Week 11 - School & Work Flashcards

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1
Q

School and Work

A

These two places help us understand the world as well as our own place in the world
We learn about our own strengths and weaknesses

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2
Q

positive schooling

A

an educational approach which includes care, trust, respect for diversity

Teachers develop individual goals for students

Teachers work with students to develop plans for reaching goals

Larger agendas include instilling hope and contributing to society

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3
Q

Sigmund Freud who first made the bold statement that a healthy life is one in which

A

a person has the ability to love and to work

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4
Q

“No Child Left Behind” and Beyond

A

Coleman Report (1966): Schools ineffective; they don’t make a difference in the outcomes of the students

No Child Left Behind (NCLB) – An Act passed in USA in 2001 ◦
Emphasis on targeted learning and performance objectives
Teacher quality matters – this is crucial to better learner outcomes

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5
Q

Lack of Funding Hurts Students

A

Schools harmed by lack of funds – the US public is reluctant to increase taxes to pay for schools and teachers

This is also true in Ontario!
Consider the 2020 teachers’ strike:
Ontario teachers didn’t want class size increases and mandatory e-learning put into place.

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6
Q

School Climate

A

Includes the kinds of interactions teachers and students have in the classroom, expectations of standards, methods used in the classroom

General learning atmosphere in a school
Attitudes of students & staff, order & discipline, student participation

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7
Q

School Climate

Demandingness:

A

extent to which students are expected to perform up to their potential and show self-reliance and self-control

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8
Q

School Climate

Responsiveness:

A

extent to which teachers and staff respect students’ opinions and feelings

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9
Q

Optimum School Climate

A

Supportive teachers, involved with students, dedicated

Firm-but-fair discipline

High expectations for student performance and conduct
Higher attendance
Higher achievement scores
Lower rates of delinquency

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10
Q

The Components of Positive Schooling

A

Care, Trust, and Respect for Diversity

Social acceptance from teachers – teachers are role models

Developmental discipline – nonpunitive ways to prevent aggressive/controlling children from harming others – this is based on attachment theory (see chapter 12)

Cultivate sense of trust in classroom

Try to make students look good (save face)
Students must feel respected by their teacher in order to take risks
Cultural sensitivity is very important

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11
Q

Engagement & Achievement

A

Engagement: Being psychologically committed to learning

Research indicates that more and more, students are “physically present but psychologically absent” (Steinberg, 1996, p. 67)

How has “zoom learning” had an impact on engagement (now and then)?

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12
Q

The Components of Positive Schooling

A

Emphasize diversity in classroom – model cultural intelligence

Provide students with opportunities to learn about other cultures

Teach about differences as well as similarities

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13
Q

The Jigsaw Classroom

A

Small groups work on a common task

Group members move to new groups to share what they learned

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14
Q

The Components of Positive Schooling
Teachers should examine biases

A

All humans have inherent biases – we must work to recognize them

Teachers must help the children recognize their biases and correct automatic behaviours/thoughts

Compensatory programs for struggling students and for gifted students

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15
Q

The Components of Positive Schooling
Goals (Content) and Plans

A

Students who target stretch goals have good learning outcomes

This is where they seek a slightly more difficult goal (remember our discussion about growth mindsets?)

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16
Q

The Components of Positive Schooling

Material should be relevant to students – making sure that students can relate to the material allows for it to “stick” better

A

Make goals understandable and concrete

Take large goals and break them down in to smaller subgoals

This takes planning by the instructors

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17
Q

The Components of Positive Schooling

Motivation

A

Students need motivated teachers – an enthusiastic teacher projects energy to his/her students!

Teachers raise students’ motivational level when they take risks

Sometimes classroom exercises don’t work – the teacher needs to be able to laugh about it

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18
Q

The Components of Positive Schooling

Increase student accountability

A

– if students are aware that they will be asked about reading material, they are more likely to read it (ahem…weekly quizzes work this way too!)

Teachers should provide private praise to their students

Private, because students can feel uncomfortable when singled out

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19
Q

The Components of Positive Schooling

Hope

A

When teachers share their academic values, curiosities, and enthusiasm, students embrace those values themselves

Students who have had good teachers feel empowered and hopeful for the future

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20
Q

The Components of Positive Schooling

Societal Contributions

A

Finally, it’s important to teach young people how to be a member of society

E.g., multicultural competence, positive thinking, respect for others

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21
Q

Teaching as a Calling

A

Strong, enthusiastic teachers see their job as a calling
Intrinsically satisfying
Strong motivation
Love for teaching!

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22
Q

We can help our children’s teachers in a few ways:

A

Ask the teacher how you can reinforce and practice lessons at home

Teach your children to be respectful to others, especially those who come from different cultures

Ask the teacher if he/she requires supplies for the classroom, and buy them!

Express gratitude. These jobs are often difficult.

23
Q

Gaining employment is work that is characterized by 9 benefits:

A
  1. Variety in duties performed
  2. A safe working environment
  3. Income for the family and oneself
  4. A purpose derived from providing a product or service
  5. Happiness and satisfaction
  6. Positive engagement and involvement
  7. A sense of performing well and meeting goals
  8. The companionship of and loyalty to coworkers, bosses, and companies
  9. A working environment that respects and appreciates diversity
    If a person is happy at work, chances are that their overall satisfaction with life will be higher
24
Q

Career self-efficacy

A

– personal confidence in our ability to handle workrelated goals (including career development)

25
Q

Building career self-efficacy:

A

—student athletes -more support from various academic services felt more confident in making decisions about possible career choices

—students who have family members who contribute meaningfully (both financially and in terms of advice and help) to the career decision-making process develop higher levels of self-efficacy in the career arena

—-acculturation may positively affect development of feelings of self-efficacy with regard to career in Latino youth

—–Asian Americans and African Americans, programs designed to increase career self-efficacy were successful when they contained constructivist approaches—that is, when participants were able to make personal meaning out of various factors that influenced career choice and decisions

26
Q

Performing well is due to clear goals – these goals should be clearly identified for workers

A

high-hope boss also can provide greater satisfaction at work. This sequence unfolds this way: The high-hope boss clearly identifies achievable work subgoals, which in turn increases workers’ motivation and the chances of reaching larger organizational goals

Employees feel a sense of accomplishment and satisfaction

27
Q

Happiness is precursor to work success

A

The direction of the correlation between happiness and work success has been questioned, but work by Boehm and Lyubomirsky (2008) conducted a review and concluded that happiness comes first

Happy people are more likely to get a second interview (Burger & Caldwell, 2000)

28
Q

Purpose

A

One’s work is an important potential source of purpose in life

Part of this might include feeling as though their presence and skills are valued at their place of work.

Hospital cleaners to share their experiences of being valued, it was clear that feeling valued helped these individuals to derive meaning from their work that provided positivity in their life

29
Q

Engagement at work leads to satisfaction – are employees’ needs being meet?

A

Do employees know what is expected of them?
Do employees have what they need to do their work?
Do they have opportunities to develop social ties to coworkers?
Do they have chances to improve and develop?

The most engaging jobs have a good match between required activities and the skill of the employee.

This is similar to flow experiences. Those who feel commitment at work have higher levels of engagement and satisfaction

30
Q

Variety in Job Duties

Cell manufacturing in industrial or tech settings is one way to alleviate boredom at work

A

Groups of workers are all trained on multiple pieces of manufacturing equipment and work together to create entire products from start to finish

31
Q

presenteeism -

A

If an employee doesn’t have enough variety, it can lead to presenteeism

  • employee may physically be at work, but because of the mental health problems that often result from aversive and repetitive work experiences, they is unproductive and unhappy
32
Q

Effective ways to handle presenteeism:

A

Accommodate various working styles, encourage telecommuting, flexible schedules

33
Q

Changes in life roles, Income for Family and Self

A

Changes in life roles, moving away from males = breadwinner and females = caregiver ◦

These roles are modelled for our children – what do we want them to see?

We should be modelling flexibility

Daughters in families who have mothers with less traditional and more prestigious careers gain more ideas about how to balance family and work early on in their developmental trajectory

34
Q

making money has been rated as more important than

A

having a cohesive philosophy of life

People in the United States still may think of quality of life in terms of how much money they make.

35
Q

Companionship and Loyalty to Coworkers and Bosses: Friends at Work

A

Another reason that work may be associated with happiness is seen in the case of people whose friendship networks are located entirely within the employment setting

chance to get out of the house and interact with others

Gallup researchers, presented in the book Vital Friends, confirmed that the sense of community at a given workplace is a contributing factor to happiness and satisfaction on the job
a—- best friend at work, you are likely to have fewer accidents, increased safety, more engaged customers, and increased achievement and productivity

36
Q

“diversity management

A

using various management techniques that increase the positive outcomes associated with having more diversity in the workplace

organizations that use this type of management are proactive in attempting to address potential problems.

leaders are heterogeneous in their cultural backgrounds ensures that responsibility for important decisions is spread across several different types of individuals

engagement with diversity from the top level of management down is often the most effective approach

37
Q

Having or Being a Good Boss

A

Supervisors who provide clear job definitions and duties and support to employees foster job satisfaction and production

Managers should focus on employee strengths, communicating clearly, and providing constructive feedback

38
Q

Authentic bosses foster positive emotions and outcomes

A

encourages differing views and interacts collaboratively with workers.

authentic bosses value diversity in their employees and want to identify and build on employee talents and strengths

The authentic boss sets high standards for their own behavior and models integrity and honesty to employees

39
Q

Top 10” Characteristics of the Best Bosses

A
  1. Provide clear goals and job duties
  2. Personal awareness of biases and power dynamics and strive toward cultural competency
  3. Genuine and authentic in their interactions with everyone
  4. They are ethical and demonstrate moral values
  5. They are honest and model integrity
  6. They find employee talents and strengths and build on them
  7. They trust workers and facilitate their employees’ trust in them
  8. They encourage diverse views from diverse employees and can take feedback about themselves
  9. They set high but reasonable standards
  10. They are not just friends to employees but can deliver corrective feedback so that it is heard
40
Q

Clifton and Harter (2003), there are three stages in the strengths-based approach to gainful employment:

A
  1. Identification of talents
  2. Integration of talents into employee’s self-image
    —the person learns to define himself or herself according to these talents
  3. Behavioral change
    —-learns to attribute any successes to their special talents.
41
Q

Does It Work? In short, YES!

A

Related to better choices, productivity, self-confidence

Happiness strengths predict work success

Positive affect

42
Q

Traditional economic capital

A

– an organization’s answer to the question “what do you have?”
Financial, tangible assets

43
Q

Human capital

A

–what do you know refers to the employees
Experience, education, skills, knowledge, ideas

44
Q

Social capital –

A

is the answer to the question “who do you know?”

Relationships, network, friends, diversity and inclusion

45
Q

Positive psychological capital –

A

consists of efficacy, hope, optimism, and resiliency

Confidence, hope, optimism, resiliency

46
Q

Positive Psychological Capital

A

Positive psychological capital is linked to better organizational commitment, better motivation

Group interventions increase psychological capital

Positive leadership also increases psychological capital

Unique, measurable, developable, impactful on performance

47
Q

good reasons for such diversity of social capital

A

enhance the overall level of energy and talent, thereby raising the problem-solving potential of the organization

equal opportunity; it is therefore ethically and morally right to enhance diversity among workers

cultural diversity raises the performance of all workers

legislation pertaining to equal pay, civil rights, pregnancy and age discrimination, and individuals with disabilities mandates diversity as a legal requirement

48
Q

Lost Workaholics: Obsessed by work

A

Stay late, hard on others, perfectionists

Less pleasure in leisure

obsessed by their work—so much so that they cannot attend to the responsibilities of their friends and family

Greater conflict between work and family

49
Q

Burnout:

A

: Tired, lack of reward from job

. Initially, the employee has a high level of energy, but this begins to wane over time.
The employee encounters severe time constraints in getting the work done, there are barriers to the work goals, and the bosses tend not to give rewards and yet ask more and more of the employee because she or he is getting things done.

50
Q

Burnout Often due to: Exhaustion, cynicism, inefficacy

A

Factors which lower work stress: goal setting, problem resolution, time management, aerobic exercise, relaxation techniques, general coping

51
Q

Losing your job has many psychological and physical effects

A

Unemployment linked to early death & suicide completion

52
Q

What Can Be Done to Improve Your Work?
Making the Job Better

A

Identify changes that could be made – e.g., better office, longer or more frequent vacations, assistant, benefits

Consider factors of gainful employment – do you have variety? Safety? Sufficient income? Sense of purpose? Personal happiness? Positive engagement? Sense that you are performing well? Friendship? An environment which respects diversity?

Maximize fulfillment of needs – appreciation and savouring

53
Q

Applying for a New Job

A

Remain flexible

Take a vocational/interest test

Conduct informational interviews

Negotiate factors of gainful employment (see previous slide)

If you have trouble finding work, use principles of positive psychology: hope, optimism, gratitude, resilience, self-efficacy