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SY2 The Importance of Good Positive Relationships for Creating
Flow
Professor Lassen, Department of Special Needs Education, University of Oslo, Oslo, Norway
[email protected], journalist, marathon runner Nina
Hanssen, Oslo, [email protected]
Author, Olympic athlete, coach Kari Uglem, Oslo, Norway
Symposium focus
1. Eight variables underlying “clicking” as a way of improving and expanding ones network and bringing out the best in oneself (Nina Hanssen). 2. A comparative analysis of six pupil-teacher relationships over five years with regard to promoting and hindering flow and learning of a pupil with a learning disability (Liv M. Lassen).3. How a good coaching relationship can motivate and inspire athletic achievements in a relatively untrained person. A flow experience from being “lazy couch potato” to a happy marathon runner (Kari Uglem).
The Common Theme
How good positive relationships can influence flow and well-being within:
– social contacts in everyday life, – schooling and life-long learning– sports and activity
Three areas building on, but going beyondprimary attachment, aligned with resilience, flourishment and mastery. Metods: Qualitative and autoethnographic
The magic of good & positive relationships
• Humans as social beings– Genetic preprograming (Fredrickson, 2013)– Attachment & the motherhood constellation (Bowlby,
1969; Stern, 2004)– Neurology, cognition, emotions & behavior
(Fredrickson, 2013)
• Well-being & PERMA (Seligman, 2011)• Resilience in facing risks (Masten, 2014)
– Physical and mental health problems– Lonliness & marginalization– Disabilities & failure
«Ordinary Magic» Masten (2014)
Adaptative systems promoting resilience to specificchallenges: trauma, illness, disability, poverty, etc.
Mastens short list (Masten, 2014, p.148)Resilience factors: Adaptive systems:Effective caregivers Attachment; familyClose relationships w/competant adults Attachment; social networkClose friends & partners Attachment; peers & familyIQ & problem solving skills Learning/thinking - CNSSelf-control, emotional regulation; planing Sef-regulation systems- CNSMotivation to succeed Mastery motivation (rewards)Self-efficacy Mastery motivationFaith, hope, meaning Spiritual & cultural systemsEffective schools Educational systemsEffective neighborhoods Communities
Clicking-a collective magical FLOW
By Nina Hanssen
Agenda• This presentation will exemplify the phenomena clicking which weaves
together cutting-edge research in psychology and sociology to uncover the reasons we find ourselves “in the flow-zones” with some people, but not with others.
• Clicking can be defined as an immediate, deep and meaningful connection with another person or with the world around us.
• Some people are natural magnets for establishing contact with others.
• This presentation explores: How this is accomplished; what strategies magnet clickers use?
ECPP in Copenhagen 2010- a click with Csik..
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High challenge
moderate skills
High challenge
high skills
Moderate challenge
high skills
Low challenge
high skills
Low challenge
moderate skills
Low challenge
low skills
Moderate challenge
low skills
High challenge
low skills
ANXIETY OPTIMAL
EXP.
APATHY
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SKILLS
RELAXATION
Massimini, Csikszentmihalyi & Carli,1987;Massimini & Carli , 1988
EFM
CLICK WITH ROM BRAFMAN 2013
5 “accelerators” that will increase the possibilities of a
click…
1. Vulnerability
2. Proximity
3. Resonance (flow)4. Similarity
5. A safe place
8 ways of becoming a better clicker
1. «Magic matters.»2. «There’s power in vulnerability.» 3. «Even a few feet make a big difference.»4. «The quality o fbeingin the zone draws otherpeople to us.»5. «Similarity counts.» 6. «The environment can foster intimacy.»7. «Certain people are magnets.»8. «Quick-set intimacy can bring out the best in us.»
Conclusion:
• People can navigate better between stress and boredom and live happier and more meaningsful loves if they find flow.
• A click can lead to collective flow• Unfortunately the magic of quick set intimacy is usually left to
chance and serendipity. • But these click accelerators can help foster more click with
colleagues, romantic partners and the world around us. • Online connecting life can lead to lack of concentration, stress,
depression, loneliness• Meet people face-to-face rather than Facebook• The click can be magic and help us to achieve our best selves.
• Other people matter (Chris Peterson)
Six pupil-teacher relationships’ influencing a pupils’ well-being & flow
Professor Liv M. Lassen
Department of Special Needs Education
University of Oslo
Norway
Theoretical Framework
• Schools as important everyday settings for– Cognitive, emotional and social development:
• Seligmans’ focus: social navigation, rhetoric, characterbuilding (Seligman, 2011)
– Academic accomplishments & engagement• Finding meaning in learning skills• Finding meaning & inpiration in subjects• Finding meaning in investigating the mysteries of the world
and life (Nakamura & Cziksenthimalyi, 2005).
• Teachers as organizers of school settings & socialmirrors for their pupils (Lassen & Breilid, 2010).
Good teachers matter!
Important characteristics & skills
• Zest & humor: central traits (Seligman, 2011)
• Relational skills (Hattie, 2009; Lassen & Breilid, 2010; Gordon, 1979; Rosenthal, 1966)– human beings need the eyes of others to form
and hold themselves together, define, maintain or reestablish self identity (Stern, 2004, p.107)
• Visible teaching – visible learning model: – «when teachers SEE through the eyes of the
student & when students SEE themselves as theirown teachers» (Hattie, 2009, p. 238)
Pupil-teacher relationships
• Possible intersubjective contact in everyday«present moments» (Stern, 2004, Fredrickson, 2013).
• From moments of meeting to moments ofmovement (Lassen & Breilid, 2010).
• Learning to enjoy investing effort in meaningfulgoals & creating personal «flow».
• «shared flow» between teacher & pupil, pupil & pupil interaction (Nakamura & Csikzentmihalyi, 2005).
Teachers’many possibilities
• Laying a secure & positive social platform in class• Inspiring engangement and effort• Scaffolding challenges• Recognizing and uncovering pupils’ strengths
and mastery• Verbal persuaders & coaches• Caregivers & attachment figures• Models• Etc, etc, etc
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”My story”
An autoethnographic analysis of six teacherrelationships from grade 1-5!
– Background: preschool years in «Flow»
• Talked by 12 months, verbal, recognized letters by 3 years, loved drawing, being read and sung to, ”read” for my grandmother at 5, very good vocabulary.
• Inquisitive, adventurous, active, socially aware
• Before beginning school: alive, enjoying life, lots offriends and freedom, responsible, self-regulated, ”quick”, much loved, an appetite for learning.
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School start at 7 (Bergen): Ready ! • A bit bored from 6-7 (too few challenges)
– New suburban environment without stores and extended family, the «gang» in the street or church.
• 1. grade: Good pupil: polite and well behaved– Fridalen School: big, grey cement building, a gravel
yard with a white line separating boys & girls. – The class: 30 girls – five rows of six desks, a grey room– The teacher: Miss Bergen- nice enough, but no smiles,
wore a brown coat, held strict discipline (no talking at all), public reprimands of «sinners» in front of theclass, hit us on the hand with a ruler.
– After 2 weeks: scared, cautious, often sick, dreadedschool, did homework to avoid punishment,« no flow»
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What happened ?:
Creating Flow by aligning challenges with talents
Challenges: Spelling, reading & writing problemEnglish as a second languageUndiagnosed dyslexiaSensitivity
Talents: Character strengths & «Gifts of dyslexia» ?An inquisitive mindStrong analytic abilityTenaciousGood comprehensionBilingual
«The mental function that causes dyslexia is a gift in the truest sense of the word: a natural ability, a talent.»
(Davis, 2012)
8 common traits
1. Utilizing the brain’s ability to alter & create perceptions.
2. High awareness of the environment.
3. Curiousity.
4. Thinking mainly in pictures, instead of words.
5. Intuition and insightfulness.
6. Thinking & perceiving multi-dimensionally (using all senses)
7. Experiencing thought as reality.
8. Using vivid imagination.
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Increasing competence by
• Combining play, music and drama with vocabulary training, spelling & writing (Davis, 2012)– Singing words, games & spelling bees, poetry, recitation and art
& movies
• Building analytical strategies– Word analysis in pictures, derivation & syllable mysteries, roots
across languages, sentence analysis in pictures.
• Introducing the mystery of languages (Nakamura & Csikszentmalyi, 2005) – Good literature– Own stories & diaries
• Supportive, reciprocal relationships with teachers & peers – Mistakes seen as «normal», necessary & OK (Brown, 2010; Stern
2004)
• Recognizing & celebrating progress (Seligman, 2011)
Resilience & Risk «Ordinary Magic» & «Extraordinary Magic»
ProtectionRelationships, Systems, Traits
«well- being»
«Steeling» CompensationAdaption, Mastery, Self-efficacy
Scaffolding JOY, flow, self-esteem
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«Extra-ordinary magic» (Equations in progress)
Resilience = Se + St + [ E x J **]
Resilience > Risks = Well being
Flow = [ E x J ***]
Se = Security St = Coping and learning strategiesE = Effort over time (Endurance, scaffolding, persuasion, goals)J = Joy / *** = tripple joy (mastery + enjoying the process+togetherness)
Good teaching promotes all resilience!
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Conclusion:The good pupil-teacher relationships:
• In first (USA), third and fifth grade re-establishing my pre-school appetite for learning, fostering a zest for– Life-long learning– Academic ahievements & career– Self-efficacy
• «JOY» of going to school & being seen & meet• The good pupil-teacher relationships were:
– themselves joyous– enhanced resilience– made own learning visible
When the challenges become a passionflow is possible!
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Kari Uglem
Thank you!
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References• Bandura, A. (2003): Self-efficacy, The Exercise of Control. New York: W.H. Freeman and Company.• Bowlby, J. (1969): Attachment and loss: Vol 1. Attachment. New York: Basic Books.• Brown, B. (2010): The Gift of Imperfection. Minneapolis: Hazelden Information & Educational Services.• Davis, R. (2010): The Gift of Dyslexia. Burligam, Ca.: Perigre Books.• Ellis, C., T. Adams & A. Brochner (2011). Autoethnography: An Overview. Forum: Qualitaitve Social
Research, Vol. 12, No. 1, Art. 10-January 2011.• Fredrickson, L. (2013): Love. 2.0. New York: Plume.• Garmezy, N. (1994): Reflections and commentary on risk, resilience and development. In: R. Haggerty, L.
Sherrod, N. Garmezy and M. Rutter (Eds.): Stress, risk and resilience in children and adolescents. p. 1-19. Cambridge: Cambridge University Press.
• Gordon, T. (1979): Snakk med oss lærer [Talk with us teacher]. Oslo: Dreyer.• Hattie, J. (2009): Visible learning. A synthesis of over 800 meta-analysis related to achievement. New
York: Routledge. • Lassen, L., Breilid, N. (2010): Den gode elevsamtalen [The good pupil-teacher dialogue]. Oslo:
Gyldendahl.• Masten, A. (2014): Ordianary Magic. New York: Guilford Press.• Mischel, W. (2014): The Marshmallow Test, understandin self-control and how to master it. London:
Bantam Press. • Nakamura, J., Czikszentmihalyi, M. (2005): The Concept of Flow, In C.R. Snyder, S. J. Lopez (eds)
Handbook of Positive Psychology, Oxford: Oxford University Press, p. 89-105.• Neff, K. (2011): The proven Power of Being Kind to Yourself. New York: Harper Collins publishers.• Rosenthal, R. (1966): Experimenter effects in behavioral research. New York: Appelton-Century-Crofts. • Rutter, M. (2003): Genetic Influences on Risk and Protection: Implications for Understanding Resilience.
In: In Luthar, S. (Ed.)(2003): Resilience and Vulnerability, Adaptation in the Context of Childhood Adversities.(pp. 498- 509). Cambridge: Cambridge University Press.
• Seligman, M. (2011): Flourish. London: Nicolas Brealey Publishing.• Stern, D. (2004): The Present Moment in Pschotherapy and Everyday Life. New York: W.W. Norton &
Company• Whitehead, C. (2001): Social mirrors and shared experiential worlds, Journal of Consciousness Studies, 8
(4), 3-36.
References
Andersen, Frans Ørsted; Hanssen, Nina. (2013) Flow i• hverdagen. Navigation mellem stress, kaos og kedsomhed.• Dansk Psykologisk Forlag.• Brafman, Ori; Brafman, Rom (2010) The Forces Behind• How We Fully Engage with People, Work, and Everything• We Do. Crown Business, NY.• Interview Rom Brafman 2013• Hanssen, Nina (2014) Essay as part of the course Positive psychology
and the challenge og diversity in well-being, University of Oslo.• Hanssen, Nina Article Psykologi Nyt, Denmark • http://infolink2003.elbo.dk/PsyNyt/Dokumenter/doc/17893.pdf
