Ci 285 psych present

Helping Children Find Helping Children Find PurposePurpose

Presentation by Katie Watrous Presentation by Katie Watrous andand

Cindy CampbellCindy Campbell“Where you are called is “the place

where your deepest gladness and the world’s deepest hunger meet”

-Frederick Buechner

Learning ObjectivesLearning Objectives

As a result of this presentation, CI 285 students As a result of this presentation, CI 285 students will:will:

► Understand the meaning of “purpose” and Understand the meaning of “purpose” and “calling”“calling”

► Know some obstacles to developing purposeKnow some obstacles to developing purpose► Know what parents can do to help children Know what parents can do to help children

develop purposedevelop purpose► Apply and expand that knowledge to their work in Apply and expand that knowledge to their work in

curriculum and instruction, marriage and family curriculum and instruction, marriage and family therapy, or school counseling; and discuss that therapy, or school counseling; and discuss that application with the classapplication with the class

What is Purpose?What is Purpose?

► ““A stable and generalized intention to accomplish A stable and generalized intention to accomplish something that is at the same time meaningful to something that is at the same time meaningful to the self and consequential beyond the self.”the self and consequential beyond the self.”

► Purpose is one’s ultimate concern in lifePurpose is one’s ultimate concern in life► Purpose gives meaning and direction to lifePurpose gives meaning and direction to life► Purpose is a desire to make a difference in the Purpose is a desire to make a difference in the

worldworld

(Damon, 2008, p. 33)(Damon, 2008, p. 33)

Erikson’s Search for Ego Erikson’s Search for Ego IdentityIdentity

►““The Problem of Ego Identity” (1956)The Problem of Ego Identity” (1956) Conscious sense of individual identityConscious sense of individual identity Unconscious sense striving for continuity Unconscious sense striving for continuity

of personal characterof personal character Ego synthesisEgo synthesis Maintenance of inner solidarity with Maintenance of inner solidarity with

group’s ideals and identitygroup’s ideals and identity

(Vondracek)(Vondracek)

Stages of GrowthStages of Growth

► Trust v. MistrustTrust v. Mistrust► Autonomy v Shame and DoubtAutonomy v Shame and Doubt► Initiative v GuiltInitiative v Guilt► Industry v. InferiorityIndustry v. Inferiority► Identity v Identity DiffusionIdentity v Identity Diffusion► Intimacy v IsolationIntimacy v Isolation►Generativity v. Self- Absorption or Generativity v. Self- Absorption or

StagnationStagnation► Integrity v. DespairIntegrity v. Despair


Identity V. Identity DiffusionIdentity V. Identity Diffusion

► Identity Diffusion-lack of a well-defined Identity Diffusion-lack of a well-defined identity.identity.

► Identity Confusion-identity issues an Identity Confusion-identity issues an individual is faced with.individual is faced with.

► Identity- when identity crisis are resolved Identity- when identity crisis are resolved and a child finds a clearer path to and a child finds a clearer path to purpose.purpose.


Other Purpose Driven Other Purpose Driven Researchers:Researchers:

►Marcia (1980)Marcia (1980) Identity StatusesIdentity Statuses

► Identity Achievement: pursuing self-chosen occupation Identity Achievement: pursuing self-chosen occupation and ideological goalsand ideological goals

►Foreclosure: committed to occupational and ideological Foreclosure: committed to occupational and ideological positions, but are not self-chosen. Show little to no positions, but are not self-chosen. Show little to no evidence of crisis.evidence of crisis.

► Identity Diffusion: no set occupational or ideological Identity Diffusion: no set occupational or ideological directiondirection

►Moratorium: struggling with occupational and or Moratorium: struggling with occupational and or ideological issues. In an identity crisis stage.ideological issues. In an identity crisis stage.


Bordin’s Vocational Identity in Bordin’s Vocational Identity in AdolescenceAdolescence

►Ego identity in childhood is unconsciousEgo identity in childhood is unconscious►Vocational identity is shaped through Vocational identity is shaped through

Sex-role differentiationSex-role differentiation ““Use of parental love and care in meeting Use of parental love and care in meeting

and enjoying the challenges and joys of and enjoying the challenges and joys of living”living”

Individuals behaviors related to balancing Individuals behaviors related to balancing continuity with discontinuitycontinuity with discontinuity


Holland’s Theory of Vocational Holland’s Theory of Vocational Personalities and Work Personalities and Work

EnvironmentsEnvironments►Childhood and Adolescence is a time for Childhood and Adolescence is a time for

increase in differentiation of perferred increase in differentiation of perferred activities, interests, competencies and activities, interests, competencies and valuesvalues

►My Vocational Situation ScaleMy Vocational Situation Scale


Victor FranklVictor Frankl

►LogotherapyLogotherapy Meaning exists in all cercumstances by is Meaning exists in all cercumstances by is

hidden and waiting to be discoveredhidden and waiting to be discovered


Questions Regarding Questions Regarding Purpose:Purpose:

►Why am I doing this?Why am I doing this?►Why does it matter?Why does it matter?►Why is it important for me and the Why is it important for me and the

world?world?►Why am I working to accomplish this?Why am I working to accomplish this?

(Damon, 2008)(Damon, 2008)

CallingCalling

► Calling is purposeful work reflecting one’s Calling is purposeful work reflecting one’s abilities, the world’s need for what those abilities, the world’s need for what those abilities can provide, and the enjoyment in abilities can provide, and the enjoyment in using one’s abilities to serve societyusing one’s abilities to serve society

►Helping students match their abilities and Helping students match their abilities and interests with specific career choices guides interests with specific career choices guides them to answer questions about what their them to answer questions about what their calling is, what they have to contribute to calling is, what they have to contribute to the world, and what they are here forthe world, and what they are here for

(Damon, 2008)(Damon, 2008)

Obstacles to Developing Obstacles to Developing PurposePurpose

► Youth are hesitant to make commitments to Youth are hesitant to make commitments to adult rolesadult roles

► Lack of realistic plans to pursue their Lack of realistic plans to pursue their aspirationsaspirations

►No aspirations at allNo aspirations at all► Lack of optimism and self-confidenceLack of optimism and self-confidence► Single-minded desire for financial security and Single-minded desire for financial security and

material gainmaterial gain► Short-horizon thinking in schools (CST)Short-horizon thinking in schools (CST)► Popular culturePopular culture

Purpose Development in At-Risk Purpose Development in At-Risk Students Students

►As identity develops, they are better As identity develops, they are better able to resist peer pressure by able to resist peer pressure by identifying and adhering to a personal identifying and adhering to a personal value systemvalue system

►Resiliency must be highResiliency must be high►??????????

What Parents Can Do To Help What Parents Can Do To Help Children Find a Life PurposeChildren Find a Life Purpose

Adults can help lead children toward promising Adults can help lead children toward promising options without making choices for them by:options without making choices for them by:

► Help child discover and discern among choicesHelp child discover and discern among choices► Reflect together on child’s interests and talentsReflect together on child’s interests and talents► Examine how those talents converge with the Examine how those talents converge with the

world’s needs and opportunitiesworld’s needs and opportunities► Support the child’s own efforts to explore Support the child’s own efforts to explore

purposeful directionspurposeful directions► Expose the child to more potential sources of Expose the child to more potential sources of

discovery about possible purposesdiscovery about possible purposes► ““Whatever we do with young people counts.”Whatever we do with young people counts.”

(Damon, 2008, p. 132)(Damon, 2008, p. 132)

1.Listen Closely for the Spark, 1.Listen Closely for the Spark, Then Fan the FlamesThen Fan the Flames

►Every child has a spark of interestEvery child has a spark of interest►Adults need to practice conversing with Adults need to practice conversing with

(not instructing or lecturing) children by (not instructing or lecturing) children by asking good questions and listening to the asking good questions and listening to the answersanswers

►Dialogue with purpose-evoking questionsDialogue with purpose-evoking questions►Make connections among issues that Make connections among issues that

spark the child’s imaginationspark the child’s imagination

(Damon, 2008)(Damon, 2008)

2.Take Advantage of Regular 2.Take Advantage of Regular Opportunities to Open a Opportunities to Open a

DialogueDialogue►Ask children their opinions on important Ask children their opinions on important

mattersmatters►Be an interviewer Be an interviewer ►Ask “Why?” to encourage deeper thinkingAsk “Why?” to encourage deeper thinking►Never underestimate the power of Never underestimate the power of

Thanksgiving-gratitude exposes purpose, Thanksgiving-gratitude exposes purpose, significance, values, desire to pass our significance, values, desire to pass our blessings on to others (soul of purpose)blessings on to others (soul of purpose)

(Damon, 2008)(Damon, 2008)

3. Be supportive and open-3. Be supportive and open-minded of the sparks of interest minded of the sparks of interest

expressedexpressed►Express confidence in what the child is Express confidence in what the child is

trying to do and support their choicestrying to do and support their choices►Pick up on opportunities to encourage Pick up on opportunities to encourage

purpose immediately without being purpose immediately without being pushypushy

►Allow the child’s interest to follow its Allow the child’s interest to follow its course, including dwindling outcourse, including dwindling out

(Damon, 2008)(Damon, 2008)

4. Convey your own sense of 4. Convey your own sense of purpose and meaning you purpose and meaning you

derive from workderive from work► Share your goals and sense of purpose, what Share your goals and sense of purpose, what

is meaningful about your workis meaningful about your work► Discuss the highest purpose you have for the Discuss the highest purpose you have for the

work you do (helping others, provides a work you do (helping others, provides a means for personal growth and self-means for personal growth and self-expression, contributes to society, provides a expression, contributes to society, provides a living for one’s family, contributes to the living for one’s family, contributes to the healthy growth of one’s children)healthy growth of one’s children)

► Examine why are our daily efforts are Examine why are our daily efforts are significantsignificant

► Demonstrate how work fulfills our personal Demonstrate how work fulfills our personal sense of purposesense of purpose

(Damon, 2008)(Damon, 2008)

5. Impart wisdom about the 5. Impart wisdom about the practicalities in lifepracticalities in life

► Instill practical idealism-dealing with limits of the Instill practical idealism-dealing with limits of the possible when reality won’t yield to ambitionspossible when reality won’t yield to ambitions

► Tell children about accomplishing goals in the real Tell children about accomplishing goals in the real world of workworld of work

► Impart crucial social information (behavioral Impart crucial social information (behavioral manners, how to find out about jobs or educational manners, how to find out about jobs or educational opportunities, introducing them to personal opportunities, introducing them to personal connections)connections)

► ““Our challenge as citizens is to see that all children in Our challenge as citizens is to see that all children in our society, whatever the state of their parenting, our society, whatever the state of their parenting, have access to the kinds of social and practical skills have access to the kinds of social and practical skills they will need to turn their dreams into reality.”they will need to turn their dreams into reality.”

(Damon, 2008, p. 149)(Damon, 2008, p. 149)

6. Introduce children to 6. Introduce children to potential mentorspotential mentors

►Other adults might trigger a spark of Other adults might trigger a spark of interestinterest

►Actively introduce children to people, Actively introduce children to people, books, ideas, secular or religious books, ideas, secular or religious organizations that might inspire themorganizations that might inspire them

►Mentors can help children discover, Mentors can help children discover, define, and pursue their purposedefine, and pursue their purpose

(Damon, 2008)(Damon, 2008)

7. Encourage an Entrepreneurial 7. Encourage an Entrepreneurial AttitudeAttitude

► The ability to set clear goals and make The ability to set clear goals and make realistic plans to achieve themrealistic plans to achieve them

► An optimistic attitude (“You can do it!”)An optimistic attitude (“You can do it!”)► Persistence in the face of obstaclesPersistence in the face of obstacles► Tolerance, or even desire, for risk and Tolerance, or even desire, for risk and

challengechallenge► Resilience when failure occursResilience when failure occurs► Determination to achieve resultsDetermination to achieve results► Resourcefulness in creating means to achieve Resourcefulness in creating means to achieve

those resultsthose results(Damon, 2008)(Damon, 2008)

8. Nurture a Positive Outlook8. Nurture a Positive Outlook

►Encourage a sense of optimism and Encourage a sense of optimism and self-confidenceself-confidence

► Interpret experiences in a hopeful, Interpret experiences in a hopeful, non-catastrophic mannernon-catastrophic manner

►We have control over how things turn We have control over how things turn outout

►See problems as a positive challengeSee problems as a positive challenge(Damon, 2008)(Damon, 2008)

9. Instill in children a feeling of 9. Instill in children a feeling of agency, linked to responsibilityagency, linked to responsibility

►Teach that whatever you do in this Teach that whatever you do in this world mattersworld matters

►Actions have consequencesActions have consequences►Children make a difference in the lives Children make a difference in the lives

of the people around them of the people around them (volunteering, tasks)(volunteering, tasks)

►They are interesting and capableThey are interesting and capable►Every moment countsEvery moment counts(Damon, 2008)(Damon, 2008)

““All young people deserve a All young people deserve a chance for a purposeful life”chance for a purposeful life”

► Present children with clear high expectationsPresent children with clear high expectations► Promote healthy youth development, including Promote healthy youth development, including

acquisitions of virtues (moral courage, acquisitions of virtues (moral courage, compassion, respect, honesty) and compassion, respect, honesty) and competency in school, work, and life skillscompetency in school, work, and life skills

►Maintain a positive vision of youth (not just Maintain a positive vision of youth (not just risks to be avoided like pregnancy, substance risks to be avoided like pregnancy, substance abuse, emotional issues; or problems to be abuse, emotional issues; or problems to be solved like LD, problem behaviors and solved like LD, problem behaviors and underachievement) and their potential underachievement) and their potential contribution to societycontribution to society

(Damon, 2008)(Damon, 2008)

What Schools Can DoWhat Schools Can Do

►Discuss the purpose of learning-what one can Discuss the purpose of learning-what one can do with academic knowledge beyond school do with academic knowledge beyond school worldworld

► Inspire purpose beyond test-takingInspire purpose beyond test-taking► Encourage community involvementEncourage community involvement► Teach active citizenship in a political Teach active citizenship in a political

democracy-promote political engagementdemocracy-promote political engagement► Provide positive role modelsProvide positive role models►Offer imaginative possibilities, give guidance Offer imaginative possibilities, give guidance

encouraging their highest goals, provide encouraging their highest goals, provide support that helps them realize their support that helps them realize their aspirations, and create a cultural climate that aspirations, and create a cultural climate that inspires theminspires them

What parents, school What parents, school professional, and society can doprofessional, and society can do►Encourage thinking about how early Encourage thinking about how early

potentially purposeful activities can potentially purposeful activities can contribute to the world and bring meaning contribute to the world and bring meaning to one’s lifeto one’s life

►Focus on achievable accomplishments and Focus on achievable accomplishments and make realistic plans to reach goalsmake realistic plans to reach goals

►Show the rewards of commitment and Show the rewards of commitment and dangers of disengagementdangers of disengagement

►Engage students in caring moral Engage students in caring moral relationships that impart a sense of right relationships that impart a sense of right and wrongand wrong

Sample questions from Damon’s Sample questions from Damon’s Youth Purpose StudyYouth Purpose Study

1.1. What kinds of things do you really care about? Why do you What kinds of things do you really care about? Why do you care about them?care about them?

2.2. What’s most important to you in your life? Why?What’s most important to you in your life? Why?3.3. Do you have any long-term goals? Why are these goals Do you have any long-term goals? Why are these goals

important to you?important to you?4.4. What does it mean to have a good life?What does it mean to have a good life?5.5. What does it mean to be a good person?What does it mean to be a good person?6.6. What would you say you spend most of your energy on?What would you say you spend most of your energy on?7.7. What kind of work would you like to do? Why? Are you doing What kind of work would you like to do? Why? Are you doing

anything now to prepare for your life’s work?anything now to prepare for your life’s work?8.8. What matters most to you at this time? Will that still matter to What matters most to you at this time? Will that still matter to

you as you get older? Why or why not?you as you get older? Why or why not?9.9. If you were looking back on your life, how would you want to If you were looking back on your life, how would you want to

be remembered?be remembered?

Possible ActivityPossible Activity

►How can you incorporate promoting How can you incorporate promoting positive identity development in a positive identity development in a school setting in the following age school setting in the following age groups:groups: 0-50-5 5-125-12 13-1813-18 18-2518-25

Online Career AssesmentsOnline Career Assesments

►www.cacareerzone.comwww.cacareerzone.com►www.calmis.ca.gov/tools/www.calmis.ca.gov/tools/►www.bls.govwww.bls.gov►www.eureka.orgwww.eureka.org

ReferencesReferences

►Damon, W. (2008). Damon, W. (2008). The path to The path to purpose; Helping our children find purpose; Helping our children find their calling in life. their calling in life. Free Press, New Free Press, New York.York.

Ci 285 psych present

Health & Medicine

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