School Climate: Moving from Entitlement to Gratitude

1. School Climate: Moving from Entitlement to Gratitude

3. Objectives • To examine the research about gratitude and school aged students and the implications for school climate • To explore ways to practice “gracious thinking” in the school environment through the school counseling program • To wonder whether a more gracious orientation by students would have implications for appreciation and ownership of one’s education and, therefore, more meaningful learning

4. School Climate is HOW STUDENTS FEEL ABOUT THEIR SCHOOL --going there --being there --learning there

5. School Climate is… How people feel about the qualities of a school and the people in that school (Kaplan & Geoffroy, 1990, p. 8) School climate reflects students, school personnel and parents social, emotional and ethical as well as academic experiences of school life.

6. A series of studies have shown that school climate is directly related to academic achievement (Brookover, et.al, 1977,; brookover, 1978; Brookover & Lezotte, 1979; Edmonds, 1979; Freiberg, 1999, Good & Weinstein, 1986; Gottfredson & Gottfredson, 1989; Griffith, 1995; Madaus, Airasian, & Kellaghan, 1980; Rutter 1983; Rutter, et al 1979; Shipman, 1981)

7. School Climate is important because • Promotes – or complicates – students’ ability to learn. • Has a profound impact on individual experience • Two aspects of school climate affect student self esteem: positive feedback from teachers and commitment to school School Climate Research Summary. (2009). Center for Social and Emotional Education. New York, New York.

8. School Climate and School Counseling Programs Washington State Standard 6: School Climate Certified school counselors work to establish and foster a safe, inclusive, and nurturing learning environment for students, staff, and families and use strategies designed to prevent or resolve problems that could limit or diminish the capacity of students to learn and achieve at their highest level WAC 180-78A-270 (a) (5a) National Board for Professional Teaching Standards School Counseling Standard VI: Accomplished school counselors work to establish and foster an emotionally, socially, and physically safe learning environment for students, staff, and families.

9. A comprehensive school counseling program can impact school climate Creating a more “gracious state of mind” among students will positively affect climate and may affect student ownership in their own learning.

10. What do we model in our school climate? The Cherokee legend about life… The fight within us all… Between fear, anger, envy, sorrow, regret, greed, arrogance, self-pity, guilt, resentment, inferiority, lies, false pride, superiority, and ego And Joy, peace, love, hope, sharing, serenity, humility, kindness, benevolence, friendship, empathy, generosity, truth, compassion, gratitude, and faith. Which one do we “feed”?

11. DO WE ALL REMEMBER IT’S OUR CHOICE? DO OUR KIDS KNOW THEY HAVE A CHOICE?

13. HOW DO YOUR STUDENTS FEEL ABOUT GOING TO SCHOOL? P. S. Are they grateful for the opportunity?

14. DO YOUR STUDENTS ASSUME OWNERSHIP FOR THEIR OWN LEARNING?

15. TAKING THE TEMPERATURE of Your School I FEEL THAT “GOING TO SCHOOL” IS A BURDEN AN OPPORTUNITY “Cuts into my free time” …………………………………..“A chance to be all I can be” ENTITLEMENT GRATITUDE “It’s free; I’m a US citizen”…………………….. “My education is an incredible gift”

16. TAKING THE TEMPERATURE of Your School OWNERSHIP OF MY OWN EDUCATION/LEARNING EXTERNAL/COMPULSORY INTERNAL/MY CHOICE “I have to be here”…………………………………………… …………….“I choose to be here” Passive…………………………………………………………………………………………engaged

17. Research results:

18. TAKING THE TEMPERATURE THIS IS HOW I FEEL ABOUT GOING TO SCHOOL THIS IS HOW I FEEL ABOUT SCHOOL & LEARNING Discouraged.........anxious………apathetic………OK………energetic/hopeful 20% of students approach learning with a clear sense of purpose: “I know why I’m here” 25% have little interest in long term goals of any kind: “My existence is day to day.” 55% have some moments of purpose but they’re not sustained: “I have some vision but no realistic sense of how to get there.”

19. Are our choices reflected in the statement of the mission of the district/school?

24. What seems to be missing? How do we infuse it?

25. Pause to Reflect on the Meaning and the Possibilities of Gracious Thinking as We Begin…Gratitude ReflectionsGratitude Reflections

26. I would maintain that thanks are the highest form of thought, and that gratitude is happiness doubled by wonder. G. K. Chesterton

27. How does gracious thinking in the school setting contribute to student well being?

28. Gratitude Is a sense of thankfulness and joy in response to receiving a gift*, whether the gift be a tangible benefit from a specific other or a moment of peaceful bliss evoked by natural beauty. *such as one’s education

29. Gratitude is A virtue An emotional state A human strength that enhances one’s personal and relational well-being and is beneficial for society as a whole J. Froh, W. Sefick, R. Emmons (2008). Counting blessings in early adolescents: An experimental study of gratitude and subjective well-being. Journal of School Psychology 46 (2008) 213-233

30. A Virtue Moral affect …by experiencing gratitude, a person is motivated to carry out prosocial behavior, energized to sustain moral behaviors, and is inhibited from committing destructive interpersonal behaviors. McCullough, Kilpatrick, Emmons, and Larson (2001)

31. Gratitude is an emotional state A perception that one has experienced a positive outcome that has been intentionally provided by another person or “moral agent” often but not necessarily a person (Emmons & McCullough, 2003) Allowing oneself to be placed in the position of recipient—to feel indebted and aware of one’s dependence on others (Emmons, 2007)

32. Gratitude has been clearly linked to subjective well-being Gratitude is related to happiness, hope, pride, optimism, positive mood, self-actualization, smooth interpersonal relationships, and a sense of community (Emmons & Shelton, 2002)

33. A Human Strength Gratitude serves as a moral barometer Gratitude serves as a moral motive Gratitude serves as a moral reinforcer

34. Recent Gratitude Research suggests many possibilities J. Froh, W. Sefick, R. Emmons (2008). Counting blessings in early adolescents: An experimental study of gratitude and subjective well-being. Journal of School Psychology 46 (2008) 213-233. • The study determines the relationship between gratitude inducing behaviors and well-being within an early adolescent population. • A rigorous investigation of this positive emotion is vital if optimal psychological growth among early/late adolescents is to be understood

35. Results of the study… Results indicated that counting blessings was associated with enhanced self-reported gratitude, optimism, life satisfaction, and decreased negative affect. Counting blessings seems to be an effective intervention for well-being enhancement in early adolescents. .

36. Results of the study… There was a robust relationship between gratitude and satisfaction with school experience at both the immediate post-test and 3 week follow-up

37. “In that counting one’s blessings appears to be an effective intervention in inducing gratitude in children and adolescents and, subsequently, increasing life satisfaction, while simultaneously alleviating negative affect, school psychologists have an intervention that may ultimately increase the well-being and overall optimal functioning of students.” (Froh, Sefick & Emmons. (2007)

38. Study with school aged children practicing gratitude showed a relationship between “counting one’s blessings” and subjective well-being. New studies indicate that even pretending to be thankful raises levels of serotonin and dopamine (associated with pleasure & contentment)

39. Gratitude emerges as an attitude that we can freely choose in order to create a better life for ourselves and others* *such as one’s attitude toward one’s education Emmons and Hill

40. Developmental:Gratitude in Childhood • It is a capacity present from birth that develops • Comprehension of gratitude is a process played out over several years – does not appear regularly until middle childhood • The link between attributions of responsibility for positive outcomes, the experience of gratitude, and the desire to do good to one’s benefactor – solidified between ages 7-10

41. Gratitude in Adolescence A transitional period of both change and growth Opportunity is present for negative outcomes, stagnation or positive psychological growth What variables influence this change?

42. Gratitude in Adolescence Capitalizing on one’s strengths Fostering positive attitudes (gratitude, optimism) may buffer against negative outcomes

43. Classroom discussions and exercise in which children are encouraged to reflect on the sources of gratitude in their own lives may be effective in supporting positive development in children (Gordon et al. 2004)

44. A Word about Entitlement

45. A word about entitlement…(the poverty of affluence) Consumerism fuels ingratitude When a person wants what they have, they are less susceptible to messages that encourage them to want what they don’t have or what others have. Deliberate appreciation can reduce the tendency to depreciate what one has

46. Change the Perception of Why We Go to School Gratitude is a feeling that stems from certain perceptions or thoughts Looking at school and learning in a certain way 1. Acknowledge the goodness of the gift 2. Increase valuing of the gift 3. Protect the gift

47. Change the Perception of Why We Go to School Motivation in learning • Social milieu where the learning takes place • Expectancy • Value placed on engaging in the learning Brophy, J. 2008) Developing Students’ Appreciation for What is Taught in School. Educational Psychologist, 43(3), 132-141.

48. Change the Perception of Why We Go to School Adding value……………… What do we know and do to help students appreciate the value of what they are learning?

49. Change the Perception of Why We Go to SchoolCreating a Gracious Environment Expand and deepen our theorizing about the potential benefits that students get from learning at school Scaffold students’ learning experiences in ways that help them appreciate the value of what they are learning Brophy, J. 2008) Developing Students’ Appreciation for What is Taught in School. Educational Psychologist, 43(3), 132-141

50. Change the Perception of Why We Go to SchoolCreating a Gracious Environment Focus each day on student generated reasons about why we go to school Connect learning each day with possibilities for the future Talk about school as an opportunity for many positive experiences Teach, expect, and reward work ethic (rather than or in addition to grades)