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

BenefitsEating the elephant—Dealing with big goals and setting milestonesThe discussionControlThe drive to measureAssociation between gender identity and mental toughnessMTQ48 report typesSo what about teacher leaders?Sex differences in mental toughness and gender identityWhat is mindfulness?Coaching teachers for mental toughnessBenefits in educationMental toughness—its links to current thinkingIdentifying social mobilityThe MTQ48 psychometric measureDevelopment of childrenIII APPLIED CASE STUDIES AND RESEARCH CASE STUDIESChallengeChallengeFOREWORD Mental toughness in Higher EducationThe importance of preparationGamesThe number gridThe mental toughness framework and mindfulnessCoaching in education: the evidenceResearch at the University of HullArticulating return on investmentReportsWhat is mental toughness?What will I do tomorrow?Coaching students for mental toughnessHandling feedback—best practiceExperimental case study on sex differences, gender identity, and mental toughnessII APPLIED PERSPECTIVES The stork standThe four C's modelDealing with stressAttribution and contributionConfidenceParents' role in developing young peopleACKNOWLEDGEMENTSThe power of attributionsEmotional intelligenceMeasurement in context: focusing on mental toughnessAssessor report (standard version only)Increasing social mobility through individual development and opportunity awarenessThree components of coachingControlPractice is the keyCase studySearching for the silver lining in setbacks is the optimistic basis for the “glad game.” ReframingMTQ48 report types and handling feedbackValidityActivitiesWhat is employability?ChallengeHow can mental toughness help the development of young people?Sex differences in mental toughnessCoaching in educationHow we are seeking to embed mental toughness at The Children's SocietyTHE BROADER PSYCHOLOGICAL CONTEXT OF CHALLENGECan mental toughness be developed in young people?CompetitivenessThe “glad” gameWhy can some maintain attentional control and others struggle?Achievement motivationControlFear of failureReliabilityWhat young people sayOptimismAttentional control and mental toughnessSex vs gender identityUnderstanding social mobilityThe case for employabilityUnderstanding what a goal is and why it's importantWhat is social mobilityMain attentional control techniquesCriterion validityMindfulness for young peopleSport, stress, and copingMoving forwardPractical applications: young people, teachers, and school leadersLooking at heroes/heroines“Good data”: what counts as evidence?What is coaching?The learning environmentCommitmentAnxiety and anxiety controlDeveloping your approach: finding what worksBoosting career decision making and employability through mental toughnessTools for developing attentional controlNeeds of childrenControlParent's own mental toughnessLearned helplessnessOrganisation development report (the group analysis report in the young person option)Developing a positive mindsetIV DEVELOPING MENTAL TOUGHNESS Way of beingConfidence in abilitiesLife controlInitial pilots in KnowsleyThought stopping—physical and mental cuesPositive psychology, coaching and mental toughnessPredicting sex differences using sex and gender identityControl and confidenceSelf-efficacyLife controlThe roots of social mobilityHandling feedbackSport and its role in developing young peopleEmployability and young peopleThe possible biological base of mental toughnessGoals revisitedEducational attainmentResearch using the MTQ48Positive thinkingConfidenceConstruct validityMental toughness: MTQ48 (Clough, Earle & Sewell, 2002)Mental wellbeingCommitmentThe benefits of mental toughnessWaste paper (zen) basketballChallenges facing young peopleHandling feedback with young peopleThink three positivesSelf talkEmotional controlCommitmentHow does it work?Mental toughness in secondary schoolsTHE BROADER PSYCHOLOGICAL CONTEXT OF CONFIDENCEContent validityEvaluating difference and what makes a differenceAffirmationsWhat we sought to implement, why, and how we went about thisCommitment and challengeFuture research projectsGender identity: the Children's Sex Role Inventory (CSRI) short formInterpersonal confidenceA psychological perspective on goal settingTHE BROADER PSYCHOLOGICAL CONTEXT OF COMMITMENTConfidence (self belief or self-esteem)Training students to peer coach for mental toughnessWork and careerSport and the four C's of mental toughnessSetting achievable goals—SMART(ER) goalsFace validitySocial mobility and managing shiftThe positiveness huntGoal settingAttentional controlProcedureSex gender identity and mental toughnessSkills of coachingAssessing mental toughness—MTQ48The .b programme has been developed by the mindfulness in schools projectEducationDistance travelled report (standard version and young person version)An example: using the MTQ48Managing transitionsCoaching report (standard version and young person version)ChangeBenefits to healthConfidenceResilience/mental toughnessMental toughness: its relevance to teachingDeveloping self reliance and resilience in enabling social mobilityChallengePerformance, behaviour, and career aspirations of students in secondary education—mental toughness case studyCommitmentMental toughness and attainmentMental health considerations?ChallengeExplaining the advantagesOpening the discussionGeneral structure of any feedback discussionDeveloping mental toughness in young people: coaching as an applied positive psychologySo what is attentional control?Mental toughness and life satisfactionThe trait of conscientiousnessDeveloping the skills to enhance employability for young peopleEvaluation and Return On Investment (ROI)Young people—mental toughness and raising aspirationsThe global grit projectSelf-esteemStroop testTurning negatives into positivesThe positive thinking (attitude) ladderI BACKGROUND THE WIDER PSYCHOLOGICAL PERSPECTIVEFacing the challenges—putting measurement into practice
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