Presentation on theme: "Understanding students and building Mental Toughness"— Presentation transcript:
1Understanding students and building Mental Toughness Teacher Skill 05:Understanding students and building Mental Toughness1
2Teacher Skill 05: Understanding students and building Mental Toughness OBJECTIVESConsideration of:What Mental Toughness isWhy it is important in schoolsThe way that Mental Toughness is measuredHow it can be usedThe opportunity for you to try the Mental Toughness measure
31. What is Mental Toughness? - A Definition “Mental Toughness is the quality which determines in large part how people deal with ……challenge,stress andpressure……..irrespective of prevailing circumstances”Mental Toughness (MT) helps us to understand why one person succeeds & another struggles when the pressure is on. Measuring a person’s MT allows us to develop approaches to support them to perform better.
42. Why is Mental Toughness (MT) Important? For students, MT impacts on:Performanceit explains up to 25% of the variation in individual performanceBehaviour. Students with high MT:are more engaged,are more positive andhave a more “can do” attitudeWellbeing. Students with high MT:are more content,have better stress management ,experience less bullying
5Summary for the student ImprovedPerformanceHigh MT results in …..High MTImprovedBehaviourImprovedWellbeingBC
6As a result of A, B and C Resultant outcomes for students are…. Improved aspirationsStudents are more ambitious and prepared to manage themselves betterIncreased retentionStudents are more likely to stay with courses and there is reduced drop-outBetter employabilityStudents are more likely to get a job and to get the job they want
7For you as a teacher You will find that: More motivated and engaged students:Makes your job a lot easierReduces student conflictImproves relationships with studentsEnables you to teach moreImproves your job satisfaction
83. The way that Mental Toughness is measured The 4 Cs model of Mental Toughness devised by Dr Peter Clough from the University of Hull in the UK following extensive research.ChallengeConfidenceCommitmentControl
9Commitment Lower scores Higher scores Commitment Intimidated by goals and measures - they induce paralysisGoals become something which appears overpoweringUnwilling to make an effort or give up something less importantAllow themselves to be easily distractedLike goals and measures – these describe what success looks likeGoals are translated into something which is achievablePrepared to do what it takes – prioritise effortMaintain focusCommitmentMeasures how we respond to working towards specific goals and targets. It reflects both “stickability”, keeping promises. It is this type of commitment that keeps us going in the face of adversity.
10Control This has two components Control of LifeControl of EmotionsControlMeasures how we deal with complexity and multi-tasking – particularly when others are watching us.If we feel in control of our life and our emotions we are more likely to take the view that we can achieve irrespective of circumstance. Hence its contribution to resilience. This scale has two component sub-scales:Life ControlEmotional Control
11Control of Life Control of Life Control Believe things happen to them Lower scoresHigher scoresBelieve things happen to themFind it hard to do more than one thing at a timeWill tend to respond to the last person who pressures themBelieve they can make a differenceComfortable when asked to do several things at a timeGood at planning & time managementPrepared to work hardControl of LifeA measure of self worth. Indicates the extent to which we believe we shape what happens to us ... or not. High scorers believe they can control many aspects of their lives, that they can make a difference and won’t be thwarted. Often described as self efficacy. This describes the inner belief that lies at the heart of the “can do” approach.
12Control of Emotions Control of Emotions Control Lower scoresHigher scoresFeel things happen to themDon't deal well with setbacks – get “down” through to “lose it”Show emotions when provokedAnxiousManage their response when others challengeGood at controlling emotionsDifficult to provoke or annoyDo not appear anxiousControl of EmotionsHigh scorers control emotions better, keep anxieties in check and don’t reveal their emotional states to others. They manage what they let others see. Note that this doesn’t mean that they don’t experience emotions.
13Challenge Challenge Lower scores Higher scores Don't like sudden changesDon't like shocksFear of failureAvoid effortIntimidated by challengesLike challengeEasily bored – will seek changeProvoke changeLike problem solvingWork hardChallengeMeasures how see challenge and change (and adversity & setback).Do we perceive this as opportunity ... or do we see it as a threat? Those who score highly here may enjoy or like dealing with difficult or challenging situations – they will respond positively to change.
14Confidence This has two components Control in AbilitiesInterpersonal ConfidenceConfidenceMeasures the extent to which we have self belief to see through to a conclusion difficult tasks which can be beset with setbacks. This scale has two component sub scales:Confidence in Abilities Interpersonal Confidence
15Confidence in Abilities Low scoresHigh scoresProduce minimal responses in letters, memos, etcWill be reluctant to express a view in discussion or debateWill be reluctant to ask questions “in case it makes me look stupid”Happy to provide full responses to questionsDon't need others to tell them they can do it or to encourage them.Happily to engage even if it takes them into the unknownConfidence in AbilitiesA measure of self esteem, identifying the extent to which you feel worthwhile and in need of external validation. High scorers believe they are worthwhile and don’t need much external validation.This doesn’t mean that they are especially able but they do believe they have enough ability to do what is required.
16Interpersonal Confidence Low scoresHigh scoresWill back down quickly when challengedWill allow others to dominate debates – even when they are more expertWill have difficulty dealing with assertive peopleWill argue their corner – especially if they believe they are rightWill get one’s own way – even when others may have a better caseWon’t allow others to orally dominateWill have a ‘go’ and enter a conversation.Interpersonal ConfidenceMeasures the extent to which we are prepared to assert ourselves and to deal with challenge or ridicule. High scorers are more confident about representing their position on something – more assertive. This allows them to deal effectively with oral challenge - they are less likely to be intimidated and will push forward in social settings.
17A word on resilienceResilience is often defined as a function of Commitment and Control.Resilience represents the ability to deal with an adverse situation and still complete some or all of what you had set out to do.Mental Toughness broadens this concept by adding two more components – Challenge and Confidence.
184. How do you measure Mental Toughness Using the MTQ48 Questionnaire Characteristics of the MTQ48It is normative, valid and a reliable measureIt has an-line format (there is a hard copy version as well)It is extremely easy to administerIt only takes about 7–8 minutes to completeThe results and reports are immediately availableAn on-line facility also helps to manage dataThere is short licensed user training available (1 day and 2 day options)
19The MTQ48 reports you receive For the Individual:A Development Report - clear feedback and interpretation plus suggestions for developmentA Distance Travelled Report – compare before and after interventionsFor the Manager/Mentor/CoachAn Assessment Report - gives clear feedback and at least 6 questions to help probe each areaA Coaching Report - gives clear feedback plus suggested coaching & development actions designed to compliment the development reportFor the School:An OD Report – generates histograms of results of selected groups and individuals (with their permission)
20MTQ48 – language availability MTQ48 is available in 10 languages at the moment.EnglandNetherlandsSwedenPolandGermanyItalyArab LeagueFranceRomaniaCzechoslovakia
21Mental Toughness Development Mental toughness capability can be developed in many individuals (but maybe not all)A good process includes:Diagnosis (MTQ48)InterventionRe-diagnosis(MTQ48)
22Mental Toughness Development Interventions fall into 6 broad areasCoachingGoal settingPositive thinkingVisualisationAnxiety ControlThe test itself + feedbackThese all help to develop the capability to deal with challenges, stress, pressure and change.
23Mental Toughness Development Tools The tools and techniques described are known to many coaches & tutors (Coaching, CBT, NLP, Psychology)The MTQ48 report is emerging as an intervention in its own right.The feedback discussion is also an effective intervention. Careful feedback also produces very good results.Response can be very quick. It needs sustaining to be embedded.
245. The opportunity for you to try the Mental Toughness measure If you want to try the MTQ48 for yourself just tick the box on the form and insert your details. And you can also try the ILM 72 Leadership Measure if you wish as well. Both of these are available to you FREE from AQR.
25Book published in Feb 2003 Kogan Page Written by Dr Peter Clough and Doug Strycharczyk
26PlenaryWhat action will you now take based on what you have learnt from Teacher Skill 5?