Authentic Success: Part II

1. Authentic Success: Part II Presented by Hopkins Counselors: Meg Moore and Amalia Kim

2. “Authentic Success” • Authentic: Not false or copied; genuine; real. • Success: Achievement of goals.

3. Agenda • Introduction: Review Authentic Success Part I • Naviance Family Connection • Skills for success in future careers • Practical tools to support “soft skill” development • Conclusion/Questions and Answers

4. How Many of These Schools Do You Recognize? • Stanford • University of Dayton, Ohio • Rollins College, Florida • MIT • Grinnell College • McGill University • GIT • Rice • University of Nebraska • Harvard • Augsburg College • University of Mass. • Washington State Univ. • University of Florida • Hope College • Ohio Wesleyan University • Brigham Young University • Dartmouth • King’s College

5. These are the Colleges of the Last 25 American Nobel Laureates in Chemistry • Stanford • University of Dayton, Ohio • Rollins College, Florida • MIT • Grinnell College • McGill University • GIT • Rice • University of Nebraska • Harvard • Augsburg College • University of Mass. • Washington State University • University of Florida • Hope College • Ohio Wesleyan University • Brigham Young University • Dartmouth • King’s College

6. What Promotes Goal Achievement? • Access to information that raises awareness about what the world has to offer(What are my options?). • Opportunities to understand one’s strengths and one’s challenges in the context of the real world. ( Developing Self-awareness) • Finding a balanced match of resources that compliment strengths and support growth in challenge areas. (Healthy college/career fit)

7. Introduction to Naviance Family Connection • Registration Process • Resources • Survey

8. Naviance Family Connection • A service provided by the district to students to help them explore their interests and colleges and careers of their choice. • Students are able to track their progress towards meeting their established goals. • Parents can utilize their parent account to view their student’s progress as well as research colleges and careers. • Mission San Jose High School has been using Naviance for the past 7 years, but this is the first year we are using it at the junior high level at Hopkins.

9. Parents: How to log on to Naviance • 1. Go to: http://connection.naviance.com/hopkins • Click the I Need to Register link. • Enter your registration code: “P” then your student’s ID number (For example: P1234567) • Click the Register button. • Enter your e-mail address and create a password • Accept the terms of service. • Click the Complete Registration button.

10. Students: How to log on to Naviance • Go to: http://connection.naviance.com/hopkins • Username: student id • Password: the word “password”

11. Resources on Naviance • Road Trip Nation • Career Cluster Finder (7th Grade) • Career Key (8th Grade) • College Research

12. 7th Grade: Career Cluster Finder • Discover what career clusters may be a good match for 7th grade students based on activities that interest the student, personal qualities that they have, and subjects that they enjoy studying in school. • Results provide an overview, related careers, and college majors

13. 8th Grade: Career Key • Your child will discover which Holland personality types best fits him/her, identify the careers that are most promising as it relates to your child’s type, and learn detailed information about each one. • 6 personality types: Realistic, Investigative, Artistic, Social, Enterprising, Conventional.

14. Other Resources and Tools • Road Trip Nation • College Research Tools

15. Student Feedback • 7th Grade AVID students completed the Career Cluster Finder and they provided feedback in a survey • 78% of the students agreed with the statement “I think it is important for me to start thinking about my future career” and the rest of the students “somewhat agreed”. • 89% of the students either agreed or somewhat agreed that “taking the Career Cluster Finder on Naviance was a useful and interesting activity”.

16. Parent Survey • Please register and log on to Naviance. • Take Parent Survey: “Authentic Success Parent Survey” -About Me tab -Surveys to take -Authentic Success Parent Survey

17. “Everybody is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing it’s stupid.” -Albert Einstein Art by Christy Yu, 7th Grade

18. What Inhibits or Blocks Goal Achievement?

20. Brain in state of fear/anxiety/stress

21. “Happy” Brain

22. Under emotionally positive events, survival is not an issue, we are not under a threat. In fact, “feel good” neurotransmitters are sprinkled throughout the brain. Access to our prefrontal cortex is heightened.

23. Motivation for career goal achievement is more likely when basic needs are met

24. The Work of Adolescence • Novelty Seeking- increased motivation to try new things • Social Engagement-create new friendships, connections • Managing Increased Emotional Intensity • Creative Exploration-expanding consciousness/abstract reasoning skills. (Dr. Daniel Siege,l The Power and the Purpose of the Teenage Brain)

25. Common Essay Questions For College Admission • Reflect on a time when you challenged a belief or idea. • Recount an incident or time when you experienced failure. How did it affect you, and what lessons did you learn? • Describe an experience where you were willing to take intellectual risks and go beyond the normal classroom experience.

26. The Work of Adulthood • Balancing Responsibilities-home, family, workplace, friends, self • Establishing Stability- more responsibilities require dependability and predictability • Exercising Logic and Reason- required for important decision making • Developing Routines- can increase capacity to manage responsibilities

27. The Work of Adults vs. the Work of Adolescents Work of Adults • Balancing Responsibilities • Establishing Stability • Exercising Logic and Reason • Developing Routines Work of Adolescents • Social Engagement • Novelty Seeking • Managing Increased Emotional Intensity • Creative Exploration

28. Work Taken to the Extreme Adults Teens Friends/others needs at the expense of personal responsibilities Dismissing values of tradition and routine to make room for novelty Emotions - chaotic, unpredictable Creative exploration can lead to confusion about self and vulnerability to peers. Responsibilities- overwhelm/get priority over relationships Stability-familiarity over novelty Logic and Reason –exclude feelings and exploration of possibilities Routines – exclude the possibility of being spontaneous

29. Empathy vs. Sympathy • Empathy: The ability to understand and share feelings of another. • Sympathy: feelings of pity and sorrow for someone else’s misfortune • Empathy does not require that you agree; it does ask that we show we understand the other person’s feelings/point of view.

30. The Brain and Empathy • Connecting with another person empathically releases a brain chemical called oxytocin. This chemical is scientifically shown to reduce anxiety through brain imagery (MRI). The release of oxytocin has, roughly, a 20 minute window where research has shown people are basically nicer to each other and behave in ways that are very pro-social, even with strangers, once they have experienced empathy. • Dr. Paul J. Zak, The Moral Molecule: The Source of Love and Prosperity

31. Practical Benefits of Empathy • Prevents conflict; important component for conflict resolution • Supports sociably desirable values • Source of Creativity, innovation and action

32. Leading “Soft Skills” Employers Seek • Effective Communication Skills- Both verbally articulate and a good listener, able to make a case and express needs in a way that builds bridges with superiors, colleagues, and clients. • Flexibility and Adaptability – able to adjust oneself readily to different conditions, and changing circumstances.

33. Empathy Strategies • Making time and affording patience to understand another’s point of view. • Gaining awareness of one’s own objectives and how these relate to other’s objectives. (Are they conflicting? Is there a way both objectives can be achieved?) • Reflective listening – intently listening to a speaker then verbally restating, in your own words, the feelings and information that you heard the speaker say to you. • Examples: So you feel…You’re wondering if…It sounds like you

34. Flexibility and Adaptability • Offer choices of which you will be comfortable regardless of your child’s choice. • Involve your child in decision making processes when possible. • Engage in novelty seeking experiences with you child.

35. The Shift Dependence  Independence

36. Community Leaders Family Friends Interdependence Co-workers Colleagues Community Members

37. Thank-you! We look forward to hearing your feedback, questions, and comments!