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    1. You will need paper and pen/pencil during the presentation. You can text me during the presentation with questions, etc. 626-487-1960

    2. Thanks for intro. Sounds like I cant keep a job. I usually an the one sitting at the back deciding if the speaker has anything to say. Helping Student Live Extraordinary Lives is a bit provocative but I want to tell you how I came to understand that as my calling in life. Thanks for intro. Sounds like I cant keep a job. I usually an the one sitting at the back deciding if the speaker has anything to say. Helping Student Live Extraordinary Lives is a bit provocative but I want to tell you how I came to understand that as my calling in life.

    3. Think about a time in your life where you felt like you were thriving. Turn to the person next to you and describe that situation.

    4. Eileen Current student development theory gives us a great theoretical model to conceptually address our work. But does it capture how we can help students go beyond just existing to thriving? Perhaps, but what if we had thriving as our primarily goals as opposed to natural maturation. I began to search for an understanding of how to help students not just survive by thrive. I came upon the new movement in psychology called positive psycho.Eileen Current student development theory gives us a great theoretical model to conceptually address our work. But does it capture how we can help students go beyond just existing to thriving? Perhaps, but what if we had thriving as our primarily goals as opposed to natural maturation. I began to search for an understanding of how to help students not just survive by thrive. I came upon the new movement in psychology called positive psycho.

    6. Growth in a positive direction Enhance behavioral responses Abundance of psychological and physical energy Greater ability to identify and develop ones strengths We define thriving as growth in a positive capacity, manifested in greater cognitive and behavioral complexity as well as enhanced vitality/energyWe define thriving as growth in a positive capacity, manifested in greater cognitive and behavioral complexity as well as enhanced vitality/energy

    7. Eileen We define thriving as growth in a positive capacity, manifested in greater cognitive and behavioral complexity as well as enhanced vitality/energyEileen We define thriving as growth in a positive capacity, manifested in greater cognitive and behavioral complexity as well as enhanced vitality/energy

    8. Positive Student Development Character Strengths Hope Curiosity Altruistic Love Zest Self-Regulation Describe VIA character strengths Study that revealed five significant character strengths related to well being. Added on because of it relationship to academic thriving. Describe VIA character strengths Study that revealed five significant character strengths related to well being. Added on because of it relationship to academic thriving.

    9. Describe VIA character strengths Study that revealed five significant character strengths related to well being. Added on because of it relationship to academic thriving. Describe VIA character strengths Study that revealed five significant character strengths related to well being. Added on because of it relationship to academic thriving.

    10. Hope Describe VIA character strengths Study that revealed five significant character strengths related to well being. Added on because of it relationship to academic thriving. Describe VIA character strengths Study that revealed five significant character strengths related to well being. Added on because of it relationship to academic thriving.

    11. Hope Goal-directed thinking in which people perceive that they can produce routes to desired goals (pathways thinking) and the requisite motivation to use those routes (agency thinking). (Snyder, 1995) Optimism Future-Mindedness, Future Orientation Expecting the best in the future and working to achieve it Optimism Future-Mindedness, Future Orientation Expecting the best in the future and working to achieve it

    12. Students with higher levels of hope outperform low-hope individuals on academic achievement measures including: - semester grades, - graduation rates, and - standardized tests, even after controlling for preexisting levels of intelligence and ability. (Curry et al., 1997; Snyder, Harris, et al., 1991)

    13. Hope is positively related to indicators of perceived academic competence (Onwuegbuzie & Daley, 1999) increased problem-solving ability greater academic satisfaction fewer incidents of disengagement in academic settings. (Chang, 1998)

    14. Hope Scale Number your paper 1 8 2+4+6+8 = Pathways Thinking Your belief that you can generated paths to reach your goals. 1+3+5+7 = Agency Thinking Your belief that you can initiate and sustain movement toward your goals along the selected pathways. Number your paper 1 8 2+4+6+8 = Pathways Thinking Your belief that you can generated paths to reach your goals. 1+3+5+7 = Agency Thinking Your belief that you can initiate and sustain movement toward your goals along the selected pathways.

    15. Hope Scale 2+4+6+8 = Pathways Thinking Your belief that you can generated paths to reach your goals. 1+3+5+7 = Agency Thinking Your belief that you can initiate and sustain movement toward your goals along the selected pathways.

    16. Challenge yourself to pursue big questions and worthy dreams. (Parks, 2000)

    17. Begin with the end in mind. (Covey) Create opportunities for reflection.

    19. Teach reframing skills in relationship to obstacles

    20. Help students identify and develop their strengths as a way to create agency

    21. Hope draws students beyond the limits of their present situations, opens visions of new horizons and possibilities for them, and enables them to live in the midst of change and disturbance while being anchored to a sense of belonging and purpose. (Dalton & Crosby, 2009) Recognize that students struggle with fear; hope is fragile. Recognize that students struggle with fear; hope is fragile.

    22. Curiosity Describe VIA character strengths Study that revealed five significant character strengths related to well being. Added on because of it relationship to academic thriving. Describe VIA character strengths Study that revealed five significant character strengths related to well being. Added on because of it relationship to academic thriving.

    23. It is enough if one tries merely to comprehend a little of this mystery every day. EileenEileen

    24. Curiosity and interest are often used synonymously in the literature. What makes something interesting? What will make this presentation interesting? Curiosity EileenEileen

    25. Curiosity Berlynes four variables that address the question: What is interesting? Novelty Uncertainty Conflict Complexity EileenEileen

    26. Curiosity Novelty-complexity Is this new or unexpected? EileenEileen

    30. 1. I would describe myself as someone who actively seeks as much information as I can in a new situation. 2. When I am participating in an activity, I tend to get so involved that I lose track of time. 3. I frequently find myself looking for new opportunity to grow as a person (e.g., information, people, resources). 4. I am not the type of person who probes deeply into new situations or things. 5. When I am actively interested in something, it takes a great deal to interrupt me. 6. My friends would describe me as someone who is extremely intense when in the middle of doing something. 7. Everywhere I go, I am out looking for new things or experiences. Curiosity EileenEileen

    31. Study by Kashdan - Ask people to do something they reported disliking. - Pay attention to three novel things - Body builder - crocheting - stamina, flow/concentration/ made flip flopsStudy by Kashdan - Ask people to do something they reported disliking. - Pay attention to three novel things - Body builder - crocheting - stamina, flow/concentration/ made flip flops

    33. Create time for exploration EileenEileen

    34. Zest Describe VIA character strengths Study that revealed five significant character strengths related to well being. Added on because of it relationship to academic thriving. Describe VIA character strengths Study that revealed five significant character strengths related to well being. Added on because of it relationship to academic thriving.

    35. Zest Describe VIA character strengths Study that revealed five significant character strengths related to well being. Added on because of it relationship to academic thriving. Describe VIA character strengths Study that revealed five significant character strengths related to well being. Added on because of it relationship to academic thriving.

    36. People full of zest posses both physical and psychological energy. Zest can be influenced by the fulfillment or deprivation of basic human needs including: autonomy, competence, and relatedness.

    37. People full of zest posses both physical and psychological energy.

    38. Think of a specific student who you would say is highly successful. How would you describe what led to their success? Truman Scholar: I think a lot of what leads to someones success is just not confidence but being able to feed off of your own energy and your own drive rather than other people.

    39. Vitality/Zest Intrinsic energy that can be facilitated or hindered by factors associated with psychological needs: Providing students with choices and opportunities for self-direction can support their need for autonomy. For authentic motivation to occur, students must see themselves as active agents engaged in a meaningful experience integrated with their own goals and values--chosen and relevant to their own goals. Controlling contexts undermine vitality. An environment that supports students needs for competence is characterized by clear expectations, optimal challenges, and timely feedback Relatedness supported by learning environments that foster a sense of community is comprised of four key elements: (1) membership, or a sense of belonging; (2) ownership, or a sense of voice and contribution; (3) relationship, or emotional connections with others in the community; and (4) partnership, or an interdependence in working toward mutual goals Providing students with choices and opportunities for self-direction can support their need for autonomy. For authentic motivation to occur, students must see themselves as active agents engaged in a meaningful experience integrated with their own goals and values--chosen and relevant to their own goals. Controlling contexts undermine vitality. An environment that supports students needs for competence is characterized by clear expectations, optimal challenges, and timely feedback Relatedness supported by learning environments that foster a sense of community is comprised of four key elements: (1) membership, or a sense of belonging; (2) ownership, or a sense of voice and contribution; (3) relationship, or emotional connections with others in the community; and (4) partnership, or an interdependence in working toward mutual goals

    40. *positive* energy specifically: those who are tense, angry, jittery are energized but not vital*positive* energy specifically: those who are tense, angry, jittery are energized but not vital

    41. Developing Zest Its not about time management. Its about energy management. How do we help students discover what gives them energy? Go Put Your Strengths to WorkHow do we help students discover what gives them energy? Go Put Your Strengths to Work

    42. Physical Energy Developing Zest How do we help students discover what gives them energy? Go Put Your Strengths to WorkHow do we help students discover what gives them energy? Go Put Your Strengths to Work

    43. Altruistic Love Describe VIA character strengths Study that revealed five significant character strengths related to well being. Added on because of it relationship to academic thriving. Describe VIA character strengths Study that revealed five significant character strengths related to well being. Added on because of it relationship to academic thriving.

    44. How Do We Define Love? Is it a feeling? Is it an attitude or orientation of character? Is it a behavior? Is a judgment or cognitive decision? Eileen Eileen

    45. Altruistic Love Altruistic is a motivational state with the ultimate goal of increasing anothers welfare. Eileen Eileen

    46. Developing Altruistic Love Must see the need Desire to meet the need Must be the ultimate or final goal Eileen Eileen

    47. Altruistic Love Items from the Compassionate Love Scale If given the opportunity, I am willing to sacrifice in order to let people from other places who are less fortunate achieve their goals. I tend to feel compassion for people, even though I do not know them. One of the activities that provides me with the most meaning to my life is helping others in the world when they need help. Eileen The present study provides evidence that multiple characteristics of citiespopulation size, population density, economic well-being, pace of life, and changes over the past decade in population size, economic well-being, and crime ratesare significantly related to helping toward strangers. Soc Indic Res (2008) 85:461481 DOI 10.1007/s11205-007-9091-9 The kindness of strangers revisited: a comparison of 24 US cities Robert V. Levine Stephen Reysen Ellen GanzEileen The present study provides evidence that multiple characteristics of citiespopulation size, population density, economic well-being, pace of life, and changes over the past decade in population size, economic well-being, and crime ratesare significantly related to helping toward strangers. Soc Indic Res (2008) 85:461481 DOI 10.1007/s11205-007-9091-9 The kindness of strangers revisited: a comparison of 24 US cities Robert V. Levine Stephen Reysen Ellen Ganz

    48. Altruistic Love & Successful Studying Results indicate that participating in serviceduring the undergraduate years substantially enhances the students' academicdevelopment, life skill development, and sense of civic responsibility. (Astin & Sax, 1998) Is there a relationship between altruistic love and community service? Eileen Examines the impact of service participation on undergraduate student development based on data collected from 3450 students attending 42 institutions with federally funded community service programs. Eileen Examines the impact of service participation on undergraduate student development based on data collected from 3450 students attending 42 institutions with federally funded community service programs.

    49. Developing Altruistic Love Should we use extrinsic motivators to encourage alturistic behavior? Extrinsic motivators may hinder altruism Ryan & Decis - Self Determination Theory Eileen The current study investigated the influence of rewards on very young children's helping behavior. After 20-month-old infants received a material reward during a treatment phase, they subsequently were less likely to engage in further helping during a test phase as compared with infants who had previously received social praise or no reward at all. This so-called over justification effect suggests that even the earliest helping behaviors of young children are intrinsically motivated and that socialization practices involving extrinsic rewards can undermine this tendency. (PsycINFO Database Record (c) 2008 APA, all rights reserved)(from the journal abstract) Eileen The current study investigated the influence of rewards on very young children's helping behavior. After 20-month-old infants received a material reward during a treatment phase, they subsequently were less likely to engage in further helping during a test phase as compared with infants who had previously received social praise or no reward at all. This so-called over justification effect suggests that even the earliest helping behaviors of young children are intrinsically motivated and that socialization practices involving extrinsic rewards can undermine this tendency. (PsycINFO Database Record (c) 2008 APA, all rights reserved)(from the journal abstract)

    50. Developing Altruistic Love Good Samaritan Study City Differences Study Eileen People going between two buildings encountered a shabbily dressed person slumped by the side of the road. Subjects in a hurry to reach their destination were more likely to pass by without stopping. Some subjects were going to give a short talk on the parable of the Good Samaritan, others on a nonhelping relevant topic; this made no significant difference in the likelihood of their giving the victim help. Religious personality variables did not predict whether an individual would help the victim or not. Journal of Personality and Social Psychology 1973, Vol. 27, No. J, 100-108 "FROM JERUSALEM TO JERICHO": A STUDY OF SITUATIONAL AND DISPOSITIONAL VARIABLES IN HELPING BEHAVIOR1 JOHN M. DARLEY 2 AND C. DANIEL BATSON Princeton University The present study provides evidence that multiple characteristics of citiespopulation size, population density, economic well-being, pace of life, and changes over the past decade in population size, economic well-being, and crime ratesare significantly related to helping toward strangers. Soc Indic Res (2008) 85:461481 The kindness of strangers revisited: a comparison of 24 US cities Robert V. Levine Stephen Reysen Ellen GanzEileen People going between two buildings encountered a shabbily dressed person slumped by the side of the road. Subjects in a hurry to reach their destination were more likely to pass by without stopping. Some subjects were going to give a short talk on the parable of the Good Samaritan, others on a nonhelping relevant topic; this made no significant difference in the likelihood of their giving the victim help. Religious personality variables did not predict whether an individual would help the victim or not. Journal of Personality and Social Psychology 1973, Vol. 27, No. J, 100-108 "FROM JERUSALEM TO JERICHO": A STUDY OF SITUATIONAL AND DISPOSITIONAL VARIABLES IN HELPING BEHAVIOR1 JOHN M. DARLEY 2 AND C. DANIEL BATSON Princeton University The present study provides evidence that multiple characteristics of citiespopulation size, population density, economic well-being, pace of life, and changes over the past decade in population size, economic well-being, and crime ratesare significantly related to helping toward strangers. Soc Indic Res (2008) 85:461481 The kindness of strangers revisited: a comparison of 24 US cities Robert V. Levine Stephen Reysen Ellen Ganz

    51. Developing Altruistic Love Developing mindfulness increases sensitivity to present need. EileenEileen

    52. EileenEileen

    53. Help students to wake up Developing Altruistic Love EileenEileen

    54. Self-Regulation Describe VIA character strengths Study that revealed five significant character strengths related to well being. Added on because of it relationship to academic thriving. Describe VIA character strengths Study that revealed five significant character strengths related to well being. Added on because of it relationship to academic thriving.

    55. Self-Regulation Regulating what one feels and does Being disciplined Controlling ones appetites and emotions Self-control

    56. Self-Regulation Inventory*

    59. StudentsBeign asked to think about when and wehre they were going to write an essay dramatically increased the number of students who subsequelty completed the essay relative to those simply ask to write 75% vs 35%StudentsBeign asked to think about when and wehre they were going to write an essay dramatically increased the number of students who subsequelty completed the essay relative to those simply ask to write 75% vs 35%

    60. Self-Regulation Applied Self-regulation can act as a muscle! Muscles can be trained to get stronger over time If weak, a muscle can be easily fatigued. Example: Have a drink Take advantage of points when people are wanting to exert self-control.

    61. Contact Information Thanks for intro. Sounds like I cant keep a job. I usually an the one sitting at the back deciding if the speaker has anything to say. Helping Student Live Extraordinary Lives is a bit provocative but I want to tell you how I came to understand that as my calling in life. Thanks for intro. Sounds like I cant keep a job. I usually an the one sitting at the back deciding if the speaker has anything to say. Helping Student Live Extraordinary Lives is a bit provocative but I want to tell you how I came to understand that as my calling in life.