deeply about themselves, “to look at their life, think about stress levels,\" says Eroy-Reveles. \"That’s what led to greater meaning.”\u003c/p>\n\u003cfigure id=\"attachment_50714\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-50714\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/03/SI-Journal-1.png\" alt=\"\" width=\"1920\" height=\"1663\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/03/SI-Journal-1.png 1920w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/SI-Journal-1-160x139.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/SI-Journal-1-800x693.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/SI-Journal-1-768x665.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/SI-Journal-1-1020x883.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/SI-Journal-1-1180x1022.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/SI-Journal-1-960x832.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/SI-Journal-1-240x208.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/SI-Journal-1-375x325.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/SI-Journal-1-520x450.png 520w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Supplemental Instruction journal entry by SFSU student Jesus Barragan. \u003ccite>(Courtesy of Jesus Barragan)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>This semester, about 320 students -- 16 of 23 SI classes (biology, chemistry, physics, math) -- are doing the in-class journaling. With this expanded participation, the team hopes to get a clearer picture of the activity’s impact. For example, does it help students earn better grades or stay in STEM or reduce stress levels? The project is called SEEP (Self-Empowering Expressive Purpose). It’s funded through \u003ca href=\"https://sfbuild.sfsu.edu/home\">SF BUILD\u003c/a> (Building Infrastructure Leading to Diversity), a program the university launched in 2014 as part of the National Institutes of Health’s effort to diversify the biomedical workforce.\u003c/p>\n\u003cp>The self-reflection and journaling component helps students realize their sense of purpose, but it’s the peer-to-peer dialogue that brings affirmation.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“It provides hope and healing,” Tran says.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/50644/using-expressive-writing-to-keep-students-grounded-and-engaged-in-science-courses","authors":["byline_mindshift_50644"],"categories":["mindshift_192","mindshift_193"],"tags":["mindshift_21109","mindshift_20784","mindshift_1040","mindshift_21181","mindshift_21092","mindshift_21180","mindshift_47","mindshift_21179","mindshift_851"],"featImg":"mindshift_50747","label":"mindshift"},"mindshift_49937":{"type":"posts","id":"mindshift_49937","meta":{"index":"posts_1591205157","site":"mindshift","id":"49937","score":null,"sort":[1514984651000]},"guestAuthors":[],"slug":"the-benefits-of-helping-teens-identify-purpose-in-life","title":"The Benefits of Helping Teens Identify Their Purpose in Life","publishDate":1514984651,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>It’s 12:15 p.m. on a Tuesday in December and 30 students gather for an unusual class at the Bronx Center for Science and Mathematics, a public high school located in one of the country’s poorest Congressional districts. Two seniors, who have been trained to lead the class, are presiding over today’s session on the theme of interpersonal connection. They project a slide on a topic of near-universal interest to teenagers – social media. It asks, “How connected are we?” and then presents three provocative quotes for students to contemplate:\u003c/p>\n\u003cul>\n\u003cli>“We live in a society where looking cool in pictures has become more important than being a genuine person.”\u003c/li>\n\u003cli>“We are all now connected by the Internet like neurons in a giant brain.”\u003c/li>\n\u003cli>“Social media and technology are not agents of change. They are just tools. We the connected people are the agents of change.”\u003c/li>\n\u003c/ul>\n\u003cp>A lively discussion soon erupts over the pluses and minuses of social media. The students touch on privacy, cyberbullying, false and true identity, and the quality of friendships sustained and snuffed on Instagram and SnapChat. They circle around the issue of trust and the risk of being shamed for secrets they’ve shared. Tiny freshmen hold their own with burly seniors, all of them tidily turned out in the school uniform of gray and navy with striped ties for both girls and boys. Welcome to the \u003ca href=\"http://openfutureinstitute.org/question-project/\">QUESTion Project\u003c/a>, a semester-long elective designed to give adolescents a space in which to wrestle with big questions about who they are, where they are headed and what matters most in their journey through life.\u003c/p>\n\u003caside class=\"pullquote alignright\">'One of the things that I’ve been seeing in some schools is they are saying enough is enough. We need to prioritize our students knowing what their value is in the world.'\u003ccite>Heather Malin, director of research, Stanford University Center on Adolescence\u003c/cite>\u003c/aside>\n\u003cp>The three-year-old program, now offered in six public schools (five in New York City and one in Los Angeles) is part of a movement within a movement. In the past decade or so, a growing number of schools have adopted curricula on social and emotional learning, including an emphasis on growth mindsets (as defined by psychologist Carol Dweck of Stanford) and developing a stick-to-it quality called \u003ca href=\"https://www.ncbi.nlm.nih.gov/pubmed/17547490\">grit\u003c/a> (as explored by Angela Duckworth of the University of Pennsylvania). The QUESTion Project and like-minded programs such as the \u003ca href=\"http://www.thefutureproject.org/\">Future Project\u003c/a> and \u003ca href=\"http://www.projectwayfinder.com/\">Project Wayfinder\u003c/a> focus on something a little more abstract and, arguably, profound: finding a sense of purpose.\u003c/p>\n\u003cp>Research and scholarship on “purpose” has gained momentum in recent years, converging from developmental psychology, moral philosophy, positive psychology and other directions. Its application to the world of adolescent education owes much to the work of Stanford psychologist William Damon, who, together with colleagues Jenni Menon and Kendall Cotton Bronk, developed \u003ca href=\"https://web.stanford.edu/group/adolescence/cgi-bin/coa/sites/default/files/devofpurpose_0.pdf\">this definition of purpose back in 2003\u003c/a>: “A stable and generalized intention to accomplish something that is at once meaningful to the self and of consequence to the world beyond the self.”\u003c/p>\n\u003cp>https://vimeo.com/154362942\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>While definitions vary a bit from study to study, researchers have linked a sense of purpose to lower levels of adolescent \u003ca href=\"https://www.ncbi.nlm.nih.gov/pubmed/20960241\">depression, less binge drinking and drug abuse\u003c/a>, healthier habits such as exercising, and a greater \u003ca href=\"http://psycnet.apa.org/doiLanding?doi=10.1037%2Fa0037637\">commitment to schoolwork\u003c/a>. Adults with a sense of purpose report greater satisfaction with life.\u003c/p>\n\u003cp>Unfortunately, research also suggests that purpose is rare. “Most young people and even most adults don’t have a purpose in their life,” says Bronk, now an associate professor of psychology at Claremont Graduate University in California. A \u003ca href=\"https://coa.stanford.edu/publications/purpose-giftedness-intrapersonal-intelligence\">2009 study\u003c/a> involving 237 young people found that only 17 percent of high school freshman have a sense of purpose, and just 23 percent of seniors do, though more than 40 percent of college students do.\u003c/p>\n\u003cp>Bronk and many others would like to figure out how to foster purpose in young people. The field is challenged, however, by difficulties in measuring this elusive quality. The “gold standard” is a 45-minute structured interview called the Revised Youth Purpose Interview. Obviously, that’s not terribly practical for doing large-scale studies involving many students.\u003c/p>\n\u003caside class=\"pullquote alignright\">'Most young people and even most adults don’t have a purpose in their life.'\u003ccite>Kendall Cotton Bronk, associate professor of psychology, Claremont Graduate University\u003c/cite>\u003c/aside>\n\u003cp>Oddly enough, the interview alone — 45 minutes of penetrating questions about personal motivation, direction and desire to make a difference — can itself help foster some aspects of purpose, at least according to one\u003ca href=\"https://www.ncbi.nlm.nih.gov/pubmed/22275281\"> 2011 study. \u003c/a>Psychologist Matthew Bundick, now at Duquesne University in Pittsburgh, conducted the interview with 38 college students and found that nine months later they had a greater sense of purpose than students in control group. That finding suggests that merely giving adolescents the opportunity to explore and discuss ideas about their own trajectory through life can be beneficial.\u003c/p>\n\u003cp>This is where programs like the QUESTion Project come in. They provide that opportunity. Bronk, meanwhile, has \u003ca href=\"https://www.fosterpurpose.org/\">created online tools\u003c/a> for teens to explore their purpose.\u003c/p>\n\u003cp>There’s no question that the study of purpose remains rather fuzzy.\u003c/p>\n\u003cp>“It’s an emerging field,” says psychologist Heather Malin, director of research at Stanford’s Center on Adolescence. Both Malin and Bronk are developing new survey tools for measuring purpose – tools that are needed for bigger, more rigorous studies. Malin is also writing a book on the subject that takes a close look at six purpose-oriented programs already in high schools around the country (including the ones mentioned above).\u003c/p>\n\u003cp>There’s some consensus, she says, about what is needed: “It starts with giving kids the space and time to reflect on their values, and from there, thinking about their future direction, the idea of purpose and then having opportunities to act on it.” However, Malin notes, “these programs are struggling to come up with research and measures to show that they work.”\u003c/p>\n\u003cp>And yet, despite the lack of outcome data, the programs seem to be striking a chord. “One of the things that I’ve been seeing in some schools,” Malin says, “is they are saying enough is enough. We need to prioritize our students knowing what their value is in the world. I’ve been hearing the word ‘humanity’ over and over again. People have hit the limit with the rigidity and rigor.”\u003c/p>\n\u003cp>That has a lot to do with why Gerard Senehi, a former middle school teacher, created the QUESTion Project. He, too, talks about giving students “outlets for their humanity,” not only in response to the rigid curriculum in so many American schools, but in response to social norms that are in flux.\u003c/p>\n\u003cp>“In the past we had more of a script for who to be and how to be. The lack of script is a very good thing but it also makes it very hard if students don’t have support,” Senehi says. “This is part of the depression problem [among teens]. If you don’t have a script or you don’t have a place to define it for yourself, you are like a ship without an anchor.”\u003c/p>\n\u003cp>Jamila Blades, who has taught the class at Bronx Center for Science and Mathematics for three years, says she has seen students emerge with more confidence and courage to try new things, more respect for one another and perhaps even a less rote and lockstep view of their path through life. It’s one class where freshmen and seniors listen intently to one another and where, unlike other courses, there are no wrong answers.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">\u003cem>The Hechinger Report\u003c/em>\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"http://eepurl.com/c36ixT\">\u003cem>our newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"A new movement in schools makes room for students to explore life’s big questions. \r\n\r\n","status":"publish","parent":0,"modified":1514984962,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":19,"wordCount":1341},"headData":{"title":"The Benefits of Helping Teens Identify Their Purpose in Life | KQED","description":"A new movement in schools makes room for students to explore life’s big questions. \r\n\r\n","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"The Benefits of Helping Teens Identify Their Purpose in Life","datePublished":"2018-01-03T13:04:11.000Z","dateModified":"2018-01-03T13:09:22.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"49937 https://ww2.kqed.org/mindshift/?p=49937","disqusUrl":"https://ww2.kqed.org/mindshift/2018/01/03/the-benefits-of-helping-teens-identify-purpose-in-life/","disqusTitle":"The Benefits of Helping Teens Identify Their Purpose in Life","nprByline":"\u003ca href “https://www.hechingerreport.org\">Claudia Wallis, The Hechinger Report\u003c/a>","path":"/mindshift/49937/the-benefits-of-helping-teens-identify-purpose-in-life","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>It’s 12:15 p.m. on a Tuesday in December and 30 students gather for an unusual class at the Bronx Center for Science and Mathematics, a public high school located in one of the country’s poorest Congressional districts. Two seniors, who have been trained to lead the class, are presiding over today’s session on the theme of interpersonal connection. They project a slide on a topic of near-universal interest to teenagers – social media. It asks, “How connected are we?” and then presents three provocative quotes for students to contemplate:\u003c/p>\n\u003cul>\n\u003cli>“We live in a society where looking cool in pictures has become more important than being a genuine person.”\u003c/li>\n\u003cli>“We are all now connected by the Internet like neurons in a giant brain.”\u003c/li>\n\u003cli>“Social media and technology are not agents of change. They are just tools. We the connected people are the agents of change.”\u003c/li>\n\u003c/ul>\n\u003cp>A lively discussion soon erupts over the pluses and minuses of social media. The students touch on privacy, cyberbullying, false and true identity, and the quality of friendships sustained and snuffed on Instagram and SnapChat. They circle around the issue of trust and the risk of being shamed for secrets they’ve shared. Tiny freshmen hold their own with burly seniors, all of them tidily turned out in the school uniform of gray and navy with striped ties for both girls and boys. Welcome to the \u003ca href=\"http://openfutureinstitute.org/question-project/\">QUESTion Project\u003c/a>, a semester-long elective designed to give adolescents a space in which to wrestle with big questions about who they are, where they are headed and what matters most in their journey through life.\u003c/p>\n\u003caside class=\"pullquote alignright\">'One of the things that I’ve been seeing in some schools is they are saying enough is enough. We need to prioritize our students knowing what their value is in the world.'\u003ccite>Heather Malin, director of research, Stanford University Center on Adolescence\u003c/cite>\u003c/aside>\n\u003cp>The three-year-old program, now offered in six public schools (five in New York City and one in Los Angeles) is part of a movement within a movement. In the past decade or so, a growing number of schools have adopted curricula on social and emotional learning, including an emphasis on growth mindsets (as defined by psychologist Carol Dweck of Stanford) and developing a stick-to-it quality called \u003ca href=\"https://www.ncbi.nlm.nih.gov/pubmed/17547490\">grit\u003c/a> (as explored by Angela Duckworth of the University of Pennsylvania). The QUESTion Project and like-minded programs such as the \u003ca href=\"http://www.thefutureproject.org/\">Future Project\u003c/a> and \u003ca href=\"http://www.projectwayfinder.com/\">Project Wayfinder\u003c/a> focus on something a little more abstract and, arguably, profound: finding a sense of purpose.\u003c/p>\n\u003cp>Research and scholarship on “purpose” has gained momentum in recent years, converging from developmental psychology, moral philosophy, positive psychology and other directions. Its application to the world of adolescent education owes much to the work of Stanford psychologist William Damon, who, together with colleagues Jenni Menon and Kendall Cotton Bronk, developed \u003ca href=\"https://web.stanford.edu/group/adolescence/cgi-bin/coa/sites/default/files/devofpurpose_0.pdf\">this definition of purpose back in 2003\u003c/a>: “A stable and generalized intention to accomplish something that is at once meaningful to the self and of consequence to the world beyond the self.”\u003c/p>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"vimeoLink","attributes":{"named":{"vimeoId":"154362942"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>While definitions vary a bit from study to study, researchers have linked a sense of purpose to lower levels of adolescent \u003ca href=\"https://www.ncbi.nlm.nih.gov/pubmed/20960241\">depression, less binge drinking and drug abuse\u003c/a>, healthier habits such as exercising, and a greater \u003ca href=\"http://psycnet.apa.org/doiLanding?doi=10.1037%2Fa0037637\">commitment to schoolwork\u003c/a>. Adults with a sense of purpose report greater satisfaction with life.\u003c/p>\n\u003cp>Unfortunately, research also suggests that purpose is rare. “Most young people and even most adults don’t have a purpose in their life,” says Bronk, now an associate professor of psychology at Claremont Graduate University in California. A \u003ca href=\"https://coa.stanford.edu/publications/purpose-giftedness-intrapersonal-intelligence\">2009 study\u003c/a> involving 237 young people found that only 17 percent of high school freshman have a sense of purpose, and just 23 percent of seniors do, though more than 40 percent of college students do.\u003c/p>\n\u003cp>Bronk and many others would like to figure out how to foster purpose in young people. The field is challenged, however, by difficulties in measuring this elusive quality. The “gold standard” is a 45-minute structured interview called the Revised Youth Purpose Interview. Obviously, that’s not terribly practical for doing large-scale studies involving many students.\u003c/p>\n\u003caside class=\"pullquote alignright\">'Most young people and even most adults don’t have a purpose in their life.'\u003ccite>Kendall Cotton Bronk, associate professor of psychology, Claremont Graduate University\u003c/cite>\u003c/aside>\n\u003cp>Oddly enough, the interview alone — 45 minutes of penetrating questions about personal motivation, direction and desire to make a difference — can itself help foster some aspects of purpose, at least according to one\u003ca href=\"https://www.ncbi.nlm.nih.gov/pubmed/22275281\"> 2011 study. \u003c/a>Psychologist Matthew Bundick, now at Duquesne University in Pittsburgh, conducted the interview with 38 college students and found that nine months later they had a greater sense of purpose than students in control group. That finding suggests that merely giving adolescents the opportunity to explore and discuss ideas about their own trajectory through life can be beneficial.\u003c/p>\n\u003cp>This is where programs like the QUESTion Project come in. They provide that opportunity. Bronk, meanwhile, has \u003ca href=\"https://www.fosterpurpose.org/\">created online tools\u003c/a> for teens to explore their purpose.\u003c/p>\n\u003cp>There’s no question that the study of purpose remains rather fuzzy.\u003c/p>\n\u003cp>“It’s an emerging field,” says psychologist Heather Malin, director of research at Stanford’s Center on Adolescence. Both Malin and Bronk are developing new survey tools for measuring purpose – tools that are needed for bigger, more rigorous studies. Malin is also writing a book on the subject that takes a close look at six purpose-oriented programs already in high schools around the country (including the ones mentioned above).\u003c/p>\n\u003cp>There’s some consensus, she says, about what is needed: “It starts with giving kids the space and time to reflect on their values, and from there, thinking about their future direction, the idea of purpose and then having opportunities to act on it.” However, Malin notes, “these programs are struggling to come up with research and measures to show that they work.”\u003c/p>\n\u003cp>And yet, despite the lack of outcome data, the programs seem to be striking a chord. “One of the things that I’ve been seeing in some schools,” Malin says, “is they are saying enough is enough. We need to prioritize our students knowing what their value is in the world. I’ve been hearing the word ‘humanity’ over and over again. People have hit the limit with the rigidity and rigor.”\u003c/p>\n\u003cp>That has a lot to do with why Gerard Senehi, a former middle school teacher, created the QUESTion Project. He, too, talks about giving students “outlets for their humanity,” not only in response to the rigid curriculum in so many American schools, but in response to social norms that are in flux.\u003c/p>\n\u003cp>“In the past we had more of a script for who to be and how to be. The lack of script is a very good thing but it also makes it very hard if students don’t have support,” Senehi says. “This is part of the depression problem [among teens]. If you don’t have a script or you don’t have a place to define it for yourself, you are like a ship without an anchor.”\u003c/p>\n\u003cp>Jamila Blades, who has taught the class at Bronx Center for Science and Mathematics for three years, says she has seen students emerge with more confidence and courage to try new things, more respect for one another and perhaps even a less rote and lockstep view of their path through life. It’s one class where freshmen and seniors listen intently to one another and where, unlike other courses, there are no wrong answers.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">\u003cem>The Hechinger Report\u003c/em>\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"http://eepurl.com/c36ixT\">\u003cem>our newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/49937/the-benefits-of-helping-teens-identify-purpose-in-life","authors":["byline_mindshift_49937"],"categories":["mindshift_192"],"tags":["mindshift_20784","mindshift_1040","mindshift_20772","mindshift_21092","mindshift_21161","mindshift_79","mindshift_20557"],"featImg":"mindshift_49945","label":"mindshift"},"mindshift_49012":{"type":"posts","id":"mindshift_49012","meta":{"index":"posts_1591205157","site":"mindshift","id":"49012","score":null,"sort":[1506322884000]},"guestAuthors":[],"slug":"helping-teens-find-purpose-a-tool-for-educators-to-support-students-discovery","title":"Helping Teens Find Purpose: A Tool For Educators To Support Students' Discovery","publishDate":1506322884,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>This post has been edited*\u003c/em>\u003c/p>\n\u003cp>Classroom educators know better than anyone else how much of learning is built on the strength of relationships in the room. When students like and trust their teacher, they learn better. That’s why large class sizes and a focus on standardized test scores -- to the exclusion of other things -- frustrate many veteran teachers. They know those factors often hinder teachers’ ability to form relationships. But a slow shift may be coming as some school leaders are starting to recognize that the health and happiness of teachers, students and staff depend on making space in school for relationship-building.\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/mindshift/2016/01/12/how-schools-build-a-positive-culture-through-advisory/\" target=\"_blank\" rel=\"noopener noreferrer\">Advisory programs\u003c/a> are a popular way school leaders are trying to shift school culture toward relationships. Advisory programs set aside time in the week for a smaller group of students to meet with an adult mentor in a casual setting and with the intent of building relationships. While that sounds like a good idea, too often advisories are glorified study halls; that time isn’t used well because content teachers aren’t always comfortable in the role of adviser. Leading a productive advisory takes thought and training, just like teaching, and strong relationships don’t magically form without work.\u003c/p>\n\u003caside class=\"pullquote alignright\">'It was born out of a question about how you get students to develop a sense of purpose in their lives, which for the most part high school doesn't really do.'\u003ccite>Patrick Cook-Deegan, co-director Project Wayfinder\u003c/cite>\u003c/aside>\n\u003cp>“There’s not a lot of resources for advisers that work well,” said Patrick Cook-Deegan, co-director and lead program designer of \u003ca href=\"http://projectwayfinder.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Project Wayfinder\u003c/a>. Advisers are usually teachers with many other demands on their time, so some advisory support goes a long way to gain their buy-in. On the flip side, prepackaged curricula can feel canned and inauthentic, the worst possible combination when asking students to be vulnerable about their life, worries and dreams. \u003ca href=\"http://projectwayfinder.com/who-we-are-old/\" target=\"_blank\" rel=\"noopener noreferrer\">Cook-Deegan and his co-director, Kelly Schmutte\u003c/a>, think about their Project Wayfinder tools as a supportive structure for open-ended conversations. The focus is on \u003ca href=\"https://ww2.kqed.org/mindshift/2017/05/02/how-schools-can-help-students-develop-a-greater-sense-of-purpose/\" target=\"_blank\" rel=\"noopener noreferrer\">helping adolescents find purpose\u003c/a>.\u003c/p>\n\u003cp>“Project Wayfinder was born out of trying to make advisory more meaningful,” Cook-Deegan said. “And it was born out of a question about how you get students to develop a sense of purpose in their lives, which for the most part high school doesn’t really do.” Cook-Deegan believes purpose is a critical component of adolescent development that is utterly lacking from traditional high schools. His theory is based largely on the work of \u003ca href=\"https://coa.stanford.edu/people/william-damon\" target=\"_blank\" rel=\"noopener noreferrer\">Stanford psychologist William Damon\u003c/a>, who says a sense of purpose is “the long-term, number one motivator in life.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“For you to have a sense of purpose you need two things: One, you need to know what’s important to you and what you care about,” Cook-Deegan said. “And two, you need to know how your work is going to have consequence in the world.” Many high school students go through four years of school doing exactly what they are told to do. The work often feels divorced from the real world -- a prescriptive set of “shoulds” that adults say will lead to a happy life. But for many students, the end goal of all that work -- college or a career -- is a hazy future, not a tangible one.\u003c/p>\n\u003cfigure id=\"attachment_49018\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-49018\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/08/WayfinderEG-1020x574.jpg\" alt=\"\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/08/WayfinderEG-1020x574.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/WayfinderEG-160x90.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/WayfinderEG-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/WayfinderEG-768x432.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/WayfinderEG-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/WayfinderEG-960x540.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/WayfinderEG-240x135.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/WayfinderEG-375x211.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/WayfinderEG-520x293.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Example of a Wayfinding activity. \u003ccite>(Project Wayfinder)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>At a Project Wayfinder \u003ca href=\"https://dschool.stanford.edu/events/wayfinder-5-day-summer-program-for-high-schoolers\" target=\"_blank\" rel=\"noopener noreferrer\">summer program\u003c/a>, students expressed similar sentiments. Many of them had joined the one-week camp at Stanford because their parents encouraged them to, and most thought it was a camp about \u003ca href=\"https://ww2.kqed.org/mindshift/tag/design-thinking/\" target=\"_blank\" rel=\"noopener noreferrer\">design thinking\u003c/a>, but they were glad it turned out to be more than that.\u003c/p>\n\u003cp>“I want to do something meaningful in life, that’s going to have an impact on everyone,” said DeShun Smith, a senior at San Lorenzo High School. “It’s just going deeper in myself and finding out what my life is about.” Smith said he’s been thinking about what he wants to do with his life for the past five years, but the way has never seemed clear. He was excited about a Wayfinder activity he’d just completed in which he listed his skills and passions, as well as needs he saw in the world. Then he thought about all the ways he could combine those things. He’s thinking about writing a book about his life.\u003c/p>\n\u003cfigure id=\"attachment_49015\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-49015\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/08/IMG_2356-1020x680.jpg\" alt=\"\" width=\"640\" height=\"427\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_2356-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_2356-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_2356-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_2356-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_2356-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_2356-960x640.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_2356-240x160.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_2356-375x250.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_2356-520x347.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">A student's \"backpack\" of Wayfinding qualities filled with traits the student finds valuable, as well as ones that are valued externally by the world, to help the student determine who they want to be. \u003ccite>(Patrick Beaudouin/Project Wayfinder)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I think it’s kind of cool to slow down and think and reflect about what you do,” said Maya Holton, a senior at Los Gatos High School who said many of the experiences connected to Wayfinding were new to her. As a senior she feels a lot of pressure to pick a college and a career – and it feels like whatever she decides will determine the rest of her life. But through conversations with mentors over the week she’s realized her path might be more of a zigzag than a straight line, and that’s helped relieve some of the pressure.\u003c/p>\n\u003cp>“My school is very traditional,” Holton said. “We just go to math and then English and they don’t teach us these new broader ideas about social awareness within the classes, which I think is very important.” During the camp she thought a lot about her passion for helping people with special needs, something she’s dabbled in, but never put a lot of time into. “You never really think about what you’re good at, or what you love to do,” she said. She’s trying to design a project to help kids with special needs learn life skills in silly and fun ways.\u003c/p>\n\u003cp>Cook-Deegan, who’s helping to run the weeklong retreat, is encouraging students to broadly outline a project they might pursue with their insights after they leave the retreat. He thinks \u003ca href=\"https://ww2.kqed.org/mindshift/tag/project-based-learning/\" target=\"_blank\" rel=\"noopener noreferrer\">project-based learning\u003c/a> could be powerful avenue for educators to help students discover purpose, if they allow enough time and structure for students to think through what holds meaning for them.\u003c/p>\n\u003cfigure id=\"attachment_49016\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-49016\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/08/IMG_3267-1020x680.jpg\" alt=\"\" width=\"640\" height=\"427\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_3267-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_3267-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_3267-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_3267-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_3267-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_3267-960x640.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_3267-240x160.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_3267-375x250.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_3267-520x347.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Several Wayfinder activities happen outside. Students at the retreat said hiking and chatting with mentors was some of the most productive relationship-building time during the week. \u003ccite>(Patrick Beaudouin/Project Wayfinder)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>CONNECTING STUDENTS TO WORLD BEYOND SCHOOL\u003c/strong>\u003c/p>\n\u003cp>The \u003ca href=\"https://district.bluevalleyk12.org/Pages/Home.aspx\" target=\"_blank\" rel=\"noopener noreferrer\">Blue Valley Schools\u003c/a> in Kansas are high-performing and generally serve a fairly affluent community. The graduation rate is 97 percent and most of those students go to four-year colleges. But administrators there know these impressive numbers aren’t enough. They were concerned that while the district was winning the traditional accountability game, it wasn’t helping students to think about who they are, where they want to go, and how they’ll successfully meet their goals. So in 2009 they started the \u003ca href=\"http://bvcaps.yourcapsnetwork.org/\" target=\"_blank\" rel=\"noopener noreferrer\">Center for Advanced Professional Studies (CAPS)\u003c/a> to help connect students to real-world experiences in careers they might be interested in pursuing.\u003c/p>\n\u003cp>“If we’re really going to make a huge difference in terms of preparing students not just for college or career, but for life, we need to tap into something that feels like a calling for them and not just a job,” said Cory Mohn, executive director of CAPS.\u003c/p>\n\u003cp>The CAPS program partners with local industry to identify strands like bioscience, human services, engineering and health care, where there are rich community resources. Mentors work with students to identify their personal interests and connect them to real-world challenges that local businesses put forward. About 30 percent of Blue Valley graduates end up doing a semester with CAPS, where they spend half the school day immersed in a passion-driven project with mentors at the center or with community partners. When students aren’t at CAPS, they return to their home high school where they take more traditional classes.\u003c/p>\n\u003cp>Despite being a well-resourced, innovative program, CAPS mentors still struggle to help students identify their passions. Often the question “what do you want to be when you grow up?” is too broad and open-ended for students. Students end up gravitating toward fields where they’ve received external validation. But the CAPS mentors want students to find their own purpose, and they’ve partnered with Project Wayfinder to help students think through their goals.\u003c/p>\n\u003caside class=\"pullquote alignright\">'I think there's also a fear with students that they think if they miss one of those hoops then they're done, they've crashed and burned.'\u003ccite>Erin Hayes, CAPS teacher\u003c/cite>\u003c/aside>\n\u003cp>“The teachers appreciate the ability to have those guiding conversations with students,” said Scott Kreshel, director of program development for CAPS. “We want this to be an exciting path,” not just another hoop to jump through. The Wayfinder toolkit has helped students think not just about the most lucrative careers or even about their own strengths, but to look at the intersection of need, passion and strengths to find something that might be more fulfilling.\u003c/p>\n\u003cp>“A lot of times they don’t know where to begin,” said Erin Hayes, a foundations of medicine instructor for CAPS. “Sometimes it’s hard for those high-achieving students to do that piece because they’re looking for the check boxes.” She tries to weave Wayfinding activities throughout her curriculum when she thinks students need a moment to reflect or a tool to help them gain clarity.\u003c/p>\n\u003cp>Hayes also uses the tools to help individual students. One student came to Hayes with a dilemma: She thought she’d found her passion and was excited to pursue it, but knew her parents thought she should become a doctor. She felt \u003ca href=\"https://ww2.kqed.org/mindshift/2017/05/18/how-parents-can-help-kids-develop-a-sense-of-purpose/\" target=\"_blank\" rel=\"noopener noreferrer\">weighed down by their expectations\u003c/a>, as well as anxious that they might be right. Hayes gave her the “Islands and Buoys” exercise.\u003c/p>\n\u003cp>The activity asks the student to think about all buoys in life -- the “should dos.” Then the student brainstorms the islands, the things she would love to do. Sometimes the buoys can help a person reach their island, so the activity leads the student through a reflection process about which buoys might help them reach their goal and which ones may be in contention with the goal.\u003c/p>\n\u003cp>“For her I think it was so helpful to lay it all out on the table,” Hayes said. Her ultimate goal was to affect change on a global scale and she felt tension with the “should” of becoming a doctor. But the activity helped her see the idea of becoming a doctor differently, as a potential route to global change.\u003c/p>\n\u003cp>“What I liked about it was, even as the instructor, I was looking at what’s the end goal here,” Hayes said. It wasn’t prescriptive. There are lots of potential solutions to the student’s problem, but it offered a structured way to deal with the tensions she was feeling. “It was a tool you might reflect on and then you might come back to it,” she said.\u003c/p>\n\u003cp>Hayes has found the activities personally helpful as well. There are 10 Wayfinding traits, many of which are in direct tension with others. Students think about “packing their backpack” with the traits that they find valuable, as well as ones that are valued externally by the world. It’s really asking students who they want to be, a question Hayes has also asked herself. She used to be a biomedical cancer researcher at Kansas University before realizing that benchwork wasn’t her passion. That’s when she switched to teaching. Her roundabout life path has helped her empathize with the stress students feel.\u003c/p>\n\u003cp>“I think there’s also a fear with students that they think if they miss one of those hoops then they’re done, they’ve crashed and burned.” Hayes said. “I don’t think that’s true at all. You just have to twist and turn a little.” Life is rarely exactly as one expects, even if the goal remains the same. Helping students to see the twists and turns as normal also helps them be more resilient when they hit bumps.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003cstrong>*Correction: September 29, 2017\u003cbr>\n\u003c/strong>\u003c/em>\u003cem>An earlier version of this story included information that overstated Henry M. Gunn High School’s involvement with Project Wayfinder. While some teachers helped test some activities in the past, Gunn is not currently affiliated with Project Wayfinder. We regret this error.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Helping students to find purpose in their lives could not only motivate them in school, but help them be resilient to life's bumps.","status":"publish","parent":0,"modified":1506708466,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":27,"wordCount":2180},"headData":{"title":"Helping Teens Find Purpose: A Tool For Educators To Support Students' Discovery | KQED","description":"Helping students to find purpose in their lives could not only motivate them in school, but help them be resilient to life's bumps.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Helping Teens Find Purpose: A Tool For Educators To Support Students' Discovery","datePublished":"2017-09-25T07:01:24.000Z","dateModified":"2017-09-29T18:07:46.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"49012 https://ww2.kqed.org/mindshift/?p=49012","disqusUrl":"https://ww2.kqed.org/mindshift/2017/09/25/helping-teens-find-purpose-a-tool-for-educators-to-support-students-discovery/","disqusTitle":"Helping Teens Find Purpose: A Tool For Educators To Support Students' Discovery","path":"/mindshift/49012/helping-teens-find-purpose-a-tool-for-educators-to-support-students-discovery","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This post has been edited*\u003c/em>\u003c/p>\n\u003cp>Classroom educators know better than anyone else how much of learning is built on the strength of relationships in the room. When students like and trust their teacher, they learn better. That’s why large class sizes and a focus on standardized test scores -- to the exclusion of other things -- frustrate many veteran teachers. They know those factors often hinder teachers’ ability to form relationships. But a slow shift may be coming as some school leaders are starting to recognize that the health and happiness of teachers, students and staff depend on making space in school for relationship-building.\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/mindshift/2016/01/12/how-schools-build-a-positive-culture-through-advisory/\" target=\"_blank\" rel=\"noopener noreferrer\">Advisory programs\u003c/a> are a popular way school leaders are trying to shift school culture toward relationships. Advisory programs set aside time in the week for a smaller group of students to meet with an adult mentor in a casual setting and with the intent of building relationships. While that sounds like a good idea, too often advisories are glorified study halls; that time isn’t used well because content teachers aren’t always comfortable in the role of adviser. Leading a productive advisory takes thought and training, just like teaching, and strong relationships don’t magically form without work.\u003c/p>\n\u003caside class=\"pullquote alignright\">'It was born out of a question about how you get students to develop a sense of purpose in their lives, which for the most part high school doesn't really do.'\u003ccite>Patrick Cook-Deegan, co-director Project Wayfinder\u003c/cite>\u003c/aside>\n\u003cp>“There’s not a lot of resources for advisers that work well,” said Patrick Cook-Deegan, co-director and lead program designer of \u003ca href=\"http://projectwayfinder.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Project Wayfinder\u003c/a>. Advisers are usually teachers with many other demands on their time, so some advisory support goes a long way to gain their buy-in. On the flip side, prepackaged curricula can feel canned and inauthentic, the worst possible combination when asking students to be vulnerable about their life, worries and dreams. \u003ca href=\"http://projectwayfinder.com/who-we-are-old/\" target=\"_blank\" rel=\"noopener noreferrer\">Cook-Deegan and his co-director, Kelly Schmutte\u003c/a>, think about their Project Wayfinder tools as a supportive structure for open-ended conversations. The focus is on \u003ca href=\"https://ww2.kqed.org/mindshift/2017/05/02/how-schools-can-help-students-develop-a-greater-sense-of-purpose/\" target=\"_blank\" rel=\"noopener noreferrer\">helping adolescents find purpose\u003c/a>.\u003c/p>\n\u003cp>“Project Wayfinder was born out of trying to make advisory more meaningful,” Cook-Deegan said. “And it was born out of a question about how you get students to develop a sense of purpose in their lives, which for the most part high school doesn’t really do.” Cook-Deegan believes purpose is a critical component of adolescent development that is utterly lacking from traditional high schools. His theory is based largely on the work of \u003ca href=\"https://coa.stanford.edu/people/william-damon\" target=\"_blank\" rel=\"noopener noreferrer\">Stanford psychologist William Damon\u003c/a>, who says a sense of purpose is “the long-term, number one motivator in life.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“For you to have a sense of purpose you need two things: One, you need to know what’s important to you and what you care about,” Cook-Deegan said. “And two, you need to know how your work is going to have consequence in the world.” Many high school students go through four years of school doing exactly what they are told to do. The work often feels divorced from the real world -- a prescriptive set of “shoulds” that adults say will lead to a happy life. But for many students, the end goal of all that work -- college or a career -- is a hazy future, not a tangible one.\u003c/p>\n\u003cfigure id=\"attachment_49018\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-49018\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/08/WayfinderEG-1020x574.jpg\" alt=\"\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/08/WayfinderEG-1020x574.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/WayfinderEG-160x90.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/WayfinderEG-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/WayfinderEG-768x432.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/WayfinderEG-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/WayfinderEG-960x540.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/WayfinderEG-240x135.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/WayfinderEG-375x211.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/WayfinderEG-520x293.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Example of a Wayfinding activity. \u003ccite>(Project Wayfinder)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>At a Project Wayfinder \u003ca href=\"https://dschool.stanford.edu/events/wayfinder-5-day-summer-program-for-high-schoolers\" target=\"_blank\" rel=\"noopener noreferrer\">summer program\u003c/a>, students expressed similar sentiments. Many of them had joined the one-week camp at Stanford because their parents encouraged them to, and most thought it was a camp about \u003ca href=\"https://ww2.kqed.org/mindshift/tag/design-thinking/\" target=\"_blank\" rel=\"noopener noreferrer\">design thinking\u003c/a>, but they were glad it turned out to be more than that.\u003c/p>\n\u003cp>“I want to do something meaningful in life, that’s going to have an impact on everyone,” said DeShun Smith, a senior at San Lorenzo High School. “It’s just going deeper in myself and finding out what my life is about.” Smith said he’s been thinking about what he wants to do with his life for the past five years, but the way has never seemed clear. He was excited about a Wayfinder activity he’d just completed in which he listed his skills and passions, as well as needs he saw in the world. Then he thought about all the ways he could combine those things. He’s thinking about writing a book about his life.\u003c/p>\n\u003cfigure id=\"attachment_49015\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-49015\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/08/IMG_2356-1020x680.jpg\" alt=\"\" width=\"640\" height=\"427\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_2356-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_2356-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_2356-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_2356-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_2356-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_2356-960x640.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_2356-240x160.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_2356-375x250.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_2356-520x347.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">A student's \"backpack\" of Wayfinding qualities filled with traits the student finds valuable, as well as ones that are valued externally by the world, to help the student determine who they want to be. \u003ccite>(Patrick Beaudouin/Project Wayfinder)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I think it’s kind of cool to slow down and think and reflect about what you do,” said Maya Holton, a senior at Los Gatos High School who said many of the experiences connected to Wayfinding were new to her. As a senior she feels a lot of pressure to pick a college and a career – and it feels like whatever she decides will determine the rest of her life. But through conversations with mentors over the week she’s realized her path might be more of a zigzag than a straight line, and that’s helped relieve some of the pressure.\u003c/p>\n\u003cp>“My school is very traditional,” Holton said. “We just go to math and then English and they don’t teach us these new broader ideas about social awareness within the classes, which I think is very important.” During the camp she thought a lot about her passion for helping people with special needs, something she’s dabbled in, but never put a lot of time into. “You never really think about what you’re good at, or what you love to do,” she said. She’s trying to design a project to help kids with special needs learn life skills in silly and fun ways.\u003c/p>\n\u003cp>Cook-Deegan, who’s helping to run the weeklong retreat, is encouraging students to broadly outline a project they might pursue with their insights after they leave the retreat. He thinks \u003ca href=\"https://ww2.kqed.org/mindshift/tag/project-based-learning/\" target=\"_blank\" rel=\"noopener noreferrer\">project-based learning\u003c/a> could be powerful avenue for educators to help students discover purpose, if they allow enough time and structure for students to think through what holds meaning for them.\u003c/p>\n\u003cfigure id=\"attachment_49016\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-49016\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/08/IMG_3267-1020x680.jpg\" alt=\"\" width=\"640\" height=\"427\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_3267-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_3267-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_3267-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_3267-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_3267-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_3267-960x640.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_3267-240x160.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_3267-375x250.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_3267-520x347.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Several Wayfinder activities happen outside. Students at the retreat said hiking and chatting with mentors was some of the most productive relationship-building time during the week. \u003ccite>(Patrick Beaudouin/Project Wayfinder)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>CONNECTING STUDENTS TO WORLD BEYOND SCHOOL\u003c/strong>\u003c/p>\n\u003cp>The \u003ca href=\"https://district.bluevalleyk12.org/Pages/Home.aspx\" target=\"_blank\" rel=\"noopener noreferrer\">Blue Valley Schools\u003c/a> in Kansas are high-performing and generally serve a fairly affluent community. The graduation rate is 97 percent and most of those students go to four-year colleges. But administrators there know these impressive numbers aren’t enough. They were concerned that while the district was winning the traditional accountability game, it wasn’t helping students to think about who they are, where they want to go, and how they’ll successfully meet their goals. So in 2009 they started the \u003ca href=\"http://bvcaps.yourcapsnetwork.org/\" target=\"_blank\" rel=\"noopener noreferrer\">Center for Advanced Professional Studies (CAPS)\u003c/a> to help connect students to real-world experiences in careers they might be interested in pursuing.\u003c/p>\n\u003cp>“If we’re really going to make a huge difference in terms of preparing students not just for college or career, but for life, we need to tap into something that feels like a calling for them and not just a job,” said Cory Mohn, executive director of CAPS.\u003c/p>\n\u003cp>The CAPS program partners with local industry to identify strands like bioscience, human services, engineering and health care, where there are rich community resources. Mentors work with students to identify their personal interests and connect them to real-world challenges that local businesses put forward. About 30 percent of Blue Valley graduates end up doing a semester with CAPS, where they spend half the school day immersed in a passion-driven project with mentors at the center or with community partners. When students aren’t at CAPS, they return to their home high school where they take more traditional classes.\u003c/p>\n\u003cp>Despite being a well-resourced, innovative program, CAPS mentors still struggle to help students identify their passions. Often the question “what do you want to be when you grow up?” is too broad and open-ended for students. Students end up gravitating toward fields where they’ve received external validation. But the CAPS mentors want students to find their own purpose, and they’ve partnered with Project Wayfinder to help students think through their goals.\u003c/p>\n\u003caside class=\"pullquote alignright\">'I think there's also a fear with students that they think if they miss one of those hoops then they're done, they've crashed and burned.'\u003ccite>Erin Hayes, CAPS teacher\u003c/cite>\u003c/aside>\n\u003cp>“The teachers appreciate the ability to have those guiding conversations with students,” said Scott Kreshel, director of program development for CAPS. “We want this to be an exciting path,” not just another hoop to jump through. The Wayfinder toolkit has helped students think not just about the most lucrative careers or even about their own strengths, but to look at the intersection of need, passion and strengths to find something that might be more fulfilling.\u003c/p>\n\u003cp>“A lot of times they don’t know where to begin,” said Erin Hayes, a foundations of medicine instructor for CAPS. “Sometimes it’s hard for those high-achieving students to do that piece because they’re looking for the check boxes.” She tries to weave Wayfinding activities throughout her curriculum when she thinks students need a moment to reflect or a tool to help them gain clarity.\u003c/p>\n\u003cp>Hayes also uses the tools to help individual students. One student came to Hayes with a dilemma: She thought she’d found her passion and was excited to pursue it, but knew her parents thought she should become a doctor. She felt \u003ca href=\"https://ww2.kqed.org/mindshift/2017/05/18/how-parents-can-help-kids-develop-a-sense-of-purpose/\" target=\"_blank\" rel=\"noopener noreferrer\">weighed down by their expectations\u003c/a>, as well as anxious that they might be right. Hayes gave her the “Islands and Buoys” exercise.\u003c/p>\n\u003cp>The activity asks the student to think about all buoys in life -- the “should dos.” Then the student brainstorms the islands, the things she would love to do. Sometimes the buoys can help a person reach their island, so the activity leads the student through a reflection process about which buoys might help them reach their goal and which ones may be in contention with the goal.\u003c/p>\n\u003cp>“For her I think it was so helpful to lay it all out on the table,” Hayes said. Her ultimate goal was to affect change on a global scale and she felt tension with the “should” of becoming a doctor. But the activity helped her see the idea of becoming a doctor differently, as a potential route to global change.\u003c/p>\n\u003cp>“What I liked about it was, even as the instructor, I was looking at what’s the end goal here,” Hayes said. It wasn’t prescriptive. There are lots of potential solutions to the student’s problem, but it offered a structured way to deal with the tensions she was feeling. “It was a tool you might reflect on and then you might come back to it,” she said.\u003c/p>\n\u003cp>Hayes has found the activities personally helpful as well. There are 10 Wayfinding traits, many of which are in direct tension with others. Students think about “packing their backpack” with the traits that they find valuable, as well as ones that are valued externally by the world. It’s really asking students who they want to be, a question Hayes has also asked herself. She used to be a biomedical cancer researcher at Kansas University before realizing that benchwork wasn’t her passion. That’s when she switched to teaching. Her roundabout life path has helped her empathize with the stress students feel.\u003c/p>\n\u003cp>“I think there’s also a fear with students that they think if they miss one of those hoops then they’re done, they’ve crashed and burned.” Hayes said. “I don’t think that’s true at all. You just have to twist and turn a little.” Life is rarely exactly as one expects, even if the goal remains the same. Helping students to see the twists and turns as normal also helps them be more resilient when they hit bumps.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>*Correction: September 29, 2017\u003cbr>\n\u003c/strong>\u003c/em>\u003cem>An earlier version of this story included information that overstated Henry M. Gunn High School’s involvement with Project Wayfinder. While some teachers helped test some activities in the past, Gunn is not currently affiliated with Project Wayfinder. We regret this error.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/49012/helping-teens-find-purpose-a-tool-for-educators-to-support-students-discovery","authors":["234"],"categories":["mindshift_192","mindshift_20874"],"tags":["mindshift_20957","mindshift_167","mindshift_20784","mindshift_1040","mindshift_20772","mindshift_21092"],"featImg":"mindshift_49014","label":"mindshift"},"mindshift_48013":{"type":"posts","id":"mindshift_48013","meta":{"index":"posts_1591205157","site":"mindshift","id":"48013","score":null,"sort":[1495111193000]},"guestAuthors":[],"slug":"how-parents-can-help-kids-develop-a-sense-of-purpose","title":"How Parents Can Help Kids Develop A Sense Of Purpose","publishDate":1495111193,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Jack Bacon was 16 and a junior in high school when his mother died. Though he felt “broken” over her death, he continued to strive in school and sports and pretended to be strong for his sister. Bacon had always been a motivated, goal-oriented student and athlete. But sometime after his mother’s death, following a period of reflection, Bacon felt newly infused with a sense of purpose.\u003c/p>\n\u003cp>“The passing of my mother gave me a more important purpose besides advancing myself,” he said. Bacon saw with fresh eyes the sacrifices his father had made for the family, as well as his stepfather’s extraordinary kindness. He also felt the drive to live a full and rich life, as his mother expected of him. “I want to be a better athlete, better student, and better person, because that’s what my mom wanted me to be,” Bacon said.\u003c/p>\n\u003cp>These epiphanies now fuel his desire to be the best version of himself, so he can repay his father, excel in the classroom, distinguish himself in his sport — and be a person of integrity. Whereas he once saw his studies as a means to an end, today Bacon looks at education as important for all aspects of his life. “I realized that things I do can’t just be for me — it’s bigger than me,” Bacon said.\u003c/p>\n\u003cp>Purpose comes from believing that the world needs improving and that you can help, according to William Damon of the Stanford Center on Adolescence, and author of \u003ca href=\"http://www.williamdamon.com/the-path-to-purpose/\">\u003cem>The Path to Purpose\u003c/em>\u003c/a>. Traumatic events like the one Bacon experienced can trigger a sense of purpose, Damon said, but tragedy isn’t a prerequisite to developing a purposeful outlook.\u003c/p>\n\u003cp>Purpose is critical, because it is linked to dedication, energy and resilience — “psychological goods,” Damon said, that most aspire to. “Purpose is the number one, long-term motivator in life,\" according to Damon. Unlike passion or ambition, which focus on the self, purpose touches on the needs of the wider world.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Finding purpose in life is more challenging today than for previous generations of young people, Damon said. What used to be natural avenues through which to devote one’s life — faith, marriage, long-term careers and stable communities — have withered, leaving more adolescents unclear about what path to travel or how to get there. Just some 20 percent of high school kids can be categorized as purposeful, according to Damon's research; the rest vary between being motivated but lacking a plan, being active but lacking direction, and being neither active nor forward-thinking.\u003c/p>\n\u003cp>One way to help young people is by providing them with help to identify a calling. Parents can provide guidance for their children in multiple ways.\u003c/p>\n\u003cp>\u003cstrong>Act, but tread lightly\u003c/strong>. “You can’t write the script of life for your child,” Damon said. As difficult as that may be, especially for competitive and accomplished parents, stepping back and following a child’s lead is a precondition for effective assistance. Parental heavy-handedness may work in the short term, but is likely to backfire. Parents would be wise to think of themselves as playing the supporting rather than lead role, Damon writes.\u003c/p>\n\u003cp>\u003cstrong>Discuss what your work means to you\u003c/strong>. Rarely do kids hear from their parents about what drives them at work. Whether it’s helping others, expressing themselves or providing for the family, work often serves a larger purpose for adults besides remuneration. Conveying this message to children is especially important when so much professional work is abstract and remote. “The obfuscation of work’s deeper meaning,” Damon writes, “is a breeding ground for apathy and cynicism.’\u003c/p>\n\u003cp>\u003cstrong>Ask thoughtful questions and listen\u003c/strong>. Adolescents are more often lectured to than queried about their futures. If parents ask probing questions in a gentle way, they might inspire a teenager to think more about where she’s headed. \u003cem>What’s most important to you in your life? What does it mean to be a good person? What kinds of things do you really care about? How do you want to be remembered?\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Open up regular dialogue\u003c/strong>. An annual Q & A about purpose is not enough to stimulate a purposeful mindset among kids. By making a habit of asking their children’s opinion on everyday events, parents cultivate their own listening skills and invite their children to offer hints about their values. For example, a parent can ask what a child thinks about a TV show, a commercial or a news story. Through careful listening, and repeatedly asking \u003cem>Why\u003c/em>? parents can glean what’s truly important to the child. “When we evoke from children their own nascent ideas about what they find meaningful, we become better able to hear their first murmurings of purpose,” Damon writes.\u003c/p>\n\u003cp>\u003cstrong>Get on board with their interests\u003c/strong>. Parents shouldn’t fight their child’s healthy interests. Instead, offer opportunities for further exploration and provide resources when possible. Introducing children to other adults who share that interest is also useful; one might become a mentor. At the same time, it’s vital to allow children to direct their own course, even if they move on to other pursuits.\u003c/p>\n\u003cp>\u003cstrong>Be positive and share your wisdom\u003c/strong>. Having an optimistic mindset, and working to instill that in kids, can help them gain a sense of agency over their lives. Without glossing over life’s hardships and failings, parents should avoid interpreting every misfortune as an inevitable catastrophe. Children gain confidence when they look at life’s difficulties as challenges that can be addressed, and parents can also help by discussing their own practical wisdom, especially about work and relationships.\u003c/p>\n\u003cp>\u003cstrong>Use diagnostic tools to help them find their strengths\u003c/strong>. Some kids might benefit from testing that helps them discover what they do best. The \u003ca href=\"https://www.gallupstrengthscenter.com/Purchase/en-US/Index\">Clifton StrengthsFinder\u003c/a> test, for example, which was put together by the Gallup Poll group, helps takers identify their top five strengths out of a possible 35. Other useful diagnostics include the \u003ca href=\"https://www.cpp.com/products/strong/index.aspx\">Strong Interest Inventory\u003c/a> and the \u003ca href=\"http://www.myersbriggs.org/my-mbti-personality-type/\">Myers-Briggs Type Indicator.\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>Let them do the work\u003c/strong>. As tempting as it may be to dive in and “help” when a child shows an inkling of purpose, parents need to keep themselves at a healthy distance. In her book \u003cem>How to Raise an Adult,\u003c/em> \u003ca href=\"http://www.howtoraiseanadult.com/\">Julie Lythcott-Haims\u003c/a> warns against parents taking over and directing their children’s budding entrepreneurial or charitable impulses. “Remember, if you construct the enterprise, order the items being sold, or devise the storage method for the items being collected … and all your child does is make a sign or poster, stand there with a smile, and take people’s money or donated items, you haven’t helped your child develop any of these traits at all.” Better to observe carefully what the child is most drawn to, and follow up with thoughtful questions.\u003c/p>\n\u003cp>\u003cstrong>Encourage them to believe that what they do matters\u003c/strong>. Kids need to know that everything they do has an impact on others, for better or worse. “Parents should teach their children the basic principle \u003cem>Whatever you do in this world matters\u003c/em>,” Damon writes. By conveying confidence in their child, and assigning regular chores that affect the family, parents teach that their child’s contributions have an effect. Encouraging volunteer work, delegating responsibility for pet and plant care, and seizing everyday moments to talk about impact are simple ways parents can convey that message to children.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>When discussing the roots of his own purposefulness, Jack Bacon, now 19 and a freshman at Boston College, said that his parents’ way of rearing him taught him that his life mattered. “I’ve always understood implicitly that I would do something, and not just go through life,” he said. He’s highly focused, and intends to bring up his grades, improve his goal-keeping skills and be a better person. “Each day is very significant to me,” Bacon said, “because I want to make progress every day.”\u003c/p>\n\n","blocks":[],"excerpt":"Parents can play a powerful role in guiding kids to find a sense of purpose in their lives. Sometimes, that means standing back. ","status":"publish","parent":0,"modified":1495113175,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":19,"wordCount":1389},"headData":{"title":"How Parents Can Help Kids Develop A Sense Of Purpose | KQED","description":"Parents can play a powerful role in guiding kids to find a sense of purpose in their lives. Sometimes, that means standing back. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Parents Can Help Kids Develop A Sense Of Purpose","datePublished":"2017-05-18T12:39:53.000Z","dateModified":"2017-05-18T13:12:55.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"48013 https://ww2.kqed.org/mindshift/?p=48013","disqusUrl":"https://ww2.kqed.org/mindshift/2017/05/18/how-parents-can-help-kids-develop-a-sense-of-purpose/","disqusTitle":"How Parents Can Help Kids Develop A Sense Of Purpose","WpOldSlug":"__trashed-2","path":"/mindshift/48013/how-parents-can-help-kids-develop-a-sense-of-purpose","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Jack Bacon was 16 and a junior in high school when his mother died. Though he felt “broken” over her death, he continued to strive in school and sports and pretended to be strong for his sister. Bacon had always been a motivated, goal-oriented student and athlete. But sometime after his mother’s death, following a period of reflection, Bacon felt newly infused with a sense of purpose.\u003c/p>\n\u003cp>“The passing of my mother gave me a more important purpose besides advancing myself,” he said. Bacon saw with fresh eyes the sacrifices his father had made for the family, as well as his stepfather’s extraordinary kindness. He also felt the drive to live a full and rich life, as his mother expected of him. “I want to be a better athlete, better student, and better person, because that’s what my mom wanted me to be,” Bacon said.\u003c/p>\n\u003cp>These epiphanies now fuel his desire to be the best version of himself, so he can repay his father, excel in the classroom, distinguish himself in his sport — and be a person of integrity. Whereas he once saw his studies as a means to an end, today Bacon looks at education as important for all aspects of his life. “I realized that things I do can’t just be for me — it’s bigger than me,” Bacon said.\u003c/p>\n\u003cp>Purpose comes from believing that the world needs improving and that you can help, according to William Damon of the Stanford Center on Adolescence, and author of \u003ca href=\"http://www.williamdamon.com/the-path-to-purpose/\">\u003cem>The Path to Purpose\u003c/em>\u003c/a>. Traumatic events like the one Bacon experienced can trigger a sense of purpose, Damon said, but tragedy isn’t a prerequisite to developing a purposeful outlook.\u003c/p>\n\u003cp>Purpose is critical, because it is linked to dedication, energy and resilience — “psychological goods,” Damon said, that most aspire to. “Purpose is the number one, long-term motivator in life,\" according to Damon. Unlike passion or ambition, which focus on the self, purpose touches on the needs of the wider world.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Finding purpose in life is more challenging today than for previous generations of young people, Damon said. What used to be natural avenues through which to devote one’s life — faith, marriage, long-term careers and stable communities — have withered, leaving more adolescents unclear about what path to travel or how to get there. Just some 20 percent of high school kids can be categorized as purposeful, according to Damon's research; the rest vary between being motivated but lacking a plan, being active but lacking direction, and being neither active nor forward-thinking.\u003c/p>\n\u003cp>One way to help young people is by providing them with help to identify a calling. Parents can provide guidance for their children in multiple ways.\u003c/p>\n\u003cp>\u003cstrong>Act, but tread lightly\u003c/strong>. “You can’t write the script of life for your child,” Damon said. As difficult as that may be, especially for competitive and accomplished parents, stepping back and following a child’s lead is a precondition for effective assistance. Parental heavy-handedness may work in the short term, but is likely to backfire. Parents would be wise to think of themselves as playing the supporting rather than lead role, Damon writes.\u003c/p>\n\u003cp>\u003cstrong>Discuss what your work means to you\u003c/strong>. Rarely do kids hear from their parents about what drives them at work. Whether it’s helping others, expressing themselves or providing for the family, work often serves a larger purpose for adults besides remuneration. Conveying this message to children is especially important when so much professional work is abstract and remote. “The obfuscation of work’s deeper meaning,” Damon writes, “is a breeding ground for apathy and cynicism.’\u003c/p>\n\u003cp>\u003cstrong>Ask thoughtful questions and listen\u003c/strong>. Adolescents are more often lectured to than queried about their futures. If parents ask probing questions in a gentle way, they might inspire a teenager to think more about where she’s headed. \u003cem>What’s most important to you in your life? What does it mean to be a good person? What kinds of things do you really care about? How do you want to be remembered?\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Open up regular dialogue\u003c/strong>. An annual Q & A about purpose is not enough to stimulate a purposeful mindset among kids. By making a habit of asking their children’s opinion on everyday events, parents cultivate their own listening skills and invite their children to offer hints about their values. For example, a parent can ask what a child thinks about a TV show, a commercial or a news story. Through careful listening, and repeatedly asking \u003cem>Why\u003c/em>? parents can glean what’s truly important to the child. “When we evoke from children their own nascent ideas about what they find meaningful, we become better able to hear their first murmurings of purpose,” Damon writes.\u003c/p>\n\u003cp>\u003cstrong>Get on board with their interests\u003c/strong>. Parents shouldn’t fight their child’s healthy interests. Instead, offer opportunities for further exploration and provide resources when possible. Introducing children to other adults who share that interest is also useful; one might become a mentor. At the same time, it’s vital to allow children to direct their own course, even if they move on to other pursuits.\u003c/p>\n\u003cp>\u003cstrong>Be positive and share your wisdom\u003c/strong>. Having an optimistic mindset, and working to instill that in kids, can help them gain a sense of agency over their lives. Without glossing over life’s hardships and failings, parents should avoid interpreting every misfortune as an inevitable catastrophe. Children gain confidence when they look at life’s difficulties as challenges that can be addressed, and parents can also help by discussing their own practical wisdom, especially about work and relationships.\u003c/p>\n\u003cp>\u003cstrong>Use diagnostic tools to help them find their strengths\u003c/strong>. Some kids might benefit from testing that helps them discover what they do best. The \u003ca href=\"https://www.gallupstrengthscenter.com/Purchase/en-US/Index\">Clifton StrengthsFinder\u003c/a> test, for example, which was put together by the Gallup Poll group, helps takers identify their top five strengths out of a possible 35. Other useful diagnostics include the \u003ca href=\"https://www.cpp.com/products/strong/index.aspx\">Strong Interest Inventory\u003c/a> and the \u003ca href=\"http://www.myersbriggs.org/my-mbti-personality-type/\">Myers-Briggs Type Indicator.\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>Let them do the work\u003c/strong>. As tempting as it may be to dive in and “help” when a child shows an inkling of purpose, parents need to keep themselves at a healthy distance. In her book \u003cem>How to Raise an Adult,\u003c/em> \u003ca href=\"http://www.howtoraiseanadult.com/\">Julie Lythcott-Haims\u003c/a> warns against parents taking over and directing their children’s budding entrepreneurial or charitable impulses. “Remember, if you construct the enterprise, order the items being sold, or devise the storage method for the items being collected … and all your child does is make a sign or poster, stand there with a smile, and take people’s money or donated items, you haven’t helped your child develop any of these traits at all.” Better to observe carefully what the child is most drawn to, and follow up with thoughtful questions.\u003c/p>\n\u003cp>\u003cstrong>Encourage them to believe that what they do matters\u003c/strong>. Kids need to know that everything they do has an impact on others, for better or worse. “Parents should teach their children the basic principle \u003cem>Whatever you do in this world matters\u003c/em>,” Damon writes. By conveying confidence in their child, and assigning regular chores that affect the family, parents teach that their child’s contributions have an effect. Encouraging volunteer work, delegating responsibility for pet and plant care, and seizing everyday moments to talk about impact are simple ways parents can convey that message to children.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>When discussing the roots of his own purposefulness, Jack Bacon, now 19 and a freshman at Boston College, said that his parents’ way of rearing him taught him that his life mattered. “I’ve always understood implicitly that I would do something, and not just go through life,” he said. He’s highly focused, and intends to bring up his grades, improve his goal-keeping skills and be a better person. “Each day is very significant to me,” Bacon said, “because I want to make progress every day.”\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/48013/how-parents-can-help-kids-develop-a-sense-of-purpose","authors":["4613"],"categories":["mindshift_192"],"tags":["mindshift_20984","mindshift_20784","mindshift_1040","mindshift_20870","mindshift_21092","mindshift_1038"],"featImg":"mindshift_48287","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. 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Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.","airtime":"THU 10pm, FRI 1am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.commonwealthclub.org/podcasts","meta":{"site":"news","source":"Commonwealth Club of California"},"link":"/radio/program/commonwealth-club","subscribe":{"apple":"https://itunes.apple.com/us/podcast/commonwealth-club-of-california-podcast/id976334034?mt=2","google":"https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw","tuneIn":"https://tunein.com/radio/Commonwealth-Club-of-California-p1060/"}},"considerthis":{"id":"considerthis","title":"Consider This","tagline":"Make sense of the day","info":"Make sense of the day. Every weekday afternoon, Consider This helps you consider the major stories of the day in less than 15 minutes, featuring the reporting and storytelling resources of NPR. 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