WORKSHOP GOALS
Develop an understanding of the biological effects of poverty on low income students
Demonstrate the importance of soft skills in relation to secondary and post-secondary success
Outline the process for developing soft skills focused programming and evaluative tools
Identify ways to incorporate soft skills into current academic programming both formally and informally
ACE SCORES
ACE (Adverse Childhood Experiences) Study Vincent Felitti and Robert Anda -1990s; Nadine Burke
Harris - 1995
Studies showed a strong correlation between adverse childhood experiences and negative adult outcomes
Higher ACE scores correlated to worse adult outcomes on almost every measure from addictive behavior to chronic disease
ACE SCORES
ACE scores of 4 or more: Twice as likely to smoke 7 times more likely to be alcoholics 7 times more likely to have had sex before age
15 Twice as likely to have cancer, heart disease, or
liver disease Four times as likely to have emphysema or
chronic bronchitis
Disturbingly powerful correlation between ACE scores and problems in school
EFFECTS OF HIGH ACE SCORES Behavioral issues
Northwestern University Study Psychiatric evaluations of 1,000 juvenile detainees 84% experienced 2 or more serious childhood traumas Majority of detainees had experienced 6 or more
Brain development Bruce McEwen research Long-term effects of stress in childhood brain
development Area of the brain most effected: prefrontal cortex
Controls self-regulation Children with stress find it harder to concentrate, sit still,
rebound from disappointment and follow directions Stress overload can affect emotional and cognitive regulations Negatively affects executive functioning
EXECUTIVE FUNCTIONING
Executive functioning - collection of higher order mental abilities that enable you to deal with confusing and unpredictable situations and information
Executive functioning skills are highly predictive of success AND ARE MALLEABLE
Prefrontal cortex – the area of the brain that controls executive functioning ability - is more responsive than other parts of the brain and stays flexible into adolescence and early adulthood
PROTECTION FROM CHILDHOOD STRESS
The single strongest safeguard against childhood stress is a strong parenting relationship
Parents and caregivers who form close, nurturing relationships with children can foster resilience
Resilience protects children from harmful effects of stress in early childhood
Has positive psychological and biochemical benefits
ATTACHMENT THEORY
Alan Sroufe and Byron Egeland studied people from birth to late thirties (2005 report)
Result - attachment status at 1 year of age was predictive of a range of life outcomes Secure attachment early resulted in more social
competence
2 out of 3 children with disengaged parents needed special education or were held back grade(s)
Attachment status was more predictive of high school graduation than IQ or achievement test scores
ATTACHMENT CONTINUED Alicia Lieberman Study – 1970 Extraordinarily difficult for parents in stressful
conditions to form secure attachments given the daily uncertainty, worry and fear that permeate their lives
Even more difficult for a new parent to form secure attachment if her own mother had not
Parents can overcome histories of trauma and poor attachment – they can change their approach and still create secure attachment and healthy functioning
Some parents can accomplish this switch on their own, but most need help
Development of secure attachment even later in childhood still has strong and lasting effects
REDEFINING CHARACTER Martin Seligman and Christopher Peterson
Character previously believed to be innate and unchanging – a person’s core set of attributes that they had at birth
Redefined character as a set of abilities that are malleable – skills you can learn, skills you can practice, skills that can be taught
Identified 7 specific traits needed for success in school: Self-control Grit Zest Social Intelligence Gratitude Optimism Curiosity
DEFINING SOFT SKILLS
“Non-cognitive skills” Interpersonal skills EQ Examples: self-advocacy, ambition, grit,
responsibility, work ethic, resilience
EXAMPLE: IMPORTANCE OF GRIT Angela Duckworth
Study of self-discipline found students’ discipline scores better predictors of GPA than IQ scores
Grit: a passionate commitment to a single mission and an unswerving dedication to achieve that mission
Measurement tool - grit scale - predictive of success High grit enables college students with lower college-board
scores to still earn high GPAs
Grit scale proved more predictive of success for 1200 West Point cadets than the complex evaluation system used by the military academy
THE GOOD NEWS
Character traits are highly predictive of success and can be taught
Two key times for intervention Early Childhood Adolescence
Parents, caregivers, teachers can all be instruments for teaching character
Mentors in adolescence can make a huge difference
HORIZONS FOR YOUTH: BRIEF BACKGROUND INFORMATION
High school program began 2009
Vast majority of our high school students and
college alumni struggle to self-advocate and
problem solve
Need to be taught soft skills
Since our mission is college completion,
something had to be done
THE HORIZONS FOR YOUTH STRATEGY
Long-term project Team effort Teaching self-advocacy
Teaching parents how to teach their children to do the same is just as important
Critical and honest feedback Both formal and informal supports and
interventions Formal – i.e. summer program character slips Informal – i.e. mentors teach curiosity through
outing experiences Letting them fail – “Losing is something you
do, not something you are.”
THE HORIZONS FOR YOUTH STRATEGY
“The Big Three”: Culture building The Road Map to College
Spells out specific, developmentally appropriate actions that demonstrate the Big Three
Includes the purpose of each expectation – why Includes continuing and forthcoming
expectations Uses age appropriate language Examples: Fourth grade and ninth grade
Opportunities to practice Monthly outings Summer program Fundraisers and other events
THE HORIZONS FOR YOUTH STRATEGY
Next steps Additional opportunities to incorporate The Road
Map both formally and informally Revisions and additions Use of The Road Map as an evaluation tool Continue to coach parents and mentors Add visual reminders around our office
STEPS FOR INCORPORATING SOFT SKILLS
Define desired outcomes Review current programming
Where are you already building these skills? Where could they be easily incorporated into
existing programs? What additional training is needed to address
any gaps?
STEPS FOR INCORPORATING SOFT SKILLS
Building a culture of soft skills development Considerations
Leaders and staff – must be on board Parents Students Volunteers
QUESTIONS AND WRAP UP
What will be your biggest challenges in implementing soft skills programming?
Have you found any additional resources that may be helpful in teaching soft skills?
RESOURCES
How Children Succeed – Paul Tough
Grit Test – Angela Duckworth
Mindset – Carol Dweck
Teaching Adolescents To Become Learners – The University of
Chicago Consortium on Chicago School Research
Smart But Scattered – Peg Dawson and Richard Guare
Difficult Conversations: How to Discuss What Matters Most –
Stone, Patton, Heen
CONTACT INFORMATION
Ashley Allen – [email protected]
Kristin Hatcher – kristin@horizons-for-
youth.org
www.horizons-for-youth.org
Top Related