Preventionactionalliance.org



CAS WebinarPrevention Action AlliancePrevention Action Alliance, 2020 Ohio Adult Allies Summit (1 of 2)Wednesday, December 02, 202010 – 11:45 AM EST[ Please standby for Realtime captions ]>> Good morning everyone. This is Brittany. I should put my headphones on. Good morning. Here I am. I am at the prevention action alliance office running today's training. Welcome to the first virtual 2020 adult Allied summit. We are happy to have you join us which will be a very exciting day. Just to kick things off I want to make sure everyone is aware of the few things that will help today goes smoother. Make sure everyone can see your control panel. It is most likely on the right side of the screen. There should be sections for audio, WebCam and materials. You should also notice a microphone where you can mute yourself and a button to raise her hand.There are about 200 of us and that is a lot of people so please keep yourself muted or I will have to mute you. I can't control everything. If you would like to speak your question instead of typing, usury hand function and once the presenter sees it we can unmute you to make sure you can speak.With that, that covers most of the basic spirit feel free to shoot me a chat if you have specific questions. You can switch it to just chat to me instead of the entire audience if you would like. Now I will pass it over to Evi.>> I want everyone to know we will be recording the conference today. You will hear a voice come on in a couple of seconds. I just want to thank everyone for being here. My name is Evi Roberts and I am the coordinator. I have had the honor of working with many of you over the years and I like it. There is a Silverlining for a virtual conference because this is the largest yet. We have 200 people as opposed to our usual 120. We can include more adult allies when this is so needed. None of this would be possible without that staff alliance who has been working to transition all of our activities as well as our partners at Ohio adult they have really stepped up their role as facilitators and providers to offer additional support to everyone.Then of course our partners at the Ohio Department of mental and addiction services who brought funding and more when it may have been swept under the rug. So, without further do I would like to hear from one of the partners. Our first one would like to share a few words and that is Stacy. Stacy the floor is yours.>> Good morning. This is wonderful. What a fantastic thing to have happen during such a miserable time. I don't think anyone will disagree with me on that. As with life, we balance the bad with the good. I will turn that around. I am trying to be positive. The good with the bad. It is my pleasure to welcome all of you to this adult Allied summit. It's great we can have such a huge group. I welcome you on behalf of our governor. Our director of the Department of mental health services and deputy director. We are thrilled to see this many individuals involved in this summit and and Ohio's adult allies work. Valerie who leads the work for our department is extremely passionate about this work and I know that all of you are as well because you are here today and you have been doing this on the front lines.The front lines, change. They mean something different it seems. On a daily and now weekly basis. When we see signs about heroes I want to say all of you are also in the groups of heroes because, we are struggling. We are adults and we are struggling. The young people are struggling. It is a difficult time. There is no way to glitter that and say, everything will be fine tomorrow. It will be fine, it will eventually be fine, but how do we live and be successful and healthy day today right now. Then carry that through to the young people we serve, help and live with. That wee parent and Beta parent and serve on a daily basis.Is a big lift. It is a big ask. I am amazed at how many people are on the call today. I was making a note before I started speaking because, Evi mentioned advocacy or funding. From the department's perspective we educate and we educate as much as we can about the need for prevention funding. The need for prevention programming across the board so we can have events like this and programming like Ohio adult allies and the network.The people that legislators really want to hear from our all of you. Fifteen seconds on that. They don't care what I say or what director Chris says. They want to hear from you. It matters what you say. It matters what message you take to your Senator, your state Representative, your congressional Representative, and invite them to your agencies. To an open house, a virtual chat if you have a Townhall, any event that you do at a local level invite them in and make sure they know who you are. So when you say it is budget time and we may need funding to support everyone, you already know what we do. You know the great work we do so please give us that can consideration. I will leave you with that. Thank you so much and please consider us at the Department of mental health services we are public servants. That is what we are there. Have a good conference.>> Thank you so much, Stacy. Now we get to turn to Frank who took on the position of Executive Director this year. The onboarding experience has been unique. In the past months she showed she is more than capable of adjusting to the needs of the agency and bring us out stronger on the other side. Please help me welcome her.>> Thank you, I appreciate the kind words. Here we are again. It is time for another Allied summit. The seventh one. I remember attending the first summit and the 2nd and the 3rd and the fourth. You get the idea. I started as a coalition leader. Now as Evi mentioned I am the Executive Director. I have the honor to support the youth led prevention work that occurs in our state. It has been wonderful for me to work as an adult LIN to contribute to the development of this important and preventive work. I always look forward to this day in December because it is a time of learning and professional growth and an opportunity to see all of you.Here we are again. Another December. But as Stacy alluded, this is a summit that will be different. This one is for the history books. One year ago, none of us could have predicted the changes we would have experience. A global pandemic that sent us all back and heighten our need for connection and togetherness. A social uprising that empowered the youth to demand change. A dependency on technology that still leaves me challenge, exhausted and baffled and that is on one of my more successful days.I'm sure you all feel like I do. The pandemic has complicated overwork I created barriers to the youth we care about and strive to support. This is what I want you to know. We, the team and I, we see you and your talent. I know how hard this work is even during the best of times. I recognize the frustration you feel when plants fall apart and engagement in your youth continues to be difficult.I also know this. I see your resiliency, commitment and passion for the youth that we care about. I have personally felt the difference. My youngest daughter is a former councilmember. She is also a former member of the youth to youth organization. She had a great time learning from her peers and adult allies and I could see the benefits that education and empowerment that she experienced. I could see that in play as she transitioned from high school to college and worked her way through undergraduate school. Her foundational strong and she became the advocate for health and wellness enter college community that we note the youth can be. I was proud to have supported her. Let's fast forward six months from college graduation. I can say, I still see that foundation and play. She is now living in a very strange city, multiple states away from Ohio and in a graduate program doing remote work and living in isolation because of covid-19. It is not easy to advocate for yourself let alone anyone else when you only see your cat and the Amazon delivery got. But the lessons that she learned are serving her well. She knows how to reach out and advocate for herself. She learned those life skills and she are using that's right she's using them to take care of herself. It is hard work but she is doing it. It's not just my kid. I keep in touch with other youth who have transition to young adulthood and I see the knowledge and skills we have talked them in play.We have been doing this good work for seven years and we are seeing the fruits of our labor. I want to remind all of us this is our goal for the students we serve right now.So, this is what I ask of each of you. Take care of yourselves. You are important. We need you and the young people need you. We are living and unprecedented times. Give yourself grace if things do not go as planned. Your work look and feels different and just when you think you have it figured out you will probably have to change it again. Number three. Reach out to the leaders. Lean on each other for support and sharing of good ideas. Reach out to Evi with your needs and ideas. We may not have all of the answers but we are a creative team and we would love to work with you to find solutions to meet your unique challenges and situations.Finally, keep doing what you're doing. Ohio's youth need you. They need caring adults to guide them, encourage them and keep them connected. As my daughter story illustrates, we don't know when life will be challenging but we know that it will. The youth need you now more than ever to provide them with the knowledge, skills and attitudes that will carry them into adulthood. So, I say to you thank you for what you do. Know how much we appreciate you, and joint this day of learning and sharing and I cannot wait to see all of you again on the other side of the pandemic when we can gather on the coffee table and spill it on our papers and give each other hugs. Have a great day and thank you for what you do, and stay safe.>> Thank you so much Fran, we appreciate the words of encouragement. It is an advantage to have an ally. I have the pleasure of working with a host of veterans and that includes Beth. Her passion has made her a friend of many of us today. She's an active member of the statewide coalition. The director of healthy choices, director of community education and engagement at the health department and she is here today as the top of the network. She has training and support to adult allies and while. The network is one of six regional learning collaborative across the state founded with the same purpose. To build the infrastructure for adult allies to create change. Beth is here today to talk about some of the resources available to all of us to make that mission easier. Beth, I see you have your camera on. You can unmute and share your thoughts.>> Thank you for those kind words. I am thrilled to be here to learn the greatest about youth prevention. We are excited to show Kate the value of products for you today. These materials were developed by the Allies study group with there's a partnership with participants, from prevention, and our favorite facilitators. The group identified a common issue of having difficulty explaining the process and value of youth led program into various sectors they wish to engage including parents, schools, community gatekeepers and funders amongst others. Through facilitation and discussion, the following products were identified and developed.The first is what we referred to as the explainer video. This is a three minute animated video that demonstrates the process and value of youth programming. Our organization use this video to prepare adults prior to a youth presentation and official meeting to help parents understand the program at orientation or to share via social media platforms for community adults.The second product known as the traffic is the one page that highlights the many benefits of Euclid programming to youth, adults and community members. We have used this as a follow-up from meetings with youth led prevention to schools, committee organizations and potential funders.The third item is a podcast. It is a little longer at 45 minutes but this highlights young people and their adult allies on how they personally have been impacted. This has been used in training staff with many. The last but not least, the briefing paper. This is a product for those who want a deeper dive. The briefing paper pulls together the relevant research, data and historical perspective to demonstrate the benefits of Euclid programming to adults and community members at large.As we consider today's summit, engaging young people during times of crisis I think about how these products will help adult allies across the state engage young people, parents and community adults to address not only covid mental health but provide a framework to support young people to use their voice to fight for racial justice as well.We are excited to share these products and encourage you to take time to explore them. We would love to hear how you plan to use them and your audience response. You can access all of these materials at the adult excess website as well as other resources. The website addresses W WW.ohio adult . There you can download and share the materials as you use them to engage adults in your community. I cannot wait to hear how you enjoyed them. Thank you Evi.>> Thank you Beth. I copied the link she referred to in the chat box. That will take you to all of the resources she summarized. I think that basically covers all of the things we needed for the opening. I will throw it back to Brittany for final notes before we release you for a brief break and then we will see you here at 10:30 a.m. for the first speaker.>> Hello everyone. I was going to say we would take a brief break and then Dr. Chris Hulleman's session will begin at 10:30 a.m. Make sure you are back by then. The PowerPoint will run during that time and in between all of the sessions and the breaks today. It is great information and I think the video that Beth was talking about. It has a video in it. So, make sure you watch it at some point today.I think that is it. I saw some of you were having video pausing and audio issues. I did put some tips in the chat box. I want to say it aloud to everyone. If you go to the audio section, on the control panel you could switch to computer audio and that usually works. Then of course as a last resort, logging out and logging back in since to work. That will not affect your time with the session or your continuing education. It tracks everything so don't worry about messing up your in-session time for the continuing education. We will see you back here at 10:30 a.m.>> Hello everyone, welcome back. Hopefully you'll have a nice ten-minute break. Thank you for coming back to the program. We have Dr. Chris Hulleman. Some quick notes. I hope Dr. Chris Hulleman will say his last name. Because I feel like I am pronouncing it wrong. In order to comply with ethical standards, CE's will be awarded if you are here. If you are only allowed to attend half of it you will be adjusted. And if you have to login or log out, because of audio or some other issue like that, it will not affect that. There is a simple way to do that. You only be able to receive CE use if you are logged in on a computer or tablet. If you are sharing a computer or calling and, you will not be able we can't track your attendant so you can't receive the continuing education credits. There will be an evaluation at the end. That is to track the knowledge you got from this presentation.There will also be an evaluation at the end of the entire conference. It will be sent at the end of today's summit, and both evaluations need to be completed to earn your certificates. They will be e-mailed 30 days after the summit. Remember these are interactive sessions designed to take place over in person. Participation is important so use the chat box to respond and ask questions. Now I will pass things over to Evi.>> Thank you Brittany. I stopped recording after the opening. So I'm going to begin recording again so we can share Dr. Chris Hulleman.>> So as Brittany mentioned, this is using your mindset GPS to support student engagement in a mostly virtual world with Dr. Chris Hulleman. He has an associate professor at the University of Virginia and director of the lab. He conducts research on interventions in social and personality psychology, motivation and human development. Most of his work is on helping students find relevant coursework for their lives and interests. For example he has worked with high school science teachers and students in the community college and parents of high school students that promote motivation and learning. Chris received his BA from Central College in 1993 and PhD and experimental psychology from the University of Wisconsin in 2007. Prior to his career in psychology spent six years as a teacher, coach and social worker in Iowa. Chris, thank you for joining us today. Chris, try that again it looks like you are muted.>> How about now.>> All good.>> Awesome. Thank you for that great introduction Evi and good morning Ohio. I am so happy to share ideas with you. I am not sure if it qualifies as wisdom as Evi said but certainly great ideas about how to help people as you work with young people and how you work on yourself as you interact with young people. We spent time in classrooms working with people and seeing out these things work as well as research. So, I am super excited to be here. I want to note that it is 38 degrees here in the Shenandoah Valley of Virginia. It looks like it is chilly in Ohio too. So I don't have so on the ground.I am here today with my fearless copilot Travis who comes to us from the state of Texas. It is a little warmer in San Marcos. Travis spent eight years as a high school teacher now he is a lead designer on our team. I want to thank Travis Rubino today.So, it will be interactive today. We will do our best despite the crazy times to help you apply at some of these ideas, not just think about them. We will try some stuff out. Hopefully you are up for that. So first off, we will package this hour, we have 54 minutes into four bite-size chunks. Each one will have me talking and presenting ideas or watch a video then 5 minutes to reflect. That is where you can start to apply your learnings. These are flex activities are something you want to write down. I don't recommend writing and blood but if that is all you have you can consider that. We also have simple questions for you to answer. If you have questions, we do have a chat in the GoToMeeting. Ask the questions at any time. Travis is monitoring those. Brittany is monitoring those. They will raise questions to me. We also have 15 minutes at the end to address your questions too.Let's start by doing some interaction and trying out both of these types of ways to interact with the chat and the pole. We will start with the chat. I want you to think about one word that represents how you are feeling right now. I want you to enter it into the chat, before you type, I will count down 5-1 and everyone will hit return at the same time. It is called a waterfall in the chat. So you have the word, type it in your five, four, three, two, one. Now hit enter. See it just running. The chat is running. Tired, concern, unmotivated. We will do something about unmotivated. We have a lot of frustrated. There is a wide range. Love, honesty. These are crazy times and hopefully today, within the next hour we will get you feeling a little more positive in the emotion literature.Salt, that is a good starter. Get people engaged Derek if you have a small group more people into it.We are interested in using polls everywhere to figure out where everyone is working. What county you are working in. We asked you this on the pre-survey but we wanted to show it in real time. If you could go to the top of your screen you can see this and type in front of it. Type that in and, you should be able to register and this question should pop up. The link isn't the chat. If you click on Evi's comments it is for from the bottom. That will take you there as well. We will give everyone a few minutes to go into poll everywhere. I can see someone typing in the chat. We are hoping that everyone goes to poll everywhere and click on the calendar. We are having some green dots pop up. We are just waiting for that to populate. I think Franklin is winning, not that it is a competition but maybe it is.Is Franklin where Columbus is.>> This is awesome.>> Yeah, any other reactions Evi? You know your team better than I do.>> It's funny because I see these markers pop up and I'm matching who do I know in these counties. It interesting thinking of all the people who would be with us in person. No one had to fight the weather. But it's pretty nice.>> This is the pandemic version of fighting the weather, will I get wet getting Mark garbage cans from the curb.I appreciate you guys doing this. This is a way to get people engaged and you are learning about people. I'm learning a lot about you all. I don't know the Ohio prevention space that well but I was a social worker. I did run a drug and education program at a small college in Ohio. But I don't know you all. I'm getting a better sense of where you are. You too, this is where you can see who else is with us today.Thank you for participating in that. Those are the two main ways we can get you to interact with everyone.The other way is, we in advance had you fill out a survey. 160 people filled out the survey and I appreciate that. One thing I thought you would be interested in is how long your colleagues have been working in this space. Most people are been working between 1-5 years but there is quite a spread. The question is, how long has he worked as an odd lot -- an adult ally, but there is a group who are administrators or other support people and that was interesting for me too see and you too, where everyone is.So, that is meet learning about you and it gives me contacts for this meeting and how I applied the ideas. Let me tell you more about us and I will talk about learning about mindsets.Our mission is to improve people's lives through rigorous motivation research. We put improve lives first because we really are problem and community focus. We want to help people solve real-world problems. We want to do that in a way that is really tied to the research and this comes from my background as a teacher and social worker, I wanted to know what worked and it was hard to figure it out. We are trying to bring that to the streets and our focus is on motivation. We don't know everything just because we have PhD's and we do research. We know our area so if we come up with a problem that doesn't match motivation we will pass them along. We work exclusively in partnerships. We partner with K-12 system schools and individual teachers. We also partner with a higher education school systems and some art year.We also partner with policy organizations and funders like the Gates foundation. But that is where our work is centered. These insights are working with people to see what works and what doesn't work.What is the spring challenge. We talked about how hard it is. Remember back in January and February when we got together he looked like this. People were excited to be with each other in person. Then it became like this we were squares on the screen. A very different experience. For most of us including myself, teach at the college level I don't have experience teaching online, running these things online so we had to quickly figure out what to do. We hoped online engagement look like this that people are focused and interacting but often times it felt like this. People were there but engagement was not working LB wanted it to.The bigger problem was, we didn't know people were there and sometimes they were not there and we did not know how to find them. This is a challenging space for all of us, students, educators, adult allies, all of us are struggling.As you point out in your surveys, we asked you if you have experience facilitating things online before the pandemic and most of you said no. Some of you did have experience but most of you said no. We are all in this together.We asked you what are you most struggling with the area of student motivation and interacting online, I took your responses and took it into a big lab and the big word that came out was getting students engaged online. I think if I did this with a bunch of K-12 teachers they would say the same thing. If I did this with college administrators with their faculty, they would say the same thing. This is a human problem we have right now. Maybe it seems obvious but when you are stuck, trying to figure out a solution sometimes you feel like you're the only person trying to solve the problem. We are all struggling.So, we will teach you tips about learning mindsets. Practices you can use based on the science and research of the psychology of learning mindsets. Learning beliefs about themselves as learners and their environment. This applies to adults as well as to students. So much of our work is centered on student so that is where it comes from. The mindsets go here to the acronym GPS. Growth which you have heard of. Purpose and relevance is a mindset about our things relevant to me and my life. Cannot grow and improve. Then the sense of belonging. Do I fit in. We will run through the mindsets today. There is a huge literature on motivation. Why did we pick these three, I'm glad you asked. We picked them because you can measure these. Whether you can ask students through surveys or questions in the pre-survey. They are malleable. We can move them around by changing the environment and changing the classroom and how we structure the online learning. That can help support mindsets. Then, matter. Mindsets are related to outcomes. Whether adult outcomes or outcomes in the school. Everything matters. That is why we picked up mindsets and we have researched, and we can share more later. This is not a research talk, I do have two slides on research but most of it is on how can you use this.Let's get started. I would like to pass it back to Brittany who will play a video. The narrator is our wonderful Travis. So, I need to -- Brittany will you just take it away for me do I need to do anything? Did we lose Brittany?>> Mindset GPS. Just like the GPS and your phone that helps you to navigate. Your mindset GPS can help you navigate psychological transitions. During times of uncertainty's students asked themselves three questions to determine their level motivation. One, can I do this. Number two, do I want to do this. Number three, do I belong here. One way to help students answer affirmatively can I do this, is to help them adopt a growth mindset. This was coined by a psychologist. It refers to a person beliefs and skills, especially through persisting through difficulty, and trying hard things. Using effective strategies and asking for help. When we adopt a growth mindset we will stick with things longer, perform better and enjoy what we are doing more when we think our skills are fixed. When encouraging students to adopt a growth mindset, having that is partially about believing. It is also about adopting specific behaviors that are consistent with these beliefs. Particularly following difficulty and failure. Encourage students to revise their work and try again. Help them learn from mistakes. Offer a variety of different strategies when they are stuck including encouraging them to ask for help. Without these associated behaviors they are left with the false mindset. The belief that believing will lead to positive outcomes. Just need to act by approaching challenge and failure as opportunity to learn using different strategies including asking for help.So the G is for growth. As a growth mindset. One way to help students answer affirmatively, do I want to do this is helped him to see the purpose and relevance in what they are learning. Decades of research revealed students need to receive value for themselves in some way. There are many ways for learning to be valuable. Although there are many ways to find it, some ways of finding value leads to adaptive outcomes. We have listed some of the most powerful source of value on the screen.The most important thing to take away from this discussion about value a student's need to find their own value. Just like adults. Students can hold several of these values at the same time. It is complicated. So a key ingredient is to consider how you can help to cultivate a variety so students can do it for themselves. From a motivational standpoint, it is better for students to evaluate the value from themselves whether that being told. So, the PN mindset is for purpose and relevance. One way to help students answer affirmatively to dry belong here is to make them feel like they are connected to, supported by and respected by others academically and socially. They need to trust their teachers and peers. They need to feel like they fit in especially students from smaller groups. They need to feel like they are seen as a person of value lose perspective will be valuable.Finally they need to be free from worry. Fearing judgment based off of a negative judgment of their group or whether they are supported.During the transition to new situations like the beginning of the semester everyone has uncertainty as they establish new routines, navigate geography and new social connections. This is especially true for students and underrepresented and minor ties groups in higher education including black and Hispanic students. Students from low income backgrounds, and first-generation students. During these transitions it is help oh help them feel like they belong. It is true of many of these feelings can be temporary. As students adjust just by breaking in a new parachutes, the initial discomfort will dissipate.>> Finally the S stands for sense of belonging. Mindset GPS includes growth, purpose and a sense.>> Thank you Travis for that lovely video and it was less than 5 minutes. Now, I want to give you an opportunity to reflect on your own mindsets. This is going to be a device for us -- I won't start the timer yet. We will do these activities. And now I want you to take up time to get your paper and pencil out or your Koran or whatever, you will have 2 minutes. I want you to think about the answer to this question and ride it out. Why do you do youth prevention work? The two-minute starts right now. Start writing.>> I turned up my camera I didn't mean to do that. Now that you have thought about that. Now I want you to summarize that thought into one or two words, maybe three words that summarize your live. You have 58 seconds to do that. One of the main things that summarize your work. We will share in a few minutes. I see people sharing in the chat but we will have you share in the platform in 15 seconds.>> Now we want you to go back to the poll everywhere platform and share your words about why. That will show up on my screen. The instructions are at the top. We will see what happens here. If you have entered your words let's see what other people are writing with your purpose and your wide. May be why some things are different.>> I'd like that people are also dropping things in the chat.>> As people are typing I see big words like empowerment, changing youth. The computer is not AI so it does not know which words are connected. We have to do that. But you can see of this can be a fun activity to do with your students around any question. If you want to see what is in people's head and the ideas they have. This is a good way to crowdsourcing. We want you to do words to increase the probability that you have similar words so you get the bigger words that pop out. The other cool thing is, a lot of you are doing this and some are dropping stuff in the chat. One good practice of online facilitation whether it is a meteor class is multiple ways so people can do things. They can't get on the poll everywhere, they can go back to the chat, it is nice to have multiple ways for people to get looped in. We will save this and share this with you later. I'd love paying it forward like Mark talked about. I didn't really understood -- understand what pain it forward meant when I was 20-years-old but I understand it now. As I was saying, back to your youth and working with other people's pretty apparent. But asked students about their interests. Have those populate on a survey like I did for this or in real time. You can get information that you can use moving forward. You can help connect the work to what they are interested in. Students have so much that they do. And, asked them why they are doing this and try to connect with that. Even more important now when your daughter wants to join a virtual meeting as opposed to seeing people interpret -- person. That is the big pitcher,Now we will do three dives into GPS. We will spend time on each letter. And we will go in reverse order. We will start with S because I think S is missing right now in what we are doing. It is the number one thing when teachers or coaches asked me what can I do online, how can I improve it is focus on that. If technology ends and you can't finish this talk at least you have the. So, as Travis spoke about in the video there is an aspect of belonging that I want to highlight. We often think about a sense of belonging as what are the positive things that draw me in, feeling cared for, a having a sense of I fit here. Those act as a magnet and pull people empirically do things to attract people and make them feel like they are part of the group. Those are good things. We should continue to do that. But that other side of the coin is, why do people feel they are not sure if they belong. These feelings of uncertainty act as ways to hold people down and hold them back from engaging. These things can be fears about what the work will be like or the unknown can be hard, or being stigmatized or body shame toward gender identity that's right gender identity. It could be negative stereotypes about a group they identified, black boys and men in higher education are susceptible to stereotypes, there are negative stereotypes about black people and how smart they are those act as weights, those create worry and concern that create additional barriers. Here's the thing I want you to remember. As awesome as your session was last time, everyone felt connected, people who have worries and concerns about belonging, when they show up, it does not take much to trigger the feelings to come up. You always have to think about what am I doing from that perspective. Until we abolish systemic racism in our country, black and brown people, will always feel this way.I think that is something that we want you to take away from this period that you are thinking about that because you have wonderful students who can go out there and solve world problems but they are being held back. There are things you can do. So you might say Chris what can I do. I'm glad you asked. We have some ideas. So three strategies we will talk about related to belonging we have inclusion, engagement, and we have closure.Inclusion is when we start, so at the top, how do you get people engaged in the beginning of a meeting? You can ask them how are they feeling and type a word in the chat. That is a great engagement strategy. It gets people engaged and you learn about what they are. So many of you said you were hungry. I was surprised by that, that is not uncommon when I work with students but with adults I hope it's that you did not take time for breakfast, please do what you can to find food for yourself. The second is engagement strategies. What can you do to break things up. Things like turn and talk and brain break spirit something like we did a few -- we did a few minutes ago. That is a break from processing information like we just did. It is a switchover to something different. And closer activities are things you can do at the end like questions or something you learn today or what are you curious about or what are you not sure about. What do you want to do next time. What is the agenda item we should cover for the next meeting. Give them an opportunity to reflect.At the bottom of the slide, there is a citation. You can go online this castle group has a lot of great tips. This is where they have signature practices. Let's go practice another routine. Are you ready for that, should we go for even if you're not ready, we will do it anyway.Inclusion strategy number two. 2 minutes and 30 seconds this time. Think around you. Maybe it is a picture on the wall.Here are my buddies from Australia. Pick an object in your environment, and write the meaning it has you. Why is this object meaningful to you. And Brittany, that is your queue.>> We have 30 seconds (>> Just like we did last time. The next step is to pick one or two words that summarize why this object is meaningful to you. We will do a poll in 30 seconds. Just use one or two words.>> Now if you could go back over to the pole. Evi has put it in the chat. Type your words in, see what is important to people. A lot of family, interaction with others, memories, love, can't forget about love in these times, there is a smile, those are the things I keep around to make me smile. This is a great -- great activity, anything to spice it up. You want to do things with a purpose and the purposes you want to connect people with each other. You can use that to create a stronger community. You may also get a sense of, what are the trepidations as well. Again, I will transition to the next life. We will share this with you as well. But, it is really important to offer students the opportunity to connect with each other every time you meet. I think, when I spoke to EV about why do young people do the prevention work, a lot of it is they want to connect with each other. I have for teenagers, five kids total. The one thing they want to do is be with their friends. We have had to change our ground rules. They can play video games on their computers in their rooms which we'd never allowed computers and rooms before, but they need private spaces to connect and they can play with each other and they are LinkedIn with audio and video, young people really need to connect. This is just as important as everything goes. Finally, give every student the opportunity to have their voice heard. Whether they is allowing them to express themselves and let their voice be heard. That was the yes. I'm going to skip this slide because it is a review of what we did. I want to show you a research study page we were working on math with college students. And their attitude. A lot of people hate math or they are afraid of math. One of the things we did was help people connect with their purpose and what is important to them with learning math. We have three conditions. Students were randomly assigned, one was a control group where the learned about fractions and what they learned, that second group is the lecture group. This is, we tell them why math is important. You will need it for your teacher career whether you are a nurse or an accountant or a lawyer, you need math. The third group was where they wrote about how math was relevant to their interests. We found something really interesting, we found that students who wrote about how math related to their lives, did much better than the other groups. What's really important is the dark blue group is the lecture group where we told them why it was important. That was no different than the control group. In fact it was worse for students who were not confident. For students who are confident, there wasn't a different spirit we find this over and over. When we give students the opportunity to make the connection it is motivating to them. That is the big take away. You need to help students figure out what work they do, you can't lecture them. They have to figure it out. This is a graph, a chart, I was working with high school social studies teachers. I work with a room of the teachers and this was 15-20 social studies teachers. I asked them what do the students bring, low income, minority students in New York City in this group of high schools, what strengths do they bring to learning and they talked about students having personal experience with the law, the court system and injustice, as being powerful to help students learn about social studies.What I want to point out is that is so bright but it also applies to your role with students. You know a lot about the world. You know a lot of things they don't. So you can help bring that experience in but you need to bring it in in a way that they can connect. That is your challenge, bringing those connections. You kids should think this is important and helping them to see the world and together you can help them create connections. The last piece I want to emphasize, there's a lot of ways to value -- value things. You can say I want to go into social work. I can say that I want to reduce that. I think about myself as a helping person and this is part of my identity.IN joint not just the work but hanging out with other kids.Finally, this is important for my family, I will help my family, there are other reasons that I didn't list. These are pretty powerful. Remember that when you're working with students, there's not one right way to find meaning and purpose. There's no one way for you to have meaning and purpose in doing this.Are you ready for activity number three, this will be a little different. So first off, I want to to list 3-5 of your personal values. If you have more that's great. Family, education and more. Go for it.>> This is where you are writing it on your own paper.>> I want you to take the values and think about your youth prevention work. Think about how does this reflect your values. Connect the dots. Emily entered love, hope and comfort. So how does this affirm your values. This is private. So in one minute we will have you enter it.>> Now the challenge. Can you take what you wrote and one sentence drop it. What is one sentence that says, outdoes this reflect your values. We will give you a shot. You can go to the chat. Let's see what it looks like to drop an entire sentence.>> When you are engaging with young people, then we won't be able to authentically help them get to where they go. Because then I have to tell younger people what to do. Help you speak the truth. These are amazing. Thank you for sharing. I'm pumped up. I am signing up for this work. Bring me back to my days as a social worker with boys who had been adjudicated with drugs or violence or whenever. We will have to continue I have 8 minutes to tell you having them do this, if you have the capacity to do breakout groups, students will come out of this and they will be very chatty and engage. People like to talk about what they care about. And that makes things meaningful. So, I highly encourage you to do that. One thing I want to share about growth mindset, I just have to believe then we can achieve.I'm going to point out that is what we call false mindset. So one common interpretation of all of the research that dates back to 1975, when she published her first article, you can tell students you can do anything you want just try. The little engine that could. I'm going to tell you, Carol and others have said, there is a big question about is this helpful because it is missing an important mindset. It requires strategies and learning from failure. Using your researches to get where it goes. It's not just I can't believe it but having a belief that opens you up to trying after you fail and to redo your approach when it's not working. This is really important. Often times, people walk away and they have to give effort. Some of your students are trying hard, how do you feel when you try hard and don't get it. You get frustrated. If you feel ineffective. That is where you can come in as the adult, and help to provide strategies.That is what we will do today. I'm going to go past this slide and get to the activity. Trust me, there is a lot of data on this and I can share with you. If they fail, what are the behaviors they need to engage in.From our surveys, when I find you'll, can students learn new things but won't change their intelligence, many of you think, students can change their intelligence. That is a growth mindset. 90% of you are in the growth mindset area. How do you react to the second question. T what you said is 50% of you thought the students had a growth mindset. That difference is where you come in. You can send messages apps provide support. We will do it this way. Write down some ways that students typically have difficulty in the prevention world. Take one minute to write it down.>> Now you talk about ways people struggle. Write down ways you provide support to students. How do you help them get through their struggles. You have to minutes.>> Now that you have reflected on providing support, we would like you too to poll everywhere and in one sentence share your explanation. Share one weight you provide support. One way that you really liked, that you want other people, what is one way you provide support and you want other people to see. We will definitely make this available so you can see the ways your peers are soup -- providing support to students.>> These are great.>> That is a growth mindset, that is awesome. Show them respect. That is so important. I see why you guys are doing this work.>> As adults we can get so caught up and we have to have everything running and be in charge. Offering engagement during this time is really key. I want you guys to have this list. This is one of the top ones.>> Someone wrote teach young people how to SPF, I do not know that acronym.>> That is something specific to the field.>> Okay, I recognize that from the first conversation. We believe this open. I want to transition to the Q&A, to wrap this up, my ways of applying this activity we just did, make sure you are clearly communicating how you are providing support. It is great that you listen but students may not realize that is what's happening. How are you providing multiple channels, can they text you, e-mail you, what are you doing to provide support. How are you encouraging them, and the chat there were discussions around grading systems that fit mindsets. You get one shot to do it. You -- how many things in your professional life are one-shot. Very few things are one-shot. So many times we have an opportunity to improvise. The prevention works the same way. They have opportunities to improve. We have four activities around the mindset GPS framework. We talked about inclusion and closing strategies. For this purpose we talked about how can you learn specific things and help them connect to the work. Finally provide support and avoid false mindset. Provide the support they need. So you need to have a growth mindset. A couple of other resources that will be available, there is an article that we wrote. We have a lot more ideas. We also have stuff from the motivate lab website. With that, I just want to say, I hope you can take these ideas and questions. Not can I do this but yes, I can do this.>> I will pause now and open it up for questions. So Travis or Evi, is there a place to start your?>> I will give people a few minutes to get there typing fingers ready. Put your question in the chat box or you can raise your hand and let us know. While we are waiting for other audience questions, I know a lot of us are deep into the program and it seems like there's a lot of activity. Young people may be alienated. So I was curious if you had advised now that we have all of these tools that may be more user friendly. Just to encourage young people and give them another shot.>> I think that is a great question. The key will be, whether or not you can reach them. How do you get them back. By the way, Brittany can you unmute Travis. So, you are sending out surveys to students and that is a great place to learn where people are. Students are engaged and they will give you insight about the students who are not. That is something that isn't Porton.>> The other thing is like these apps. Do we pay for this Travis?>> We did, but for fewer than 25 people you can do this.>> There are plenty of free options. But these are ways, you can hand them off. You can brainstorm with the students to engage more people. Whether it is this kind of an app or other textbased apps. There is one where Mike did use it. They use it for video games, it is text, it is talk it is video and super interactive. You can do so much with it. I think there is a way. Students always have their phone with them.>> You can type questions into the chat. In the meantime I have another question, you have told us about student mindset, how can that go wrong. When do we need to be aware of so we don't accidentally step on them. I'm sure they exist.>> So with growth mindset, the landmines are coming off as preachy like, you have to stick with this and have a growth mindset without the structure that would reinforce a growth mindset. So, another way I have seen it go wrong, praising effort when you don't know if there was effort. Someone may do something and you say you worked hard on this and they say they work 10 minutes.When you are praising people, you want to give feedback that is honest and real but don't praise things you can't see and now you have lost your credibility. The big purpose with challenges lecturing about, here is why it is meaningful to me but not figuring out why it is meaningful to them.With a sense of belonging it is being mindful of the message. The message you may send while you are being positive and proactive. For someone who is having a hard time with the technology, if the only way they can interact is technology that is a big message of non- -- not belonging. You can say can I call you on the phone. What are ways you can be mindful that you can be well intentioned but for a group of students or one student it may not be the right message.>> We have a question in the chat. That is, how do you come back kids feeling the need for themselves and the parents, a question from both directions, to the household at home not prioritizing school. That is something that is thrust upon them.>> This is such a good question that doesn't have a good answer. So, part of it has to do with the cultural expectations in the home. By culture I don't mean black and brown, I mean, white people have culture too. There are norms and expectations in every household. So, trying to understand those so you can support the student without getting into a power struggle match with the parent. That is really key.Working with the student to figure out how they can advocate for themselves. Figuring out how you are making the work whether it is school or prevention, how are you making it attractive for them so it is worthwhile for them to go against the grain.We have expectations of our kids they have to do their chores and there are times when they put up their school work on Sunday night and they put their chores off to Sunday night. Tough choices. So, there are times when they do come into direct conflict in every family. I don't want to just say, there's not one right answer but empathizing with the student and understanding their situation and helping them to connect the dots on why the schoolwork is valuable.Probably not a great answer there, I am sorry. But I hear this a lot.>> Thank you Chris. Also, if anyone wants to submit a question you can message me directly. You can see the drop down if you don't want everyone to see your question. Chris, I will ask another question. What is supporting students grind that's right growth mindset look like? What is an example of how that might look in conversation?>> Laissez a student was trying a project and it didn't go well. Maybe they did advertising campaign around drunk driving and it didn't go well. Maybe the message did not get sent out. Maybe the student mess something up on the platform. So, it is how you approach giving the feedback. It is being on his and figuring out where, Travis, this didn't happen, what do you think happened. So, starting their getting the students perspective. If you bring up the things they think went wrong you can dig into that and say this is how to mediate. If they've missed it, you can say this is something you've missed, I know you can do this. We have a standard that we have to meet and I know you can do it. This is how we will get there together.Starting with them understanding their perception, getting the feedback to happen and communicating your belief they can do this.We actually have a wise framing for feedback activity on our website that can help people think about how they approach the conversations.>> Thank you Chris. We have two more questions but it is time to transition. So I will throw it back over to Brittany to move us out of the session.>> Thank you so much Chris and Travis. That was a really fantastic presentation. I hope all of you on this session enjoyed it as much as I did.Please remember to take the survey that is specific to Chris's session. Evi will post it in the chat. You will also receive it via e-mail. Just take it once even though you will get the link twice. There are two different ways for you to take it. It is important and your CE's depend on it.We will now take a break for lunch. After this, may be if you ask Dr. Chris to answer any questions. Is because we have a break until 1:00 p.m. That is when Albert is coming in for his presentation at 1:00 p.m. sharp. So, make sure you are back. As always, you can go to training up. Or from now until 1:00 p.m., everything will be fine or you can leave the training and re- click on the link right before 1:00 p.m. and that will also work. So, whatever you want to do. Leave it up, sign out, it will work. Then we will see you back here at 1:00 p.m. for the next session.>> Thank you everyone we will see you in a little bit. ................
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