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A growth mindset is the belief that intelligence is incremental ( versus fixed ) and can be improved over time ( Dweck & Leggett , 1988 ).
Teacher feedback focussed on effort rather than praise encourages growth mindsets which assist students to manage challenges and mistakes . ( Dweck , 2007 ).
Campus Examples |
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Positive self-talk to build frustration tolerance and self-control . |
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Using strategies that foster the ability to identify emotions and practice EI . |
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Goal setting to build capacities for independent work . |
Trauma-informed positive Engagement
Theory / Rationale
� Flow is the special state of optimal engagement encompassing concentration , interest , and enjoyment ( Shernoff , Csikszentmihalyi et al ., 2003 ).
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Flow experiences occur when there are clear goals , appropriate responses , and immediate feedback ( Csikszentmihalyi , 1997 ).
Positive emotion facilitates positive engagement . Positive emotions are causally related to greater success in school , relationships , and mental and physical health ( Lyubomirsky , King , & Diener , 2005 ).
� Positive emotions broaden one ’ s thought-action repertoire and those positive actions build personal resources ( Cohn & Fredrickson , 2009 ).
� Frequent positive reminiscing is correlated with optimism , internal locus of control , self-control behaviours , and self-esteem ( Bryant , 2003 ).
� Learning the skill of savouring can increase the effects of generating positive emotions in the classroom ( Bryant , 2003 ).
� Play and fun build relationships and engagement ( Hughes , 2006 ). �
Play allows students to practice imagination , dexterity , and physical and emotional strength within positive parameters ( Ginsburg , 2011 ).
Campus Examples |
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Singing , rapping , poetry . |
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Narrative / storytelling . |
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Kinaesthetic , including hands on modalities . |
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Healthy play . |
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Positive memory bank . |