School Climate: Moving from Entitlement to Gratitude

Objectives

• • • To examine the research about gratitude and school aged students and the implications for school climate To explore ways to practice “gracious thinking” in the school environment through the school counseling program To wonder whether a more gracious orientation by students would have implications for appreciation and ownership of one’s education and, therefore, more meaningful learning

School Climate is

HOW STUDENTS FEEL ABOUT THEIR SCHOOL --going there --being there --learning there

School Climate is…

How people feel about the qualities of a school and the people in that school

(Kaplan & Geoffroy, 1990, p. 8)

School climate reflects students, school personnel and parents social, emotional and ethical as well as academic experiences of school life.

A series of studies have shown that school climate is directly related to academic achievement (Brookover, et.al, 1977,; brookover, 1978; Brookover & Lezotte, 1979; Edmonds, 1979; Freiberg, 1999, Good & Weinstein, 1986; Gottfredson & Gottfredson, 1989; Griffith, 1995; Madaus, Airasian, & Kellaghan, 1980; Rutter 1983; Rutter, et al 1979; Shipman, 1981)

School Climate is important because

• • • Promotes – or complicates – students’ ability to learn.

Has a profound impact on individual experience Two aspects of school climate affect student self esteem: positive feedback from teachers and commitment to school School Climate Research Summary. (2009). Center for Social and Emotional Education. New York, New York.

School Climate and School Counseling Programs

Washington State Standard 6: School Climate

Certified school counselors work to establish and foster a safe, inclusive, and nurturing learning environment for students, staff, and families and use strategies designed to prevent or resolve problems that could limit or diminish the capacity of students to learn and achieve at their highest level WAC 180-78A-270 (a) (5a) National Board for Professional Teaching Standards School Counseling Standard VI: Accomplished school counselors work to establish and foster an emotionally, socially, and physically safe learning environment for students, staff, and families.

A comprehensive school counseling program can impact school climate

Creating a more “gracious state of mind” among students will positively affect climate and may affect student ownership in their own learning.

What do we model in our school climate?

The Cherokee legend about life… The fight within us all… Between fear, anger, envy, sorrow, regret, greed, arrogance, self-pity, guilt, resentment, inferiority, lies, false pride, superiority, and ego And Joy, peace, love, hope, sharing, serenity, humility, kindness, benevolence, friendship, empathy, generosity, truth, compassion, gratitude, and faith.

Which one do we “feed”?

DO WE ALL REMEMBER IT’S OUR CHOICE?

DO OUR KIDS KNOW THEY HAVE A CHOICE?

HOW DO YOUR STUDENTS FEEL ABOUT GOING TO SCHOOL?

P. S. Are they grateful for the opportunity?

DO YOUR STUDENTS ASSUME OWNERSHIP FOR THEIR OWN LEARNING?

TAKING THE TEMPERATURE of Your School

I FEEL THAT “GOING TO SCHOOL” IS A BURDEN “Cuts into my free time” AN OPPORTUNITY …………………………………..“A chance to be all I can be” ENTITLEMENT “It’s free; I’m a US citizen”……………………..

GRATITUDE “My education is an incredible gift”

TAKING THE TEMPERATURE of Your School

OWNERSHIP OF MY OWN EDUCATION/LEARNING EXTERNAL/COMPULSORY INTERNAL/MY CHOICE “I have to be here”…………………………………………… …………….“I choose to be here” Passive…………………………………………………………………………………………engaged

Research results:

TAKING THE TEMPERATURE

THIS IS HOW I FEEL ABOUT GOING TO SCHOOL THIS IS HOW I FEEL ABOUT SCHOOL & LEARNING Discouraged.........anxious………apathetic………OK………energetic/hopeful

20% of students approach learning with a clear sense of purpose: “I know why I’m here” 25% have little interest in long term goals of any kind: “My existence is day to day.” 55% have some moments of purpose but they’re not sustained: “I have some vision but no realistic sense of how to get there.”

Are our choices reflected in the statement of the mission of the district/school?

What seems to be missing?

How do we infuse it?

Pause to Reflect on the Meaning and the Possibilities of Gracious Thinking as We Begin… Gratitude Reflections Gratitude Reflections

I would maintain that thanks are the highest form of thought, and that gratitude is happiness doubled by wonder.

G. K. Chesterton

How does gracious thinking in the school setting contribute to student well being?

Gratitude

Is a sense of thankfulness and joy in response to receiving a gift*, whether the gift be a tangible benefit from a specific other or a moment of peaceful bliss evoked by natural beauty.

*such as one’s education

Gratitude is

A virtue An emotional state A human strength that enhances one’s personal and relational well-being and is beneficial for society as a whole J. Froh, W. Sefick, R. Emmons (2008). Counting blessings in early adolescents: An experimental study of gratitude and subjective well-being. Journal of School Psychology 46 (2008) 213-233

A Virtue

Moral affect …by experiencing gratitude, a person is motivated to carry out prosocial behavior, energized to sustain moral behaviors, and is inhibited from committing destructive interpersonal behaviors.

McCullough, Kilpatrick, Emmons, and Larson (2001)

Gratitude is an emotional state

A perception that one has experienced a positive outcome that has been intentionally provided by another person or “moral agent” often but not necessarily a person (Emmons & McCullough, 2003) Allowing oneself to be placed in the position of recipient—to feel indebted and aware of one’s dependence on others (Emmons, 2007)

Gratitude has been clearly linked to subjective well-being

Gratitude is related to happiness, hope, pride, optimism, positive mood, self-actualization, smooth interpersonal relationships, and a sense of community (Emmons & Shelton, 2002)

A Human Strength

Gratitude serves as a moral barometer Gratitude serves as a moral motive Gratitude serves as a moral reinforcer

Recent Gratitude Research suggests many possibilities J. Froh, W. Sefick, R. Emmons (2008). Counting blessings in early adolescents: An experimental study of gratitude and subjective well-being. Journal of School Psychology 46 (2008) 213-233.

• The study determines the relationship between gratitude inducing behaviors and well-being within an early adolescent population.

• A rigorous investigation of this positive emotion is vital if optimal psychological growth among early/late adolescents is to be understood

Results of the study…

Results indicated that counting blessings was associated with enhanced self-reported gratitude, optimism, life satisfaction, and decreased negative affect. Counting blessings seems to be an effective intervention for well-being enhancement in early adolescents.

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Results of the study…

There was a robust relationship between gratitude and satisfaction with school experience at both the immediate post-test and 3 week follow-up

“In that counting one’s blessings appears to be an effective intervention in inducing gratitude in children and adolescents and, subsequently, increasing life satisfaction, while simultaneously alleviating negative affect, school psychologists have an intervention that may ultimately increase the well-being and overall optimal functioning of students.” (Froh, Sefick & Emmons. (2007)

Study with school aged children practicing gratitude showed a relationship between “counting one’s blessings” and subjective well being.

New studies indicate that even pretending to be thankful raises levels of serotonin and dopamine (associated with pleasure & contentment)

Gratitude emerges as an attitude that we can freely choose in order to create a better life for ourselves and others* *such as one’s attitude toward one’s education Emmons and Hill

Developmental: Gratitude in Childhood

•

It is a capacity present from birth that develops

•

Comprehension of gratitude is a process played out over several years – does not appear regularly until middle childhood

•

The link between attributions of responsibility for positive outcomes, the experience of gratitude, and the desire to do good to one’s benefactor – solidified between ages 7-10

Gratitude in Adolescence

A transitional period of both change and growth Opportunity is present for negative outcomes, stagnation or positive psychological growth What variables influence this change?

Gratitude in Adolescence

Capitalizing on one’s strengths Fostering positive attitudes (gratitude, optimism) may buffer against negative outcomes

Classroom discussions and exercise in which children are encouraged to reflect on the sources of gratitude in their own lives may be effective in supporting positive development in children (Gordon et al. 2004)

A Word about Entitlement

A word about entitlement… (the poverty of affluence)

Consumerism fuels ingratitude When a person wants what they have, they are less susceptible to messages that encourage them to want what they don’t have or what others have.

Deliberate appreciation can reduce the tendency to depreciate what one has

Change the Perception of Why We Go to School

Gratitude is a feeling that stems from certain perceptions or thoughts Looking at school and learning in a certain way 1. Acknowledge the goodness of the gift 2. Increase valuing of the gift 3. Protect the gift

Change the Perception of Why We Go to School

• • • Motivation in learning Social milieu where the learning takes place Expectancy Value placed on engaging in the learning Brophy, J. 2008) Developing Students’ Appreciation for What is Taught in School. Educational Psychologist, 43(3), 132-141.

Change the Perception of Why We Go to School

Adding value……………… What do we know and do to help students appreciate the value of what they are learning?

Change the Perception of Why We Go to School Creating a Gracious Environment Expand and deepen our theorizing about the potential benefits that students get from learning at school Scaffold students’ learning experiences in ways that help them appreciate the value of what they are learning Brophy, J. 2008) Developing Students’ Appreciation for What is Taught in School. Educational Psychologist, 43(3), 132-141

Change the Perception of Why We Go to School Creating a Gracious Environment Focus each day on student generated reasons about why we go to school Connect learning each day with possibilities for the future Talk about school as an opportunity for many positive experiences Teach, expect, and reward work ethic (rather than or in addition to grades)

School Climate – Gracious Thinking

Exploring ways to practice “gracious thinking” in the school environment through the school counseling program

Change the Perception of Why We Go to School Creating a Gracious Environment

Practice gracious thinking and doing: A Gratitude Attitude

• • • • Model gracious thinking and behavior by all adults and student leaders (parents, staff, volunteers) role play using words of gratitude “pause for gratitude” (“Is there anything today that you are thankful for?”) As a reflection at the end of a project, lesson or a rewarding or difficult experience

Keep a journal or log of everything you’re grateful for daily/week/month Reflect on values and insights

Change the Perception of Why We Go to School Creating a Gracious Environment

• • • • Adopt a Month of Gratitude (November?) Identify “thank you targets” and start thanking Take some time off from something you love but take for granted (the How of Happiness, Sonja Lyubomirsky, psychologist at UC, Berkeley)—car, tv, phone, sugar, coffee.

Visualize it: create a collage of what you are grateful for and display it

Change the Perception of Why We Go to School Creating a Gracious Environment

• Create a thank you tree on a wall and add Post-it note “leaves” every day to acknowledge everything from a new sibling to a walk with the dog.

• Choose someone close to you (eg: a parent, and ask these questions: – – – What have I received from her?

What have I given her?

What trouble have I caused her?

You may discover appreciation…

Change the Perception of Why We Go to School Creating a Gracious Environment

Thank the unsung heroes of your life (Compose a letter and read it out loud face-to face) “I want to thank you in person for the impact you’ve had on my life.”

gratitude

Gifts freely given… and acknowledged…

Encourage random acts of appreciation: ongoing opportunities to give and receive and be grateful

Reflection

When I think about what I’m grateful about, I learn that I… I discover that I… I notice that I… I realize that I…

Involve Parents and Other Adults

In the cultivation of gratitude and thankfulness in children • • • Counting blessings Saying in person and writing thank yous Modeling

Stay sincere If you overdo it, gratitude may lose its meaning. Be selective

Gratitude is never so important as during those times when everything appears to be lost.

Finding something to appreciate can save us from absolute despair—in a way that abject complaining cannot.

(Emmons, R.A. (2007). thanks!.New York, New York. Houghton Mifflin) Finding something to be grateful for, even in the midst of a miserable time in our lives, is one of the most healing things we can do.

A favorite Emily Dickinson poem…

Success is counted sweetest By those who ne'er succeed.

To comprehend a nectar Requires sorest need.

Not one of all the purple Host Who took the Flag today Can tell the definition So clear of Victory As he defeated—dying— On whose forbidden ear The distant strains of triumph Burst agonized and clear!

“I don’t believe that things always happen for the best, but I do believe that it’s possible to make the best of things that happen”

Write your hurts in the sand Carve your blessing in stone

Bibliography

• • • • • • • • • •

References—School Climate: Moving from Entitlement to Gratitude

Brophy, J. (2008). Developing students' appreciation for what is taught in school. Educational Psychologist, 43(3), 132-141. Center for Social and Emotional Education (CSEE). (2009). School climate research summary. Center for Social and Emotional Education (CSEE). Retrieved from www.schoolclimate.org/climate/.../schoolClimate-researchSummary.pdf

Emmons, R. (2007). Thanks! How the new science of gratitude can make you happier. New York, NY: Houghton Mifflin Company. Emmons, R., & MCollough, M. (2009). Highlights from the research project on gratitude and thankfulness: Dimensions and perspectives of gratitude. UCDavis Psychology Department. Retrieved October 28, 2009 from http://psychology.ucdavis.edu/labs/emmons Froh, J. J., Sefick, W. J., & Emmons, R. A. (2008). Counting blessings in early adolescents: An experimental study of gratitude and subjective well-being. Journal of School Psychology, 46(2), 213-233. Gordon, A. K., Musher-Eizenman, D., Holub, S. C., & Dalrymple, J. (2004). What are children thankful for? an archival analysis of gratitude before and after the attacks of September 11. Journal of Applied Developmental Psychology, 25(5), 541-553. Morain, C. (2007). Emmons: Studying the ‘new science of gratitude.’ Dateline UCDavis. Retrieved October 28, 2009 from www.dateline.ucdavis.edu/printable_dl_detail.lasso?id=9839 Peterson, C., & Seligman, M. (2004). Character Strengths and Virtues: A Handbook and Classification. Washington, DC: American Psychological Association. Scherer, M. (Ed). (2007). Engaging the Whole Child: Reflections on Best Practices in Learning, Teaching, and Leadership. ASCD. Uhl, C. (2005). The last class. College Teaching, 53(4), 165.