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Home arrow Philosophy arrow Developing mental toughness in young people

A short course of lectures
«Developing mental toughness in young people»





Identifying social mobilityAn example: using the MTQ48The trait of conscientiousnessThe importance of preparationWaste paper (zen) basketballII APPLIED PERSPECTIVES Setting achievable goals—SMART(ER) goalsControl and confidence“Good data”: what counts as evidence?ProcedureAffirmationsSkills of coachingDeveloping self reliance and resilience in enabling social mobilityThe positiveness huntOrganisation development report (the group analysis report in the young person option)THE BROADER PSYCHOLOGICAL CONTEXT OF CHALLENGEDevelopment of childrenThe MTQ48 psychometric measureCriterion validityWhat is coaching?Practical applications: young people, teachers, and school leadersFOREWORD Gender identity: the Children's Sex Role Inventory (CSRI) short formGeneral structure of any feedback discussionMTQ48 report types and handling feedbackMTQ48 report typesEvaluation and Return On Investment (ROI)Main attentional control techniquesParents' role in developing young peopleThe four C's modelCoaching teachers for mental toughnessGamesHandling feedbackThe positive thinking (attitude) ladderSocial mobility and managing shiftMental toughness—its links to current thinkingContent validityTurning negatives into positivesSo what is attentional control?Predicting sex differences using sex and gender identityLearned helplessnessThe discussionTHE BROADER PSYCHOLOGICAL CONTEXT OF COMMITMENTResilience/mental toughnessGoals revisitedFear of failureThe benefits of mental toughnessMental toughness and attainmentControlPositive thinkingSex vs gender identityIII APPLIED CASE STUDIES AND RESEARCH CASE STUDIESMental toughness in Higher EducationFace validityWhat is mindfulness?The .b programme has been developed by the mindfulness in schools projectThe global grit projectChallengeCoaching students for mental toughnessEmotional intelligenceDeveloping the skills to enhance employability for young peopleMental toughness: its relevance to teachingTHE WIDER PSYCHOLOGICAL PERSPECTIVEChallengeCoaching in education: the evidenceHow does it work?Think three positivesMental health considerations?Measurement in context: focusing on mental toughnessThe learning environmentWay of beingAttentional control and mental toughnessTHE BROADER PSYCHOLOGICAL CONTEXT OF CONFIDENCEThe stork standThe “glad” gameHow we are seeking to embed mental toughness at The Children's SocietyCompetitivenessManaging transitionsSport and its role in developing young peopleControlIV DEVELOPING MENTAL TOUGHNESS Distance travelled report (standard version and young person version)The case for employabilitySearching for the silver lining in setbacks is the optimistic basis for the “glad game.” ReframingUnderstanding what a goal is and why it's importantConfidenceWhat we sought to implement, why, and how we went about thisCoaching in educationHandling feedback with young peopleWhy can some maintain attentional control and others struggle?Research at the University of HullDealing with stressThree components of coachingSelf-efficacyConfidence (self belief or self-esteem)Developing mental toughness in young people: coaching as an applied positive psychologyInterpersonal confidenceCommitmentConfidenceAssessing mental toughness—MTQ48ConfidenceChallengeHow can mental toughness help the development of young people?Mindfulness for young peopleIncreasing social mobility through individual development and opportunity awarenessExplaining the advantagesAchievement motivationChallengeCan mental toughness be developed in young people?Positive psychology, coaching and mental toughnessControlConstruct validityTools for developing attentional controlOptimismActivitiesOpening the discussionReliabilityMental toughness: MTQ48 (Clough, Earle & Sewell, 2002)Work and careerBenefits in educationGoal settingWhat is employability?What young people sayCommitmentWhat is mental toughness?Sport, stress, and copingThought stopping—physical and mental cuesWhat will I do tomorrow?Facing the challenges—putting measurement into practiceLife controlSex differences in mental toughness and gender identityReportsBenefitsParent's own mental toughnessEducational attainmentThe power of attributionsValidityCoaching report (standard version and young person version)Moving forwardWhat is social mobilityThe drive to measureI BACKGROUND Sport and the four C's of mental toughnessEmployability and young peopleCase studyBenefits to healthYoung people—mental toughness and raising aspirationsChallengeThe possible biological base of mental toughnessStroop testCommitmentBoosting career decision making and employability through mental toughnessSex gender identity and mental toughnessInitial pilots in KnowsleyControlEducationSex differences in mental toughnessAttentional controlCommitment and challengeEmotional controlAnxiety and anxiety controlEating the elephant—Dealing with big goals and setting milestonesNeeds of childrenLooking at heroes/heroinesUnderstanding social mobilityAssessor report (standard version only)Experimental case study on sex differences, gender identity, and mental toughnessThe mental toughness framework and mindfulnessSelf talkEvaluating difference and what makes a differenceMental toughness in secondary schoolsAssociation between gender identity and mental toughnessLife controlMental toughness and life satisfactionPractice is the keyPerformance, behaviour, and career aspirations of students in secondary education—mental toughness case studyThe number gridCommitmentACKNOWLEDGEMENTSTraining students to peer coach for mental toughnessMental wellbeingConfidence in abilitiesA psychological perspective on goal settingSo what about teacher leaders?Self-esteemResearch using the MTQ48Challenges facing young peopleFuture research projectsDeveloping your approach: finding what worksHandling feedback—best practiceThe roots of social mobilityAttribution and contributionDeveloping a positive mindsetArticulating return on investmentChange
 
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