Becoming Buoyant: Helping Teachers and Students Cope with the Day to Day

Proven methodsWhy now?I The purpose of this bookThe structure of the bookHow to use this bookAcademic buoyancy - never an add-onBehaviour changeBehaviour change and behaviour managementFrom academic skills to life skillsStaying afloatResilience is evolutionaryResilience as academic buoyancyBuoyancy and wellbeingAn emphasis on evidenceAll models are (potentially) wrongA buoyancy blueprintReferencesThe many faces of resilienceThe deficiency model of resilienceWhat does resilience mean to you?What do we want from a resilience intervention?Competing terms and constructsThe foundations of resilience researchThe Kauai resiliency projectFactors within the individualFactors within the familyFactors in the wider communityA staunch acceptance of realityA deep belief that life has meaningThe ability to improvise and adapt to significant changeResilience in school settingsThe social side of resilienceMain pointsReferencesTaking care of the small stuffFrom life experiences to daily hasslesWhy do people repeat ineffective behaviours?Coping and uncertaintyUncertainty and motivationDaily hassles in the classroom: academic buoyancyIndividual differences in coping styleFrom resilience to buoyancyThe role of academic riskComponents of academic buoyancyIndividuals and communitiesMain pointsReferencesPersonality and the 5CsCognitive and non-cognitive skills: a false dichotomy?Executive function: bridging the cognitive and the non-cognitiveThe role of personalityTheories of personalityHeritability and consistency of personalityTemperament or character?Are some traits more useful than others?Conscientiousness: the super trait?Conscientiousness and creativity: an uneasy relationshipPersonality and academic performanceDeconstructing conscientiousnessCommitment or conscientiousness?In actionIdentify a nicheUse goals and personal projectsEncourage students to act out of characterNurture curiosityStep outside the bubbleMain pointsReferencesCreating good habitsHabit and goalsHabit theoryA short history of habitsThe good and the badOutsourcing controlEliminating maladaptive habitsHabits and the pursuit of goalsIn actionTurn off autopilotEffortful inhibitionReplace one habit with anotherHabit pairingCommitment, consistency and cuesIf/then statementsIdentify and reduce distractionsReward good habits or suppress bad onesMain pointsReferencesSetting and pursuing goalsWhat is a goal?Behavioural economicsGoals in educational settingsSelecting and setting goalsBreak goals downMarginal gainsTime managementPlanning: intention and implementationKeeping it simpleCommitmentRewardsShareFeedbackRemaining focussedIn actionAim highMake a step-by-step planTell other peopleThink about the good things that will happen when the goal is achievedRewarding completed sub-goalsRecording progressDoublethinkSet growth goals or ‘personal bests’Time managementMain pointsReferencesGetting stuff doneWhat is procrastination?Predictors of procrastinationProcrastination and self-controlThe concept of timeProcrastination and decision makingSelf-handicappingSelf-handicapping and fear of failureIn actionIncrease levels of self-controlKeep temptation out of sight and reduce distractionsSet bright linesTake two minutesPrioritising tasksPut some things off until laterDecide if the task really needs doing at allBehavioural and emotional changesBalance out negative and positive emotionsForgive yourselfAdjust the way time is viewedPast, present and future selvesMain pointsReferencesComposure and emotional stabilityStress: the basicsThe origins of stress researchThe biology of stressThe fast system: fight or flightThe slow systemCortisol: more than just a stress hormoneThe Cortisol Awaking Response (CAR)The positive side of stressIt’s all about the levelsCauses of stress in children and young peopleAnxiety: state and traitAnxiety and learningAnxiety and intelligenceTest anxiety: a special case?Individual differences in test anxietyA model of student anxietyAnxiety and buoyancyMain pointsReferencesDealing with anxietyComposureExtreme fearFear of failing or fear of falling?Three signs you’re afraid to failStop, accept, refresh, continueAs easy as А, В, CSafety-seeking and fear-avoidanceRequests for reassuranceChecking behavioursSuperstitious ritualsAvoiding riskTrying to influence othersEAR: Face Everything And RecoverMain pointsReferencesControlLocus of control and attribution theoryWe are all naive scientistsAttributing cause in social interactionsAttributing the cause of our own outcomesDimensions of causalityLocus of causalityGlobal and specificStable and unstableWhere does control come from?Distorted thinkingThe role of cognitive biasTypes of cognitive biasIn actionCore beliefs and automatic thoughtsMain pointsReferencesBecoming confidentEarly school experiencesSelf-conceptThe academic selfStatus anxiety and peer comparisonsThe problem with self-esteemSelf-efficacyConfidence as self-efficacyEarly research into self-efficacySelf-efficacy and related conceptsWhat does the research say?Sources of self-efficacyPast experienceSelf-comparisonsEmotionsMediating factorsPersonalityGoal orientationSelf-efficacy and buoyancyIn actionEstablish support mechanismsEstablish routinesBut allow for changeEncourage the view of the self as an on-going projectEmbed strategiesPositive learning experiencesSupport mastery goal orientationsBreaking down tasks and goalsCelebrate small successesClear outcomes and expectationsAnticipate setbacksVerbal feedbackSelf-compassionWhole school structuresMain pointsReferencesSpringing forwardsIndividual differencesInterventions can be usefulAdaptabilityThe problem of biasRelationshipsThe culture of the classroomConclusionReferences
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