Grit Matters: Part II

“The grittier person is focused on winning the marathon not just the sprint” -unknown

While reflecting on my latest blog post on cultivating gritty characteristics as part of one’s personality, I thought it would be prudent to discuss some of the insights shared by others in the community. As you might remember, grit was defined as a personality trait that highlighted the ability to persevere in the face of adversity (obstacles and challenges) and a commitment to pursue long-term goals over a long period of time.  One of the insights that was reported was grit alone was only a partial predictor of academic/professional success. My friend, a gifted academic, shared her concerns regarding the discussion of personality traits in the absence of our social and political climate; specifically over the economic disparities that existed within her student body. My friend’s argument supported the thought process that schools in competition for resources and economic disparities within her particular school district created barriers to learning that are detrimental to academic/professional success. This type of rationale highlighted the correlation between poverty and lower academic achievement, thus making grit to be most often necessary but not always sufficient when having numerous variables influencing the outcome. Perhaps while grit may be an invaluable ingredient to academic and/or professional success, it may be considered as just another variable that enhances academic performance. So if I consider grit from this perspective as a part of the social, economic, and political matrix, I can assume that grit may be the tipping point in which an individual experiences academic/professional success; since everyone encounters obstacles and challenges throughout his or her lifetime. The tipping point can only really exist or even become a possibility if we are meeting the basic needs of our students while simultaneously teaching them how to cultivate more grit like characteristics.

While my original blog post did not address the social, economic, and political factors that influence the pursuit of excellence; a number of questions arose from my brief conversation with my friend. Here are just a few of the questions that continue to pervade my awareness as of late:

1. How do we effectively/reliably isolate these gritty characteristics that influence higher vs. lower academic/professional achievements?
2. If we can collectively agree that we need to pursue with vigor the tipping point factors/indicators that are correlated to academic/professional success, what would an operational definition of a “gritty” tipping point look like in action? How would it be measured? Who would we determine how the tipping would be identified/defined and who would be qualified to measure it?
3. If poverty is accurately identified as one of the variables that negatively impact student achievement, how do we collectively resolve these issues? Who will pay for the additional resources needed to combat poverty in our school districts?
4. What type of resources are most effective for short and long term goal attainment?
5. Who (schools/legislators) would determine which resources would be implemented?
6. Who is ultimately responsible for combating poverty and meeting the basic needs of our students?
7. Why is combating poverty in schools advantageous for all citizens?
8. Can a line be drawn (correlation) between poverty, drop-out rates, unemployment, and state spending?

And lastly, I continue to ask the question, “Who is ultimately responsible for the quality of our schools?” If we assert that a quality education is a real value, then we all must make informed descions that will support that reality. As teachers, parents, school officials, community leaders and concerned citizens; we must work together to not only identify problems that exist within the system but research and collaborate with others to resolve the problems. At the same time, we all need to elect officials and legislative leaders that exude grit. We all must be able to implement change in efficient and effective ways, thus making a collective cultural shift that will create opportunities for all Oklahomans.

If you would like more information regarding Oklahoma’s 2014-2015 outlook; please visit Central Oklahoma’s United Way Vital Signs and/or Oklahoma Institute for Child Advocacy-Annie E. Casey Foundation.

Grit Matters: A required personality trait while reaching for the stars

“Life is not easy for many of us. But what of that? We must have perseverance and above all confidence in ourselves. We must believe we are gifted for something and that this must be attained.”

-Marie Curie

(THINK BOLD FOR EDUCATION -Character building education series)

As I was perusing the internet, newly discovered letters from Albert Einstein to Marie Curie (two time Nobel Prize winner) caught my attention that conveyed the on-going challenges of fighting off Marie Curie’s haters and persevering in the face of social pressures from her contemporaries. Marie Curie was considered one of the most influential scientists of her time, the first woman to receive a Nobel Prize and the only woman in history to receive two Nobel Prizes in two separate disciplines (Physics and Chemistry). Albert Einstein’s letter asserted that Curie should not listen to the trolls and that she should honor the spirit of perseverance. Perseverance may be defined by mustering the will to perform while faced with obstacles (“the haters”) , frustration, difficulty, boredom, and/or the temptation to give up and pursue something easier and/or more easily obtained. While Einstein’s  letter to Curie was aimed at how women made their mark on modern life through scientific pursuits and identified her haters as potential obstacles, a parallel may be made with anything (Ex. Academia, Sports, Performing Arts) that demands the spirit of perseverance while embarking on long term goals that demand persistence, dedication, and commitment; all of which is focused on the pursuit for excellence. Another interesting characteristic of this example is that Marie Curie was already considered one of leading scientists of her time, but she still became a target of negative backlash from her colleagues and peers; thus initiating the correspondence between Einstein and Curie.

As I was reflecting on Einstein’s words of encouragement and wisdom, I also considered how Curie exhibited grit – perseverance and a passion for long term goals throughout her career. Joseph Renzulli, (Director of the National Research Center on the Gifted and Talented) asserts that grit incorporates this notion of task commitment; one that enhances perseverance through the concept of both hard work and endurance aimed at achieving long term goals. The other variable that is considered unique to the grit characteristic/quality is the ability to follow through (never quit); defined as the evidence of purposeful, continuous commitment and the ability to complete a task. As a two time Nobel Prize winner, Marie Curie exemplified these gritty characteristics by providing a model of how to be persistent, determined, meet challenges, ward off her haters (“trolls”), and never quit despite frustration and obstacles; and she sought the wisdom of an equally gritty ally, Albert Einstein. Marie Curie’s personality traits helped her make major contributions to the field of scientific discovery.

While some may attribute Marie Curie’s traits as a predisposition (genetically encoded) and/or an extreme example of intellectual prowess; top researchers have asserted that grit may be acquired (learned). This is a particularly fascinating topic for individuals devoted to K-12 education. Many teachers, parents, therapists, clergy, and community citizens have expressed concerns over millennials’ inability to overcome obstacles by exhibiting grit like characteristics. Perhaps character education must address concerns related to the lack of stick-to-itiveness, lack of follow through, shrinking in the face of challenges, and allowing personal setbacks or failures to define them. It is my hope that a dialogue will create a cultural shift from merely measuring students’ intellectual aptitude and academic achievement to employing grit work in and out of the classroom that will be aimed to increase the probability for personal accomplishments throughout an individual’s life span.

Home for the Holidays: The Joy of Reflection with Gratitude Poetry

“Time is the backdrop of our lives and the very fabric of the cosmos.”

Dr. Philip Zimbardo

Over the past two (2) decades Philip Zimbardo started researching the concept of time and  discussed the positive and negative effects of a rigid cognitive orientation. Zimbardo suggests that to enjoy optimal well-being, individuals must  celebrate and savor their past experiences, live in and enjoy the present, and plan appropriately (be realistic and flexible) for the future.

Most therapy practitioners would agree that Zimbardo’s research highlights how time perspectives may help and/or impede a client’s progress. For example, when clients spend too much time fixated on the past they may tend to exhibit characteristics that reflect depression; whereas clients that are considered future orientated tend to exhibit anxiety induced tendencies. Zimbardo suggests that present centered orientation yields the best opportunity for joy cultivation as well as meaningful social interactions.

While I tend to view research as the backbone of my practice, I am often thinking of ways in which I can demonstrate and/or implement (even in my own life) these “somewhat” elusive concepts, such as understanding different perceptions of time along with how these perceptions can positively and/or negatively impact an individual’s mood. A number of years ago my family and friends started engaging in conversations regarding our understanding of time and determining the best way to cultivate more joyful experiences. One of the ways I have found to be effective is reflecting on heartwarming (happy) memories and creating gratitude inspired art pieces. For example, over the past few years my daughter had the opportunity to dance with the American Spirit Dance Company: Directed by her mentor Jo Rowan. Last year, my daughter and her talented friend and fellow dancer decided to create a poem that conveyed their gratitude and highlighted the joy that they derived from their experience. The only instructions that I provided these two fifth graders were to reflect (think) about their semester long experience and report on things that they perceived as relevant, important, and/or meaningful. Their poem is below:

The Gift of American Dance

Beautiful dancers, ruby red lips, and brilliant smiles

Ballet, Pointe, jazz and tap shoes demand quick changes

Lights and the stage

Pink, blue, and green illuminates under bright vibrant lights

Dancers’ costumes glisten and sparkle

Props that represent a myriad of toys, a frisky kitty cat, and a horse

Angels both near and far, Star of Bethlehem

Home for the Holidays 2013

Happy, excited, lucky dancers warm the hearts of others

Sharing the joyful holiday spirit

Lifts and leaps with such precision

Emulates a flying mission

Great pride and focused commitment abound

Dancers bring forth the director’s vision

Silken dreams inspires the kinesthetic artists

The gift of the American dance

 

Inspiration

“Here are the values that I stand for: honesty, equality, kindness, compassion, treating people the way you want to be treated and helping those in need. To me, those are traditional values.”

Ellen DeGeneres

I continue to be drawn to a way of looking at the world and relationships that is shaped by the values espoused in the quote from Ellen above. I am inspired by a paradigm that focuses on  “honesty, equality, kindness, compassion, and treating others the way you would like to be treated and helping others in need.”

Ellen DeGeneres exhibits a sense of courage by stepping out of her comedic role and tweeting bold thoughts/ideas that influence our culture. This paradigm resonates with so many of us by illuminating the virtues that many theologians, philosophers, psychologists, and educators share and that have brought meaning and value to lives of so many across the generations.

It is my hope that these values will continue to inspire and shape individuals, families, and organizations/corporations to lead a more socially responsible existence. I aspire for my work in counseling, coaching, and consulting to express these traditional values in ways that contribute to human flourishing.