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

Assessor report (standard version only)How can mental toughness help the development of young people?Mental toughness—its links to current thinkingNeeds of childrenWhat is mindfulness?Mental wellbeingWhat is coaching?Coaching teachers for mental toughnessCommitmentHandling feedbackPositive thinkingArticulating return on investmentExplaining the advantagesWhat we sought to implement, why, and how we went about thisGamesMental toughness and attainmentWhat will I do tomorrow?Organisation development report (the group analysis report in the young person option)Can mental toughness be developed in young people?Work and careerII APPLIED PERSPECTIVES The importance of preparationPractical applications: young people, teachers, and school leadersChangeFacing the challenges—putting measurement into practicePositive psychology, coaching and mental toughnessMental toughness and life satisfactionDeveloping mental toughness in young people: coaching as an applied positive psychologyDevelopment of childrenProcedureCriterion validitySo what about teacher leaders?Developing the skills to enhance employability for young peopleConfidencePredicting sex differences using sex and gender identityInterpersonal confidenceThe case for employabilityDeveloping your approach: finding what worksThe stork standSkills of coachingTools for developing attentional controlBenefitsPractice is the keyChallenges facing young peopleFear of failureEmotional controlCompetitivenessLooking at heroes/heroinesChallengeParents' role in developing young peopleCoaching in educationDeveloping a positive mindsetTHE BROADER PSYCHOLOGICAL CONTEXT OF CONFIDENCESex differences in mental toughnessChallengeMental toughness in Higher EducationSex vs gender identitySo what is attentional control?Research using the MTQ48ChallengeWay of beingMain attentional control techniquesWhat is social mobilityWhy can some maintain attentional control and others struggle?Future research projectsThe benefits of mental toughnessSearching for the silver lining in setbacks is the optimistic basis for the “glad game.” ReframingDeveloping self reliance and resilience in enabling social mobilityControlResearch at the University of HullSex gender identity and mental toughnessIII APPLIED CASE STUDIES AND RESEARCH CASE STUDIESAssessing mental toughness—MTQ48Handling feedback with young peopleSelf-esteemThe .b programme has been developed by the mindfulness in schools projectWaste paper (zen) basketballWhat is mental toughness?Understanding social mobilityIdentifying social mobilityHow does it work?Evaluating difference and what makes a difference“Good data”: what counts as evidence?Benefits to healthChallengeMeasurement in context: focusing on mental toughnessMental toughness: its relevance to teachingAttribution and contributionStroop testAffirmationsBenefits in educationThe “glad” gameGender identity: the Children's Sex Role Inventory (CSRI) short formSport, stress, and copingThe trait of conscientiousnessSelf talkSetting achievable goals—SMART(ER) goalsActivitiesSelf-efficacyHow we are seeking to embed mental toughness at The Children's SocietyGoal settingGeneral structure of any feedback discussionReportsMental toughness: MTQ48 (Clough, Earle & Sewell, 2002)The possible biological base of mental toughnessMindfulness for young peopleControl and confidenceAssociation between gender identity and mental toughnessConfidenceCoaching in education: the evidenceLearned helplessnessPerformance, behaviour, and career aspirations of students in secondary education—mental toughness case studyThe positive thinking (attitude) ladderTHE BROADER PSYCHOLOGICAL CONTEXT OF CHALLENGEChallengeAn example: using the MTQ48MTQ48 report types and handling feedbackThink three positivesExperimental case study on sex differences, gender identity, and mental toughnessCoaching students for mental toughnessDistance travelled report (standard version and young person version)Construct validityEducationEmployability and young peopleSocial mobility and managing shiftManaging transitionsThe four C's modelCommitmentContent validityTraining students to peer coach for mental toughnessBoosting career decision making and employability through mental toughnessAchievement motivationLife controlSport and the four C's of mental toughnessCommitmentCommitmentControlThe power of attributionsThe number gridMental toughness in secondary schoolsA psychological perspective on goal settingOptimismValidityIV DEVELOPING MENTAL TOUGHNESS The MTQ48 psychometric measureThought stopping—physical and mental cuesUnderstanding what a goal is and why it's importantYoung people—mental toughness and raising aspirationsCoaching report (standard version and young person version)ACKNOWLEDGEMENTSTHE WIDER PSYCHOLOGICAL PERSPECTIVEEducational attainmentWhat is employability?Resilience/mental toughnessThe global grit projectCase studyMoving forwardEvaluation and Return On Investment (ROI)The mental toughness framework and mindfulnessEmotional intelligenceThe drive to measureParent's own mental toughnessConfidence (self belief or self-esteem)Goals revisitedDealing with stressSport and its role in developing young peopleTHE BROADER PSYCHOLOGICAL CONTEXT OF COMMITMENTThe learning environmentConfidenceInitial pilots in KnowsleyThe roots of social mobilityAttentional control and mental toughnessThree components of coachingWhat young people sayFOREWORD Attentional controlEating the elephant—Dealing with big goals and setting milestonesConfidence in abilitiesIncreasing social mobility through individual development and opportunity awarenessSex differences in mental toughness and gender identityHandling feedback—best practiceMental health considerations?Turning negatives into positivesAnxiety and anxiety controlThe discussionOpening the discussionThe positiveness huntControlControlMTQ48 report typesReliabilityLife controlCommitment and challengeFace validityI BACKGROUND
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