Becoming Buoyant: Helping Teachers and Students Cope with the Day to Day - 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