Motivation and Motivation and ResilienceResilience

Lorraine Hirst Lorraine Hirst

What is resilience?What is resilience? Often termed as Often termed as ‘bounce-back’‘bounce-back’, ,

resilience is the ‘grit’ we have to keep resilience is the ‘grit’ we have to keep going when we face adversity or stress.going when we face adversity or stress.

A simple model of resilience is known A simple model of resilience is known as ABC (Adversity, Beliefs and as ABC (Adversity, Beliefs and Consequences).Consequences).

We can have internal and external We can have internal and external resilience.resilience.

There are many There are many protective factors protective factors for for resilience and there are resilience and there are risk factors risk factors that can hinder resilience.that can hinder resilience.

More about More about ResilienceResilience

Co-founder and Program Director of the Center for Co-founder and Program Director of the Center for Learning Connections, Dr. Cal Crow identified several Learning Connections, Dr. Cal Crow identified several additional attributes that are common in resilient people:additional attributes that are common in resilient people:

Resilient people have a Resilient people have a positive image of the futurepositive image of the future. . That is, they maintain a positive outlook, and envision That is, they maintain a positive outlook, and envision brighter days ahead.brighter days ahead.

Resilient people have Resilient people have solid goalssolid goals, and a desire to , and a desire to achieve those goalsachieve those goals..

Resilient people are Resilient people are empathetic and compassionateempathetic and compassionate, , however, they don't waste time worrying what others however, they don't waste time worrying what others think of themthink of them. They maintain healthy relationships, . They maintain healthy relationships, but don't bow to peer pressure.but don't bow to peer pressure.

Resilient people do not think of themselves as Resilient people do not think of themselves as victims victims - they focus their time and energy on changing - they focus their time and energy on changing the things that they have control over.the things that they have control over.

‘‘The bamboo that bends is stronger The bamboo that bends is stronger than the oak that resists.’ than the oak that resists.’

- Japanese proverb- Japanese proverb

Risk and Resilience Factors (Buchannan 1999) Factors in the person Factors in the family Factors in the school/

communityWider world

Risk•Genetic factors•Emotional/behavioral problems•Temperament•Impulsiveness•Physical illness or impairment•Mental disability

Risk•Family Adversities•Poverty•Mental illness in parent(s)•Alcoholism•Criminality•Conflict between parents•Lax/inconsistent discipline•Punitive/authoritarian parenting

Risk•Poor reading/ low school attainment/ achievement in school•Bullying in school•Disadvantaged community/ neighbourhood•Crime•Racial tension/ harassment•Experience of public care

Risk•Economic recession•Unemployment•Housing shortage•Family change•Family breakdown•Long working hours/ job insecurity

Protective•Biological resilience•Good Health and development•Good problem solving skills/ high IQ

Protective•Good relationship with parents•Supportive grandparents•Lack of domestic tensions•Family involvement in activities•Being brought up by birth family

Protective•Supportive community•School with good rates of achievement, good ethos, lack of bullying•Opportunities for involvement and achievement

Protective•Inclusive policies

Protective Factors – School AgeProtective Factors – School Age

Individual factors: Family factors: Wider community factors:

· Female · Sense of competence and self-efficacy · Internal locus of control · Empathy with others · Problem-solving skills · Communication skills · Sociable · Independent · Reflective, not impulsive · Ability to concentrate on schoolwork · Autonomy (girls) · Emotional expressiveness (boys) · Sense of humour · Hobbies · Willingness and capacity to plan

· Close bond with at least one person · Nurturance and trust · Lack of separations · Lack of parental mental health or addiction problems · Required helpfulness · Encouragement for autonomy (girls) · Encouragement for expression of feelings (boys) · Close grandparents · Sibling attachment · Four or fewer children · Sufficient financial and material resources

associated with resilience · Neighbour and other non-kin support · Peer contact · Good school experiences · Positive adult role models

School Age – Resilience Factors (Daniel and Wassell, 2002)

Protective Factors - AdolescentsProtective Factors - Adolescents

Individual factors: Family factors: Wider community factors:

· Male · Responsibility · Empathy with others · Internal locus of control · Social maturity · Positive self-concept · Achievement orientation · Gentleness, nurturance · Social perceptiveness · Preference for structure · A set of values · Intelligence · Willingness and capacity to plan

· A close bond with at least one person · Nurturance and trust · Lack of separations · Lack of parental mental health or addiction problems · Required helpfulness · Encouragement of autonomy (girls) · Encouragement of expression of feelings (boys) · Close grandparents · Family harmony · Sibling attachment · Four or fewer children · Sufficient financial and material resources

· Neighbour and other non-kin support · Peer contact · Good school experiences · Positive adult role models

Adolescent – Resilience Factors – (Daniel and Wassell, 2002)

What is motivation? What is motivation? Definition: Definition:

‘‘Motivation is defined as the process that initiates, guides Motivation is defined as the process that initiates, guides and maintains goal-oriented behaviors. Motivation is and maintains goal-oriented behaviors. Motivation is what causes us to act, whether it is getting a glass of what causes us to act, whether it is getting a glass of water to reduce thirst or reading a book to gain water to reduce thirst or reading a book to gain knowledge.knowledge.

It involves the biological, emotional, social and cognitive It involves the biological, emotional, social and cognitive forces that activate behavior.’ – Kendra Cherry, forces that activate behavior.’ – Kendra Cherry, About.comAbout.com

True motivation comes from an inner voice and not True motivation comes from an inner voice and not from an external source (intrinsic motivation)from an external source (intrinsic motivation)

Sometimes children will become ‘compliant’ to please Sometimes children will become ‘compliant’ to please an adult or to bow to peer pressure, this is extrinsic an adult or to bow to peer pressure, this is extrinsic motivation and works some of the timemotivation and works some of the time

So, how do we nuture this intrinsic motivation?So, how do we nuture this intrinsic motivation?

Carol Dweck – Growth Carol Dweck – Growth MindsetMindset

Lack of motivation may come from Lack of motivation may come from aa fixed mindset: fixed mindset:

Proving, mistakes are bad, effort adverse, Proving, mistakes are bad, effort adverse, comparative/ competitive, inaccurate self-imagecomparative/ competitive, inaccurate self-image

Growth mindset:Growth mindset: The notion that ability is The notion that ability is expandable:expandable:

ImprovingImproving

Adventurous learningAdventurous learning

Failure/ mistakes are usefulFailure/ mistakes are useful

Effort is pleasurableEffort is pleasurable

Resilient - determinedResilient - determined

What motivates us?What motivates us?These traditional things create Motivation 1:These traditional things create Motivation 1:

Rewards/ incentives (Extrinsic motivation)- for simple Rewards/ incentives (Extrinsic motivation)- for simple straight-forward tasks. N.B. when task requires conceptual straight-forward tasks. N.B. when task requires conceptual or creative thinking rewards, including money, do not or creative thinking rewards, including money, do not work so well.work so well.

Punishment (Away from an undesired behaviour) - Punishment (Away from an undesired behaviour) - traditionaltraditional

These create Motivation 2 (Intrinsic motivation):These create Motivation 2 (Intrinsic motivation):

Self-direction/ autonomySelf-direction/ autonomy

Mastery – we do things for fun and so we get better at Mastery – we do things for fun and so we get better at themthem

Purpose – doing things that have meaning or that help Purpose – doing things that have meaning or that help othersothers

(Daniel Pink, ‘Drive’)(Daniel Pink, ‘Drive’)

Ideas for Ideas for encouraging encouraging motivationmotivationAs mentors:As mentors:

Praise the effort, not the end result (See ‘How not Praise the effort, not the end result (See ‘How not to Talk to Kids)to Talk to Kids)

Help children and young people to:Help children and young people to:

View failure as learningView failure as learning

Keep a focus on what you can control, not what Keep a focus on what you can control, not what you cannot control (locus of control)you cannot control (locus of control)

Be curious and adventurousBe curious and adventurous

Set goalsSet goals

Positive self-image and self-esteemPositive self-image and self-esteem

Self-efficacy (what am I good at/ enjoy)Self-efficacy (what am I good at/ enjoy)

Way2be.me Way2be.me ApproachApproach

The overall Way2be.me objectives for children are to:

Know yourself and your strengths (valuing yourself and your qualities)

Recognize and manage your emotions

Set and achieve positive goals

Know how to get and give support

Establish and maintain positive relationships

Handle interpersonal situations well

Make decisions based on resourceful and flexible thinking

To be able to manage risks

Have a positive image of my future self

These all support motivation…

Whatever!!Whatever!! We’re often told by teachers that, ‘it’s all We’re often told by teachers that, ‘it’s all

about the attitude.’ What about the about the attitude.’ What about the teachers attitude? teachers attitude?

How we react to children and young How we react to children and young people will affect how they in turn react.people will affect how they in turn react.

Ego States – Parent, Adult, Child (aiming Ego States – Parent, Adult, Child (aiming to be nurturing and structuring)to be nurturing and structuring)

Transactions with children – injunctions Transactions with children – injunctions and permissions (Refer to Factsheet 1)and permissions (Refer to Factsheet 1)

Emotional CoachingEmotional Coaching

Notice and reframe Notice and reframe thinking trapsthinking traps

ResourcesResources

www.way2be.me

Paula C Dirkes, ‘Mentor Me!’

Carol Dweck, ‘Growth Mindset’

Bill Lucas, ‘New Kinds of Smart’

Daniel Pink, ‘Drive’

http://www.youtube.com/watchv=u6XAPnuFjJc

www.boingboing.org.uk

Reinforcing the “natural (positive) Reinforcing the “natural (positive) social bonds between young and old, social bonds between young and old, between siblings, between friends that between siblings, between friends that give meaning to one’s life and a reason give meaning to one’s life and a reason for commitment and caring. To neglect for commitment and caring. To neglect these bonds is to risk the survival of a these bonds is to risk the survival of a culture” culture”

- Werner and Smith, 1982- Werner and Smith, 1982

Final thoughtFinal thought