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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»





Eating the elephant—Dealing with big goals and setting milestonesWhat young people sayControlAffirmationsGamesSkills of coachingFOREWORD Employability and young peopleLife controlTurning negatives into positivesChangeAn example: using the MTQ48The mental toughness framework and mindfulnessBoosting career decision making and employability through mental toughnessSelf-efficacyInterpersonal confidenceValidityThe power of attributionsThe number gridCommitmentWhat is mindfulness?ConfidenceFacing the challenges—putting measurement into practicePredicting sex differences using sex and gender identityProcedureIV DEVELOPING MENTAL TOUGHNESS Emotional controlPositive psychology, coaching and mental toughnessCommitmentSetting achievable goals—SMART(ER) goalsEducational attainmentCoaching students for mental toughnessAnxiety and anxiety controlBenefits to healthGeneral structure of any feedback discussionMindfulness for young peopleMental toughness in Higher EducationThe possible biological base of mental toughnessDevelopment of childrenPractical applications: young people, teachers, and school leadersSport, stress, and copingII APPLIED PERSPECTIVES Young people—mental toughness and raising aspirationsPractice is the keyThe MTQ48 psychometric measureEmotional intelligenceNeeds of childrenHandling feedback—best practiceControlTraining students to peer coach for mental toughnessReliabilityDeveloping self reliance and resilience in enabling social mobilityMental toughness: MTQ48 (Clough, Earle & Sewell, 2002)Commitment and challengeChallenges facing young peopleOpening the discussionOptimismCase studyThe positiveness huntHandling feedback with young peopleSelf talkExplaining the advantagesWork and careerGoal settingAttentional control and mental toughnessMain attentional control techniquesCoaching report (standard version and young person version)The global grit projectChallengeSport and its role in developing young peopleChallengeSex differences in mental toughnessWaste paper (zen) basketballResearch using the MTQ48Experimental case study on sex differences, gender identity, and mental toughnessMTQ48 report typesSelf-esteemDeveloping the skills to enhance employability for young peopleArticulating return on investment“Good data”: what counts as evidence?Measurement in context: focusing on mental toughnessFuture research projectsMental toughness in secondary schoolsSex gender identity and mental toughnessGoals revisitedDeveloping your approach: finding what worksStroop testHow can mental toughness help the development of young people?Fear of failureThink three positivesConfidenceThe roots of social mobilityAssessor report (standard version only)CommitmentControl and confidenceCan mental toughness be developed in young people?Achievement motivationMental toughness—its links to current thinkingMental toughness and attainmentThe learning environmentPositive thinkingThe positive thinking (attitude) ladderChallengeEvaluating difference and what makes a differenceWhat will I do tomorrow?What is coaching?Parents' role in developing young peopleAssessing mental toughness—MTQ48Sex differences in mental toughness and gender identityCoaching in educationThe stork standHow we are seeking to embed mental toughness at The Children's SocietyTools for developing attentional controlThought stopping—physical and mental cuesManaging transitionsAttentional controlCoaching teachers for mental toughnessCompetitivenessSex vs gender identityThe trait of conscientiousnessReportsLooking at heroes/heroinesSocial mobility and managing shiftMental health considerations?THE BROADER PSYCHOLOGICAL CONTEXT OF CHALLENGEDeveloping mental toughness in young people: coaching as an applied positive psychologyOrganisation development report (the group analysis report in the young person option)ChallengeResearch at the University of HullBenefitsDealing with stressSport and the four C's of mental toughnessChallengeCriterion validityACKNOWLEDGEMENTSThe “glad” gameWhat is social mobilityI BACKGROUND Identifying social mobilityConfidence in abilitiesHow does it work?Distance travelled report (standard version and young person version)THE BROADER PSYCHOLOGICAL CONTEXT OF COMMITMENTActivitiesUnderstanding social mobilityThe case for employabilityAssociation between gender identity and mental toughnessSearching for the silver lining in setbacks is the optimistic basis for the “glad game.” ReframingWhat is employability?The drive to measureMoving forwardIII APPLIED CASE STUDIES AND RESEARCH CASE STUDIESContent validityConfidenceThe benefits of mental toughnessConstruct validitySo what about teacher leaders?Mental toughness: its relevance to teachingThree components of coachingInitial pilots in KnowsleyControlWhat we sought to implement, why, and how we went about thisWhat is mental toughness?Face validityParent's own mental toughnessUnderstanding what a goal is and why it's importantTHE BROADER PSYCHOLOGICAL CONTEXT OF CONFIDENCEWay of beingThe importance of preparationMTQ48 report types and handling feedbackEducationAttribution and contributionGender identity: the Children's Sex Role Inventory (CSRI) short formEvaluation and Return On Investment (ROI)The discussionThe .b programme has been developed by the mindfulness in schools projectControlMental wellbeingLife controlSo what is attentional control?Learned helplessnessHandling feedbackIncreasing social mobility through individual development and opportunity awarenessResilience/mental toughnessCoaching in education: the evidenceCommitmentPerformance, behaviour, and career aspirations of students in secondary education—mental toughness case studyDeveloping a positive mindsetThe four C's modelMental toughness and life satisfactionA psychological perspective on goal settingWhy can some maintain attentional control and others struggle?Benefits in educationConfidence (self belief or self-esteem)THE WIDER PSYCHOLOGICAL PERSPECTIVE
 
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