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Becoming Buoyant: Helping Teachers and Students Cope with the Day to Day
Proven methods
Why now?
I The purpose of this book
The structure of the book
How to use this book
Academic buoyancy - never an add-on
Behaviour change
Behaviour change and behaviour management
From academic skills to life skills
Staying afloat
Resilience is evolutionary
Resilience as academic buoyancy
Buoyancy and wellbeing
An emphasis on evidence
All models are (potentially) wrong
A buoyancy blueprint
References
The many faces of resilience
The deficiency model of resilience
What does resilience mean to you?
What do we want from a resilience intervention?
Competing terms and constructs
The foundations of resilience research
The Kauai resiliency project
Factors within the individual
Factors within the family
Factors in the wider community
A staunch acceptance of reality
A deep belief that life has meaning
The ability to improvise and adapt to significant change
Resilience in school settings
The social side of resilience
Main points
References
Taking care of the small stuff
From life experiences to daily hassles
Why do people repeat ineffective behaviours?
Coping and uncertainty
Uncertainty and motivation
Daily hassles in the classroom: academic buoyancy
Individual differences in coping style
From resilience to buoyancy
The role of academic risk
Components of academic buoyancy
Individuals and communities
Main points
References
Personality and the 5Cs
Cognitive and non-cognitive skills: a false dichotomy?
Executive function: bridging the cognitive and the non-cognitive
The role of personality
Theories of personality
Heritability and consistency of personality
Temperament or character?
Are some traits more useful than others?
Conscientiousness: the super trait?
Conscientiousness and creativity: an uneasy relationship
Personality and academic performance
Deconstructing conscientiousness
Commitment or conscientiousness?
In action
Identify a niche
Use goals and personal projects
Encourage students to act out of character
Nurture curiosity
Step outside the bubble
Main points
References
Creating good habits
Habit and goals
Habit theory
A short history of habits
The good and the bad
Outsourcing control
Eliminating maladaptive habits
Habits and the pursuit of goals
In action
Turn off autopilot
Effortful inhibition
Replace one habit with another
Habit pairing
Commitment, consistency and cues
If/then statements
Identify and reduce distractions
Reward good habits or suppress bad ones
Main points
References
Setting and pursuing goals
What is a goal?
Behavioural economics
Goals in educational settings
Selecting and setting goals
Break goals down
Marginal gains
Time management
Planning: intention and implementation
Keeping it simple
Commitment
Rewards
Share
Feedback
Remaining focussed
In action
Aim high
Make a step-by-step plan
Tell other people
Think about the good things that will happen when the goal is achieved
Rewarding completed sub-goals
Recording progress
Doublethink
Set growth goals or ‘personal bests’
Time management
Main points
References
Getting stuff done
What is procrastination?
Predictors of procrastination
Procrastination and self-control
The concept of time
Procrastination and decision making
Self-handicapping
Self-handicapping and fear of failure
In action
Increase levels of self-control
Keep temptation out of sight and reduce distractions
Set bright lines
Take two minutes
Prioritising tasks
Put some things off until later
Decide if the task really needs doing at all
Behavioural and emotional changes
Balance out negative and positive emotions
Forgive yourself
Adjust the way time is viewed
Past, present and future selves
Main points
References
Composure and emotional stability
Stress: the basics
The origins of stress research
The biology of stress
The fast system: fight or flight
The slow system
Cortisol: more than just a stress hormone
The Cortisol Awaking Response (CAR)
The positive side of stress
It’s all about the levels
Causes of stress in children and young people
Anxiety: state and trait
Anxiety and learning
Anxiety and intelligence
Test anxiety: a special case?
Individual differences in test anxiety
A model of student anxiety
Anxiety and buoyancy
Main points
References
Dealing with anxiety
Composure
Extreme fear
Fear of failing or fear of falling?
Three signs you’re afraid to fail
Stop, accept, refresh, continue
As easy as А, В, C
Safety-seeking and fear-avoidance
Requests for reassurance
Checking behaviours
Superstitious rituals
Avoiding risk
Trying to influence others
EAR: Face Everything And Recover
Main points
References
Control
Locus of control and attribution theory
We are all naive scientists
Attributing cause in social interactions
Attributing the cause of our own outcomes
Dimensions of causality
Locus of causality
Global and specific
Stable and unstable
Where does control come from?
Distorted thinking
The role of cognitive bias
Types of cognitive bias
In action
Core beliefs and automatic thoughts
Main points
References
Becoming confident
Early school experiences
Self-concept
The academic self
Status anxiety and peer comparisons
The problem with self-esteem
Self-efficacy
Confidence as self-efficacy
Early research into self-efficacy
Self-efficacy and related concepts
What does the research say?
Sources of self-efficacy
Past experience
Self-comparisons
Emotions
Mediating factors
Personality
Goal orientation
Self-efficacy and buoyancy
In action
Establish support mechanisms
Establish routines
But allow for change
Encourage the view of the self as an on-going project
Embed strategies
Positive learning experiences
Support mastery goal orientations
Breaking down tasks and goals
Celebrate small successes
Clear outcomes and expectations
Anticipate setbacks
Verbal feedback
Self-compassion
Whole school structures
Main points
References
Springing forwards
Individual differences
Interventions can be useful
Adaptability
The problem of bias
Relationships
The culture of the classroom
Conclusion
References
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