tag:blogger.com,1999:blog-18198438503783137422024-03-12T17:35:42.387-07:00Project Coach and Youth DevelopmentWhat does it take to create a program that matters to youth? We consider the issues from the theoretical to the practical through our work in Project Coach. PC is a Smith College program that teaches teenagers to be youth sport coaches. As a coach, our teenagers must inspire, communicate, problem solve, resolve conflict, plan strategically, and deploy a range of emotional intelligences.
PC uses sports as a means to engage, connect, and empower adolescents.Sam Intratorhttp://www.blogger.com/profile/04387605671204214525noreply@blogger.comBlogger222125tag:blogger.com,1999:blog-1819843850378313742.post-21356434281080006142021-01-30T13:48:00.030-08:002021-02-01T09:59:10.306-08:00Thinking About Out of School Time Programs and Transfer<p style="text-align: left;"><span face="Calibri, sans-serif" style="text-align: center;">Don Siegel</span></p><h1 align="center" style="break-after: avoid; color: #2f5496; font-family: "Calibri Light", sans-serif; font-size: 16pt; font-weight: normal; margin: 12pt 0in 0in; text-align: center;"><p align="center" class="MsoNormal" style="caret-color: rgb(0, 0, 0); color: black; font-family: Calibri, sans-serif; font-size: medium; margin: 0in;"><o:p></o:p></p><p class="MsoNormal" style="caret-color: rgb(0, 0, 0); color: black; font-family: Calibri, sans-serif; font-size: medium; margin: 0in; text-align: start;"><o:p> </o:p></p><p class="MsoNormal" style="caret-color: rgb(0, 0, 0); color: black; font-family: Calibri, sans-serif; font-size: medium; margin: 0in; text-align: start;">When viewing the OST world as an aggregate, it is probably safe to say that program directors and parents believe that kids reap valuable benefit from participating. Given the variety of programs, it is also probably true that some benefits are clear and immediate, while others are hypothesized to become manifest in some other context or at some future time. Immediate benefits may include such things as learning a new skill, keeping kids safe and engaging in such things as getting homework done or starting a new school assignment. Longer term benefits may be acquiring certain attitudes and developing a set of social-emotional skills that can be deployed in a variety of activities and contexts.<o:p></o:p></p><p class="MsoNormal" style="caret-color: rgb(0, 0, 0); color: black; font-family: Calibri, sans-serif; font-size: medium; margin: 0in; text-align: start;"><o:p> </o:p></p></h1><h2 style="break-after: avoid; font-family: "Calibri Light", sans-serif; font-size: 13pt; font-weight: normal; margin: 2pt 0in 0in;"><b><i><span color="windowtext" face="Calibri, sans-serif" style="font-size: 12pt;">What is the meaning of transfer?</span></i></b></h2><h1 align="center" style="break-after: avoid; color: #2f5496; font-family: "Calibri Light", sans-serif; font-size: 16pt; font-weight: normal; margin: 12pt 0in 0in; text-align: center;"><p class="MsoNormal" style="caret-color: rgb(0, 0, 0); color: black; font-family: Calibri, sans-serif; font-size: medium; margin: 0in; text-align: start;">In essence both short and longer-term anticipated benefits have to do with beliefs about transfer. This notion is shown in Figure 1, and hypothesizes that experience in Activity A (e.g., OST Programs) has an effect on how well an individual can perform Activity B (e.g., shooting a basketball, getting superior grades in school, being socially competent with peers, obtaining a better paying job in the future). Actually, the potential exists for the effect of Activity A to be positive, negative, or null, but whether stated or not, program directors invariably believe that their programs have value and that kids will ultimately benefit in Activity B.<o:p></o:p></p><p class="MsoNormal" style="caret-color: rgb(0, 0, 0); color: black; font-family: Calibri, sans-serif; font-size: medium; margin: 0in; text-align: start;"><br /></p><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-OEPwh7RVCtA/YBXSjJLDhFI/AAAAAAAACik/ACfY0-hSs-MADqmMTk5EJqdSBkU34ZLSQCLcBGAsYHQ/s2048/Fig.%2B1.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1152" data-original-width="2048" src="https://1.bp.blogspot.com/-OEPwh7RVCtA/YBXSjJLDhFI/AAAAAAAACik/ACfY0-hSs-MADqmMTk5EJqdSBkU34ZLSQCLcBGAsYHQ/s320/Fig.%2B1.jpg" width="320" /></a><span face="Calibri, sans-serif" style="caret-color: rgb(0, 0, 0); color: black; font-size: 10pt; text-align: left;"> </span></div></h1><h1 align="center" style="break-after: avoid; color: #2f5496; font-family: "Calibri Light", sans-serif; font-size: 16pt; font-weight: normal; margin: 12pt 0in 0in; text-align: center;"><p class="MsoNormal" style="caret-color: rgb(0, 0, 0); color: black; font-family: Calibri, sans-serif; font-size: medium; margin: 0in; text-align: start;"><span style="font-size: 10pt;">Figure 1. What are the effects, if any, of having done Activity A on performance in Activity B?<o:p></o:p></span></p><p class="MsoNormal" style="caret-color: rgb(0, 0, 0); color: black; font-family: Calibri, sans-serif; font-size: medium; margin: 0in; text-align: start;"><o:p> </o:p></p></h1><h2 style="break-after: avoid; font-family: "Calibri Light", sans-serif; font-size: 13pt; font-weight: normal; margin: 2pt 0in 0in;"><span color="windowtext" face="Calibri, sans-serif" style="font-size: 12pt;">While it is hard to argue that most OST programs have a variety of actual and potential benefits for kids, it is much more difficult to precisely show the connectivity between what kids are learning and doing in Activity A and how this impacts how they perform in Activity B. Yet, given the time, money and effort expended on organizing and implementing OST programs, it is certainly worth thinking about this question and attempting to clarify why we chose to do what we do, how we do it, and what anticipated benefits will accrue to kids in our programs. <o:p></o:p></span></h2><h2 style="break-after: avoid; font-family: "Calibri Light", sans-serif; font-size: 13pt; font-weight: normal; margin: 2pt 0in 0in;"><o:p> </o:p></h2><h2 style="break-after: avoid; font-family: "Calibri Light", sans-serif; font-size: 13pt; font-weight: normal; margin: 2pt 0in 0in;"><b><i><span color="windowtext" face="Calibri, sans-serif" style="font-size: 12pt;">Near Transfer</span></i></b></h2><h1 align="center" style="break-after: avoid; color: #2f5496; font-family: "Calibri Light", sans-serif; font-size: 16pt; font-weight: normal; margin: 12pt 0in 0in; text-align: center;"><p class="MsoNormal" style="caret-color: rgb(0, 0, 0); color: black; font-family: Calibri, sans-serif; font-size: medium; margin: 0in; text-align: start;">Perhaps, the concept of <i>near transfer</i>, is the easiest to grasp as it relates to engaging in Activity A that is very similar to what youth will ultimately be asked to do in Activity B. When a basketball coach has her team practice a specific offense in anticipation of playing a team that will play a specific defense the coach and players expect that when game time arrives what they practiced earlier in the week (Activity A) will help them perform certain plays that their opponents will have difficulty defending against. Activity A was theoretically designed and practiced to maximize offensive capability against the scouted opponents (Activity B). Surely, not everything during the game will be as anticipated. There may be some unruly fans in the gym, the game ball may feel different than the one used in practice, or defensive players may be a bit faster or slower than expected, but there should be more that was anticipated and prepared for than not anticipated so that game performance will have definitely benefited from preparation. <i>Near transfer</i> has a lot in common with Thorndike’s (1914) notion of transferring <i>identical elements</i> between tasks. These elements include such things as the perceptual, movement, and conceptual elements that the two tasks have in common, and the more similar these are between Activity A and Activity B, the more likely positive transfer will occur. Another way of viewing this notion is from a <i>specificity</i> <i>perspective.</i> Succinctly, the advice for those who wished to maximize transfer would be to make Activity A as similar in every detail to Activity B as possible, and performance and learning on Activity B will be maximal. <o:p></o:p></p><p class="MsoNormal" style="caret-color: rgb(0, 0, 0); color: black; font-family: Calibri, sans-serif; font-size: medium; margin: 0in; text-align: start;"><o:p> </o:p></p><p class="MsoNormal" style="caret-color: rgb(0, 0, 0); color: black; font-family: Calibri, sans-serif; font-size: medium; margin: 0in; text-align: start;">Besides examples from sports, in which coaches view films of opponents <i>ad nauseum</i> in order<i> </i>to prepare one’s team for every possible eventuality in an impending game, we also can point to pilot training in which million dollar simulators that mirror real world conditions, in meticulous detail, are used to prepare students for any conditions that might arise. Such training is so realistic and comprehensive that pilots can earn aircraft type ratings with most of their training done in such simulators. Another example of <i>near transfer </i>comes from the military in which navy SEAL teams create mockups of locales in which they anticipate missions. The notion again is to practice with as many <i>identical elements</i> as possible between their training activities (Activity A) and their mission requirements (Activity B). <o:p></o:p></p><p class="MsoNormal" style="caret-color: rgb(0, 0, 0); color: black; font-family: Calibri, sans-serif; font-size: medium; margin: 0in; text-align: start;"><o:p> </o:p></p><p class="MsoNormal" style="caret-color: rgb(0, 0, 0); color: black; font-family: Calibri, sans-serif; font-size: medium; margin: 0in; text-align: start;">From an OST perspective, programs with sports, theater, and musical core themes provide examples where <i>near</i> <i>transfer</i> would be expected to occur. That is to say, one would expect enhanced performance in a future contest or production from having practiced identical activities on a regular basis during program time. In a program such as Project Coach, practicing how to communicate with individual players and one’s team as a whole, or teaching a particular activity during practice pedagogy sessions have powerful performance benefits when teen coaches actually run practices and competitions with their players. Similarly, rehearsing scenes in a play, or repeating sections of a dance element or piano piece will show positive transfer in the targeted performance.<o:p></o:p></p><p class="MsoNormal" style="caret-color: rgb(0, 0, 0); color: black; font-family: Calibri, sans-serif; font-size: medium; margin: 0in; text-align: start;"><o:p> </o:p></p><p class="MsoNormal" style="caret-color: rgb(0, 0, 0); color: black; font-family: Calibri, sans-serif; font-size: medium; margin: 0in; text-align: start;">Assessing program effectiveness for <i>near transfer</i> is fairly straight forward as leaders can examine such things as whether practice sessions (Activity A) were delivered with fidelity, whether participants acquired the targeted knowledge and skill that they were intended to produce, and how well they perform on Activity B. Invariably, OST programs are not organized as an experimental randomized control design, but at a minimum, it could be hypothesized that if participants did not engage in Activity A they would not perform as well in Activity B, as those that did. This conclusion is often born out when natural circumstances (e.g., illness, transportation issues, etc.) prevent a youth from engaging in Activity A, while others are able to do so. The results are evident.<o:p></o:p></p><p class="MsoNormal" style="caret-color: rgb(0, 0, 0); color: black; font-family: Calibri, sans-serif; font-size: medium; margin: 0in; text-align: start;"><o:p> </o:p></p><p class="MsoNormal" style="caret-color: rgb(0, 0, 0); color: black; font-family: Calibri, sans-serif; font-size: medium; margin: 0in; text-align: start;"><b><i>Far Transfer<o:p></o:p></i></b></p><p class="MsoNormal" style="caret-color: rgb(0, 0, 0); color: black; font-family: Calibri, sans-serif; font-size: medium; margin: 0in; text-align: start;"><o:p> </o:p></p><p class="MsoNormal" style="caret-color: rgb(0, 0, 0); color: black; font-family: Calibri, sans-serif; font-size: medium; margin: 0in; text-align: start;">A second, more abstruse form of transfer is also hypothesized to occur from participation in OST programs. This might be labelled <i>far transfer</i> and is illustrated in Figure 2. Essentially, attributes that are included in this domain include an array of social-emotional assets along with a cluster of positive attitudes. These are thought to support the development of <i>near transfer </i>skills, as well as to generalize to other activities in participants’ lives that transpire in other important contexts, and, possibly, at future times. An example of a social-emotional asset is developing communication skills that impact the <i>near transfer</i> activities, but also contributes to success in such things as school, meeting people from backgrounds different than the participant, and being better able to advocate for one’s interests in a variety of situations. Developing emotional and attentional regulatory skills also affects how a participant performs in the OST program, and, presumably, in other contexts in which having self-awareness and self-control contributes to success. From an attitudinal perspective, perhaps no asset is more important than acquiring a growth mindset which is foundational in the tasks individuals choose to tackle, and how they process feedback and persevere in their quest to improve. Other general attitudinal qualities that OST programs hope to foster include such things as developing positive social values, valuing diversity, caring for others, and working as a team member. <o:p></o:p></p><p class="MsoNormal" style="caret-color: rgb(0, 0, 0); color: black; font-family: Calibri, sans-serif; font-size: medium; margin: 0in; text-align: start;"><o:p> </o:p></p><p class="MsoNormal" style="caret-color: rgb(0, 0, 0); color: black; font-family: Calibri, sans-serif; font-size: medium; margin: 0in; text-align: start;"><o:p> </o:p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-jRQ5M9W0rBE/YBXTnQeWq1I/AAAAAAAACiw/4JLljQUuHuUaZ8ofOQG0NyIe0MA14opOQCLcBGAsYHQ/s2048/Fig.%2B2.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1152" data-original-width="2048" src="https://1.bp.blogspot.com/-jRQ5M9W0rBE/YBXTnQeWq1I/AAAAAAAACiw/4JLljQUuHuUaZ8ofOQG0NyIe0MA14opOQCLcBGAsYHQ/s320/Fig.%2B2.jpg" width="320" /></a></div><p></p><br clear="ALL" style="caret-color: rgb(0, 0, 0); color: black; text-align: start;" /><p class="MsoNormal" style="caret-color: rgb(0, 0, 0); color: black; font-family: Calibri, sans-serif; font-size: medium; margin: 0in; text-align: start;"><span style="font-size: 10pt;">Figure 2. <i>Far Transfer</i> occurs when exposure to certain activities in one context (Activities A) is hypothesized to transfer to other activities that can be executed in other contexts and at other times.</span><o:p></o:p></p><p class="MsoNormal" style="caret-color: rgb(0, 0, 0); color: black; font-family: Calibri, sans-serif; font-size: medium; margin: 0in; text-align: start;"><o:p> </o:p></p><p class="MsoNormal" style="caret-color: rgb(0, 0, 0); color: black; font-family: Calibri, sans-serif; font-size: medium; margin: 0in; text-align: start;">As one can probably surmise, the development of <i>far transfer </i>assets are conceptually more general and complex than <i>near transfer</i> items, as they are more amorphous and believed to permeate virtually all activities in which participants engage, or are predicted to encounter in the future. While it is one thing to practice specific skills for an impending performance, it is quite another to acquire communication skills that can be used in disparate contexts with people having diverse backgrounds. Similarly, conceptualizing the value of developing a growth mindset is much simpler than learning how to invoke it on tasks and situations that are difficult, and often not even identified until some time in the future.<o:p></o:p></p><p class="MsoNormal" style="caret-color: rgb(0, 0, 0); color: black; font-family: Calibri, sans-serif; font-size: medium; margin: 0in; text-align: start;"><o:p> </o:p></p><p class="MsoNormal" style="caret-color: rgb(0, 0, 0); color: black; font-family: Calibri, sans-serif; font-size: medium; margin: 0in; text-align: start;"><b><i>Pedagogy of Near Transfer and Far Transfer?<o:p></o:p></i></b></p><p class="MsoNormal" style="caret-color: rgb(0, 0, 0); color: black; font-family: Calibri, sans-serif; font-size: medium; margin: 0in; text-align: start;"><b> </b></p><p class="MsoNormal" style="caret-color: rgb(0, 0, 0); color: black; font-family: Calibri, sans-serif; font-size: medium; margin: 0in; text-align: start;">Given the disaggregation of <i>near </i>and <i>far transfer</i> assets identified above, a critical question relates to how best to teach these to OST participants. Seemingly, one might argue that <i>near transfer</i> assets should be taught with <i>identical elements</i> in mind, in that the closer to the targeted tasks (Activities B), Activities A should be. In an athletic context drills are typically used in which skills are identified, explained, and demonstrated, and then participants spend time repeating them while being provided feedback about the discrepancies between what was modeled and what actually happened. <o:p></o:p></p><p class="MsoNormal" style="caret-color: rgb(0, 0, 0); color: black; font-family: Calibri, sans-serif; font-size: medium; margin: 0in; text-align: start;"><o:p> </o:p></p><p class="MsoNormal" style="caret-color: rgb(0, 0, 0); color: black; font-family: Calibri, sans-serif; font-size: medium; margin: 0in; text-align: start;">In sports one could also differentiate activities that are <i>closed </i>(i.e., activities like bowling, archery, diving, and gymnastics) in which the objective is to repeat movements precisely, and those that are <i>open</i> (e.g., soccer, basketball, and football) in which a particular movement form is partially determined by what others are doing. Seemingly, pedagogy for <i>closed skills</i> would require more repetitions that approximated the modeled skill than <i>open skills</i> in which variations on a basic movement class would make sense. In PC, since our activities are predominantly <i>open </i>in nature, we have opted for a <i>games-based pedagogy</i> in which various sports skills, such as shooting a basketball, or dribbling a soccer ball, are taught within game (or scenario) contexts. That is, skills are taught with the understanding that a basic form exists, but variations of that form need to be crafted as game situations evolve.<o:p></o:p></p><p class="MsoNormal" style="caret-color: rgb(0, 0, 0); color: black; font-family: Calibri, sans-serif; font-size: medium; margin: 0in; text-align: start;"><o:p> </o:p></p><p class="MsoNormal" style="caret-color: rgb(0, 0, 0); color: black; font-family: Calibri, sans-serif; font-size: medium; margin: 0in; text-align: start;">While <i>near transfer</i> pedagogy seems fairly straight forward, depending on the activity, the pedagogy for teaching <i>far transfer</i> assets is a bit more complicated. One could argue, for example, that the teaching of <i>far transfer</i> assets is not necessary or sufficient for success in an activity like sports, as technical skills and tactical knowledge are the key elements that determine athletic outcomes. Yet, it seems that such thinking is short sighted. The acquisition of high levels of technical skill and tactical knowledge, requires many hours of dedicated practice during which participants must cooperate with team mates and coaches, be able to communicate their observations about challenges, understand how to accept and operationalize feedback, set and operationalize short and long-term goals, control their emotions when frustrated, and behave appropriately after both victory and defeat.<o:p></o:p></p><p class="MsoNormal" style="caret-color: rgb(0, 0, 0); color: black; font-family: Calibri, sans-serif; font-size: medium; margin: 0in; text-align: start;"><o:p> </o:p></p><p class="MsoNormal" style="caret-color: rgb(0, 0, 0); color: black; font-family: Calibri, sans-serif; font-size: medium; margin: 0in; text-align: start;">Consequently, one might argue that although <i>far transfer assets </i>are<i> not necessary </i>or <i>sufficient</i> for success at any particular activity, they are <i>essential </i>for framing one’s psychological and social environments that support the acquisition of requisite<i> near transfer</i> technical and tactical knowledge and skills. Without having a growth mindset, why would one endure the frustrations and setbacks that invariably accompany higher level skills that are difficult to acquire and take years of sustained effort? Likewise, without understanding how one’s emotions can be regulated or attention sustained, over long practice periods, it is also difficult to understand how an individual can master the critical elements of a particular discipline. Being able to set and operationalize short and long-term goals along with an array of other <i>far transfer </i>assets that clearly supports a long-term process of learning and development cannot be overstated.<o:p></o:p></p><p class="MsoNormal" style="caret-color: rgb(0, 0, 0); color: black; font-family: Calibri, sans-serif; font-size: medium; margin: 0in; text-align: start;"><o:p> </o:p></p><p class="MsoNormal" style="caret-color: rgb(0, 0, 0); color: black; font-family: Calibri, sans-serif; font-size: medium; margin: 0in; text-align: start;">While the pedagogy for teaching <i>near transfer</i> knowledge and skill tends to conform to some version of <i>identical elements,</i> teaching <i>far transfer</i> assets is less clear, and very much open to debate. In general, they tend to be more abstract and more generalizable to more situations and contexts as illustrated in Figure 2. Nonetheless, a few ideas that can be helpful here, from several decades of trying to teach these, are offered.<o:p></o:p></p><p class="MsoNormal" style="caret-color: rgb(0, 0, 0); color: black; font-family: Calibri, sans-serif; font-size: medium; margin: 0in; text-align: start;"><o:p> </o:p></p><p class="MsoNormal" style="caret-color: rgb(0, 0, 0); color: black; font-family: Calibri, sans-serif; font-size: medium; margin: 0in; text-align: start;">First, it is important to clearly define in both conceptual and operational terms what the <i>far transfer</i> entity is. Again, using <i>growth mindset</i> as an example, it can be conceptually defined as the belief that knowledge and skill in any particular endeavor can be developed through dedication and hard work, and that brains and talent, although important, are just the starting point. But, teaching this as an abstraction is not enough. It needs to also be taught in the context of <i>near transfer </i>practice activities as shown in Figures 1 and 2. Coaches and teachers need to believe in <i>growth mindset.</i> When their players and students struggle with what they are teaching in their specific contexts, they must reinforce this belief in their students by providing not only specific feedback on how to close the gap between where they are at, and where they need to be, but to also convey that the gap will become smaller as he or she perseveres. Becoming one’s best self in any endeavor is not something that is fixed, but highly malleable, and controllable by the learner. <o:p></o:p></p><p class="MsoNormal" style="caret-color: rgb(0, 0, 0); color: black; font-family: Calibri, sans-serif; font-size: medium; margin: 0in; text-align: start;"><o:p> </o:p></p><p class="MsoNormal" style="caret-color: rgb(0, 0, 0); color: black; font-family: Calibri, sans-serif; font-size: medium; margin: 0in; text-align: start;">Second, most OST programs have a culture which can be operationally defined as a <i>community of practice. </i>In short, the group has a common interest, and, hopefully, a passion for the activities in which members participate. In such a community, interactions among members, including participants, staff, and directors, happen frequently, and are both formal and informal. When everyone is on-board, understands the values and assets promoted by the organization, lives these every day, and communicates them within and across groups it is more likely for them to become inculcated by all community members. As with so many things that involve social interactions and social learning, it is much easier to be <i>swimming downstream</i> together than <i>swimming upstream</i> alone. <o:p></o:p></p><p class="MsoNormal" style="caret-color: rgb(0, 0, 0); color: black; font-family: Calibri, sans-serif; font-size: medium; margin: 0in; text-align: start;"><o:p> </o:p></p><p class="MsoNormal" style="caret-color: rgb(0, 0, 0); color: black; font-family: Calibri, sans-serif; font-size: medium; margin: 0in; text-align: start;">Third, just as it is critical to operationalize how to embed <i>far transfer </i>assets in <i>near transfer</i> activities, it is also critical to practice how they might be deployed in situations and contexts that are beyond the OST program. Early on, we at Project Coach believed that such assets would transfer osmotically to what ever endeavors participants would encounter. While we have, on occasion, heard from current and former participants that what they had learned in PC all of a sudden began to click in the situation in which they currently found themselves, most participants often find applications beyond Project Coach problematic (i.e., the reason for the dotted lines in Figure 2). Here, I would suggest that we draw from what great coaches do in sports, airlines do to train pilots, the military does in planning a mission, and psychologists do to help patients with anxiety disorders. That is, they identify an array of anticipated scenarios that individuals are likely to encounter and have them practice and work through them until they understand how to deploy assets that they either need to develop or already posses. Using <i>growth mindset</i> again as one example, after a coach and a team’s community of practice in an OST context has reinforced the notion that the acquisition of knowledge and skill are related to the energy, enthusiasm, and guidance provided in practice, and not fixed by inflexible predetermined factors, the participant could engage in scenarios not part of the main themes of the OST program (i.e., Activities B, C, and D in Figure 2). For example, if a team participant is struggling with math in school, a scenario tailored to that student’s specific issues with math, say, solving quadratic equations, can be simulated, and a <i>growth mindset</i> invoked to demonstrate that just as she may have had trouble at first mastering the coordination required in making a lay-up in basketball, the same approach, which applied then, applies now. Of course, just as in the basketball example in which a coach helped a player master the technical aspects of lay-up shooting (i.e., <i>near transfer)</i>, the OST program would need to provide a <i>math coach</i> to assist with the technical aspects of solving quadratic equations. Whereas <i>growth mindset</i>, a <i>far transfer</i> asset may provide the energy and willingness to persevere, alone, it is not sufficient. Yet, it, along with many other <i>far transfer assets,</i> is critical for success across a wide range of activities embedded in a multitude of contexts. <o:p></o:p></p><p class="MsoNormal" style="caret-color: rgb(0, 0, 0); color: black; font-family: Calibri, sans-serif; font-size: medium; margin: 0in; text-align: start;"><o:p> </o:p></p><p class="MsoNormal" style="caret-color: rgb(0, 0, 0); color: black; font-family: Calibri, sans-serif; font-size: medium; margin: 0in; text-align: start;"><b><i>Summary<o:p></o:p></i></b></p><p class="MsoNormal" style="caret-color: rgb(0, 0, 0); color: black; font-family: Calibri, sans-serif; font-size: medium; margin: 0in; text-align: start;"><o:p> </o:p></p><p class="MsoNormal" style="caret-color: rgb(0, 0, 0); color: black; font-family: Calibri, sans-serif; font-size: medium; margin: 0in; text-align: start;">What I have attempted to convey in this blog comes from a combination of philosophical beliefs, psychological theory, educational practice, and several decades of experience observing and coaching young people in an OST setting. My primary goal was to attempt to untangle the many things that we attempt to teach in a way that also informs our pedagogical designs. Essentially, I articulated what programs like Project Coach teach into two classifications. The first, I label <i>near-transfer elements</i>, which relates to very specific knowledge and skill that a participant must master in order to perform a specific task, such as teaching a group of young children how to play soccer or basketball. For near-transfer, I propose that practice activities should come as close to game activities as possible, since it is this that players will ultimately be asked to do. The notion of <i>identical elements</i> was mentioned, as was the <i>games-based </i>approach. <o:p></o:p></p><p class="MsoNormal" style="caret-color: rgb(0, 0, 0); color: black; font-family: Calibri, sans-serif; font-size: medium; margin: 0in; text-align: start;"><o:p> </o:p></p><p class="MsoNormal" style="caret-color: rgb(0, 0, 0); color: black; font-family: Calibri, sans-serif; font-size: medium; margin: 0in; text-align: start;">While the teaching of <i>near transfer elements</i> are necessary, and perhaps, sufficient, for making it possible for young children to play the games that we utilize in Project Coach, I also contend that <i>far transfer elements</i>, while not necessary or sufficient for guiding game play, are critical to teaching <i>near transfer elements</i>. <i>Far transfer elements</i> are also critical to many other important endeavors in which the acquisition of knowledge and skill are required, and in which a similar learning journey, from novice to expert follows. Here, I contend that a pedagogy that is designed to specifically show how to operationalize the <i>far transfer elements</i> in <i>near transfer context</i> is critical, since how to deploy such general assets in specific situations is not always clear cut. As well, to foster inculcation of <i>far transfer</i> elements, I propose that the <i>community of practice</i> in which the OST program exists, be sensitized and reinforced for teaching <i>far transfer elements</i> both formally and informally in normal day to day interactions.<o:p></o:p></p><p class="MsoNormal" style="caret-color: rgb(0, 0, 0); color: black; font-family: Calibri, sans-serif; font-size: medium; margin: 0in; text-align: start;"><o:p> </o:p></p><p class="MsoNormal" style="caret-color: rgb(0, 0, 0); color: black; font-family: Calibri, sans-serif; font-size: medium; margin: 0in; text-align: start;">Finally, I hypothesize that if we want participants to generalize the use of <i>far transfer elements</i> to situations and contexts that are beyond the OST Program, a pedagogy that deploys scenario-based practice is essential. Again, while participants may conceptually understand what <i>far transfer elements</i> are, and why they are important, it is difficult for them to operationalize these elements in novel contexts. Scenario based practice seems like a powerful pedagogical strategy for deconstructing conceptual knowledge into actual behavior that can then be deployed to support learning across a range of activities that go beyond a participants OST life. <o:p></o:p></p><p class="MsoNormal" style="caret-color: rgb(0, 0, 0); color: black; font-family: Calibri, sans-serif; font-size: medium; margin: 0in; text-align: start;"> <o:p></o:p></p><p class="MsoNormal" style="caret-color: rgb(0, 0, 0); color: black; font-family: Calibri, sans-serif; font-size: medium; margin: 0in; text-align: start;"><o:p> </o:p></p><p class="MsoNormal" style="caret-color: rgb(0, 0, 0); color: black; font-family: Calibri, sans-serif; font-size: medium; margin: 0in; text-align: start;"><o:p> </o:p></p><p class="MsoNormal" style="caret-color: rgb(0, 0, 0); color: black; font-family: Calibri, sans-serif; font-size: medium; margin: 0in; text-align: start;"><o:p> </o:p></p><p class="MsoNormal" style="caret-color: rgb(0, 0, 0); color: black; font-family: Calibri, sans-serif; font-size: medium; margin: 0in; text-align: start;"><b> </b></p></h1>Project Coachhttp://www.blogger.com/profile/16340010828571573519noreply@blogger.com0tag:blogger.com,1999:blog-1819843850378313742.post-66785271660793677192020-12-06T10:01:00.005-08:002020-12-06T10:05:33.802-08:00<p style="text-align: left;"><span face="Calibri, sans-serif" style="text-align: center;"> Keeping Kids engaged and Learning in Virtual Classrooms</span></p><p><span face="Calibri, sans-serif" style="text-align: center;"> Don Siegel</span></p><p align="center" class="MsoNormal" style="font-family: Calibri, sans-serif; margin: 0in; text-align: center;"><o:p></o:p></p><p class="MsoNormal" style="font-family: Calibri, sans-serif; margin: 0in;"><o:p> </o:p></p><p class="MsoNormal" style="font-family: Calibri, sans-serif; margin: 0in;">In today’s pandemic world, in which virtual classrooms have become the default mode of instruction, I am hearing from teachers and students that school is a lot more challenging than normal. Most never imagined that they would be spending hours on-end sitting in front of a computer screen, staring into little Zoom rectangles as the means to <i>interacting with</i> their teachers and fellow students. While it may have been a novelty at first, it did not take long for this approach to become laborious, fatiguing, and down-right aversive. As Edward Thorndike conveyed over a century ago in his <i>law of readiness, </i>learning is best done when kids are ready to learn, not when they have waning energy, increasing disinterest, and are fatigued <sup>1</sup>. But this is what we have for the moment, and it behooves us to make the most of the situation in which we all find ourselves.<o:p></o:p></p><p class="MsoNormal" style="font-family: Calibri, sans-serif; margin: 0in;"><o:p> </o:p></p><p class="MsoNormal" style="font-family: Calibri, sans-serif; margin: 0in;">With this in mind, paraphrasing Winston Churchill, <i>we should not let a good crisis go to waste.</i> In essence, our current situation, which certainly is a crisis, provides us with an opportunity to experiment in ways that we may not have before, in order to make things work a bit better. One such idea that has been around for a while, and used successfully in classrooms, pre-pandemic, is that of <i>brain breaks<a href="applewebdata://3A0FBC3C-0875-4AF6-9CFF-06D534F036D2#_ftn1" name="_ftnref1" title=""><span class="MsoFootnoteReference" style="vertical-align: super;"><span class="MsoFootnoteReference" style="vertical-align: super;"><b><span style="font-size: x-small;">[a]</span></b></span></span></a></i>. The notion for these is to insert some type of a change of pace into classroom activities when things start to flag, and tedium starts to distract from learning. By so doing kids get an opportunity to relax and refresh themselves so that they can subsequently refocus on the topics and tasks that teachers are presenting.<o:p></o:p></p><p class="MsoNormal" style="font-family: Calibri, sans-serif; margin: 0in;"><o:p> </o:p></p><p class="MsoNormal" style="font-family: Calibri, sans-serif; margin: 0in;">While <i>brain breaks</i> may have been around for a while and evolved over the years in a trial and error fashion, an increasing number of research reports supports their value as a stimulant to engagement and learning, especially for elementary aged students. Seemingly, if <i>brain breaks</i> added value to classrooms prior to our current plight, it certainly seems worth exploring how they may be deployed today in order to rehabilitate what appears to be a devolving virtual educational enterprise.<o:p></o:p></p><p class="MsoNormal" style="font-family: Calibri, sans-serif; margin: 0in;"><o:p> </o:p></p><p class="MsoNormal" style="font-family: Calibri, sans-serif; margin: 0in;">What Do We know about <i>Brain Breaks<o:p></o:p></i></p><p class="MsoNormal" style="font-family: Calibri, sans-serif; margin: 0in;"><o:p> </o:p></p><p class="MsoNormal" style="font-family: Calibri, sans-serif; margin: 0in;">As any seasoned youth worker, teacher, coach, or camp counselor knows, when kids in their schools, camps, or sports, start to lose their focus and have diverted attention, pressing on is a losing proposition. Youth may not only start to tune-out, but opt for alternative ways to entertain themselves, often becoming unruly and causing trouble. At such times, changing things up, and adding a bit of novelty to a situation can make all the difference in getting them back on track. Taking a break and resetting things at such times also makes your interactions with kids more fun, as they learn that you are attentive to their needs, and that you will come up with something to help them negotiate situations that are not particularly enjoyable to them.<o:p></o:p></p><p class="MsoNormal" style="font-family: Calibri, sans-serif; margin: 0in;"><o:p> </o:p></p><p class="MsoNormal" style="font-family: Calibri, sans-serif; margin: 0in;">While there are many strategies for altering a devolving situation, one that seems to align with kids enduring long sedentary hours in a classroom is to insert short movement breaks. Jumping, twisting, stretching, and exerting muscular strength in various ways, optimally in the context of some type of game or dance routine, seems to reenergize kids and helps them refocus in the post movement period; normally, priming their <i>readiness</i> to resume normal classroom activities. Two popular in-classroom programs are Take 10!<sup>3</sup> and Energizers<sup>4</sup>. Although, <i>brain breaks</i> are becoming increasingly popular, I was wondering what was known about their impact on kids’ classroom behavior, learning, and well-being. <o:p></o:p></p><p class="MsoNormal" style="font-family: Calibri, sans-serif; margin: 0in;"><a name="here"></a><o:p> </o:p></p><p class="MsoNormal" style="font-family: Calibri, sans-serif; margin: 0in;">Perhaps the thing that teachers are always striving for is attentional focus from their students. While there is no guarantee that students will learn what a teacher is teaching when students are engaged and focusing on the material being presented, it is certain that nothing good is going to happen in a classroom when kids are distracted, bored, and inattentive. Clearly, teachers need to be aware of their students’ engagement, and students need to be focused on what teachers are presenting and challenging them to do. When both are aware of each other’s attentional state, it seems most likely that optimal learning can occur. As well, when such a mix exists, it is very unlikely that students will engage in any form of off-task disruptive behavior, since attentional focus on task specific information (time on task, TOT) typically precludes attending to irrelevant stimuli that will impede learning.<o:p></o:p></p><p class="MsoNormal" style="font-family: Calibri, sans-serif; margin: 0in;"><o:p> </o:p></p><p class="MsoNormal" style="font-family: Calibri, sans-serif; margin: 0in;">What do we know about the relationship of short, in-class, physical activity breaks and attentional/behavioral control? Actually there are a number of studies that have found that approximately 10 minute bouts of physical activity embedded during 3-5<sup>th</sup> grade classes significantly improves students’ TOT post activity in general <sup>5–9</sup>, and for such subject areas as math, language arts, and spelling <sup>10</sup> in particular. As well, student affect is improved <sup>11</sup>, and the impact may be most important for kids who were initially lower on TOT (improved 20% vs. 8% average in TOT), who were higher in BMI <sup>8</sup>, or lower income<sup>12,13</sup>. Some research also shows that post activity effects can last for as long as 45 minutes <sup>7</sup>.<o:p></o:p></p><p style="font-family: "Times New Roman", serif; margin-left: 0in; margin-right: 0in;">While short activity breaks appear to enhance a student’s attentional focus, cooperative behavior, and academic performance during the post-break period, they also can make a significant contribution to the amount of physical activity that a child gets during the day. Current guidelines state that <i>children and adolescents ages 6 through 17 years should do 60 minutes (1 hour) or more of moderate-to-vigorous physical activity daily, and that most of the 60 minutes or more per day should be either moderate- or vigorous </i><sup>14</sup><i><span style="color: #233a3f; font-family: DqgffkMuli, serif; font-size: 10pt;">. </span></i>Unfortunately, only 24% of kids are attaining this level <sup>15</sup>. Yet, by a relatively modest in classroom physical activity intervention it has been shown that three – ten minute sessions a day increased student step counts by 1500 <sup>16</sup>. As well, these sorts of physical activity breaks were found to be in the moderate intensity category (greater than 3 METS) <sup>10</sup>. Research has also estimated 10-minute activity bouts to burn between 25 – 35 kcals. If we were to put these data together and project the incremental physical activity outcomes over a 180-day school year (assuming 3 – 10-minute bouts/day), children would walk roughly an additional 135 miles during that period (2000 steps/mile) and burn an additional 16,200 kcals. While not the panacea to redressing youths’ failure to meet physical activity goals, such breaks certainly contribute to redressing the problem.<o:p></o:p></p><p style="font-family: "Times New Roman", serif; margin-left: 0in; margin-right: 0in;">What Does all of this Mean?<o:p></o:p></p><p style="font-family: "Times New Roman", serif; margin-left: 0in; margin-right: 0in;">Overall, what we learn from the research on short physical activity <i>brain breaks</i> in classroom settings is that they help kids reset their attentional focus when it has waned and increases their TOT behavior post-break. This, in turn, is associated with increased learning, especially for kids having the greatest needs. Furthermore, while modest, such breaks have a positive impact on helping children come closer to reaching national standards for daily physical activity. Not surprisingly, both students and teachers report positive feelings associated with incorporating short physical activity breaks into their school days <sup>10</sup>. <o:p></o:p></p><p style="font-family: "Times New Roman", serif; margin-left: 0in; margin-right: 0in;">Given that the benefits of <i>brain breaks</i> appear to exceed any costs identified by researchers or teachers they seem like something we should pilot. Although there have been no studies that have assessed their impact in virtual settings, now might be the time to give them a try. Seemingly, kids are more sedentary than they were pre-pandemic, and their need for activity greater. One of the observations made across studies is that for activities to be done with fidelity teachers need training on how to lead them. In a virtual world, this could also be the case, but one can imagine activity leaders being presented by video clips. Other unknowns include space and equipment availability that kids have or do not have at their disposal from within their homes. How parents and peers might react and support more active, but less supervised kids is another question. Nonetheless, physical activity <i>brain breaks</i> seem like a worthy endeavor to try as we attempt to make the lives of students and teachers a bit less stressful during virtual learning sessions.<o:p></o:p></p><p style="font-family: "Times New Roman", serif; margin-left: 0in; margin-right: 0in;">References<o:p></o:p></p><p class="MsoBibliography" style="font-family: Calibri, sans-serif; line-height: 18.399999618530273px; margin: 0in 0in 0in 0.25in; text-indent: -17.7pt;"><span style="font-family: "Times New Roman", serif;">1. Hilgard, Ernest R., Bower, Gordon H. <i>Theories of Learning</i>. vol. Third Edition (Appleton-Century-Crofts, 1966).<o:p></o:p></span></p><p class="MsoBibliography" style="font-family: Calibri, sans-serif; line-height: 18.399999618530273px; margin: 0in 0in 0in 0.25in; text-indent: -17.7pt;"><span style="font-family: "Times New Roman", serif;">2. Immordino-Yang, M. H., Christodoulou, J. A. & Singh, V. Rest Is Not Idleness: Implications of the Brain’s Default Mode for Human Development and Education , Rest Is Not Idleness: Implications of the Brain’s Default Mode for Human Development and Education. <i>Perspect. Psychol. Sci.</i> <b>7</b>, 352–364 (2012).<o:p></o:p></span></p><p class="MsoBibliography" style="font-family: Calibri, sans-serif; line-height: 18.399999618530273px; margin: 0in 0in 0in 0.25in; text-indent: -17.7pt;"><span style="font-family: "Times New Roman", serif;">3. ILSI Global. <i>TAKE10: Bringing Physical Activity into the Classroom</i>. (2015).</span> <span style="font-family: "Times New Roman", serif;">https://www.youtube.com/watch?v=iBZl6BdAoSk<o:p></o:p></span></p><p class="MsoBibliography" style="font-family: Calibri, sans-serif; line-height: 18.399999618530273px; margin: 0in 0in 0in 0.25in; text-indent: -17.7pt;"><span style="font-family: "Times New Roman", serif;">4. Mahar, M. T., Scales, D. P. & Ed, M. A. Department of Exercise and Sport Science College of Health and Human Performance. 58. https://www.healthynh.com/images/PDFfiles/ckc-resources/K-5-Energizers.pdf<o:p></o:p></span></p><p class="MsoBibliography" style="font-family: Calibri, sans-serif; line-height: 18.399999618530273px; margin: 0in 0in 0in 0.25in; text-indent: -17.7pt;"><span style="font-family: "Times New Roman", serif;">5. Maykel, C., Bray, M. & Rogers, H. J. A Classroom-Based Physical Activity Intervention for Elementary Student On-Task Behavior. <i>J. Appl. Sch. Psychol.</i> <b>34</b>, 259–274 (2018).<o:p></o:p></span></p><p class="MsoBibliography" style="font-family: Calibri, sans-serif; line-height: 18.399999618530273px; margin: 0in 0in 0in 0.25in; text-indent: -17.7pt;"><span style="font-family: "Times New Roman", serif;">6. Howie, E. K., Beets, M. W. & Pate, R. R. Acute classroom exercise breaks improve on-task behavior in 4th and 5th grade students: A dose–response. <i>Ment. Health Phys. Act.</i> <b>7</b>, 65–71 (2014).<o:p></o:p></span></p><p class="MsoBibliography" style="font-family: Calibri, sans-serif; line-height: 18.399999618530273px; margin: 0in 0in 0in 0.25in; text-indent: -17.7pt;"><span style="font-family: "Times New Roman", serif;">7. Mahar, M. T. <i>et al.</i> Effects of a Classroom-Based Program on Physical Activity and On-Task Behavior: <i>Med. Sci. Sports Exerc.</i> <b>38</b>, 2086–2094 (2006).<o:p></o:p></span></p><p class="MsoBibliography" style="font-family: Calibri, sans-serif; line-height: 18.399999618530273px; margin: 0in 0in 0in 0.25in; text-indent: -17.7pt;"><span style="font-family: "Times New Roman", serif;">8. Grieco, L. A., Jowers, E. M. & Bartholomew, J. B. Physically Active Academic Lessons and Time on Task: The Moderating Effect of Body Mass Index. <i>Phys. Act.</i> 6.<o:p></o:p></span></p><p class="MsoBibliography" style="font-family: Calibri, sans-serif; line-height: 18.399999618530273px; margin: 0in 0in 0in 0.25in; text-indent: -17.7pt;"><span style="font-family: "Times New Roman", serif;">9. Perera, T., Frei, S., Frei, B. & Bobe, G. Promoting Physical Activity in Elementary Schools: Needs Assessment and a Pilot Study of Brain Breaks. <i>J. Educ. Pract.</i> <b>6</b>, 55–64 (2015).<o:p></o:p></span></p><p class="MsoBibliography" style="font-family: Calibri, sans-serif; line-height: 18.399999618530273px; margin: 0in 0in 0in 0.25in; text-indent: -17.7pt;"><span style="font-family: "Times New Roman", serif;">10. Kibbe, D. L. <i>et al.</i> Ten Years of TAKE 10!®: Integrating physical activity with academic concepts in elementary school classrooms. <i>Prev. Med.</i> <b>52</b>, S43–S50 (2011).<o:p></o:p></span></p><p class="MsoBibliography" style="font-family: Calibri, sans-serif; line-height: 18.399999618530273px; margin: 0in 0in 0in 0.25in; text-indent: -17.7pt;"><span style="font-family: "Times New Roman", serif;">11. Howie, E. K., Newman-Norlund, R. D. & Pate, R. R. Smiles Count but Minutes Matter: Responses to Classroom Exercise Breaks. <i>Am. J. Health Behav.</i> <b>38</b>, 681–689 (2014).<o:p></o:p></span></p><p class="MsoBibliography" style="font-family: Calibri, sans-serif; line-height: 18.399999618530273px; margin: 0in 0in 0in 0.25in; text-indent: -17.7pt;"><span style="font-family: "Times New Roman", serif;">12. Amin, S. A. <i>et al.</i> The Physical Activity Environment and Academic Achievement in Massachusetts Schoolchildren. <i>J. Sch. Health</i> <b>87</b>, 932–940 (2017).<o:p></o:p></span></p><p class="MsoBibliography" style="font-family: Calibri, sans-serif; line-height: 18.399999618530273px; margin: 0in 0in 0in 0.25in; text-indent: -17.7pt;"><span style="font-family: "Times New Roman", serif;">13. Hollar, D. <i>et al.</i> Effect of a Two-Year Obesity Prevention Intervention on Percentile Changes in Body Mass Index and Academic Performance in Low-Income Elementary School Children. <i>Am. J. Public Health</i> <b>100</b>, 646–653 (2010).<o:p></o:p></span></p><p class="MsoBibliography" style="font-family: Calibri, sans-serif; line-height: 18.399999618530273px; margin: 0in 0in 0in 0.25in; text-indent: -17.7pt;"><span style="font-family: "Times New Roman", serif;">14. Physical Activity Guidelines for Americans, 2nd edition. 118.<o:p></o:p></span></p><p class="MsoBibliography" style="font-family: Calibri, sans-serif; line-height: 18.399999618530273px; margin: 0in 0in 0in 0.25in; text-indent: -17.7pt;"><span style="font-family: "Times New Roman", serif;">15. CDC | Physical Activity | Facts | Healthy Schools. https://www.cdc.gov/healthyschools/physicalactivity/facts.htm (2020).<o:p></o:p></span></p><p class="MsoBibliography" style="font-family: Calibri, sans-serif; line-height: 18.399999618530273px; margin: 0in 0in 0in 0.25in; text-indent: -17.7pt;"><span style="font-family: "Times New Roman", serif;">16. Adams-Blair, H. & Oliver, G. Daily Classroom Movement: Physical Activity Integration into the Classroom. <i>Int. J. Health Wellness Soc.</i> <b>1</b>, 147–154 (2011).<o:p></o:p></span></p><p style="font-family: "Times New Roman", serif; line-height: 18.399999618530273px; margin-left: 0.25in; margin-right: 0in; text-indent: -17.7pt;"><o:p> </o:p></p><div><br clear="all" /><hr align="left" size="1" width="33%" /><div id="ftn1"><p class="MsoFootnoteText" style="font-family: Calibri, sans-serif; font-size: 10pt; margin: 0in;"><a href="applewebdata://3A0FBC3C-0875-4AF6-9CFF-06D534F036D2#_ftnref1" name="_ftn1" title=""><span class="MsoFootnoteReference" style="vertical-align: super;"><span class="MsoFootnoteReference" style="vertical-align: super;"><span style="font-size: 10pt;">[a]</span></span></span></a> Actually, the term <i>brain breaks is</i> a misnomer since the brain really never takes a break<i>.</i> What they are is a break from what one is currently doing to doing something else. <sup>2</sup><o:p></o:p></p></div></div>Project Coachhttp://www.blogger.com/profile/16340010828571573519noreply@blogger.com0tag:blogger.com,1999:blog-1819843850378313742.post-87132251345662880302017-11-20T10:49:00.002-08:002017-11-20T10:49:48.754-08:00Another Context for Project Coach: Dream Hoarder’s by Richard Reeve<h1>
<span style="font-size: small;">Don Siegel</span></h1>
<h1>
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<w:LsdException Locked="false" Priority="39" SemiHidden="true"
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<w:LsdException Locked="false" Priority="39" SemiHidden="true"
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<w:LsdException Locked="false" Priority="39" SemiHidden="true"
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Many years ago when I was coaching squash at Smith College, I learned something important that permeates the work that I currently do in Project Coach. We were playing at the end of the season tournament at Yale, known as the Howe Cup. Our team was made-up of relative novices, who had just started playing squash that year, or, at most, a year or two earlier. Players worked hard all season, and were excited to be competing against others who they thought were at about the same stage of development. However, they had a rude awakening when matched against some other teams that virtually blew them off the court. In several matches, my players struggled to get a single point, and often lost their matches without winning a game. Clearly, my team and I were discouraged by our showing. What we originally had hoped would be an exciting and competitive event, turned out to be a very striking lesson about how unfair life can be.<div>
<br />Being a relatively inexperienced and naïve coach going into the season, I had assumed that we would be competing against other schools whose teams were filled with players at a similar developmental level. Given that the luck of the draw may produce some players with greater aptitude or work ethic for the sport than others, I thought that competition among athletes would still be close, with many matches going down to the wire. Why did things turn out so differently?<br /><br />I spent some time during the off-season investigating this question by talking to coaches and players from some of the teams that had beaten us handily. What I discovered was a phenomenon that went well beyond squash. Players on these teams were not novices, but had played squash in clubs and/or at private schools for many years. Several of them had been to camps, played in regional and national tournaments as juniors, and some had even been mentored by world-class coaches. One player told me that when she was little her parents had enrolled her at a day-care center that just happened to have a few squash courts. Without intent, the kids gravitated to the courts where they happened to connect with a variety of coaches who worked with the older children. Over the years, they continued to attend the center, and as they grew up they naturally morphed into the developmental program where they were coached, played each other several afternoons each week, and were taken to occasional tournaments. During the years that I coached, 13 of the top 20 collegiate players, had grown up at this club!<br /><br />This anecdote from my past dovetails with why I see programs like Project Coach as so critical. It is also what Richard Reeves is writing about in his new book <i>Dream hoarders: How the American upper middle-class is leaving everyone else in the dust, why that is a problem, and what to do about it</i>. The essence of his thesis is that we are living in a meritocracy, and that those who have the requisite knowledge and skill are entitled to reap their due rewards. But, the problem that he describes is that the playing field is very distorted when it comes to acquiring the knowledge and skill needed to compete. Like my squash players who were relative novices, and were unknowingly scheduled to compete against much more seasoned athletes, they really could not compete against others with more sophisticated training and years of experience. Underserved youth today are facing the same challenge as they compete with children from the upper middle-class who have many more opportunities to cultivate the array of capacities valued by colleges, and subsequently, future employers. While Reeve argues that we all value the virtues of fair competition in a merit based society, we do not all support providing every child, despite their circumstances of birth, a fair and equal opportunity to develop the sorts of capacities needed to compete. <br /><br />As with the much more experienced squash players against whom we were matched, Reeve conveys that upper middle-class children have a very different upbringing than those coming from working-class families. <i>In particular, they develop the skills, attributes, and credentials valued in the labor market. By the time Americans are old enough to drink, their place in the class system is clear. Upper middle-class parents obviously have more money to spend on their children and many ways to spend it. But this is also a social fracture. A class is not only defined in dollars, but by education, attitude, and zip code; not only by its economic standard of living, but by its way of life</i>. On average, they come from more stable homes, have parents with higher levels of education, live in great neighborhoods, go to better schools, and have the opportunity to acquire a wide range of skills and credentials from participating in an array of out of school and summer programs. Upper middle-class youth also attend college and graduate school at a much higher percentage than their poor and working-class peers. Not surprisingly, when it comes to competing for jobs in our meritocracy, they are the clear winners. But, how fair is the competition for those kids with fewer resources and opportunities to acquire the sorts of capabilities that would make them viable in such a system? The clear answer is that the deck is stacked in favor of the more well-off. The birth lottery favors some and disadvantages many!<br /><br />The gist of Reeves argument is that for social and economic mobility to work, those at the top must be willing to give up some of the unfair advantages to which they cling. As he points out, relative mobility is a zero-sum game. A child can only rise in rank, if another falls. Exposing my players to squash at an earlier age, inviting them into clubs where they could train, supporting their travel to compete, and connecting them with higher-level coaches when they were younger would have gone a long way into making their Howe Cup competition fairer. Of course, there would be an opportunity cost for others if this occurred; some of the more well-off kids would lose their places in the squash development system. Something, they and their parents would strongly resist.<br /><br />By the same token, Reeve suggests a number of things that might be done to level the playing field in the race to acquire requisite knowledge and skill for competing in the meritocracy. His argument is that opportunity hoarding occurs when valuable, scarce opportunities are allocated in an anticompetitive manner: that is, influenced by factors unrelated to an individual’s performance. He differentiates between knowledge/skill based criteria that are used for attaining certain opportunities, despite the advantages that some have in acquiring such, and other less objective criteria that gives someone a helping hand, when they really have not earned it. A specific example of this might be using SAT performance as a criterion for admittance to a selective college vs. gaining acceptance with mediocre SATs because an applicant is a legacy. He advocates for eliminating the latter as a hoarding mechanism. Reeve mentions many other things that we could eliminate to make human capital development more equitable; all of which have financial or personal costs, mostly to those from the upper decile who pay the most in taxes and/or utilize their positions to provide enhanced opportunities for their kids. <br /><br />Three examples of what he discusses includes:<br /><br /><u>Getting the Best Teachers to Work at Weaker Schools</u>: Reeve points out that the most seasoned teachers typically gravitate to places that have the best working conditions and highest salaries. Normally, this also happens to be in the wealthiest communities where property taxes and parent groups plow more money into schools. From a public policy perspective Reeve and many others believe that if poor and working-class kids are going to catch up to their more privileged peers they need to attend schools and have teachers who can help them to acquire requisite knowledge and skills. Simply meeting proficiency standards is setting the bar rather low when one observes what wealthier kids who attend well-resourced public and private schools are being exposed. Consequently, providing significant incentives for more seasoned and effective teachers to work in struggling schools would seemingly provide a semblance of equity in the education all children receive. But, it is also probably true that there are only so many superior teacher available, and such a redistribution of teacher expertise would mean a decreasing percentage of more effective teachers working at the better schools; not something that wealthier parents would readily accept.<br /><br />Somewhat aligned with this proposal is loosening zoning regulations for children to attend better schools. Reeve argues that it should not be necessary for poor families to purchase an expensive home in a neighborhood that has better schools for their children to attend those schools. Here Reeve points out that there is a strong connection between the quality of schools available to kids, and the neighborhoods in which they live. This is partly driven by the culture of the population in a neighborhood, and the amount of money that parents are able and willing to plow into its schools. Linked to this is the notion that a child’s access to better schools is greatly determined by the value of the house in which he lives, and that poorer families cannot afford to live in the neighborhoods in which they would like their children to attend school. Reeve also notes that tax policies put wealthier people at an advantage here as interest on housing loans is tax deductible, making it even more possible for wealthier people to create enclaves that further advantage their children. While not optimal, loosening districting regulations for who may attend a school would help to decrease educational disparities. But doing such would also require wealthier communities to expand the capacity of their schools, and/or require families to send their kids to other schools in order to make room for kids coming from less advantaged circumstances. Clearly, this proposal for educational equity is conceptually understandable, but not something that will probably get widespread support, irrespective of how progressive a community happens to be. <br /><br /><u>Make College Funding More Equal</u>: Reeve points out that most well-paying jobs today require a bachelor’s degree, with many now requiring graduate degrees. The demographics show a huge disparity between youth from the top economic quintile and those at lower levels attending and graduating from college. The reasons for this are complex, and probably related to such things as parental knowledge and experiences in counseling their children, the preparation and guidance that youth receive from the schools they attend, and the financial resources adolescents possess to support their post-secondary education. While everyone recognizes how costly a college education is, the relative costs for poor and working-class youth are typically greater than for their wealthier peers. Even after factoring in financial aid, poor families pay more as a percentage of their wealth than those from the upper decile. As well, poorer kids are also often expected to contribute financially to their families, even if they are in College. This is not a formula for leveling the educational playing field. Consequently, making college free, or at least lower cost than it currently is, for kids from poor, or even middle-class families, is an idea that has been floating around. Again, this is an expense that will most likely come from those most able to pay the costs, and it will go to support the education of other peoples’ children; something that remains controversial. <br /><br />Another way to level the playing field with regard to college access is to eliminate legacy admissions. This is a practice that gives an admissions advantage to children of alumni irrespective of their qualifications. As an example, Reeve points out that at Princeton being a legacy amounted to adding 160 points to an applicant’s SAT (based on 1600). He asserts that this is clearly an example of dream hoarding, as it is a mechanism that gives one’s child an advantage, despite not earning the advantage based on merit. Accepting such a student is an opportunity cost in that it means not accepting a student who has better qualifications. If that child is from a poor or working-class family, then their quest for upward mobility may be thwarted by a practice that rewards wealth and the prospects of future donations to the college, rather than by rewarding kids who work hard and achieve on more objective criteria despite the many impediments they faced. While institutions must consider their own long-term financial health, giving up legacy admissions is something that Reeve, and may others support. Whether those who benefit from this practice would be willing to give it up is another question.<br /><br /><u>Internships</u>: Another critical ingredient critical for upward mobility and future success is finding and being accepted into an Internship. internships are increasingly becoming the route to finding post college employment. They provide a way for a student to tryout a field of interest, and for an organization to assess the future fit of that individual with them. As is normally the case, having connections is very helpful in finding a desirable internship. We also know that more well-off families typically are better connected to people and organizations that can help their child find an internship than poorer families that live in, more isolated, working-class communities. Furthermore, many highly sought internships do not pay a stipend, making it, in all practicality, only available to youth whose family can afford to support them while so engaged. The idea here would be to make the selection process for internships more open and democratic, while requiring organizations to pay internees a stipend that makes it possible for them to pursue such opportunities. Again, enacting such an open process would mean that more well-off and connected families and their kids would need to give up an advantage that they currently enjoy.<br /><br />While there are several other ideas that Reeve writes about, the essential theme is implementing policies that will help underserved youth to develop capabilities that will make them competitive with kids coming from wealthier families. Just as my squash players were unable to compete with kids who had had years of training, Reeve is proposing that impediments for poor kids to acquire the capacities to compete fairly be eliminated. Some of these entail a willingness by those who are wealthier and more connected to forego some of the advantages that their kids currently possess. Personally, my sense is that this sounds better in theory than in practice. Wealthier people may be willing to provide financial support to programs and organizations that help poor kids, but, for the most part, I do not see them forgoing the array of support that they give to their own kids, even if it means giving them what can be perceived by some as an unfair advantage. <br /><br />Perhaps, this then becomes another reason for why Project Coach is so critical to the kids with which it works. In addition to training youth as coaches and running various sports programs for younger children, a web of adults surround adolescents who can serve as their life coaches, mentors, and advocates. For the most part program directors, various staff, Smith College students, and graduate students, know what it takes to acquire the requisite capacities to graduate from high school, and be accepted by and graduate from college. They also have thick webs of social and financial capital that can be deployed to help their mentees gain some of the advantages enjoyed by their more privileged cohorts. By analogy, a Project Coach like program was the element that was missing from my squash players’ earlier lives. It is a mechanism that can be deployed to level the playing field for adolescents in need of the sorts of enriching developmental experiences that will make it possible for them to compete fairly on the court, in the classroom, in the labor market, and in life.<div class="MsoNormal">
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<w:LsdException Locked="false" Priority="39" SemiHidden="true"
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<w:LsdException Locked="false" Priority="39" SemiHidden="true"
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<w:LsdException Locked="false" Priority="39" SemiHidden="true"
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<w:LsdException Locked="false" Priority="39" SemiHidden="true"
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<w:LsdException Locked="false" Priority="39" SemiHidden="true"
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<w:LsdException Locked="false" Priority="39" SemiHidden="true"
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<w:LsdException Locked="false" Priority="39" SemiHidden="true"
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<w:LsdException Locked="false" Priority="39" SemiHidden="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" Priority="62" Name="Light Grid"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1"/>
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<w:LsdException Locked="false" Priority="65" Name="Medium List 1"/>
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<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 6"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 6"/>
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<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 6"/>
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<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 6"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 6"/>
<w:LsdException Locked="false" Priority="19" QFormat="true"
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<w:LsdException Locked="false" Priority="21" QFormat="true"
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<w:LsdException Locked="false" Priority="31" QFormat="true"
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<w:LsdException Locked="false" Priority="32" QFormat="true"
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<w:LsdException Locked="false" Priority="33" QFormat="true" Name="Book Title"/>
<w:LsdException Locked="false" Priority="37" SemiHidden="true"
UnhideWhenUsed="true" Name="Bibliography"/>
<w:LsdException Locked="false" Priority="39" SemiHidden="true"
UnhideWhenUsed="true" QFormat="true" Name="TOC Heading"/>
<w:LsdException Locked="false" Priority="41" Name="Plain Table 1"/>
<w:LsdException Locked="false" Priority="42" Name="Plain Table 2"/>
<w:LsdException Locked="false" Priority="43" Name="Plain Table 3"/>
<w:LsdException Locked="false" Priority="44" Name="Plain Table 4"/>
<w:LsdException Locked="false" Priority="45" Name="Plain Table 5"/>
<w:LsdException Locked="false" Priority="40" Name="Grid Table Light"/>
<w:LsdException Locked="false" Priority="46" Name="Grid Table 1 Light"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark"/>
<w:LsdException Locked="false" Priority="51" Name="Grid Table 6 Colorful"/>
<w:LsdException Locked="false" Priority="52" Name="Grid Table 7 Colorful"/>
<w:LsdException Locked="false" Priority="46"
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Project Coachhttp://www.blogger.com/profile/16340010828571573519noreply@blogger.com0tag:blogger.com,1999:blog-1819843850378313742.post-30272916808382728642017-09-26T06:22:00.000-07:002017-09-26T06:22:22.817-07:00Framing Project Coach with Regard to Mauricio Miller’s New Book: The Alternative: Most of What You Believe about Poverty is Wrong<div class="MsoNormal">
Don Siegel</div>
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In a new book entitled <a href="https://www.blogger.com/null" name="OLE_LINK3"></a><a href="https://www.blogger.com/null" name="OLE_LINK2"></a><a href="https://www.blogger.com/null" name="OLE_LINK1"><span style="mso-bookmark: OLE_LINK2;"><span style="mso-bookmark: OLE_LINK3;"><i style="mso-bidi-font-style: normal;">The
Alternative: Most of What You Believe about Poverty is Wrong</i></span></span></a>,
Mauricio Miller makes the case that social programs designed to help poor
people are misguided, and, often, adverse to those being supported. The gist of
his main thesis is that: <i style="mso-bidi-font-style: normal;">Our helping
system for the poor is based on charity, on well-meaning outsiders saving the
poor. But the stories, data, and research presented … shows that charity slows
progress. </i>He further asserts that <i style="mso-bidi-font-style: normal;">after
thirty years of a war on poverty the social service sector’s primary
accomplishment was to make living in poverty more tolerable for some. </i>As
Miller sees it, poor people are just as able as rich people to make decisions
about how to improve their lives, and that the only thing that they lack are
resources. Throughout the book, Miller argues that if the billions of dollars
allocated by government and private sources were given directly to poor people
to do the sorts of things that they envision would help their situations,
rather than to agencies run by elites who think that they know what is best for
those folks, we would be a lot further along in the war on poverty.<o:p></o:p></div>
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Miller has some very credible <i style="mso-bidi-font-style: normal;">bona fides</i>. He grew-up as a child of a poor single immigrant
mother. Along the way, he observed her struggles, how hard she worked to make
ends meet, marveled at her intellect, and was amazed by her creativity. Despite
having so many assets, Miller saw his mother’s efforts go relatively unrewarded
because of one lacking element; money. As he contends, having more money would
have allowed her to leverage latent talents, and to use her entrepreneurial skills
to start a business which, in turn, would have made the life of his family much
better. Yet, despite being a poor kid, Miller, with her support, succeeds in
school and, somehow, goes on to and graduates from the University of California
at Berkeley. He then pursues a career as a leader of social service
organizations designed to help poor people, wins a MacArthur Award, and is,
ultimately, invited as an honored guest to a state of the Union address. Despite
all the recognition that he receives, after a twenty-year career in social
services, Miller suffers from what might be called a case of <i style="mso-bidi-font-style: normal;">imposter syndrome</i>. His epiphany is that
while his motives were always pure, his impact on redressing poverty, which
were conventional, was a lot less than what others perceived them to be. <o:p></o:p></div>
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Nine months after being honored at the state of the union
address, Miller received a call from California Governor Jerry Brown who
challenged him to come up with something different, something that might be
thought of as a <i style="mso-bidi-font-style: normal;">disruptive strategy</i>
for fighting poverty. <span style="mso-spacerun: yes;"> </span>After much
thought, he crafts a program called <a href="https://www.fii.org/">Family
Independence Initiative</a> <span style="mso-spacerun: yes;"> </span>(FII). The
gist of this approach entailed honoring his mother’s plight by trusting low
income families to find their own solutions for dealing with poverty. As he saw
it, the challenge was to eliminate the middle man, and to connect poor people directly
with the information and resources that they needed to make real change a reality.
While Miller recognized the good work done by social service agencies, he
contends that in the many years we, as a society, have attempted to fight
poverty, all that such organizations have really done is to make living in
poverty more tolerable. He reinforces this point in quoting his mother and
sister who stated: <i style="mso-bidi-font-style: normal;">If they just gave me a
fraction of what they spend trying to help me, we would be so much better off</i>.
In Miller’s view, poor people are not lazy or freeloaders waiting for handouts,
but <i style="mso-bidi-font-style: normal;">creative, innovative, determined, and
resourceful. </i><o:p></o:p></div>
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In thinking about youth development, Miller conveys: <i style="mso-bidi-font-style: normal;">To get funding for my youth programs I had
to imply that parents were disengaged, uncaring, or incapable. </i>He goes on
to write that: <i style="mso-bidi-font-style: normal;"><span style="color: black; mso-themecolor: text1;">he had to convince the donors or foundations that my
staff — my programs — are what led to the change in our clients’ lives. We
implied or even claimed that without us, without the services we imposed, the
parents or guardians could not make progress or make the right decisions.</span><span style="color: red;"> </span></i><span style="color: black; mso-themecolor: text1;">Yet,
as Miller conveys, </span>this is clearly a deficit view of low income families
upon which social service agencies stake their reason for being, and which
creates dependency in persons who are perfectly capable of determining their
own futures. He describes a vicious cycle that exists between funders and
social service agencies:<i style="mso-bidi-font-style: normal;"><span style="color: black; mso-themecolor: text1;"> Foundations and donors want to help
those in need so the nonprofits and government agencies provide data depicting
the families as needy. That in turn reinforces the funder’s impression that the
families cannot change without institutional help, so they continue to fund based
on the extent of neediness, thus forcing agencies to generate data on more
problems with the community and so on. It really has become a self -
perpetuating race to the bottom.</span></i><span style="color: black; mso-themecolor: text1;"><span style="mso-spacerun: yes;"> </span></span><o:p></o:p></div>
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Given Miller’s perspective, where does a program like Project
Coach stand with regard to promoting upward mobility in underserved youth? On
face value, it may resemble the type of organization that he views as siphoning
off resources that could go directly to low-income families. It could also be
perceived as ascribing to the deficit model that assumes that outsiders know
more about what a community needs than those who live there. In short, is Project
Coach just another well-intentioned social service organization that is guilty
of <i style="mso-bidi-font-style: normal;">poverty pimping</i>? <o:p></o:p></div>
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In pondering this question, I think that the answer is a bit
more complicated than Miller’s perspective portrays. Things are not always as
clear as programs being organized top-down, as characterized in the social
services sector, or, as emerging bottom-up, from community initiatives. Sure,
it is true that Project Coach was started by outsiders who were searching for a
strategy to help underserved youth living in a poor community improve their lives,
but, it is also true that in developing and operating Project Coach many
people, representing an array of interests and perspectives, are involved. Although,
program directors are employees of Smith College, all part-time staff are
teachers and residents of the Springfield community. Most importantly, youth
play a critical role in providing adults with their perspectives about various
issues, and demonstrate leadership as they add their voices and assist in
making decisions about such things as who to recruit as coaches, which graduate
student mentors to accept, and even weigh-in on the hiring of program
directors. They also help craft and make decisions about how to coach the activities
that they oversee. Parents of coaches and players also meet regularly with program
staff and teen coaches to provide their insights about Project Coach, and offer
suggestions about what they wish to see happening in the future. Additionally,
teachers and principals play important roles in how Project Coach is conceived
and operationalized. The distinction made by Miller of <i style="mso-bidi-font-style: normal;">top-down</i> or <i style="mso-bidi-font-style: normal;">down-top</i>
organization and decision making is blurred in Project Coach, as it clearly is
a collaborative initiative.<o:p></o:p></div>
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In contrast to Miller’s observation about social service
organizations siphoning-off funds that might go directly to poor families who
know how to use such funds better than well intentioned outsiders who have
grandiose ideas about fighting poverty, a counter case can be made that limited
dollars can also be used to maximize their effect, if used wisely, and with the
backing of those who are the targeted beneficiaries. This has been a consistent
theme for Project Coach in that it may have started as an idea in the
ivy-covered halls of academia, but quickly morphed into something embraced and
embellished by the community in which it resides. School administrators and a
prominent youth sports leader urged us to get teens and younger children
engaged and active on the fields and gymnasiums in their community which were
underutilized, especially during the after-school hours. Along the way,
teachers and parents emerged to support what we were doing and to urge us to
expand opportunities to more kids in their community. Project Coach, at first,
had a very modest program with 10 – 15 teen coaches, and 30 – 50 -- 3<sup>rd</sup>
- 5<sup>th</sup> grade players that offered one coach training session, and
two-1 hour sports sessions each week. After several years, community leaders
approached Project Coach, and wanted us to expand the number of coaches,
players, and contact hours that it had with kids. They also asked us to include
teachers in the mix so that they and their students could strengthen relationships,
heretofore, only built on being in the classroom doing academic activities.
With this request came an offer to support such growth with community
development funds. Today we have 50 or so teen coaches and 150 -- 3<sup>rd</sup>
– 5<sup>th</sup> graders who participate in academic enrichment and sports
several days a week. Given that large waiting lists exist for participating as
teen coaches, and as grade school players, youth and their families seemingly perceive
value in Project Coach. <span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="page number"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="endnote reference"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="endnote text"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="table of authorities"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="macro"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="toa heading"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Bullet"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Number"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Bullet 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Bullet 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Bullet 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Bullet 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Number 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Number 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Number 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Number 5"/>
<w:LsdException Locked="false" Priority="10" QFormat="true" Name="Title"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Closing"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Signature"/>
<w:LsdException Locked="false" Priority="1" SemiHidden="true"
UnhideWhenUsed="true" Name="Default Paragraph Font"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text Indent"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Continue"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Continue 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Continue 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Continue 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Continue 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Message Header"/>
<w:LsdException Locked="false" Priority="11" QFormat="true" Name="Subtitle"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Salutation"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Date"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text First Indent"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text First Indent 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Note Heading"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text Indent 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text Indent 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Block Text"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Hyperlink"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="FollowedHyperlink"/>
<w:LsdException Locked="false" Priority="22" QFormat="true" Name="Strong"/>
<w:LsdException Locked="false" Priority="20" QFormat="true" Name="Emphasis"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Document Map"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Plain Text"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="E-mail Signature"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Top of Form"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Bottom of Form"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Normal (Web)"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Acronym"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Address"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Cite"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Code"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Definition"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Keyboard"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Preformatted"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Sample"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Typewriter"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Variable"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Normal Table"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="annotation subject"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="No List"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Outline List 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Outline List 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Outline List 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Simple 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Simple 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Simple 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Colorful 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Colorful 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Colorful 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 6"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 7"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 8"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 6"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 7"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 8"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table 3D effects 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table 3D effects 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table 3D effects 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Contemporary"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Elegant"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Professional"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Subtle 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Subtle 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Web 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Web 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Web 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Balloon Text"/>
<w:LsdException Locked="false" Priority="39" Name="Table Grid"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Note Level 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Note Level 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Note Level 8"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" Name="Placeholder Text"/>
<w:LsdException Locked="false" Priority="1" QFormat="true" Name="No Spacing"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading"/>
<w:LsdException Locked="false" Priority="61" Name="Light List"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 1"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 1"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 1"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 1"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 1"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 1"/>
<w:LsdException Locked="false" SemiHidden="true" Name="Revision"/>
<w:LsdException Locked="false" Priority="34" QFormat="true"
Name="List Paragraph"/>
<w:LsdException Locked="false" Priority="29" QFormat="true" Name="Quote"/>
<w:LsdException Locked="false" Priority="30" QFormat="true"
Name="Intense Quote"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 1"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 1"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 1"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 1"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 1"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 1"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 1"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 1"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 2"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 2"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 2"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 2"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 2"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 2"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 2"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 2"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 2"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 2"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 2"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 2"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 2"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 2"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 3"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 3"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 3"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 3"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 3"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 3"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 3"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 3"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 3"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 3"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 3"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 3"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 3"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 3"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 4"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 4"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 4"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 4"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 4"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 4"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 4"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 4"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 4"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 4"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 4"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 4"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 4"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 4"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 5"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 5"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 5"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 5"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 5"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 5"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 5"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 5"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 5"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 5"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 5"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 5"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 5"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 5"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 6"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 6"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 6"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 6"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 6"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 6"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 6"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 6"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 6"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 6"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 6"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 6"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 6"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 6"/>
<w:LsdException Locked="false" Priority="19" QFormat="true"
Name="Subtle Emphasis"/>
<w:LsdException Locked="false" Priority="21" QFormat="true"
Name="Intense Emphasis"/>
<w:LsdException Locked="false" Priority="31" QFormat="true"
Name="Subtle Reference"/>
<w:LsdException Locked="false" Priority="32" QFormat="true"
Name="Intense Reference"/>
<w:LsdException Locked="false" Priority="33" QFormat="true" Name="Book Title"/>
<w:LsdException Locked="false" Priority="37" SemiHidden="true"
UnhideWhenUsed="true" Name="Bibliography"/>
<w:LsdException Locked="false" Priority="39" SemiHidden="true"
UnhideWhenUsed="true" QFormat="true" Name="TOC Heading"/>
<w:LsdException Locked="false" Priority="41" Name="Plain Table 1"/>
<w:LsdException Locked="false" Priority="42" Name="Plain Table 2"/>
<w:LsdException Locked="false" Priority="43" Name="Plain Table 3"/>
<w:LsdException Locked="false" Priority="44" Name="Plain Table 4"/>
<w:LsdException Locked="false" Priority="45" Name="Plain Table 5"/>
<w:LsdException Locked="false" Priority="40" Name="Grid Table Light"/>
<w:LsdException Locked="false" Priority="46" Name="Grid Table 1 Light"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark"/>
<w:LsdException Locked="false" Priority="51" Name="Grid Table 6 Colorful"/>
<w:LsdException Locked="false" Priority="52" Name="Grid Table 7 Colorful"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 1"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 1"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 1"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 1"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 1"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 1"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 1"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 2"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 2"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 2"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 2"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 2"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 2"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 2"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 3"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 3"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 3"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 3"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 3"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 3"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 3"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 4"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 4"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 4"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 4"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 4"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 4"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 4"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 5"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 5"/>
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While Mauricio Miller makes a compelling case for rethinking
how to craft antipoverty programs<i style="mso-bidi-font-style: normal;">, </i>I
contend that his central argument needs some tweaking. As this blog conveys,
there are not only two alternatives to helping poor people living in stressed communities:
<i style="mso-bidi-font-style: normal;">Top-Down or Bottom-Up</i>. There are also
hybrid approaches in which outsiders may initiate a program, and as it
develops, others join in and morph it into something that is more penetrating
and meaningful to those being served. Others can be community leaders, funders,
teachers, parents, and, and even the youth for whom the program is designed. Each
group plays an important part in tweaking, running, and sustaining the entity.
Ultimately, the best data to support its value to those being served is demand.
When demand grows over time, the entity is most likely providing something that
people want. Clearly, Miller provides very valuable insights about fighting
poverty, and how social service organization may be more of a liability than an
asset. Yet, our experience with Project Coach shows that the lines are often
blurred regarding collaborative efforts that may start out one way, and subsequently
metamorphise into something that communities embrace as their own. <span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
Project Coachhttp://www.blogger.com/profile/16340010828571573519noreply@blogger.com0tag:blogger.com,1999:blog-1819843850378313742.post-54700633625821175672017-03-14T07:48:00.000-07:002017-03-14T07:48:05.889-07:00The Youth Development Jig-Saw Puzzle: Clocks and Clouds Don Siegel<br />
<br />
<div class="MsoNormal">
One thing that is becoming increasingly obvious to those of
us interested in youth development is that the complexity of the field can be
overwhelming. While everyone’s goals seem to be in one way or another related
to building a vibrant, happy, healthy, resilient, and self-sufficient youth,
there is a <i style="mso-bidi-font-style: normal;">cafeteria aspect</i> to how various
theoreticians propose that this can be done. Being somewhat facetious, one can
go down the <i style="mso-bidi-font-style: normal;">buffet line</i> and take a
bit of <i style="mso-bidi-font-style: normal;">social-emotional intelligence, </i>some
<i style="mso-bidi-font-style: normal;">academic enrichment, </i>a helping of <i style="mso-bidi-font-style: normal;">college and work readiness</i>, and a
portion of <i style="mso-bidi-font-style: normal;">health and wellness</i>. As
well, most youth development programs have themes such as art, sports,
technology, music, etc. that purport to teach core skills that in some way
relate to and develop critical assets. Figuring out how program activities and
themes relate to asset development, if they do at all, is not an insignificant
issue in determining to what extent a program is contributing to a child’s life.
<o:p></o:p></div>
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In thinking about this, I have come to realize that no one
really has the perfect formula for <i style="mso-bidi-font-style: normal;">building
a thriving and vibrant kid</i>. One approach to dealing with this problem is
provided by those who embrace complexity, and assert that youth development
work can be best characterized as an <i style="mso-bidi-font-style: normal;">emergent
system. </i>In a nut-shell, this line of thinking asserts that reducing complex
systems to lower levels provides us with a distorted picture of how the system
actually works. To paraphrase the philosopher Karl Popper, youth development
work reflects more of a <i style="mso-bidi-font-style: normal;">cloud problem</i>,
in that a cloud is something that is dynamic, constantly changing, and best
studied as a whole.<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span>In essence, such thinking relates to my
previous <a href="http://projectcoachyouthleadership.blogspot.com/">post</a> in
which I attempted to make the case that youth development is like the powerful
effects that we see in <i style="mso-bidi-font-style: normal;">Blue Zones</i>, or
communities that foster the development of expertise in distance running,
squash and baseball.<span style="mso-spacerun: yes;"> </span>No one or two
variables can explain such phenomena. But, being part of a community that
uniquely intertwines many interacting variables, where the whole is greater
than the simple sum of its parts, seems to be the best way to describe what is
happening. Taking an element or two from such a community, and transplanting it
to another locale, to determine whether desired outcomes can be replicated
seems like a logical and interesting experiment, that, for whatever reasons,
has not gained much traction. <span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
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<div class="MsoNormal">
On the other hand, an alternative perspective, using
Popper’s perspective would be those who view youth work as a <i style="mso-bidi-font-style: normal;">clock problem</i>. A clock can be taken
apart piece by piece to determine how it works, and put back together again.
The whole, is nothing more than the pieces. Approaching youth development in
this way would be aligned with folks in the logic model business. They break things down into <i style="mso-bidi-font-style: normal;">inputs</i>, that provide support for programs to engage in a range of <i style="mso-bidi-font-style: normal;">activities</i>, which, in turn, produce <i style="mso-bidi-font-style: normal;">outputs</i>, that, ultimately, lead to a
variety of <i style="mso-bidi-font-style: normal;">outcomes</i>. Folks who fund
youth development programs tend to think like this since they wish to know if,
and how their investment is related to whether a program’s activities are
connected to how a kid fares in the future. <a href="http://www.youtheconomicopportunities.org/resource/2173/becoming-man-bam-sports-edition-findings">Economists</a>
have even produced papers that quantify future monetary returns expected for
every dollar invested in a youth development program.<o:p></o:p></div>
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<div class="MsoNormal">
So, is youth development a <i style="mso-bidi-font-style: normal;">cloud problem</i> or a <i style="mso-bidi-font-style: normal;">clock
problem</i>? My experience tells me that it is both. Limited resources make it
a <i style="mso-bidi-font-style: normal;">clock problem </i>as we must decide
what to do and what not to do. As we learn from research design, <i style="mso-bidi-font-style: normal;">clock logic </i>will provide us with some
inkling as to what is going on with regard to how our activities affect our
youth. Using the statistician’s language we can separate <i style="mso-bidi-font-style: normal;">variance accounted for </i>from variance that remains unknown. From such
a perspective, the process of program development and execution entails adding
and subtracting activities to account for more and more of the variance
associated with producing healthy, vibrant, and self-sufficient adolescents who
are ready and able to transition into adulthood.<o:p></o:p></div>
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Nonetheless, while <i style="mso-bidi-font-style: normal;">clock
logic</i> provides us with a methodology for sharpening program activities, it
does not provide much guidance for the day to day <i style="mso-bidi-font-style: normal;">stuff that happens</i> which divert our activities from being executed,
as planned, or more importantly, disrupts a child’s life and makes engaging in
program activities irrelevant. So much of youth development work entails
dealing with the unexpected, and being able to go outside the clock in order to
reestablish its significance. This entails <i style="mso-bidi-font-style: normal;">cloud
logic</i>. A program cannot function if the building in which it is housed is
on fire, and a child cannot do homework when her head is ready to explode
because of a toothache. Programs and kids are dynamic systems, like clouds,
that are in a state of constant flux. When the unanticipated happens, staff
must be prepared, and ready to <i style="mso-bidi-font-style: normal;">throw
whatever they have into resolving the issue.</i> <o:p></o:p></div>
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Top of Form"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Bottom of Form"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Normal (Web)"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Acronym"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Address"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Cite"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Code"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Definition"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Keyboard"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Preformatted"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Sample"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Typewriter"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Variable"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Normal Table"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="annotation subject"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="No List"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Outline List 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Outline List 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Outline List 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Simple 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Simple 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Simple 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Colorful 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Colorful 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Colorful 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 6"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 7"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 8"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 6"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 7"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 8"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table 3D effects 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table 3D effects 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table 3D effects 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Contemporary"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Elegant"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Professional"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Subtle 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Subtle 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Web 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Web 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Web 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Balloon Text"/>
<w:LsdException Locked="false" Priority="39" Name="Table Grid"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Theme"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Note Level 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Note Level 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Note Level 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Note Level 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Note Level 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Note Level 6"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Note Level 7"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Note Level 8"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Note Level 9"/>
<w:LsdException Locked="false" SemiHidden="true" Name="Placeholder Text"/>
<w:LsdException Locked="false" Priority="1" QFormat="true" Name="No Spacing"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading"/>
<w:LsdException Locked="false" Priority="61" Name="Light List"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 1"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 1"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 1"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 1"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 1"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 1"/>
<w:LsdException Locked="false" SemiHidden="true" Name="Revision"/>
<w:LsdException Locked="false" Priority="34" QFormat="true"
Name="List Paragraph"/>
<w:LsdException Locked="false" Priority="29" QFormat="true" Name="Quote"/>
<w:LsdException Locked="false" Priority="30" QFormat="true"
Name="Intense Quote"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 1"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 1"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 1"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 1"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 1"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 1"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 1"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 1"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 2"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 2"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 2"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 2"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 2"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 2"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 2"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 2"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 2"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 2"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 2"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 2"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 2"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 2"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 3"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 3"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 3"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 3"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 3"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 3"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 3"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 3"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 3"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 3"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 3"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 3"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 3"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 3"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 4"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 4"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 4"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 4"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 4"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 4"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 4"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 4"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 4"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 4"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 4"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 4"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 4"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 4"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 5"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 5"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 5"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 5"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 5"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 5"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 5"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 5"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 5"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 5"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 5"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 5"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 5"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 5"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 6"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 6"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 6"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 6"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 6"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 6"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 6"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 6"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 6"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 6"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 6"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 6"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 6"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 6"/>
<w:LsdException Locked="false" Priority="19" QFormat="true"
Name="Subtle Emphasis"/>
<w:LsdException Locked="false" Priority="21" QFormat="true"
Name="Intense Emphasis"/>
<w:LsdException Locked="false" Priority="31" QFormat="true"
Name="Subtle Reference"/>
<w:LsdException Locked="false" Priority="32" QFormat="true"
Name="Intense Reference"/>
<w:LsdException Locked="false" Priority="33" QFormat="true" Name="Book Title"/>
<w:LsdException Locked="false" Priority="37" SemiHidden="true"
UnhideWhenUsed="true" Name="Bibliography"/>
<w:LsdException Locked="false" Priority="39" SemiHidden="true"
UnhideWhenUsed="true" QFormat="true" Name="TOC Heading"/>
<w:LsdException Locked="false" Priority="41" Name="Plain Table 1"/>
<w:LsdException Locked="false" Priority="42" Name="Plain Table 2"/>
<w:LsdException Locked="false" Priority="43" Name="Plain Table 3"/>
<w:LsdException Locked="false" Priority="44" Name="Plain Table 4"/>
<w:LsdException Locked="false" Priority="45" Name="Plain Table 5"/>
<w:LsdException Locked="false" Priority="40" Name="Grid Table Light"/>
<w:LsdException Locked="false" Priority="46" Name="Grid Table 1 Light"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark"/>
<w:LsdException Locked="false" Priority="51" Name="Grid Table 6 Colorful"/>
<w:LsdException Locked="false" Priority="52" Name="Grid Table 7 Colorful"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 1"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 1"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 1"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 1"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 1"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 1"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 1"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 2"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 2"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 2"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 2"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 2"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 2"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 2"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 3"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 3"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 3"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 3"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 3"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 3"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 3"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 4"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 4"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 4"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 4"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 4"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 4"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 4"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 5"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 5"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 5"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 5"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 5"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 5"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 5"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 6"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 6"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 6"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 6"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 6"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 6"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 6"/>
<w:LsdException Locked="false" Priority="46" Name="List Table 1 Light"/>
<w:LsdException Locked="false" Priority="47" Name="List Table 2"/>
<w:LsdException Locked="false" Priority="48" Name="List Table 3"/>
<w:LsdException Locked="false" Priority="49" Name="List Table 4"/>
<w:LsdException Locked="false" Priority="50" Name="List Table 5 Dark"/>
<w:LsdException Locked="false" Priority="51" Name="List Table 6 Colorful"/>
<w:LsdException Locked="false" Priority="52" Name="List Table 7 Colorful"/>
<w:LsdException Locked="false" Priority="46"
Name="List Table 1 Light Accent 1"/>
<w:LsdException Locked="false" Priority="47" Name="List Table 2 Accent 1"/>
<w:LsdException Locked="false" Priority="48" Name="List Table 3 Accent 1"/>
<w:LsdException Locked="false" Priority="49" Name="List Table 4 Accent 1"/>
<w:LsdException Locked="false" Priority="50" Name="List Table 5 Dark Accent 1"/>
<w:LsdException Locked="false" Priority="51"
Name="List Table 6 Colorful Accent 1"/>
<w:LsdException Locked="false" Priority="52"
Name="List Table 7 Colorful Accent 1"/>
<w:LsdException Locked="false" Priority="46"
Name="List Table 1 Light Accent 2"/>
<w:LsdException Locked="false" Priority="47" Name="List Table 2 Accent 2"/>
<w:LsdException Locked="false" Priority="48" Name="List Table 3 Accent 2"/>
<w:LsdException Locked="false" Priority="49" Name="List Table 4 Accent 2"/>
<w:LsdException Locked="false" Priority="50" Name="List Table 5 Dark Accent 2"/>
<w:LsdException Locked="false" Priority="51"
Name="List Table 6 Colorful Accent 2"/>
<w:LsdException Locked="false" Priority="52"
Name="List Table 7 Colorful Accent 2"/>
<w:LsdException Locked="false" Priority="46"
Name="List Table 1 Light Accent 3"/>
<w:LsdException Locked="false" Priority="47" Name="List Table 2 Accent 3"/>
<w:LsdException Locked="false" Priority="48" Name="List Table 3 Accent 3"/>
<w:LsdException Locked="false" Priority="49" Name="List Table 4 Accent 3"/>
<w:LsdException Locked="false" Priority="50" Name="List Table 5 Dark Accent 3"/>
<w:LsdException Locked="false" Priority="51"
Name="List Table 6 Colorful Accent 3"/>
<w:LsdException Locked="false" Priority="52"
Name="List Table 7 Colorful Accent 3"/>
<w:LsdException Locked="false" Priority="46"
Name="List Table 1 Light Accent 4"/>
<w:LsdException Locked="false" Priority="47" Name="List Table 2 Accent 4"/>
<w:LsdException Locked="false" Priority="48" Name="List Table 3 Accent 4"/>
<w:LsdException Locked="false" Priority="49" Name="List Table 4 Accent 4"/>
<w:LsdException Locked="false" Priority="50" Name="List Table 5 Dark Accent 4"/>
<w:LsdException Locked="false" Priority="51"
Name="List Table 6 Colorful Accent 4"/>
<w:LsdException Locked="false" Priority="52"
Name="List Table 7 Colorful Accent 4"/>
<w:LsdException Locked="false" Priority="46"
Name="List Table 1 Light Accent 5"/>
<w:LsdException Locked="false" Priority="47" Name="List Table 2 Accent 5"/>
<w:LsdException Locked="false" Priority="48" Name="List Table 3 Accent 5"/>
<w:LsdException Locked="false" Priority="49" Name="List Table 4 Accent 5"/>
<w:LsdException Locked="false" Priority="50" Name="List Table 5 Dark Accent 5"/>
<w:LsdException Locked="false" Priority="51"
Name="List Table 6 Colorful Accent 5"/>
<w:LsdException Locked="false" Priority="52"
Name="List Table 7 Colorful Accent 5"/>
<w:LsdException Locked="false" Priority="46"
Name="List Table 1 Light Accent 6"/>
<w:LsdException Locked="false" Priority="47" Name="List Table 2 Accent 6"/>
<w:LsdException Locked="false" Priority="48" Name="List Table 3 Accent 6"/>
<w:LsdException Locked="false" Priority="49" Name="List Table 4 Accent 6"/>
<w:LsdException Locked="false" Priority="50" Name="List Table 5 Dark Accent 6"/>
<w:LsdException Locked="false" Priority="51"
Name="List Table 6 Colorful Accent 6"/>
<w:LsdException Locked="false" Priority="52"
Name="List Table 7 Colorful Accent 6"/>
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<!--StartFragment-->
<span style="font-family: Calibri; font-size: 12.0pt; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">My
suspicion is that the best youth development programs embrace both <i>clock</i> and <i>cloud </i>logic. Both are <i>necessary</i>
to produce youth who can transition seamlessly from childhood to adolescence,
and from adolescence to adulthood, but neither approach is <i>sufficient</i> alone. This is a message that is equally important to folks
who work in the youth development field who tend to be biased toward one of
these approaches or the other, as well as to funders who are looking for
payback on their investments. By all means, look at a program’s <i>clock logic</i>, but also understand that
the clock ticks inside the <i>cloud.</i></span><!--EndFragment-->
Project Coachhttp://www.blogger.com/profile/16340010828571573519noreply@blogger.com0tag:blogger.com,1999:blog-1819843850378313742.post-71417917480226150682017-02-17T11:34:00.000-08:002017-02-17T11:38:04.651-08:00What do People living in Blue Zones, Egyptian Squash Players, Kenyan Runners, and Dominican Baseball Players Tell Us about Youth Development? Don Siegel<br />
<br />
<div class="MsoNormal">
The title of this post certainly suggests some strange
relationships. Yet, when we attempt to answer the age-old question about <i style="mso-bidi-font-style: normal;">how and why we become what we are </i>the age-old
adage <i style="mso-bidi-font-style: normal;">Tell Me with Whom You Walk and I
Will Tell You Who You Are<span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "calibri"; font-size: 12.0pt;">[1]</span></b></span><!--[endif]--></span></span></i>
says a lot. This simple theme, and it’s many variations, can even tell us how
long we will live, whether we will be a world class runner, an elite squash
player, or, even, a major-league baseball player. Certainly, this does not
exhaust the possibilities, but illustrates that in virtually any area, knowing
with whom a youth associates, tells us a lot about who he is, and who he is becoming.
This is so because youth tend to acquire the attitudes, knowledge, skills, habits
and lifestyles of the groups to which they belong. Hang out with those having
healthy behaviors, and one begins to acquire such behaviors. Join a gang that
engages in illegal activities, and pursuing such activities becomes natural to
you. Go around with kids valuing education, and you begin to work harder at
school. <i style="mso-bidi-font-style: normal;">Swimming downstream</i> is a lot
easier than <i style="mso-bidi-font-style: normal;">swimming upstream</i>. Several
illustrations of this phenomenon follow and makes us wonder about how this <i style="mso-bidi-font-style: normal;">morphing effect</i> might be leveraged for
our work in youth development.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<u>Blue Zones<o:p></o:p></u></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
If you want to live longer, try residing in a <i style="mso-bidi-font-style: normal;">Blue Zone</i>. These are locales around the
world where people normally live into their 90s and 100s. Dan Buettner has
identified seven such regions in the world.<span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: "calibri"; font-size: 12.0pt;">[2]</span></span><!--[endif]--></span></span> Not
surprisingly, people in these zones tend to have lower rates of cancer, heart
disease, and dementia. Rather than having to think about and plan deliberately
about lifestyle practices and choices, as we do in the chaos of modern life,
folks living in <i style="mso-bidi-font-style: normal;">Blue Zones </i>simply
engage in normal activities typical of their community. These also happen to
promote health and longevity. The profile includes: engaging in regular and moderate
physical activity; having a purpose in life; experiencing lower stress; moderating
caloric intake; consuming more of a plant-based diet; drinking moderate amounts
of alcohol– especially wine; engaging in spiritual/religious activity; being
part of active family life; and connecting to one’s community. Although the
impact of any of these factors in promoting longevity may be difficult to
isolate, what seems clear is that just living as others in their community do, promotes
general well-being. A great deal of forethought or will-power is not necessary.
It’s just the way people live their lives in these places. Being part of the
social fabric is all that is necessary.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal" style="page-break-after: avoid;">
<u>Kenyan Runners, Egyptian
Squash Players, and Dominican Baseball Players<o:p></o:p></u></div>
<div class="MsoNormal" style="page-break-after: avoid;">
<br /></div>
<div class="MsoNormal" style="page-break-after: avoid;">
Can the <i style="mso-bidi-font-style: normal;">morphing effect</i> - <i style="mso-bidi-font-style: normal;">normal daily
activities</i> observation apply to other human activities? That is, how apt is
the adage <i style="mso-bidi-font-style: normal;">Tell Me with Whom You Walk and
I Will Tell You Who You Are </i>in explaining the development of expertise?<span style="mso-spacerun: yes;"> </span>The answer seems to be that just as <i style="mso-bidi-font-style: normal;">Blue Zones</i> promote longevity, other
locales where people excel at different things have cultures that promote excellence
in specific activities. Ultimately, what we see emerging from such locales is
that the most accomplished in the group become world-class performers.<o:p></o:p></div>
<div class="MsoNormal" style="page-break-after: avoid;">
<br /></div>
<div class="MsoNormal">
Perhaps, the best example of this is Kenyans as distance runners.
Since Kip Keino’s gold medal performance in the 1500 meters at the 1968
Olympics, Kenyan middle and long-distance runners have played a dominant role
in international events. For the past forty years, this East African country of
about 45 million is producing a disproportional number of world-class middle
and long distance runners? But even more remarkable is that most of these
runners come from the Kalenjin Tribe, a small minority of about 5 million
within the country. Why are Kalenjin’s so good as middle and long-distance
runners?<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
While researchers have been trying to answer this question
for some time, it seems to come down to an array of factors that entail culture,
geography, lifestyle and body type. These elements seem to fit together seamlessly,
producing marvelously primed runners. As
pointed out by David Epstein, author of <i style="mso-bidi-font-style: normal;">The
Sports Gene<span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "calibri"; font-size: 12.0pt;">[3]</span></b></span><!--[endif]--></span></span>,
</i>Kalenjin runners have very long legs, thin ankles and calves, less mass for
their height, and shorter torsos, all of which, makes them more <i style="mso-bidi-font-style: normal;">bird-like</i>, and more suited to distance
running. Geographically, the Kalenjin, come from the Great Rift Valley, a
relatively flat locale, found at an elevation of about 7000 feet. Combined, the
terrain and altitude provides ideal conditions for training runners. Additionally,
numerous observers have described a lifestyle where children run, often
barefoot, all the time, including trips to school, home for lunch, back to
school, and home again.<span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: "calibri"; font-size: 12.0pt;">[4]</span></span><!--[endif]--></span></span> As
well, the Kalenjin are taught to be mentally tough by the various rituals in
which they are expected to partake as they pass into adulthood. Many believe
that such experiences develop the capacity to endure physical discomfort, which
is also a critical element of middle-distance and long-distance running. Finally,
job opportunities are few for Kalenjin’s. They can engage in subsistence
farming, or use running, with its rewards, as a way out of poverty. Like other
poor kids in many parts of the world they work extraordinarily hard in their
training, which by world standards is quite primitive.<span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: "calibri"; font-size: 12.0pt;">[5]</span></span><!--[endif]--></span></span> Taken
as an aggregate, one can begin to understand, that being a Kalenjin, growing up
in the Great Rift Valley, is like being in a runner’s <i style="mso-bidi-font-style: normal;">Blue Zone.</i> There is little question that training is rigorous and
that those who reach world-class performance levels deserve great credit. Yet,
the conditions that support such achievement seem to be a part of daily life. Those
who excel on the world stage come out of this population, and are simply those
persons who<b style="mso-bidi-font-weight: normal;"> </b>are on the top end of
this distribution<b style="mso-bidi-font-weight: normal;">. </b>Lifestyle,
culture, and environment are the driving forces of running excellence.<span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Other, less well known, variations of this theme exist in
other sports. Why are Egyptians dominating in squash, and Dominicans in
baseball? Having a specific body type would seem to be less of a factor in
differentiating world class performers in these sports. Acquiring advanced
levels of knowledge, skill, and mental toughness would seem to be the key
factors. Several analyses, aligned with the <i style="mso-bidi-font-style: normal;">normal
daily activities</i> – <i style="mso-bidi-font-style: normal;">way of life </i>hypothesis
explain why and how these countries are producing world-class performers. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Today Egypt appears to be dominating the world squash scene,
having three of the top five ranked professional men’s players, winning seven
out of the past 12 World Opens, and winning the last three men’s
intercollegiate championships.<span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: "calibri"; font-size: 12.0pt;">[6]</span></span><!--[endif]--></span></span>
Although, the country has a rich tradition of playing the sport from their British
Colonial days, it was not until the 1980s that Egyptians started to emerge on
the world scene. This was because talented players were unable to tour
internationally prior to then because of political turmoil, and were, thus,
forced to stay home, training and competing at various clubs in Cairo. An
unintended consequence of this was that younger developing players could
observe what elite players did, to train as they trained, and to compete with
and against them. Consequently, a culture of growing-up and playing the sport
at Cairo clubs emerged. As travel opportunities became possible again in the
1980s, the best of these club youths began appearing in and winning prestigious
national and international events.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
A variation on this theme is also found in explaining why a
small country like the Dominican Republic produces so many professional
baseball players. During the 1980s major league baseball teams began investing
in building an infrastructure for the game there. Today, all 30 teams have facilities.
Their intent, just as with their extensive farm system, was to cultivate
talent.<span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: "calibri"; font-size: 12.0pt;">[7]</span></span><!--[endif]--></span></span> Coupled
with an economy in which over one third of residents live in poverty, baseball
prowess took on great importance. With few other options, playing professional
baseball became a goal for large numbers of Dominican youth. From a young age
kids in flip-flops swing sticks at bottle caps aspiring to move up to training
academies where older youth sleep, eat, and live baseball.<span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: "calibri"; font-size: 12.0pt;">[8]</span></span><!--[endif]--></span></span> From
some descriptions, the player development academies are like factories that churn
out baseball players, many of whom are major league prospects. Last season, a
bit over 10% of players in major league baseball came from the Dominican
Republic<span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: "calibri"; font-size: 12.0pt;">[9]</span></span><!--[endif]--></span></span>. In a land with meager opportunities and the popularity of the sport, kids, in
large numbers, follow the path of living the sport by putting in hours acquiring
knowledge and skill at the game, often at the expense of pursuing education in
other areas. <span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal" style="page-break-after: avoid;">
<span style="mso-spacerun: yes;"> </span><u>Conclusion<o:p></o:p></u></div>
<div class="MsoNormal" style="page-break-after: avoid;">
<br /></div>
<div class="MsoNormal" style="page-break-after: avoid;">
From these observations one
can begin to understand why groups of people tend to take on certain
characteristics, whether these are connected to health and longevity or
athletic prowess. What we learn from such examples is that culture and
environment play a powerful role in shaping a population, and the world-class
exemplars who emerge from growing-up in such an ecosystem. While we might be
distracted by focusing our attention on the most extraordinary individuals arising
from a group, it is really the population distribution, as a whole, that gives
us a window into understanding how lifestyle and culture are the basis for
excellence, wherever we may find it. <o:p></o:p></div>
<div class="MsoNormal" style="page-break-after: avoid;">
<br /></div>
<div class="MsoNormal" style="page-break-after: avoid;">
New research from Chetty and
Hendren<span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: "calibri"; font-size: 12.0pt;">[10]</span></span><!--[endif]--></span></span><sup>, </sup><span style="font-family: '"calibri"'; font-size: 16px;">[11] </span>finds
that these same sorts of effects also impacts intergenerational mobility.
Specifically, they show that children from low income families living in low
income communities who move at birth to a wealthier county<span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><span class="MsoFootnoteReference"><span style="font-family: "calibri"; font-size: 12.0pt;">[12]</span></span></span></span> have
10% higher incomes as adults. They assert that the effects of living in a wealthier
community are cumulative and include such things as access to better schools, being
part of and around more stable families, living in safer neighborhoods,
connecting with broader sources of social capital, and aspiring to and
attending college. Chetty and Hendren’s work also shows a dose-effect
relationship in that the more years a child coming from a poor family lives in
a wealthier community, the greater the benefits. Taken as an aggregate, this is
another example, of how powerful environment, culture and lifestyle is in shaping
lives.<br />
<o:p></o:p></div>
<div class="MsoNormal" style="page-break-after: avoid;">
<br /></div>
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Continue 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Message Header"/>
<w:LsdException Locked="false" Priority="11" QFormat="true" Name="Subtitle"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Salutation"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Date"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text First Indent"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text First Indent 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Note Heading"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text Indent 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text Indent 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Block Text"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Hyperlink"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="FollowedHyperlink"/>
<w:LsdException Locked="false" Priority="22" QFormat="true" Name="Strong"/>
<w:LsdException Locked="false" Priority="20" QFormat="true" Name="Emphasis"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Document Map"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Plain Text"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="E-mail Signature"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Top of Form"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Bottom of Form"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Normal (Web)"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Acronym"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Address"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Cite"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Code"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Definition"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Keyboard"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Preformatted"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Sample"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Typewriter"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Variable"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Normal Table"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="annotation subject"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="No List"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Outline List 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Outline List 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Outline List 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Simple 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Simple 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Simple 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Colorful 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Colorful 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Colorful 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 6"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 7"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 8"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 6"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 7"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 8"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table 3D effects 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table 3D effects 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table 3D effects 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Contemporary"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Elegant"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Professional"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Subtle 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Subtle 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Web 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Web 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Web 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Balloon Text"/>
<w:LsdException Locked="false" Priority="39" Name="Table Grid"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Theme"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Note Level 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Note Level 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Note Level 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Note Level 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Note Level 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Note Level 6"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Note Level 7"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Note Level 8"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Note Level 9"/>
<w:LsdException Locked="false" SemiHidden="true" Name="Placeholder Text"/>
<w:LsdException Locked="false" Priority="1" QFormat="true" Name="No Spacing"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading"/>
<w:LsdException Locked="false" Priority="61" Name="Light List"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 1"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 1"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 1"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 1"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 1"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 1"/>
<w:LsdException Locked="false" SemiHidden="true" Name="Revision"/>
<w:LsdException Locked="false" Priority="34" QFormat="true"
Name="List Paragraph"/>
<w:LsdException Locked="false" Priority="29" QFormat="true" Name="Quote"/>
<w:LsdException Locked="false" Priority="30" QFormat="true"
Name="Intense Quote"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 1"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 1"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 1"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 1"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 1"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 1"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 1"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 1"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 2"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 2"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 2"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 2"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 2"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 2"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 2"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 2"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 2"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 2"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 2"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 2"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 2"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 2"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 3"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 3"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 3"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 3"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 3"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 3"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 3"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 3"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 3"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 3"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 3"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 3"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 3"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 3"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 4"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 4"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 4"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 4"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 4"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 4"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 4"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 4"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 4"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 4"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 4"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 4"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 4"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 4"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 5"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 5"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 5"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 5"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 5"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 5"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 5"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 5"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 5"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 5"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 5"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 5"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 5"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 5"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 6"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 6"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 6"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 6"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 6"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 6"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 6"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 6"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 6"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 6"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 6"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 6"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 6"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 6"/>
<w:LsdException Locked="false" Priority="19" QFormat="true"
Name="Subtle Emphasis"/>
<w:LsdException Locked="false" Priority="21" QFormat="true"
Name="Intense Emphasis"/>
<w:LsdException Locked="false" Priority="31" QFormat="true"
Name="Subtle Reference"/>
<w:LsdException Locked="false" Priority="32" QFormat="true"
Name="Intense Reference"/>
<w:LsdException Locked="false" Priority="33" QFormat="true" Name="Book Title"/>
<w:LsdException Locked="false" Priority="37" SemiHidden="true"
UnhideWhenUsed="true" Name="Bibliography"/>
<w:LsdException Locked="false" Priority="39" SemiHidden="true"
UnhideWhenUsed="true" QFormat="true" Name="TOC Heading"/>
<w:LsdException Locked="false" Priority="41" Name="Plain Table 1"/>
<w:LsdException Locked="false" Priority="42" Name="Plain Table 2"/>
<w:LsdException Locked="false" Priority="43" Name="Plain Table 3"/>
<w:LsdException Locked="false" Priority="44" Name="Plain Table 4"/>
<w:LsdException Locked="false" Priority="45" Name="Plain Table 5"/>
<w:LsdException Locked="false" Priority="40" Name="Grid Table Light"/>
<w:LsdException Locked="false" Priority="46" Name="Grid Table 1 Light"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark"/>
<w:LsdException Locked="false" Priority="51" Name="Grid Table 6 Colorful"/>
<w:LsdException Locked="false" Priority="52" Name="Grid Table 7 Colorful"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 1"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 1"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 1"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 1"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 1"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 1"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 1"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 2"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 2"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 2"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 2"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 2"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 2"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 2"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 3"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 3"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 3"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 3"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 3"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 3"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 3"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 4"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 4"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 4"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 4"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 4"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 4"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 4"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 5"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 5"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 5"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 5"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 5"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 5"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 5"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 6"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 6"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 6"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 6"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 6"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 6"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 6"/>
<w:LsdException Locked="false" Priority="46" Name="List Table 1 Light"/>
<w:LsdException Locked="false" Priority="47" Name="List Table 2"/>
<w:LsdException Locked="false" Priority="48" Name="List Table 3"/>
<w:LsdException Locked="false" Priority="49" Name="List Table 4"/>
<w:LsdException Locked="false" Priority="50" Name="List Table 5 Dark"/>
<w:LsdException Locked="false" Priority="51" Name="List Table 6 Colorful"/>
<w:LsdException Locked="false" Priority="52" Name="List Table 7 Colorful"/>
<w:LsdException Locked="false" Priority="46"
Name="List Table 1 Light Accent 1"/>
<w:LsdException Locked="false" Priority="47" Name="List Table 2 Accent 1"/>
<w:LsdException Locked="false" Priority="48" Name="List Table 3 Accent 1"/>
<w:LsdException Locked="false" Priority="49" Name="List Table 4 Accent 1"/>
<w:LsdException Locked="false" Priority="50" Name="List Table 5 Dark Accent 1"/>
<w:LsdException Locked="false" Priority="51"
Name="List Table 6 Colorful Accent 1"/>
<w:LsdException Locked="false" Priority="52"
Name="List Table 7 Colorful Accent 1"/>
<w:LsdException Locked="false" Priority="46"
Name="List Table 1 Light Accent 2"/>
<w:LsdException Locked="false" Priority="47" Name="List Table 2 Accent 2"/>
<w:LsdException Locked="false" Priority="48" Name="List Table 3 Accent 2"/>
<w:LsdException Locked="false" Priority="49" Name="List Table 4 Accent 2"/>
<w:LsdException Locked="false" Priority="50" Name="List Table 5 Dark Accent 2"/>
<w:LsdException Locked="false" Priority="51"
Name="List Table 6 Colorful Accent 2"/>
<w:LsdException Locked="false" Priority="52"
Name="List Table 7 Colorful Accent 2"/>
<w:LsdException Locked="false" Priority="46"
Name="List Table 1 Light Accent 3"/>
<w:LsdException Locked="false" Priority="47" Name="List Table 2 Accent 3"/>
<w:LsdException Locked="false" Priority="48" Name="List Table 3 Accent 3"/>
<w:LsdException Locked="false" Priority="49" Name="List Table 4 Accent 3"/>
<w:LsdException Locked="false" Priority="50" Name="List Table 5 Dark Accent 3"/>
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<!--StartFragment-->
<span style="font-family: "calibri"; font-size: 12.0pt;">From
a youth development perspective, the message that we should take from these observations
is that children, adolescence, and adults readily take on the properties of the
groups with which they are affiliated. Whether we are focusing on health
behaviors, athletic prowess, or economic mobility, where one lives and who one
associates with on a day to day basis shapes who we are. My conclusion is that
cultural and environmental effects are the most potent factor in how we acquire
attitudes, knowledge, skills, and behaviors. Consequently, those of us involved
with youth development should understand that our day to day activities and
interactions are as powerful in shaping our kids, as are the activities we plan
and implement. As <a href="http://www.goodreads.com/author/show/14294.Esmeralda_Santiago"><span style="color: windowtext; text-decoration: none; text-underline: none;">Esmeralda
Santiago</span></a> prophetically asserted <i>Tell
Me with Whom You Walk and I Will Tell You Who You Are.</i> </span>
<!--EndFragment--><br />
<div style="mso-element: footnote-list;">
<!--[if !supportFootnotes]--><br clear="all" />
<hr align="left" size="1" width="33%" />
<!--[endif]-->
<br />
<div id="ftn1" style="mso-element: footnote;">
<div class="MsoFootnoteText">
<a href="https://www.blogger.com/blogger.g?blogID=1819843850378313742&pli=1#_ftnref1" name="_ftn1" style="mso-footnote-id: ftn1;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: "calibri"; font-size: 9.0pt;">[1]</span></span><!--[endif]--></span></span></a> http://www.goodreads.com/quotes/339209-tell-me-who-you-walk-with-and-i-ll-tell-you<o:p></o:p></div>
</div>
<div id="ftn2" style="mso-element: footnote;">
<div class="MsoFootnoteText">
<a href="https://www.blogger.com/blogger.g?blogID=1819843850378313742&pli=1#_ftnref2" name="_ftn2" style="mso-footnote-id: ftn2;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: "calibri"; font-size: 9.0pt;">[2]</span></span><!--[endif]--></span></span></a>
Sardinia and Acciaroli, Italy; Okinawa, Japan; Loma Linda, California; Nicoya
Peninsula, Costa Rica; Icaria, Greece; and Oland-Smalamd-Skane, Sweden<o:p></o:p></div>
</div>
<div id="ftn3" style="mso-element: footnote;">
<div class="MsoNormal">
<a href="https://www.blogger.com/blogger.g?blogID=1819843850378313742&pli=1#_ftnref3" name="_ftn3" style="mso-footnote-id: ftn3;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: "calibri"; font-size: 12.0pt;">[3]</span></span><!--[endif]--></span></span></a>
<span style="font-size: 10.0pt; mso-bidi-font-size: 12.0pt;">Epstein, D. J.
(2013). The sports gene: Inside the science of extraordinary athletic
performance. New York: Current</span><span style="font-family: "times new roman"; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></div>
</div>
<div id="ftn4" style="mso-element: footnote;">
<div class="MsoFootnoteText">
<a href="https://www.blogger.com/blogger.g?blogID=1819843850378313742&pli=1#_ftnref4" name="_ftn4" style="mso-footnote-id: ftn4;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: "calibri"; font-size: 9.0pt;">[4]</span></span><!--[endif]--></span></span></a> http://www.runnersworld.com/peak-performance/why-are-kenyan-distance-runners-so-fast<o:p></o:p></div>
</div>
<div id="ftn5" style="mso-element: footnote;">
<div class="MsoFootnoteText">
<a href="https://www.blogger.com/blogger.g?blogID=1819843850378313742&pli=1#_ftnref5" name="_ftn5" style="mso-footnote-id: ftn5;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: "calibri"; font-size: 9.0pt;">[5]</span></span><!--[endif]--></span></span></a> http://www.npr.org/sections/goatsandsoda/2014/11/04/361403249/what-makes-kenyas-marathon-runners-the-worlds-best<o:p></o:p></div>
</div>
<div id="ftn6" style="mso-element: footnote;">
<div class="MsoFootnoteText">
<a href="https://www.blogger.com/blogger.g?blogID=1819843850378313742&pli=1#_ftnref6" name="_ftn6" style="mso-footnote-id: ftn6;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: "calibri"; font-size: 9.0pt;">[6]</span></span><!--[endif]--></span></span></a> https://www.theatlantic.com/international/archive/2014/11/why-egypt-crushes-at-squash/383062/<o:p></o:p></div>
</div>
<div id="ftn7" style="mso-element: footnote;">
<div class="MsoFootnoteText">
<a href="https://www.blogger.com/blogger.g?blogID=1819843850378313742&pli=1#_ftnref7" name="_ftn7" style="mso-footnote-id: ftn7;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: "calibri"; font-size: 9.0pt;">[7]</span></span><!--[endif]--></span></span></a> http://www.forbes.com/sites/aliciajessop/2013/03/19/the-secrets-behind-the-dominican-republics-success-in-the-world-baseball-classic-and-mlb/#11d0325e15f1<o:p></o:p></div>
</div>
<div id="ftn8" style="mso-element: footnote;">
<div class="MsoFootnoteText">
<a href="https://www.blogger.com/blogger.g?blogID=1819843850378313742&pli=1#_ftnref8" name="_ftn8" style="mso-footnote-id: ftn8;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: "calibri"; font-size: 9.0pt;">[8]</span></span><!--[endif]--></span></span></a> https://www.nytimes.com/interactive/2016/02/18/sports/baseball/dominican-republic-baseball-spring-training.html?_r=0<o:p></o:p></div>
</div>
<div id="ftn9" style="mso-element: footnote;">
<div class="MsoFootnoteText">
<a href="https://www.blogger.com/blogger.g?blogID=1819843850378313742&pli=1#_ftnref9" name="_ftn9" style="mso-footnote-id: ftn9;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: "calibri"; font-size: 9.0pt;">[9]</span></span><!--[endif]--></span></span></a> http://www.npr.org/sections/goatsandsoda/2016/04/03/472699693/baseball-is-a-field-of-dreams-and-dashed-hopes-for-dominicans<o:p></o:p></div>
</div>
<div id="ftn10" style="mso-element: footnote;">
<div class="MsoFootnoteText">
<a href="https://www.blogger.com/blogger.g?blogID=1819843850378313742&pli=1#_ftnref10" name="_ftn10" style="mso-footnote-id: ftn10;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: "calibri"; font-size: 9.0pt;">[10]</span></span><!--[endif]--></span></span></a>
Chetty, R., & Hendren, N. (2016).<span class="apple-converted-space"><span style="color: black; font-family: "verdana"; mso-bidi-font-size: 9.0pt;"> </span></span><i>The
impacts of neighborhoods on intergenerational mobility I: Childhood exposure
effects.</i><span class="apple-converted-space"><span style="color: black; font-family: "verdana"; mso-bidi-font-size: 9.0pt;"> </span></span>(Working Paper No.
23001). <span class="FootnoteTextChar"><span style="font-family: "times new roman";">Cambridge,
MA 02138: National Bureau of Economic Research.</span></span><o:p></o:p></div>
</div>
<div id="ftn11" style="mso-element: footnote;">
<div style="margin-left: 22.3pt; text-indent: -22.3pt;">
<a href="https://www.blogger.com/blogger.g?blogID=1819843850378313742&pli=1#_ftnref11" name="_ftn11" style="mso-footnote-id: ftn11;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: "times new roman"; font-size: 12.0pt;">[11]</span></span><!--[endif]--></span></span></a>
<span class="FootnoteTextChar"><span style="font-size: 9.0pt; mso-bidi-font-size: 12.0pt;">Chetty, R., & Hendren, N. (2016). <i style="mso-bidi-font-style: normal;">The impacts of neighborhoods on intergenerational mobility II:
Childhood exposure effects</i>. ( No. 23002). Cambridge, MA 02138:
National Bureau of Economic Research.</span></span><span style="font-size: 9.0pt; mso-bidi-font-size: 12.0pt;"><o:p></o:p></span></div>
</div>
<div id="ftn12" style="mso-element: footnote;">
<div class="MsoFootnoteText">
<a href="https://www.blogger.com/blogger.g?blogID=1819843850378313742&pli=1#_ftnref12" name="_ftn12" style="mso-footnote-id: ftn12;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: "calibri"; font-size: 9.0pt;">[12]</span></span><!--[endif]--></span></span></a> 1
standard deviation wealthier community<o:p></o:p></div>
</div>
</div>
Project Coachhttp://www.blogger.com/profile/16340010828571573519noreply@blogger.com0tag:blogger.com,1999:blog-1819843850378313742.post-29246393666274037272017-01-13T11:17:00.000-08:002017-01-13T11:17:56.250-08:00How to Get Good at Something: Deliberate Practice is a Good Start, But...<div class="MsoNormal" style="margin-bottom: 12.0pt; margin-left: 0in; margin-right: .5in; margin-top: 0in; mso-layout-grid-align: none;">
Don Siegel</div>
<div class="MsoNormal" style="margin-bottom: 12.0pt; margin-left: 0in; margin-right: .5in; margin-top: 0in; mso-layout-grid-align: none;">
Recently, I ran a module in Project
Coach that entailed teaching coaches about how people <a href="https://www.blogger.com/null" name="OLE_LINK2"></a><span style="mso-bookmark: OLE_LINK2;">get good at </span>something.
Using the framework popularized by <a href="https://psy.fsu.edu/faculty/ericssonk/ericsson.hp.html">Anders Ericsson</a>,
we discussed the essence of <i style="mso-bidi-font-style: normal;">deliberate
practice</i>, his term for spending time advancing one’s skill on a task. As
discussed in a <a href="https://www.blogger.com/blogger.g?blogID=1819843850378313742&pli=1#editor/target=post;postID=3468761270744162031;onPublishedMenu=allposts;onClosedMenu=allposts;postNum=5;src=postname">previous blog</a>, <i style="mso-bidi-font-style: normal;">deliberate practice</i>, requires
someone to commit to regular practice, and to work on task elements that they
find difficult in order to acquire an advanced level of skill. As conveyed, <i style="mso-bidi-font-style: normal;">deliberate practice</i>, takes discipline,
and willingness to spend time developing skills that will ultimately result in
achievement. Yet, the process itself may not be particularly pleasant, as it
requires pushing oneself beyond current capabilities. As many have conveyed,
most folks prefer to replicate what they do well, rather than practice what
they do poorly in order to improve.<i style="mso-bidi-font-style: normal;"><o:p></o:p></i></div>
<div class="MsoNormal" style="margin-bottom: 12.0pt; margin-left: 0in; margin-right: .5in; margin-top: 0in; mso-layout-grid-align: none;">
In any event, after discussing <i style="mso-bidi-font-style: normal;">deliberate practice</i> with a group of
eight adolescent PC coaches, I challenged them to follow the tenets of it by
learning to juggle 3 balls with the criterion being to do so for 10 seconds
without a mishap. During the session, I demonstrated what the juggling pattern
looked like, showed some videos from Youtube of individuals juggling and teaching
juggling, identified where videos could be found if they wished to refer to
them at home, and gave them each three tennis balls to practice. Coaches were
given four weeks to meet the criterion, which was extended to six weeks, due to
changes in PC programming. During the six weeks, I checked in with coaches to
see how they were doing, whether they were making progress, and to encourage
them to stick with it.<o:p></o:p></div>
<div class="MsoNormal" style="margin-bottom: 12.0pt; margin-left: 0in; margin-right: .5in; margin-top: 0in; mso-layout-grid-align: none;">
<u>What Happened?<o:p></o:p></u></div>
<div class="MsoNormal" style="margin-bottom: 12.0pt; margin-left: 0in; margin-right: .5in; margin-top: 0in; mso-layout-grid-align: none;">
On week six we met to find out what
happened. Being conscious of individual differences in learning a challenging
task like juggling, I asked who in the group would like to demonstrate their
newly acquired skill. One coach raised his hand and came forward with his three
tennis balls and quickly demonstrated his juggling prowess by keeping the balls
going for one minute. He did not know how to juggle when we started this experiment.
I asked him how he had learned to juggle and he responded that he watched the
videos that I had identified in the first session, and then practiced for 15
minutes at a time twice each day for the first week until he had acquired a
reasonable amount of skill, and then practiced intermittently thereafter. He
seemed quite delighted in meeting the challenge.<o:p></o:p></div>
<div class="MsoNormal" style="margin-bottom: 12.0pt; margin-left: 0in; margin-right: .5in; margin-top: 0in; mso-layout-grid-align: none;">
The other coaches in the group were
less enthusiastic and less successful. One attempted to juggle the balls, but the
balls quickly went off in different directions, while others did not even try
to demonstrate, indicating that they could not juggle at all. When I asked them
what happened, the most common response was that <i style="mso-bidi-font-style: normal;">they did not have time</i> to practice or that <i style="mso-bidi-font-style: normal;">the task was too difficult for them</i>. We then discussed the time
issue, and it was difficult to understand how finding a few minutes to practice
every day was impossible if it was a priority. The difficulty explanation also
was also problematic, as the whole point of the exercise was to learn a
difficult, but achievable skill, if following the principles of <i style="mso-bidi-font-style: normal;">deliberate practice.</i> <o:p></o:p></div>
<div class="MsoNormal" style="margin-bottom: 12.0pt;">
<u>My Takeaway<o:p></o:p></u></div>
<div class="MsoNormal" style="margin-bottom: 12.0pt; margin-left: 0in; margin-right: .5in; margin-top: 0in; mso-layout-grid-align: none;">
As I contemplated what happened in
this little experiment and what it teaches us I came to realize that the tenets
of <i style="mso-bidi-font-style: normal;">deliberate practice</i> were not
enough to guide most of the PCers to acquiring juggling skills. Surely,
acquiring complex skills requires substantial practice over time, and the
guidance of a coach who can provide feedback and direction, but as important,
it requires the motivation to continue to work at it when frustrated, when not
intrinsically interested in the challenge, when consumed by other
responsibilities, or when just plain tired. Consequently, my takeaway and
prescription for re-teaching this lesson of how people get good at things is
not only to invoke the principles of <i style="mso-bidi-font-style: normal;">deliberate
practice</i>, a pedagogical strategy, but to also identify and deploy motivational
strategies that promote perseverance. My three takeaways are:<span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
<div class="MsoListParagraph" style="margin-bottom: 12.0pt; margin-left: 1.0in; margin-right: .5in; margin-top: 0in; mso-layout-grid-align: none; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">1.<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]-->People
are attracted to different tasks differently. The PCer who achieved the
juggling criterion appeared intrigued by the task, and needed little prodding
to start practicing as soon as he understood what was involved. On the other
hand, another PCer, after seeing the task, immediately told me that <i style="mso-bidi-font-style: normal;">she could not do</i> <i style="mso-bidi-font-style: normal;">that </i>and was not good at hand-eye coordination tasks.
Interestingly, both individuals did not have prior experience with juggling,
but each had a different psychological starting point, and interest in pursuing
the activity. I do not know why this was so, and suspect that it had something
to do with prior experience with sports containing ball manipulation, but I have
no definitive knowledge about this. From past observations of children being
introduced to different activities, irrespective of peer, sibling, or parent
interests and involvement, kids just seem to have differential intrinsic
attraction for some activities. Evidently, starting-off liking and wanting to
be able to do something is a much better way to enter <i style="mso-bidi-font-style: normal;">deliberate practice</i> than disliking the activity and feeling
incapable of success and fearing failure from the outset. Consequently, how I
introduced the challenge to PCers could have been better and, perhaps, more
playful. Yet, individual differences are important, at least initially, in the
attraction or repulsion people have for engaging in different activities. <o:p></o:p></div>
<div class="MsoListParagraph" style="margin-bottom: 12.0pt; margin-left: 1.0in; margin-right: .5in; margin-top: 0in; mso-layout-grid-align: none; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">2.<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]-->A
second point, that does not come directly from this exercise, but from many
stories about athletes who have achieved at high levels is the motivation and
sustenance that they derived from a coach. Brutus Hamilton, a former US Olympic
Track and Field coach conveyed to his athletes, irrespective of their event,
that engaging in a program of self-development that was difficult and took many
hours over many years was a noble endeavor, and by such pursuit was ennobling. This
philosophy framed what athletes did during practice every day, which often was
mundane and not appreciably interesting, but necessary for development. His
athletes understood that spending hours sharpening their acceleration off the
blocks, or changing the angle of release on a throw was important because
development came from the array of nuanced changes that emerged from endless
hours of practice over many days. To Hamilton and his athletes, it was the
commitment, discipline, and improvement trajectories that, as an aggregate,
made engaging in the activity, or any complex activity, meaningful and
ennobling. For many, there was nothing particularly intrinsically enjoyable
about the activities themselves. It was the pursuit of excellence and their
association with Hamilton that provided the enduring motivation to come back
each afternoon and strive for every small performance increment. <o:p></o:p></div>
<div class="MsoNormal" style="margin-bottom: 12.0pt; margin-left: 1.0in; margin-right: .5in; margin-top: 0in; mso-layout-grid-align: none;">
Clearly, coaches can be
transformative to athletes. Their technical knowledge can be used to guide
athletes along the path from novice to expert, but equally important is the
power of the relationships they form with them. When such a connection is made
between coach and athlete, motivational issues, such as I observed in my
juggling challenge, become a non-issue. Athletes may go to unusual extremes to
please their coach, and in turn, coaches will do whatever is necessary to help
their athletes fulfill their potential.<span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
<div class="MsoListParagraph" style="margin-bottom: 12.0pt; margin-left: 1.0in; margin-right: .5in; margin-top: 0in; mso-layout-grid-align: none; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">3.<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]-->A
third perspective, that also does not come directly from this exercise, but
from other observations about individual achievement and <i style="mso-bidi-font-style: normal;">deliberate practice</i>, whether it is called such, is the importance
of the community in which one spends hours developing expertise. As the saying
goes <i style="mso-bidi-font-style: normal;">it is much easier to swim downstream
than upstream</i>, meaning that when everyone around you values the same
activities and goals, and attempts to behave in accordance with them, it is
much easier to jump on the bandwagon and move in the same direction. We see
this in athletic families with father and sons/daughters such as Archie Manning
and his sons Peyton and Eli, Joe <i style="mso-bidi-font-style: normal;">Jellybean</i>
Bryant and son Koby Bryant, Ken Griffey Sr. and son Ken Griffey Jr., Muhammad
Ali and daughter Laila Ali, and Nate Williams and daughter Natalie Williams <span style="mso-spacerun: yes;"> </span>One can look at the long list of father and
son combinations in the NBA <a href="https://en.wikipedia.org/wiki/List_of_second-generation_National_Basketball_Association_players">here</a>
or father and daughter pairs in the WNBA <a href="http://www.wsj.com/articles/SB10001424053111903639404576516691099307456">here</a>.
Such examples provide support for fathers cultivating the skills, behaviors,
and attitudes of their sons and daughters from an early age. <o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-bottom: 12.0pt; margin-left: 1.0in; margin-right: .5in; margin-top: 0in; mso-add-space: auto; mso-layout-grid-align: none;">
On another tack, we also see coaches shaping environments in which
athletes grow and thrive in a very deliberate fashion. One well known example
of this is when Vince Lombardi was hired as head coach of the Green Bay Packers
in 1959. In 1958 the Packers had a record of 1-10-1. Given such a record, they
were considered the <i style="mso-bidi-font-style: normal;">doormat</i> of the
NFL. One of his first declarations to the ownership and team was that losing
was going to be a thing of the past. He asserted, as would be expected from a <i style="mso-bidi-font-style: normal;">deliberate practice</i> adherent that: <i style="mso-bidi-font-style: normal;">The price of success is hard work,
dedication to the job at hand, and the</i> <i style="mso-bidi-font-style: normal;">determination</i>
that whether we win or lose, we have applied the best of ourselves to the task
at hand. He also conveyed to the players he had inherited, including five
future Hall of Famers, that <i style="mso-bidi-font-style: normal;">There are
trains, planes, and buses leaving here every day, and if you don’t produce for
me, you’re going to find yourself on one of them.</i> In 1959, the Packers were
7-5, and subsequently went on to win five NFL Championships in Lombardi’s seven
seasons with Green Bay.</div>
<div class="MsoListParagraphCxSpLast" style="margin-bottom: 12.0pt; margin-left: 1.0in; margin-right: .5in; margin-top: 0in; mso-add-space: auto; mso-layout-grid-align: none;">
Legendary UCLA basketball coach John Wooden provides another example of a
coach shaping the environment within which his athletes pursued excellence. While
not as overtly authoritarian as Lombardi, he too was uncompromising with regard
to what he expected of his players. Various observers reported that Wooden was
as detail oriented about showing his players how to put on their socks and
sneakers (to avoid blisters), as he was about teaching his famed zone press. He
also developed and taught to his players what became known as <i style="mso-bidi-font-style: normal;">the </i><a href="http://www.coachwooden.com/pyramid-of-success"><i style="mso-bidi-font-style: normal;">pyramid of success</i></a>. This represented a model for achievement
that ultimately produced competitive greatness. Basketball technique, tactics,
and physical conditioning were embedded within a framework of developing
character attributes such as industriousness, enthusiasm, self-control,
alertness, and team spirit. He deeply believed in this framework, and created
an environment in which the pyramid was operationalized every day. The year
prior to Wooden’s arrival at UCLA the team was a mediocre 12-13, but by the
time Wooden retired, UCLA had won 10 NCAA Championships over a twelve-year
period!<o:p></o:p></div>
<div class="MsoNormal" style="margin-bottom: 12.0pt; margin-left: 0in; margin-right: .5in; margin-top: 0in; mso-layout-grid-align: none;">
<u>Conclusions<span style="mso-spacerun: yes;"> </span></u><o:p></o:p></div>
<div class="MsoNormal" style="margin-bottom: 12.0pt; margin-left: 0in; margin-right: .5in; margin-top: 0in; mso-layout-grid-align: none;">
While my juggling exercise may seem
somewhat simplistic, it does open the door to asking the important question
about why some people succeed at challenging tasks and why others do not. What
is evident to me is that developing expertise is a complicated process. It entails
a combination of factors working in concert. Some of these exist within
individuals, some are contained in the relationship between an athlete and her
coach, and others exist in the environment in which an athlete lives, works,
and plays. <o:p></o:p></div>
<div class="MsoNormal" style="margin-bottom: 12.0pt; margin-left: 0in; margin-right: .5in; margin-top: 0in; mso-layout-grid-align: none;">
While <i style="mso-bidi-font-style: normal;">deliberate practice</i> describes the pedagogy for developing
expertise, such a pedagogy is only an abstraction, that must be embedded in a
context for it to be meaningfully operationalized with fidelity. Simply
explaining and urging my PCers to follow a <i style="mso-bidi-font-style: normal;">deliberate
practice</i> process was, perhaps, one part of the puzzle, but as I have
pointed out above, not sufficient. Emerging expertise also requires inspiration
and guidance from coaches and teachers who are deeply committed to the success of
their students. As well, being embedded in an environment in which others are
committed to and working toward similar goals, using similar processes, also
appears to be validated by examples in sports and business<span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: "calibri"; font-size: 12.0pt;">[1]</span></span><!--[endif]--></span></span>. <o:p></o:p></div>
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<span style="font-family: "calibri"; font-size: 12.0pt;">Consequently,
if I wished all of the PCers in my group to acquire expertise in juggling, I
realize that simply explaining the concept of <i>deliberate practice</i> is not enough. For a start, I would attempt to
pair each person with a coach who could provide them with daily inspiration, feedback,
and guidance, to practice. As well, I would have weekly sessions when PCers
came together to report on and reflect on their progress and set-backs, and to
promote a culture in which achieving the goal became more than simply learning
to juggle, but a noble quest for self-development and mastery over all of the
internal and external obstacles aligned to prohibit them from attaining what
they had set-out to do. </span>
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<div style="mso-element: footnote-list;">
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<div class="p1">
<a href="https://www.blogger.com/blogger.g?blogID=1819843850378313742&pli=1#_ftnref1" name="_ftn1" style="mso-footnote-id: ftn1;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="color: #313131; font-family: "helvetica"; font-size: 16.0pt;">[1]</span></span><!--[endif]--></span></span></a> <span style="font-family: "verdana"; font-size: 9.0pt;">Collins, J. C. (2001). <i>Good to
great: Why some companies make the leap--and others don't</i>. New York, NY:
HarperBusiness.<o:p></o:p></span></div>
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Project Coachhttp://www.blogger.com/profile/16340010828571573519noreply@blogger.com0tag:blogger.com,1999:blog-1819843850378313742.post-30698113432272791132016-11-11T06:47:00.001-08:002016-11-11T07:00:48.270-08:00 Thinking Through the Costs and Benefits of Attending College<div class="MsoNormal">
Don Siegel</div>
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A major goal of out of school time programs working with
underserved youth is supporting a child’s academic progress and success. This
is because education is viewed as the means for redressing inequality and fostering
upward social and economic mobility. Clearly, going to and graduating from
college is a major objective. While, this is certainly a worthy goal, as my
previous posts discussed the <a href="http://projectcoachyouthleadership.blogspot.com/2016/09/college-education-is-it-worth-investment.html" target="_blank">economic valueof a college education</a>, and how to be strategic about planning <a href="http://projectcoachyouthleadership.blogspot.com/2016/09/what-type-of-job-will-i-find-and-what.html" target="_blank">post-secondaryschool employment</a>, an issue that often is given lesser attention is how the
costs of attending college are connected to the potential payback for pursuing
a particular field of study. Specifically, what one studies in college is
critical in determining how the investment in time and money pays off. In many
ways this question is like that of investing in the stock market. Finding
stocks that produce positive returns requires forethought. In contrast investing
randomly, can produce, negative, neutral, or positive results. The same is also
true about selecting a college and a field to study to pursue.<span style="font-family: "times new roman"; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></div>
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<u>Choosing a College<o:p></o:p></u></div>
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Clearly, there are as many views as there are advisers and
counselors about the best college for a particular student. Small or large,
urban or rural, east coast or west coast, rank on various polls, areas of
specialization offered, student faculty ratio, diversity of student body, are a
few things to consider. Having an updated library, gymnasium, student center,
and excellent cuisine are also considerations.<o:p></o:p></div>
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Increasingly, students and their families are focusing on
the costs of attendance which can be a very tricky business, since actual expenses
for most students are not what colleges advertise as their <i style="mso-bidi-font-style: normal;">sticker price</i>, since financial aid and educational tax benefits can
offset a large percentage of the <i style="mso-bidi-font-style: normal;">sticker
price</i>. Thus, the <i style="mso-bidi-font-style: normal;">net price</i> of
attending college is equal to the <i style="mso-bidi-font-style: normal;">sticker
price</i> minus <i style="mso-bidi-font-style: normal;">financial aid</i> and <i style="mso-bidi-font-style: normal;">educational tax benefits</i>. Such aid
typically is determined by a student’s financial need. Other factors may also affect
aid such as a student’s academic prowess, her athletic or musical talent, attributes
such as economic, racial, diversity, the state from which she comes, or whether
one or more of her relatives had attended the institution. Nonetheless, even
after factoring in financial aid, most students wind up encumbering some debt
to pay for college, with the average graduate of a four-year institution owing
about <a href="http://ticas.org/posd/map-state-data" target="_blank">$30,000<span style="font-family: "calibri";"> </span>upon graduation</a>. For the prospective college student and her family, a good
starting point to determine the approximate <i style="mso-bidi-font-style: normal;">net
cost</i> of attending a particular school is to use a college’s <i style="mso-bidi-font-style: normal;">net cost calculator</i>. The Department of
Education publishes a list of where to find these calculators which can be
accessed by clicking <a href="https://collegecost.ed.gov/netpricecenter.aspx">here</a>.
<o:p></o:p></div>
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As an example of how this works, I identified Holyoke
Community College as one that I might be interested in attending and ran the
following scenario for an 18 year old having the following characteristics:<o:p></o:p></div>
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</span></span></span><!--[endif]-->Living on my own or with roommate<o:p></o:p></div>
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<!--[if !supportLists]--><span style="font-family: "symbol"; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->Eligible for in-state tuition<o:p></o:p></div>
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</span></span></span><!--[endif]-->Married: no<o:p></o:p></div>
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<!--[if !supportLists]--><span style="font-family: "symbol"; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->Not primary support for children<o:p></o:p></div>
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<!--[if !supportLists]--><span style="font-family: "symbol"; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->Family household: 4<o:p></o:p></div>
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<!--[if !supportLists]--><span style="font-family: "symbol"; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->Number in college: 1<o:p></o:p></div>
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<!--[if !supportLists]--><span style="font-family: "symbol"; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->Household Income after taxes: $30,000-$39,999<o:p></o:p></div>
<div class="MsoListParagraph">
<br /></div>
<div class="MsoNormal">
And found the following:<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoListParagraphCxSpFirst" style="mso-list: l0 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "symbol"; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->Estimated Tuition and Fees: $3,574<o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "symbol"; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->Room and Board: $7,110<o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "symbol"; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->Books and Supplies: $1200<o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "symbol"; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->Other Expenses: $5,320<o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "symbol"; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->Total Cost: $17,204<o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "symbol"; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->Estimated Grant Aid: $6,050 (<span style="color: #535353; font-family: "arial"; font-size: 10.0pt;">(Includes both merit
and need based grant and scholarship aid from Federal, State, or Local
Governments, or the Institution)</span><o:p></o:p></div>
<div class="MsoListParagraphCxSpLast" style="mso-list: l0 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "symbol"; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->Net Cost: <b style="mso-bidi-font-weight: normal;">$11,154</b><o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
I then did a similar analysis for attending Westfield State
University, and found the following:<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoListParagraphCxSpFirst" style="mso-list: l1 level1 lfo3; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "symbol"; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->Tuition and Fees: $8,615<o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l1 level1 lfo3; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "symbol"; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->Room and Board: $9,615<o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l1 level1 lfo3; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "symbol"; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->Books and Supplies: $1200<o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l1 level1 lfo3; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "symbol"; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->Other Expenses: $2,379<o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l1 level1 lfo3; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "symbol"; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->Estimated Total Cost: $21,809<o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l1 level1 lfo3; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "symbol"; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->Estimated Total Grants: $7,395 (<span style="color: #535353; font-family: "arial"; font-size: 10.0pt;">(Includes both merit
and need based grant and scholarship aid from Federal, State, or Local
Governments, or the Institution)</span><o:p></o:p></div>
<div class="MsoListParagraphCxSpLast" style="mso-list: l1 level1 lfo3; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "symbol"; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->Estimated Net Price: $<b style="mso-bidi-font-weight: normal;">14,414<o:p></o:p></b></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
One should note that in each of these computations room and
board is included, and it can be argued that room and board will be a cost to
the individual whether or not s/he is in college. Consequently, the actual net
cost of attendance, in real terms, is significantly less than the amounts shown
above ($4,044 and $4,799 respectively). Furthermore, a student’s family may be
able to deduct up to $4,000 from their <a href="https://www.irs.gov/publications/p970/ch06.html" target="_blank">reported taxable income for tuition andfees paid to a college</a> so
that actual out-of-pocket costs will be less than the net costs shown above. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Nonetheless, having done such calculations early-on, leads
to the question of how to pay college expenses even after financial aid is
awarded and tax credits taken. This is something that should not wait until a
prospective student and their family is faced with the bill. Clearly, there are
no simple answers to this problem, but seeking out additional scholarship aid is
certainly something to pursue. A website such as <a href="http://www.collegedata.com/">collegedata.com</a> might be a place to
start. Depending on one’s race, ethnicity, financial status, geographical
locale, and impending major, additional scholarship opportunities are
available. By going to <i style="mso-bidi-font-style: normal;">Pay Your Way</i>,
and <i style="mso-bidi-font-style: normal;">Scholarship Finder Search</i> on this
website, one can find many scholarships that are targeted to one’s intended
field of study, and personal demographic profile. Another more local source of
scholarship funding for PCers is the <a href="http://communityfoundation.org/scholarships/scholarship-loan-descriptions/">Community
Fund of Western Massachusetts</a>, and a list of targeted scholarships can be
found <a href="http://communityfoundation.org/scholarships/scholarship-loan-descriptions/">here</a>.
<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
To help make up remaining gaps between a college’s sticker
price, financial aid award, and scholarships acquired, one can also factor in
potential income generated from part-time employment, and work-study programs
that various schools offer. As a last resort, taking a low interest loan to
fill the gap between college costs and available funds is also an option. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<u>Payback</u>:<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Given that one has the tools to get an estimate of what it
will actually cost to attend a college, and some tools to help finance it,
another critical issue will be to find a college that offers a course of study
that one wishes to pursue. For many high school students, or even college
freshman, this question is not a simple one to answer, given that interests
vary with age and with exposure to different people and experiences. But for
argument’s sake, let’s assume that a prospective college student wishes to
maximize her payback from the time and money which she invests in attending
college. How might she tackle this problem?<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
To answer this question, one can go to <a href="http://www.payscale.com/college-salary-report/majors-that-pay-you-back">PayScale.com</a>.
By clicking on All Majors in the Associate’s Degree Category, a prospective
student can get information about different majors, the level of degree
required, early career pay, mid-career pay, and the intrinsic satisfaction that
people employed in a major’s field get from their work. A quick scan in the
associate’s degree list shows that at mid-career those in Computer Engineering
($77,300), Economics ($76,500), and Management Information Systems ($76,400)
are among the highest paid, while Social Worker ($32,800), Child Development
($29,600), and Early Childhood Education (28,900) are among the lowest paying
fields. Running similar queries for the Bachelor’s Degree Category shows
Petroleum Engineering ($172,000), Systems Engineering ($121,000), and Actuarial
Science ($119,000) as having the highest mid-career median salaries, and Early
Childhood and Elementary Education ($41,900), Child and Family Studies
($40,700), and Early Childhood Education ($37,500) having the lowest. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Clearly, monetary payback should not be the only criterion
when deciding on whether to go to college and what major to pursue, but it
should be a consideration, given the time, expense, and potential debt that one
may incur. It is interesting to note that going to college will cost about the
same amount to someone who majors in a field which may have a potentially high
financial return, as one with a lower one. As seen above, for both associates
degrees and bachelor’s degrees the difference between the highest and lowest
paying majors is more than two fold! <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<u>Conclusion<o:p></o:p></u></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
My conclusion from these analyses and suggestions to a
prospective college student are to find a suitable school that offers a course
of study that is of interest, use the various on-line tools to: (a) get a
ballpark figure for what attendance at different schools will cost, (b) estimate
the amount of financial aid for which one will qualify, (c) assess what other
scholarships may be available to fill the cost gap, (d) do a rough estimate of
tax credits to be had after estimating <i style="mso-bidi-font-style: normal;">net
costs, </i>(e) determine how much money must be borrowed to make up the
difference between costs and various forms of aid, <i style="mso-bidi-font-style: normal;"><span style="mso-spacerun: yes;"> </span></i>and (f) apply to schools
that will fulfill one’s goals and cost the least. In many ways, going to
college can be viewed as an investment, and just like people who invest in the
financial world, a higher payback is a worthy objective. But, higher returns
often require careful research. Free tools are now available for the
prospective college student to do the necessary research required to assess the
costs and benefits associated with the decisions that they will make as they
enter the world of post-secondary education.<o:p></o:p></div>
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Project Coachhttp://www.blogger.com/profile/16340010828571573519noreply@blogger.com0tag:blogger.com,1999:blog-1819843850378313742.post-46917733536543494072016-09-30T06:46:00.000-07:002016-09-30T06:46:31.920-07:00What Type of Job Will I Find, and What Education do I Need to Get it?Don Siegel<br />
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In my last post I reported on the finding that a college
degree is associated with significantly enhancing one’s lifetime earnings. But,
I also conveyed that going to college was not necessarily the right move for
everyone. However, what is true is that whether or not someone decides to go to
college, they will ultimately need to find a job. Clearly, it is difficult to
know what job may be appropriate, if one does not know what they may like
doing, or the sorts of things for which they may actually be paid. Where even
should a young person start their research? <span style="mso-spacerun: yes;"> </span>While there are different ways to get help
with resolving this problem, a tool that I believe can be very useful is <i style="mso-bidi-font-style: normal;"><a href="http://www.bls.gov/ooh/" target="_blank">The Occupational Outlook Handbook</a>,
</i>produced by <i style="mso-bidi-font-style: normal;">The Bureau of Labor
Statistics.</i><o:p></o:p></div>
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This wonderful resource surveys a wide array of occupations
and provides projections about whether they will be expanding or contracting
over the next decade, identifies the necessary entry level of education, and conveys
whether on the job training is provided. Descriptions of jobs entail what
workers do, what the work environment is like, how to go about qualifying for a
position, and where jobs are most likely to be available. Median salaries are
also given. For a high school or college student who is perplexed about future
employment possibilities, the <i style="mso-bidi-font-style: normal;"><span style="mso-ascii-font-family: Calibri; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-hansi-font-family: Calibri;">Occupational
Outlook Handbook</span></i><span style="mso-ascii-font-family: Calibri; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-hansi-font-family: Calibri;"> can stimulate thinking and provide direction
regarding concrete steps to take in order to qualify for a real job that aligns
with their interests.<o:p></o:p></span></div>
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<span style="mso-ascii-font-family: Calibri; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-hansi-font-family: Calibri;">Below
are a couple of examples of how the Occupational Outlook Handbook works: <o:p></o:p></span></div>
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<div class="MsoListParagraph" style="margin-bottom: 12.0pt; mso-list: l1 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "times new roman"; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">A.<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="font-family: "times new roman"; mso-fareast-font-family: "Times New Roman";">Entering
high school diploma or equivalent and a projected job growth of 20 – 29
percent, I found the following:<o:p></o:p></span></div>
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<a href="https://4.bp.blogspot.com/-4ZYj9T3fDpI/V-wGhibVk6I/AAAAAAAAA3s/qL0oWvFMOBY5gEeFQn7N0AfUf4C9XympwCLcB/s1600/HS2.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="169" src="https://4.bp.blogspot.com/-4ZYj9T3fDpI/V-wGhibVk6I/AAAAAAAAA3s/qL0oWvFMOBY5gEeFQn7N0AfUf4C9XympwCLcB/s640/HS2.jpg" width="640" /></a></div>
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<div class="MsoNormal" style="margin-bottom: 12.0pt; margin-left: .25in; margin-right: 0in; margin-top: 0in;">
<i style="mso-bidi-font-style: normal;"><span style="font-family: "times new roman"; mso-fareast-font-family: "Times New Roman";">Solar
photovoltaic installers</span></i><span style="font-family: "times new roman"; mso-fareast-font-family: "Times New Roman";"> piqued my interest, and by clicking
on its link I found the following information:<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpFirst" style="margin-bottom: 12.0pt; margin-left: 1.0in; margin-right: 0in; margin-top: 0in; mso-add-space: auto; mso-list: l2 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "symbol"; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->Solar photovoltaic (PV) installers, often called
PV installers, assemble, install, or maintain solar panel systems on roofs or
other structure<o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-bottom: 12.0pt; margin-left: 1.0in; margin-right: 0in; margin-top: 0in; mso-add-space: auto; mso-list: l2 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "symbol"; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->Although some installers need only a high school
diploma and they typically receive on-the-job training lasting up to 1 year,
many candidates take a course at a technical school or community college, or
receive training as part of an apprenticeship program.<o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-bottom: 12.0pt; margin-left: 1.0in; margin-right: 0in; margin-top: 0in; mso-add-space: auto; mso-list: l2 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "symbol"; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->The median annual wage for solar photovoltaic
installers was $37,830 in May 2015.<o:p></o:p></div>
<div class="MsoListParagraph" style="margin-bottom: 12.0pt; margin-left: 1.0in; margin-right: 0in; margin-top: 0in; mso-list: l2 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "symbol"; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->Employment of solar photovoltaic (PV) installers
is projected to grow 24 percent from 2014 to 2024, much faster than the average
for all occupations. The continued expansion and adoption of solar panel
installations will result in excellent job opportunities for qualified
individuals, particularly those who complete a photovoltaic training course at
a community college or technical school.<o:p></o:p></div>
<div class="MsoListParagraph" style="margin-bottom: 12.0pt; mso-list: l1 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "times new roman"; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">B.<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="font-family: "times new roman"; mso-fareast-font-family: "Times New Roman";">As
a contrast I did the same as above, but entered college diploma for entry level
education, and found the following:<o:p></o:p></span></div>
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<a href="https://1.bp.blogspot.com/-Z2He-ZaB-94/V-wHbAdONWI/AAAAAAAAA3w/8IfzY_pEFPgQs5sVsMg4arj85Wuu88WXwCLcB/s1600/College2.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="198" src="https://1.bp.blogspot.com/-Z2He-ZaB-94/V-wHbAdONWI/AAAAAAAAA3w/8IfzY_pEFPgQs5sVsMg4arj85Wuu88WXwCLcB/s640/College2.jpg" width="640" /></a></div>
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<span style="font-family: "times new roman"; mso-fareast-font-family: "Times New Roman";">Drilling down to the highest paying occupation, <i style="mso-bidi-font-style: normal;">Biomedical Engineers</i>, the following
information appeared:<o:p></o:p></span></div>
<div class="MsoListParagraph" style="margin-bottom: 12.0pt; margin-left: .75in; margin-right: 0in; margin-top: 0in; mso-list: l0 level1 lfo3; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "symbol"; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: "times new roman"; mso-fareast-font-family: "Times New Roman";">Biomedical engineers combine
engineering principles with medical and biological sciences to design and
create equipment, devices, computer systems, and software used in healthcare.<o:p></o:p></span></div>
<div class="MsoListParagraph" style="margin-bottom: 12.0pt; margin-left: .75in; margin-right: 0in; margin-top: 0in; mso-list: l0 level1 lfo3; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "symbol"; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: "times new roman"; mso-fareast-font-family: "Times New Roman";">Biomedical engineers typically need
a bachelor’s degree in biomedical engineering or bioengineering from an
accredited program in order to enter the occupation. Alternatively, they can
get a bachelor’s degree in a different field of engineering and then either
choose biological science electives or get a graduate degree in biomedical
engineering.<o:p></o:p></span></div>
<div class="MsoListParagraph" style="margin-bottom: 12.0pt; margin-left: .75in; margin-right: 0in; margin-top: 0in; mso-list: l0 level1 lfo3; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "symbol"; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: "times new roman"; mso-fareast-font-family: "Times New Roman";">The median annual wage for
biomedical engineers was $86,220 in May 2015.<o:p></o:p></span></div>
<div class="MsoListParagraph" style="margin-bottom: 12.0pt; margin-left: .75in; margin-right: 0in; margin-top: 0in; mso-list: l0 level1 lfo3; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "symbol"; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: "times new roman"; mso-fareast-font-family: "Times New Roman";">Employment of biomedical engineers
is projected to grow 23 percent from 2014 to 2024, much faster than the average
for all occupations. Growing technology and its application to medical
equipment and devices, along with an aging population, will increase demand for
the work of biomedical engineers.<o:p></o:p></span></div>
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<span style="font-family: "times new roman"; mso-fareast-font-family: "Times New Roman";">As one can see by <i style="mso-bidi-font-style: normal;">playing around</i> with different parameters
this tool can be very informative in finding projections about various occupations,
information about prerequisites for entering a field, and what the working environment
may be like. For youth who wish to find out more about what their future may
hold, I highly recommend that they take some time, and explore occupations that
may be of interest. <span style="mso-spacerun: yes;"> </span>If they find
occupations that they wish to pursue, they can then make more informed decisions
about the best way to structure their education. <span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
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Name="Body Text 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text Indent 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text Indent 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Block Text"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Hyperlink"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="FollowedHyperlink"/>
<w:LsdException Locked="false" Priority="22" QFormat="true" Name="Strong"/>
<w:LsdException Locked="false" Priority="20" QFormat="true" Name="Emphasis"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Document Map"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Plain Text"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="E-mail Signature"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Top of Form"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Bottom of Form"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Normal (Web)"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Acronym"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Address"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Cite"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Code"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Definition"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Keyboard"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Preformatted"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Sample"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Typewriter"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Variable"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Normal Table"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="annotation subject"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="No List"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Outline List 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Outline List 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Outline List 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Simple 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Simple 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Simple 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Colorful 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Colorful 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Colorful 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 6"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 7"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 8"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 6"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 7"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 8"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table 3D effects 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table 3D effects 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table 3D effects 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Contemporary"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Elegant"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Professional"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Subtle 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Subtle 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Web 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Web 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Web 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Balloon Text"/>
<w:LsdException Locked="false" Priority="39" Name="Table Grid"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Theme"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Note Level 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Note Level 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Note Level 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Note Level 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Note Level 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Note Level 6"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Note Level 7"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Note Level 8"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Note Level 9"/>
<w:LsdException Locked="false" SemiHidden="true" Name="Placeholder Text"/>
<w:LsdException Locked="false" Priority="1" QFormat="true" Name="No Spacing"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading"/>
<w:LsdException Locked="false" Priority="61" Name="Light List"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 1"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 1"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 1"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 1"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 1"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 1"/>
<w:LsdException Locked="false" SemiHidden="true" Name="Revision"/>
<w:LsdException Locked="false" Priority="34" QFormat="true"
Name="List Paragraph"/>
<w:LsdException Locked="false" Priority="29" QFormat="true" Name="Quote"/>
<w:LsdException Locked="false" Priority="30" QFormat="true"
Name="Intense Quote"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 1"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 1"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 1"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 1"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 1"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 1"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 1"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 1"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 2"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 2"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 2"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 2"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 2"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 2"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 2"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 2"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 2"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 2"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 2"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 2"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 2"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 2"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 3"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 3"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 3"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 3"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 3"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 3"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 3"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 3"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 3"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 3"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 3"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 3"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 3"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 3"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 4"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 4"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 4"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 4"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 4"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 4"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 4"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 4"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 4"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 4"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 4"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 4"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 4"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 4"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 5"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 5"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 5"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 5"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 5"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 5"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 5"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 5"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 5"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 5"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 5"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 5"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 5"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 5"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 6"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 6"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 6"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 6"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 6"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 6"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 6"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 6"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 6"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 6"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 6"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 6"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 6"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 6"/>
<w:LsdException Locked="false" Priority="19" QFormat="true"
Name="Subtle Emphasis"/>
<w:LsdException Locked="false" Priority="21" QFormat="true"
Name="Intense Emphasis"/>
<w:LsdException Locked="false" Priority="31" QFormat="true"
Name="Subtle Reference"/>
<w:LsdException Locked="false" Priority="32" QFormat="true"
Name="Intense Reference"/>
<w:LsdException Locked="false" Priority="33" QFormat="true" Name="Book Title"/>
<w:LsdException Locked="false" Priority="37" SemiHidden="true"
UnhideWhenUsed="true" Name="Bibliography"/>
<w:LsdException Locked="false" Priority="39" SemiHidden="true"
UnhideWhenUsed="true" QFormat="true" Name="TOC Heading"/>
<w:LsdException Locked="false" Priority="41" Name="Plain Table 1"/>
<w:LsdException Locked="false" Priority="42" Name="Plain Table 2"/>
<w:LsdException Locked="false" Priority="43" Name="Plain Table 3"/>
<w:LsdException Locked="false" Priority="44" Name="Plain Table 4"/>
<w:LsdException Locked="false" Priority="45" Name="Plain Table 5"/>
<w:LsdException Locked="false" Priority="40" Name="Grid Table Light"/>
<w:LsdException Locked="false" Priority="46" Name="Grid Table 1 Light"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark"/>
<w:LsdException Locked="false" Priority="51" Name="Grid Table 6 Colorful"/>
<w:LsdException Locked="false" Priority="52" Name="Grid Table 7 Colorful"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 1"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 1"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 1"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 1"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 1"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 1"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 1"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 2"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 2"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 2"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 2"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 2"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 2"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 2"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 3"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 3"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 3"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 3"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 3"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 3"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 3"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 4"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 4"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 4"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 4"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 4"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 4"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 4"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 5"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 5"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 5"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 5"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 5"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 5"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 5"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 6"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 6"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 6"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 6"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 6"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 6"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 6"/>
<w:LsdException Locked="false" Priority="46" Name="List Table 1 Light"/>
<w:LsdException Locked="false" Priority="47" Name="List Table 2"/>
<w:LsdException Locked="false" Priority="48" Name="List Table 3"/>
<w:LsdException Locked="false" Priority="49" Name="List Table 4"/>
<w:LsdException Locked="false" Priority="50" Name="List Table 5 Dark"/>
<w:LsdException Locked="false" Priority="51" Name="List Table 6 Colorful"/>
<w:LsdException Locked="false" Priority="52" Name="List Table 7 Colorful"/>
<w:LsdException Locked="false" Priority="46"
Name="List Table 1 Light Accent 1"/>
<w:LsdException Locked="false" Priority="47" Name="List Table 2 Accent 1"/>
<w:LsdException Locked="false" Priority="48" Name="List Table 3 Accent 1"/>
<w:LsdException Locked="false" Priority="49" Name="List Table 4 Accent 1"/>
<w:LsdException Locked="false" Priority="50" Name="List Table 5 Dark Accent 1"/>
<w:LsdException Locked="false" Priority="51"
Name="List Table 6 Colorful Accent 1"/>
<w:LsdException Locked="false" Priority="52"
Name="List Table 7 Colorful Accent 1"/>
<w:LsdException Locked="false" Priority="46"
Name="List Table 1 Light Accent 2"/>
<w:LsdException Locked="false" Priority="47" Name="List Table 2 Accent 2"/>
<w:LsdException Locked="false" Priority="48" Name="List Table 3 Accent 2"/>
<w:LsdException Locked="false" Priority="49" Name="List Table 4 Accent 2"/>
<w:LsdException Locked="false" Priority="50" Name="List Table 5 Dark Accent 2"/>
<w:LsdException Locked="false" Priority="51"
Name="List Table 6 Colorful Accent 2"/>
<w:LsdException Locked="false" Priority="52"
Name="List Table 7 Colorful Accent 2"/>
<w:LsdException Locked="false" Priority="46"
Name="List Table 1 Light Accent 3"/>
<w:LsdException Locked="false" Priority="47" Name="List Table 2 Accent 3"/>
<w:LsdException Locked="false" Priority="48" Name="List Table 3 Accent 3"/>
<w:LsdException Locked="false" Priority="49" Name="List Table 4 Accent 3"/>
<w:LsdException Locked="false" Priority="50" Name="List Table 5 Dark Accent 3"/>
<w:LsdException Locked="false" Priority="51"
Name="List Table 6 Colorful Accent 3"/>
<w:LsdException Locked="false" Priority="52"
Name="List Table 7 Colorful Accent 3"/>
<w:LsdException Locked="false" Priority="46"
Name="List Table 1 Light Accent 4"/>
<w:LsdException Locked="false" Priority="47" Name="List Table 2 Accent 4"/>
<w:LsdException Locked="false" Priority="48" Name="List Table 3 Accent 4"/>
<w:LsdException Locked="false" Priority="49" Name="List Table 4 Accent 4"/>
<w:LsdException Locked="false" Priority="50" Name="List Table 5 Dark Accent 4"/>
<w:LsdException Locked="false" Priority="51"
Name="List Table 6 Colorful Accent 4"/>
<w:LsdException Locked="false" Priority="52"
Name="List Table 7 Colorful Accent 4"/>
<w:LsdException Locked="false" Priority="46"
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Project Coachhttp://www.blogger.com/profile/16340010828571573519noreply@blogger.com0tag:blogger.com,1999:blog-1819843850378313742.post-44392204360792109172016-09-27T08:23:00.000-07:002016-09-27T08:23:09.670-07:00College Education: Is it Worth the Investment?Don Siegel<br />
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Many youth focused programs continue to promote the notion
that a college education is vital for kids to have successful futures. Yet, a
recent survey<a href="https://www.blogger.com/blogger.g?blogID=1819843850378313742#_ftn1" name="_ftnref1" style="mso-footnote-id: ftn1;" title=""><span class="MsoFootnoteReference"><span style="font-size: 9.0pt; mso-bidi-font-size: 12.0pt;"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: "calibri light"; font-size: 9.0pt;">[1]</span></span><!--[endif]--></span></span></span></a>
found that Americans are increasingly questioning this belief, with only 42%
agreeing that college is necessary for being successful in the work force. This
is down by 13% with those who agreed with this assertion in 2009. On the other
hand, the survey found that 57% agreed with the statement that there are many
ways to succeed in today’s world without a college degree. This represented a
14% increase since 2009. The essential argument of those less positive about
attending college seem to focus on the costs of attendance and the limited job
opportunities that follow.<o:p></o:p></div>
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Clearly, graduating from college is being perceived more
equivocally as an investment in one’s future than it was just a few years ago.
Yet, perceptions are really only beliefs, and they can be based on hard
evidence and experience, or simple supposition and innuendo. As a youth and her
family thinking about how to plan for a future that is indeterminate, how
should they go about thinking about whether college is a worthy goal, given the
preparation and associated expense it requires?<o:p></o:p></div>
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While many have promoted the significant lifetime earnings
differential for college graduation vs having only an associate’s degree or
high school diploma, no one really knows what the future portends. As investment
vendors are required to state <i style="mso-bidi-font-style: normal;">past
performance does not necessarily predict future results, </i>the same may be
true with regard to the current and future investments that one makes in a
college education.<o:p></o:p></div>
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Given that no one really
knows what the future holds, there are those who attempt to make predictions
based on the best current data available. One very good assessment of whether
college is a wise investment comes from an analysis by Abel and Deitz for <i style="mso-bidi-font-style: normal;">The Federal Reserve Bank of New York.</i><a href="https://www.blogger.com/blogger.g?blogID=1819843850378313742#_ftn2" name="_ftnref2" style="mso-footnote-id: ftn2;" title=""><span class="MsoFootnoteReference"><i style="mso-bidi-font-style: normal;"><span style="font-size: 9.0pt; mso-bidi-font-size: 12.0pt;"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "calibri light"; font-size: 9.0pt;">[2]</span></b></span><!--[endif]--></span></span></i></span></a>
Using four decades of data they concluded that the return for earning a degree
is worth 15 percent, surpassing an average return of 7 percent for investing in
stocks or 3 percent investing in bonds. The chart below, taken from their
analysis, shows average yearly earnings, in 2013 dollars, of persons with a
high school diploma or GED ($41,000), an associates’ degree ($50,000) or a
bachelor’s degree ($64,500). The authors concluded: <i style="mso-bidi-font-style: normal;"><span style="mso-bidi-font-family: Times;">over the past four decades,
those with a bachelor’s degree have tended to earn 56 percent more than high
school graduates while those with an associate’s degree have tended to earn 21
percent more than high school graduates.</span></i><span style="font-family: "times"; font-size: 15.0pt;"> </span><span style="mso-bidi-font-family: Times;">Taken over a lifetime (retiring at age 65), and including time not
working during being in school, those holding an associates’ degree earn about
$325,000 more than those with a high school diploma, while those earning a
bachelor’s degree earn more than $1 million more!<o:p></o:p></span></div>
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<i style="mso-bidi-font-style: normal;"><a href="https://2.bp.blogspot.com/-FM0rzaJzOGQ/V-qNb_w6FXI/AAAAAAAAA2Y/UIR3O8NWe-0oE5lFNXcrcm_FH8F5HCXSwCEw/s1600/Table%2B1.tiff" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="283" src="https://2.bp.blogspot.com/-FM0rzaJzOGQ/V-qNb_w6FXI/AAAAAAAAA2Y/UIR3O8NWe-0oE5lFNXcrcm_FH8F5HCXSwCEw/s320/Table%2B1.tiff" width="320" /></a></i></div>
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Abel and Deitz also acknowledge that to reap such rewards
students and their families must pay certain costs such as tuition and room and
board. As well, there are what is known as <i style="mso-bidi-font-style: normal;">opportunity
costs</i> to attending college, which typically means wages not earned while in
school. Overall, they estimated the total cost of an associate’s degree in 2013
was $43,700, and for a bachelor’s degree $122,000. Putting everything together,
their analysis found that the average investment return after paying tuition
and factoring in <i style="mso-bidi-font-style: normal;">opportunity </i>costs for
an associate’s degree was in the range of 13-15 percent, while that for a
bachelor’s degree was 14-15 percent.<o:p></o:p></div>
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As with such aggregate data one might ask about the within
group variability that ultimately produces an average. In this case, does one’s
major in college impact the return on investment. As seen in the following
chart the answer is clearly, yes. Those majoring in fields such as engineering,
math/computers, health, and business have a higher rate of return, while those
majoring in liberal arts, agriculture, leisure and hospitality, and education
have a lower rate of return on the money and time invested. As well, the second
column of the chart computes investment returns for those individuals who find
themselves underemployed in this array of fields. Returns here are lower, but
follow a similar pattern.<o:p></o:p><br />
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<a href="https://4.bp.blogspot.com/-RKuCeF4VjyA/V-qOsnv97RI/AAAAAAAAA2g/RX6x2fRJymgl4iMdpdSHgLUQ3hqLIR-7QCLcB/s1600/Table%2B2.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://4.bp.blogspot.com/-RKuCeF4VjyA/V-qOsnv97RI/AAAAAAAAA2g/RX6x2fRJymgl4iMdpdSHgLUQ3hqLIR-7QCLcB/s320/Table%2B2.jpg" width="311" /></a></div>
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<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
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<u>Summary<o:p></o:p></u></div>
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Consequently, from this analysis, and many others like it,
contrary to perceptions held by those questioning the value of pursing a
college degree, the economic returns are excellent. In most cases, such an
investment is double what one would earn by investing in stocks and bonds. This
is the case despite the costs of attendance, and the loss of income during the
years of being in school.<o:p></o:p></div>
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While such a conclusion comes from four decades of data, it is
also worth considering a number of caveats:<o:p></o:p></div>
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<!--[if !supportLists]--><span style="font-family: "symbol"; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->As previously stated, <i style="mso-bidi-font-style: normal;">past performance does not necessarily predict future results. </i>With
the advent of an array of new ways to acquire the knowledge and skills demanded
by employers, conventional and costly post-secondary education may be waning.
Online learning, with associated certifications through such organizations as <i style="mso-bidi-font-style: normal;">Coursera</i> or <i style="mso-bidi-font-style: normal;">EdX</i>, may provide alternatives to traditional two and four-year
college programs. These organizations offer courses taught by the world’s most
prominent colleges and universities at a fraction of the cost, and validate
that a student has fulfilled stated requirements for mastering materials and
acquiring skills. <o:p></o:p></div>
<div class="MsoListParagraph" style="margin-bottom: 12.0pt; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "symbol"; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->Another caveat is that the connection between
college attendance and future income is only correlational, and does not
necessarily show that such attendance is causal in promoting lifetime
earnings.<span style="mso-spacerun: yes;"> </span>It may be that individuals who
attend college have certain characteristics that also make them abler to find
higher paying jobs, and that college attendance is not a necessary or
sufficient condition for their success. Indeed, besides such variables as I.Q. or
high school GPA, sex, race, social relationships, family income, and health are
connected to college attendance, and future employment. Consequently, it may be
the case that youth having certain capacities and demographic characteristics
may do well regardless of having attended college.<o:p></o:p></div>
<div class="MsoListParagraph" style="margin-bottom: 12.0pt; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "symbol"; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->The economic justification for going to college
appears well founded, but schools and out of school time programs that pressure
all youth to follow this path, without recognizing their capacity for doing so
is counterproductive. Even if it were possible to control social and economic
variables which are inversely related to college attendance, a youth may not
have the interest or intellect for pursuing higher learning. Data show that
30-40% of youth who attend a 2 year or four-year college never complete their
degrees, and find themselves in debt, and with little or no advantage for
having pursued post-secondary school education. For such youth, rather than
being encouraged to attend college, a better course may be to counsel them to
pursue an occupation that does not require a degree. A subsequent post will
examine the <i style="mso-bidi-font-style: normal;">Bureau of Labor Statistics’ Occupational
Outlook Handbook</i> which lists occupations that are projected to expand or contract
during the next decade with accompanying educational requirements and salaries.<o:p></o:p></div>
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Name="Hyperlink"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="FollowedHyperlink"/>
<w:LsdException Locked="false" Priority="22" QFormat="true" Name="Strong"/>
<w:LsdException Locked="false" Priority="20" QFormat="true" Name="Emphasis"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Document Map"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Plain Text"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="E-mail Signature"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Top of Form"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Bottom of Form"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Normal (Web)"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Acronym"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Address"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Cite"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Code"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Definition"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Keyboard"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Preformatted"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Sample"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Typewriter"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Variable"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Normal Table"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="annotation subject"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="No List"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Outline List 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Outline List 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Outline List 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Simple 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Simple 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Simple 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Colorful 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Colorful 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Colorful 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 6"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 7"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 8"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 6"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 7"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 8"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table 3D effects 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table 3D effects 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table 3D effects 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Contemporary"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Elegant"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Professional"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Subtle 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Subtle 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Web 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Web 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Web 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Balloon Text"/>
<w:LsdException Locked="false" Priority="39" Name="Table Grid"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Theme"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Note Level 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Note Level 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Note Level 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Note Level 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Note Level 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Note Level 6"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Note Level 7"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Note Level 8"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Note Level 9"/>
<w:LsdException Locked="false" SemiHidden="true" Name="Placeholder Text"/>
<w:LsdException Locked="false" Priority="1" QFormat="true" Name="No Spacing"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading"/>
<w:LsdException Locked="false" Priority="61" Name="Light List"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 1"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 1"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 1"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 1"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 1"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 1"/>
<w:LsdException Locked="false" SemiHidden="true" Name="Revision"/>
<w:LsdException Locked="false" Priority="34" QFormat="true"
Name="List Paragraph"/>
<w:LsdException Locked="false" Priority="29" QFormat="true" Name="Quote"/>
<w:LsdException Locked="false" Priority="30" QFormat="true"
Name="Intense Quote"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 1"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 1"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 1"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 1"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 1"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 1"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 1"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 1"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 2"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 2"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 2"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 2"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 2"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 2"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 2"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 2"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 2"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 2"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 2"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 2"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 2"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 2"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 3"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 3"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 3"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 3"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 3"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 3"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 3"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 3"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 3"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 3"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 3"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 3"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 3"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 3"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 4"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 4"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 4"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 4"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 4"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 4"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 4"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 4"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 4"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 4"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 4"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 4"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 4"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 4"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 5"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 5"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 5"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 5"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 5"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 5"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 5"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 5"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 5"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 5"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 5"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 5"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 5"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 5"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 6"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 6"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 6"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 6"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 6"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 6"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 6"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 6"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 6"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 6"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 6"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 6"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 6"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 6"/>
<w:LsdException Locked="false" Priority="19" QFormat="true"
Name="Subtle Emphasis"/>
<w:LsdException Locked="false" Priority="21" QFormat="true"
Name="Intense Emphasis"/>
<w:LsdException Locked="false" Priority="31" QFormat="true"
Name="Subtle Reference"/>
<w:LsdException Locked="false" Priority="32" QFormat="true"
Name="Intense Reference"/>
<w:LsdException Locked="false" Priority="33" QFormat="true" Name="Book Title"/>
<w:LsdException Locked="false" Priority="37" SemiHidden="true"
UnhideWhenUsed="true" Name="Bibliography"/>
<w:LsdException Locked="false" Priority="39" SemiHidden="true"
UnhideWhenUsed="true" QFormat="true" Name="TOC Heading"/>
<w:LsdException Locked="false" Priority="41" Name="Plain Table 1"/>
<w:LsdException Locked="false" Priority="42" Name="Plain Table 2"/>
<w:LsdException Locked="false" Priority="43" Name="Plain Table 3"/>
<w:LsdException Locked="false" Priority="44" Name="Plain Table 4"/>
<w:LsdException Locked="false" Priority="45" Name="Plain Table 5"/>
<w:LsdException Locked="false" Priority="40" Name="Grid Table Light"/>
<w:LsdException Locked="false" Priority="46" Name="Grid Table 1 Light"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark"/>
<w:LsdException Locked="false" Priority="51" Name="Grid Table 6 Colorful"/>
<w:LsdException Locked="false" Priority="52" Name="Grid Table 7 Colorful"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 1"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 1"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 1"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 1"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 1"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 1"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 1"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 2"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 2"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 2"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 2"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 2"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 2"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 2"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 3"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 3"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 3"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 3"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 3"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 3"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 3"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 4"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 4"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 4"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 4"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 4"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 4"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 4"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 5"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 5"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 5"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 5"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 5"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 5"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 5"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 6"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 6"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 6"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 6"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 6"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 6"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 6"/>
<w:LsdException Locked="false" Priority="46" Name="List Table 1 Light"/>
<w:LsdException Locked="false" Priority="47" Name="List Table 2"/>
<w:LsdException Locked="false" Priority="48" Name="List Table 3"/>
<w:LsdException Locked="false" Priority="49" Name="List Table 4"/>
<w:LsdException Locked="false" Priority="50" Name="List Table 5 Dark"/>
<w:LsdException Locked="false" Priority="51" Name="List Table 6 Colorful"/>
<w:LsdException Locked="false" Priority="52" Name="List Table 7 Colorful"/>
<w:LsdException Locked="false" Priority="46"
Name="List Table 1 Light Accent 1"/>
<w:LsdException Locked="false" Priority="47" Name="List Table 2 Accent 1"/>
<w:LsdException Locked="false" Priority="48" Name="List Table 3 Accent 1"/>
<w:LsdException Locked="false" Priority="49" Name="List Table 4 Accent 1"/>
<w:LsdException Locked="false" Priority="50" Name="List Table 5 Dark Accent 1"/>
<w:LsdException Locked="false" Priority="51"
Name="List Table 6 Colorful Accent 1"/>
<w:LsdException Locked="false" Priority="52"
Name="List Table 7 Colorful Accent 1"/>
<w:LsdException Locked="false" Priority="46"
Name="List Table 1 Light Accent 2"/>
<w:LsdException Locked="false" Priority="47" Name="List Table 2 Accent 2"/>
<w:LsdException Locked="false" Priority="48" Name="List Table 3 Accent 2"/>
<w:LsdException Locked="false" Priority="49" Name="List Table 4 Accent 2"/>
<w:LsdException Locked="false" Priority="50" Name="List Table 5 Dark Accent 2"/>
<w:LsdException Locked="false" Priority="51"
Name="List Table 6 Colorful Accent 2"/>
<w:LsdException Locked="false" Priority="52"
Name="List Table 7 Colorful Accent 2"/>
<w:LsdException Locked="false" Priority="46"
Name="List Table 1 Light Accent 3"/>
<w:LsdException Locked="false" Priority="47" Name="List Table 2 Accent 3"/>
<w:LsdException Locked="false" Priority="48" Name="List Table 3 Accent 3"/>
<w:LsdException Locked="false" Priority="49" Name="List Table 4 Accent 3"/>
<w:LsdException Locked="false" Priority="50" Name="List Table 5 Dark Accent 3"/>
<w:LsdException Locked="false" Priority="51"
Name="List Table 6 Colorful Accent 3"/>
<w:LsdException Locked="false" Priority="52"
Name="List Table 7 Colorful Accent 3"/>
<w:LsdException Locked="false" Priority="46"
Name="List Table 1 Light Accent 4"/>
<w:LsdException Locked="false" Priority="47" Name="List Table 2 Accent 4"/>
<w:LsdException Locked="false" Priority="48" Name="List Table 3 Accent 4"/>
<w:LsdException Locked="false" Priority="49" Name="List Table 4 Accent 4"/>
<w:LsdException Locked="false" Priority="50" Name="List Table 5 Dark Accent 4"/>
<w:LsdException Locked="false" Priority="51"
Name="List Table 6 Colorful Accent 4"/>
<w:LsdException Locked="false" Priority="52"
Name="List Table 7 Colorful Accent 4"/>
<w:LsdException Locked="false" Priority="46"
Name="List Table 1 Light Accent 5"/>
<w:LsdException Locked="false" Priority="47" Name="List Table 2 Accent 5"/>
<w:LsdException Locked="false" Priority="48" Name="List Table 3 Accent 5"/>
<w:LsdException Locked="false" Priority="49" Name="List Table 4 Accent 5"/>
<w:LsdException Locked="false" Priority="50" Name="List Table 5 Dark Accent 5"/>
<w:LsdException Locked="false" Priority="51"
Name="List Table 6 Colorful Accent 5"/>
<w:LsdException Locked="false" Priority="52"
Name="List Table 7 Colorful Accent 5"/>
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<span style="font-family: "calibri light"; font-size: 12.0pt;">Finally, while this post focuses on the economic
return of attending college, it should also be pointed out that future
financial gain is not the sole or, possibly, the most important reason for such
attendance. Acquiring new knowledge, values, and relationships can also be
non-monetarized outcomes that enhance the quality of one’s life. Appreciation
for the arts, culture, literature, technology, the environment, and racial and
socio-economic diversity are other things that college attendance can inform. </span>
<!--EndFragment--><br />
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<br />
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<a href="https://www.blogger.com/blogger.g?blogID=1819843850378313742#_ftnref1" name="_ftn1" style="mso-footnote-id: ftn1;" title=""><span class="MsoFootnoteReference"><span style="font-size: 9.0pt; mso-bidi-font-size: 12.0pt;"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: "calibri light"; font-size: 9.0pt;">[1]</span></span><!--[endif]--></span></span></span></a>
<span style="font-size: 10.0pt;">http://www.publicagenda.org/pages/public-opinion-higher-education-2016</span><o:p></o:p></div>
</div>
<div id="ftn2" style="mso-element: footnote;">
<div class="MsoFootnoteText">
<a href="https://www.blogger.com/blogger.g?blogID=1819843850378313742#_ftnref2" name="_ftn2" style="mso-footnote-id: ftn2;" title=""><span class="MsoFootnoteReference"><span style="font-size: 9.0pt; mso-bidi-font-size: 12.0pt;"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: "calibri light"; font-size: 9.0pt;">[2]</span></span><!--[endif]--></span></span></span></a>
<span style="font-size: 9.0pt;">Abel, Jaison R. And Deitz, Richard</span>. <span style="font-size: 9.0pt;">(2014). Do the benefits of college still outweigh the
costs? <i style="mso-bidi-font-style: normal;">Current Issues in Economics and
Finance. Vol. 20, Number 3. </i>Available at: https://www.newyorkfed.org/medialibrary/media/research/current_issues/ci20-3.pdf</span><o:p></o:p></div>
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Project Coachhttp://www.blogger.com/profile/16340010828571573519noreply@blogger.com0tag:blogger.com,1999:blog-1819843850378313742.post-80826524395550043162016-09-01T12:19:00.000-07:002016-09-01T12:19:18.590-07:00Re-envisioning Youth Development as a Teaching/Learning Problem rather than Acquiring a Vast Array of Generic AssetsDon Siegel<br />
<br />
<h2>
<u><span style="color: windowtext; font-family: Cambria; font-size: 12.0pt; font-weight: normal; line-height: 115%; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin;">Parable<o:p></o:p></span></u></h2>
<div class="MsoNormal">
A number of years ago, a prominent psychologist was asked
what he had learned during his long and distinguished career about the most
effective approaches to therapy. He replied that he had tried them all:
psychoanalysis, behavioral therapy, cognitive therapy, humanistic therapy, holistic
therapy, gestalt therapy, and various eclectic combinations of these and other
therapies. After some reflection and stroking his beard, the psychologist conveyed
that after years of study and experimentation he had found that the best form
of therapy for his patients was <i style="mso-bidi-font-style: normal;">golf</i>.<span style="mso-spacerun: yes;"> </span>In actuality this story is not real, but comes
from a TV show about a young psychologist and his mentor who is giving him, in
a nutshell, what he has concluded over a long and eminent career. In essence,
the mentor who had a rich and in-depth knowledge of psychology, in all of its
complexity, concluded that therapy was actually a lot simpler than he had been
taught. Just going out and playing <i style="mso-bidi-font-style: normal;">golf</i>
with friends resolved many of the issues patients had come to see him about.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
While this parable is facetious, and obtained some laughs
from the audience, there is also a degree of truth at what the character is
poking fun. Clearly, the various approaches to therapy are very different, as
are their complex structures, assumptions, and strategies for enacting treatment.
Some approaches work better than others with different people in different
situations. Experienced therapists often mix, match, adapt, and do whatever is
necessary to help their patients. <span style="mso-spacerun: yes;"> </span>But,
how does a fledging therapist decide the best way to proceed with a particular
patient? Perhaps, there is some wisdom in what the TV therapist had concluded? <i style="mso-bidi-font-style: normal;">Golf</i> was the simplest solution for many
of his patients who needed relief from high stress occupations, relationship
issues, and dysfunctional lifestyles. In science there is a principle known as <i style="mso-bidi-font-style: normal;">Occam’s razor</i>, which asserts that if
there are multiple ways of explaining the reasons for a phenomenon, the
simplest explanation is the best one to choose. Regardless of the therapist’s
training, after many years, he had come upon a simple solution that worked well
most of the time; <i style="mso-bidi-font-style: normal;">golf!</i><o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
When delving into the literature on youth development, one
finds a similar complexity to that found in therapy. There are many approaches
that all have a common denominator; that is to say, <i style="mso-bidi-font-style: normal;">complexity</i>. For example: The Search Institute has promoted a model
that contains the development of 40 assets, including 20 which are internal
(e.g., commitment to learning, positive values, social competencies, positive
identity) and 20 external (e.g., support, empowerment, boundaries and
expectations, constructive use of time). Research supports the notion that the
more assets kids possess, the better they do in school, the better adjusted
they are, and the fewer health compromising behaviors in which they engage<a href="https://www.blogger.com/blogger.g?blogID=1819843850378313742#_ftn1" name="_ftnref1" style="mso-footnote-id: ftn1;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: Cambria; font-size: 12.0pt; line-height: 115%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin;">[1]</span></span><!--[endif]--></span></span></a>.
Another popular approach comes from Richard Lerner who combines many of these assets
into his 5 C’s (Character, Caring, Competence, Confidence, Connection).<a href="https://www.blogger.com/blogger.g?blogID=1819843850378313742#_ftn2" name="_ftnref2" style="mso-footnote-id: ftn2;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: Cambria; font-size: 12.0pt; line-height: 115%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin;">[2]</span></span><!--[endif]--></span></span></a>
A different way of looking at youth development comes from Reed Larson who writes
about growth experiences that promote such things as initiative, problem
solving, emotional regulation, prosocial norms, interpersonal skills, and
social capital development<a href="https://www.blogger.com/blogger.g?blogID=1819843850378313742#_ftn3" name="_ftnref3" style="mso-footnote-id: ftn3;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: Cambria; font-size: 12.0pt; line-height: 115%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin;">[3]</span></span><!--[endif]--></span></span></a>.
Others, in addition to many of the assets identified above have included physical
assets such as <span style="mso-spacerun: yes;"> </span>motor skill competencies,
physical fitness, and health<a href="https://www.blogger.com/blogger.g?blogID=1819843850378313742#_ftn4" name="_ftnref4" style="mso-footnote-id: ftn4;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: Cambria; font-size: 12.0pt; line-height: 115%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin;">[4]</span></span><!--[endif]--></span></span></a>,
gender awareness and equity<a href="https://www.blogger.com/blogger.g?blogID=1819843850378313742#_ftn5" name="_ftnref5" style="mso-footnote-id: ftn5;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: Cambria; font-size: 12.0pt; line-height: 115%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin;">[5]</span></span><!--[endif]--></span></span></a>,
and social justice that produces actions that make a contribution to one’s
community<a href="https://www.blogger.com/blogger.g?blogID=1819843850378313742#_ftn6" name="_ftnref6" style="mso-footnote-id: ftn6;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: Cambria; font-size: 12.0pt; line-height: 115%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin;">[6]</span></span><!--[endif]--></span></span></a>.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
When taken as an aggregate, a practitioner who wishes to craft
and operationalize a youth development program that includes what all of these
organizations and theoreticians have proposed is easily overwhelmed. The
challenge certainly rivals all the different approaches that psychology has
produced over the years. In fact, one astute observer remarked that putting all
the pieces together is like building a child. For those of us in the field, is
there a way to simplify and arrive at an <i style="mso-bidi-font-style: normal;">Occam’s
razor</i> way of finding a simpler way to approach our work?<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<h3>
<u><span style="color: black; font-weight: normal; mso-bidi-font-weight: bold; mso-themecolor: text1;">A Simpler Approach: What do teachers and coaches
want?<o:p></o:p></span></u></h3>
<div class="MsoNormal">
Not discounting all of the valuable insights and work that
has gone into the various models identified above, is there another <i style="mso-bidi-font-style: normal;">golf-like </i>way of viewing youth
development that is simpler and more meaningful to workers in the field? Perhaps,
rather than starting with an amalgam of every conceivable attribute that a
child can possess, and attempting to develop a curriculum that we might ask
people such as coaches, teachers and parents to deliver, we should start by
asking those in the field, who work with kids, how they would like kids under
their supervision to behave, in order to get the most out of their interactions
with them.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
My guess is that we will come up with a much simplified idea
of what youth development is really about in the day to day lives of kids and
the interactions that they have with teachers, coaches, and peers. <span style="mso-bidi-font-style: italic; mso-bidi-font-weight: bold;">For the most part
the interactions that coaches and teachers have with kids is about teaching
them <i>stuff</i>. So what is it that they want in the kids that they interact
with to make teaching and learning most effective. Legendary coach, John Wooden,
had a viewpoint on this.</span><a href="https://www.blogger.com/blogger.g?blogID=1819843850378313742#_ftn7" name="_ftnref7" style="mso-footnote-id: ftn7;" title=""><span class="MsoFootnoteReference"><span style="color: black; mso-themecolor: text1;"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="color: black; font-family: Cambria; font-size: 12.0pt; line-height: 115%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin; mso-themecolor: text1;">[7]</span></span><!--[endif]--></span></span></span></a><span style="mso-bidi-font-style: italic; mso-bidi-font-weight: bold;"> </span>In a TED
Talk Wooden conveyed that his ideal player was one who knew that his primary
reason for being at UCLA was to get an education. <span style="mso-spacerun: yes;"> </span>Then came basketball, and everything else was
a distant third. Clearly, this understanding has to do with <i style="mso-bidi-font-style: normal;">motivation</i> to achieve in academics and
in sports, and not be diverted by other distractions.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
He then went on to say that he wanted a player who could play
defense, but offense too; could shoot from the outside, but also from the
inside; and was unselfish and willing and able to pass. Evidently, from his
description, Wooden wanted players who could do everything. But, overall, when
asked who his best players had been he returns to a theme that was at the core
of his philosophy by identifying two players who he initially did not think
would make the varsity when they were freshman, but went on to become critical
players on championship teams. He explained that they were not particularly
good shooters, but knew when to shoot and when not to shoot. They were not
particularly fast, but played excellent defense and rebounded well because they
were able to anticipate unfolding events and move into proper position sooner
than others. In essence, they had learned such <i style="mso-bidi-font-style: normal;">stuff </i>from hours of <i style="mso-bidi-font-style: normal;">deliberate
practice </i>with him. They were also <i style="mso-bidi-font-style: normal;">productive</i>
<i style="mso-bidi-font-style: normal;">team players </i>who understood,
accepted, and executed the roles to which they were assigned. In essence, they
were <i style="mso-bidi-font-style: normal;">motivated</i> students who <i style="mso-bidi-font-style: normal;">paid attention</i> to what he was teaching,
were <i style="mso-bidi-font-style: normal;">willing to work hard</i> <i style="mso-bidi-font-style: normal;">and deliberately</i> at mastering
fundamentals, and were <i style="mso-bidi-font-style: normal;">team players</i>.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
My sense is that Wooden’s reflections about these players are
at the core of youth development; getting students to <i style="mso-bidi-font-style: normal;">pay attention, work hard at what they are being taught, acquire the
knowledge and skills associated with the subject, and be a positive and
contributing member of a team or class</i>. Whether it is academics, sports, or
some other area, what really counts in youth development is not acquiring an
aggregate of abstract generic qualities, but the acquisition of new
capabilities by <i style="mso-bidi-font-style: normal;">possessing</i> <i style="mso-bidi-font-style: normal;">a positive attitude, paying attention to
one’s coach/teacher</i>, <i style="mso-bidi-font-style: normal;">practicing</i> <i style="mso-bidi-font-style: normal;">deliberately, and being a productive
team/class member. </i><o:p></o:p></div>
<div class="MsoNormal">
<i style="mso-bidi-font-style: normal;"><br /></i></div>
<h3>
<u><span style="color: windowtext; font-family: Cambria; font-weight: normal; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin;">Conclusion<o:p></o:p></span></u></h3>
<div class="MsoNormal">
As youth development practitioners, we cannot teach
everything to the kids in our programs. However, we can teach them how to be
effective learners at whatever content that we are teaching them. In the
process of learning new things having value to them, they also acquire, as by-products,
an aggregate of assets identified in the various youth development models. A Project
Coach adolescent who learns how to explain a new skill to players on her team, also
learns how to motivate, communicate, and empathize with others. An Artist for
Humanities youth who learns how to sculpt is also learning attentional control,
how to accept critical feedback, and how to persevere. A StreetSquash participant
who loses a close match and is frustrated, learns how to regulate his emotions
and become a sportsman. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
The critical point to this way of thinking about youth
development is that acquiring such valued attributes as motivation,
communication, empathy, perseverance, attentional and emotional control, comes
about naturally as youth acquire the knowledge, skills, and values associated
with activities that are important to them. Such attributes cannot be taught as
decontextualized abstractions. Like the therapist who prescribed <i style="mso-bidi-font-style: normal;">golf</i> as a treatment for many of the
problems his patients were experiencing, teaching kids how to be effective
learners is the key to youth development. When kids acquire knowledge and skill
in the array of activities in which they are interested and/or required to
participate, as a by-product, they also acquire all the assets identified in
the array of youth development models. This is the <i style="mso-bidi-font-style: normal;">Occam’s razor</i> of youth development. <span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
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<div class="MsoFootnoteText" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<a href="https://www.blogger.com/blogger.g?blogID=1819843850378313742#_ftnref1" name="_ftn1" style="mso-footnote-id: ftn1;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: Cambria; font-size: 12.0pt; line-height: 115%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin;">[1]</span></span><!--[endif]--></span></span></a> <span style="font-size: 9.0pt; mso-bidi-font-family: Verdana;">Scales, P. C. (2000).
Building student's developmental assets to promote health and school success.<i>
Clearing House, 74</i>(2), 84.</span><o:p></o:p></div>
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<a href="https://www.blogger.com/blogger.g?blogID=1819843850378313742#_ftnref2" name="_ftn2" style="mso-footnote-id: ftn2;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: Cambria; font-size: 12.0pt; line-height: 115%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin;">[2]</span></span><!--[endif]--></span></span></a> <span style="font-size: 9.0pt;">http://ase.tufts.edu/iaryd/documents/pubPromotingPositive.pdf</span><o:p></o:p></div>
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<a href="https://www.blogger.com/blogger.g?blogID=1819843850378313742#_ftnref3" name="_ftn3" style="mso-footnote-id: ftn3;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: Cambria; font-size: 12.0pt; line-height: 115%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin;">[3]</span></span><!--[endif]--></span></span></a> <span style="font-size: 9.0pt; mso-bidi-font-family: Verdana;">Larson, R. W. (2011).
Positive development in a disorderly world.<i> Journal of Research on
Adolescence (Wiley-Blackwell), 21</i>(2), 317-334</span><span style="font-family: Verdana; mso-bidi-font-family: Verdana;">.</span><o:p></o:p></div>
</div>
<div id="ftn4" style="mso-element: footnote;">
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<a href="https://www.blogger.com/blogger.g?blogID=1819843850378313742#_ftnref4" name="_ftn4" style="mso-footnote-id: ftn4;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: Cambria; font-size: 12.0pt; line-height: 115%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin;">[4]</span></span><!--[endif]--></span></span></a> <span style="font-size: 9.0pt;">Weiss, Maureen, and Wiese-Bjornstal, Diane. (2009). <i style="mso-bidi-font-style: normal;">Promoting Positive Youth Development Through
Physical Activity. </i>President’s Council on Physical Fitness and Sports:
Research Digest. Series 10, No.3.<i style="mso-bidi-font-style: normal;"><o:p></o:p></i></span></div>
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<span style="font-family: "Times New Roman"; font-size: 9.0pt;">Kane, M. J., &
LaVoi, N. M. (2007). </span><i><span style="font-family: Times; font-size: 9.0pt; mso-bidi-font-family: Times;">The 2007 Tucker Center Research Report, Developing
physically active girls: An evidence-based multidisciplinary approach</span></i><span style="font-family: "Times New Roman"; font-size: 9.0pt;">. Minneapolis: University
of Minnesota Press. </span><span style="font-family: Times; mso-bidi-font-family: Times;"><o:p></o:p></span></div>
</div>
<div id="ftn6" style="mso-element: footnote;">
<div class="MsoFootnoteText" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<a href="https://www.blogger.com/blogger.g?blogID=1819843850378313742#_ftnref6" name="_ftn6" style="mso-footnote-id: ftn6;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: Cambria; font-size: 12.0pt; line-height: 115%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin;">[6]</span></span><!--[endif]--></span></span></a> <span style="font-size: 9.0pt; mso-bidi-font-family: Verdana;">Coakley, J. (2011). Youth
sports: What counts as “Positive development?”.<i> Journal of Sport &
Social Issues, 35</i>(3), 306-324</span><span style="font-family: Verdana; mso-bidi-font-family: Verdana;">.</span><o:p></o:p></div>
</div>
<div id="ftn7" style="mso-element: footnote;">
<div class="MsoFootnoteText" style="margin-bottom: .0001pt; margin-bottom: 0in;">
<a href="https://www.blogger.com/blogger.g?blogID=1819843850378313742#_ftnref7" name="_ftn7" style="mso-footnote-id: ftn7;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: Cambria; font-size: 12.0pt; line-height: 115%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin;">[7]</span></span><!--[endif]--></span></span></a><span style="font-size: 9.0pt; line-height: 115%; mso-bidi-font-size: 12.0pt;">https://www.ted.com/talks/john_wooden_on_the_difference_between_winning_and_success?language=en#t-1034326</span><o:p></o:p></div>
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Project Coachhttp://www.blogger.com/profile/16340010828571573519noreply@blogger.com0tag:blogger.com,1999:blog-1819843850378313742.post-34687612707441620312016-07-27T08:46:00.000-07:002016-07-28T06:04:09.677-07:00Deliberate Practice and Project Coach<b><span style="font-size: x-small;">Don Siegel</span></b><br />
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When growing-up I spent hours and hours in parks and
playgrounds trying to hone my basketball skills. During those hours and years, my
peers and I came to believe that some kids had more talent for basketball than
did others. Better players seemed to be able to practice less, yet still excel,
earning a spot on the coveted high school basketball team for which 100s tried
out. I’m not sure whether I had talent for basketball or not, but I certainly
practiced as much as I could to develop the skills I needed to make the team.
But, in retrospect, I now wonder why I was not better; given the time I spent
practicing? Did I only have a limited amount of talent for the game, or was I
not practicing the right things in the right way? Now, a new book entitled <i style="mso-bidi-font-style: normal;">PEAK: Secrets from the New Science of
Expertise by Anders Ericsson and Robert Pool<a href="https://www.blogger.com/blogger.g?blogID=1819843850378313742&pli=1#_ftn1" name="_ftnref1" style="mso-footnote-id: ftn1;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "cambria"; font-size: 12.0pt;">[1]</span></b></span><!--[endif]--></span></span></a>
</i>provides answers to my questions. <o:p></o:p></div>
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Over decades of study, Ericsson has found that better
performers in a domain typically are <i style="mso-bidi-font-style: normal;">made</i>,
rather than <i style="mso-bidi-font-style: normal;">born</i>. His research that
attempts to explain how expertise across an array of domains is acquired shows
that experts typically practice a great deal more than others who are less
proficient. Yet, his critical observation is that it is not just the absolute
number of practice hours in which they engage that matters, but the way those
hours are structured. He used the term <i style="mso-bidi-font-style: normal;">deliberate
practice</i>, to differentiate it from <i style="mso-bidi-font-style: normal;">traditional
practice</i> to distinguish what was special about what they did during practice.
In contrast to how I honed my basketball skills, which entailed simply
repeating over and over again what I did well, <i style="mso-bidi-font-style: normal;">deliberate practice</i> requires learners to acquire skills that more
advanced performers are able to execute well, and typically are on the outer
boundary of what they are able to do. In essence, they are constantly <i style="mso-bidi-font-style: normal;">pushing their envelop</i> by acquiring more
advanced capabilities, rather than simply repeating over and over again what
they already are able to do well. In <i style="mso-bidi-font-style: normal;">PEAK</i>,
Ericsson and Pool point out that the reason why so many recreational players across
sports appear to hit performance plateaus, even after years and years or
participation, is because they rarely venture beyond their comfort zones, as
they simply do the same things over and over again. They state:<o:p></o:p></div>
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The sorts of activities that most
people consider "practice" are generally not very helpful in
improving one's performance. A golfer gets in at least eighteen holes every
week and tries to hit a bucket of balls at the driving range beforehand. A
pianist plays the same exercises over and over until they are completely
automatic. A teacher has been teaching the same material in the same way for
twenty years, thinking that practice must eventually make perfect. None of
these people are likely to see much improvement despite all that
"practice." <o:p></o:p></div>
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<br /></div>
<div class="MsoNormal">
<br /></div>
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So what is <i style="mso-bidi-font-style: normal;">deliberate
practice</i>? For practice to be maximally effective, Ericsson and Pool assert
that it should have the following qualities:<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoListParagraphCxSpFirst" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><i><span style="mso-bidi-font-family: Cambria; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Cambria; mso-fareast-theme-font: minor-latin;"><span style="mso-list: Ignore;">1.<span style="font: 7.0pt "Times New Roman";">
</span></span></span></i><!--[endif]--><i>It is a specialized--and particularly
effective--form of purposeful practice where an experienced coach designs the
training exercises and monitors a player’s progress, modifying the training as
necessary to keep the player progressing steadily. A critical point is that the
coach is able to assess the strengths/weaknesses of her player, understand the
knowledge and skills that she needs to acquire to move to the next level, and
be able to design and run practice sessions in which players practice these
things.<o:p></o:p></i></div>
<div class="MsoListParagraphCxSpMiddle">
<br /></div>
<div class="MsoListParagraphCxSpLast" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><i><span style="mso-bidi-font-family: Cambria; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Cambria; mso-fareast-theme-font: minor-latin;"><span style="mso-list: Ignore;">2.<span style="font: 7.0pt "Times New Roman";">
</span></span></span></i><!--[endif]--><i>Such sessions require a great deal of effort
on the player’s part, as they typically focus on attempting to execute skills
on the edge of their comfort zone. If the skills practiced seem easy or
executed automatically, probably not much new learning is occurring.<o:p></o:p></i></div>
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<br /></div>
<div class="MsoListParagraphCxSpFirst" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><i><span style="mso-bidi-font-family: Cambria; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Cambria; mso-fareast-theme-font: minor-latin;"><span style="mso-list: Ignore;">3.<span style="font: 7.0pt "Times New Roman";">
</span></span></span></i><!--[endif]--><i>Effective practice requires precise feedback—a
player needs to know what he is doing wrong so that he can figure out ways to
make corrections. The resulting progress comes as a series of baby steps, none
very impressive on its own, but they can add up to performing quite complex
skills in a very expeditious manner.<o:p></o:p></i></div>
<div class="MsoListParagraphCxSpMiddle">
<br /></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><i><span style="mso-bidi-font-family: Cambria; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Cambria; mso-fareast-theme-font: minor-latin;"><span style="mso-list: Ignore;">4.<span style="font: 7.0pt "Times New Roman";">
</span></span></span></i><!--[endif]--><i>The focus should be on the <u>acquisition
of skills</u>, with knowledge of the domain being a <u>by-product of learning</u>,
rather than it’s main focus. That is to say, no one ever learned to become a
great basketball player, a great violinist, a great surgeon, or a great coach
by reading how to do these things from a book, or by being lectured to about
them.<o:p></o:p></i></div>
<div class="MsoListParagraphCxSpMiddle">
<br /></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><i><span style="mso-bidi-font-family: Cambria; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Cambria; mso-fareast-theme-font: minor-latin;"><span style="mso-list: Ignore;">5.<span style="font: 7.0pt "Times New Roman";">
</span></span></span></i><!--[endif]--><i>With regard to knowledge, Ericsson’s
focus is on the creation of mental representations that develop during
practice. These are multifaceted representations of the skills to be executed,
as well as the real world situations in which they should be deployed.
Essentially, what is asserted here is that advanced skills must have internal
mental representations, which help both in their execution, and in the
assessment process, which compares what was done to what was attempted. By
having such a representation, internal feedback is meaningful, which entails comparing
what was attempted with what actually happened. Mental representations develop
over time, and make it possible to execute a skill with greater and greater precision.
<o:p></o:p></i></div>
<div class="MsoListParagraphCxSpMiddle">
<br /></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><i><span style="mso-bidi-font-family: Cambria; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Cambria; mso-fareast-theme-font: minor-latin;"><span style="mso-list: Ignore;">6.<span style="font: 7.0pt "Times New Roman";">
</span></span></span></i><!--[endif]--><i>As one can surmise, a critical factor in
deliberate practice is having the motivation to continue doing activities that
are challenging, and often frustrating because of a lack of success (at least
at the beginning). Ericsson asserts: When a student is first learning a skill,
it is critical to limit their practice time to 15-20 minutes per day so they
are able to concentrate fully and make observable improvements. Ericsson has
found that experts practice multiple times each day for shorter sessions. This
allows them to allocate full concentration and effort to improving on those
things that they do not do very well.<o:p></o:p></i></div>
<div class="MsoListParagraphCxSpLast">
<i><span style="mso-spacerun: yes;"> </span></i><span style="mso-spacerun: yes;"> </span><i><o:p></o:p></i></div>
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<b style="mso-bidi-font-weight: normal;"><u><span style="mso-bidi-font-style: italic;">Summary <o:p></o:p></span></u></b></div>
<div class="MsoNormal" style="mso-pagination: widow-orphan lines-together; page-break-after: avoid;">
<br /></div>
<div class="MsoNormal" style="mso-pagination: widow-orphan lines-together; page-break-after: avoid;">
<span style="mso-bidi-font-style: italic;">A book such as
<i>PEAK</i> is critical for a program such as Project Coach, as one of our core
goals is to develop coaches who can help their players improve their skills at
a variety of sports. Of course, this is not our only objective. We also want
kids to have fun engaging in a variety of physical activities, while learning
to be good teammates and sports persons. Yet, the <i>deliberate practice</i>
approach also is a means to teaching youth what it takes to <i>become good at
something</i>, whether it be sports, as a student in school, or as a community
leader. <span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
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<br /></div>
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<span style="mso-bidi-font-style: italic;">Whatever the
domain, the formula of <i>deliberate practice </i>entails identifying what one does
well, and what one needs to do better, and then to design activities that help one
to overcome weaknesses. This takes time, and the crafting of practices in a <i>deliberate
manner, </i>that are guided by a coach or teacher who can inspire an individual
to keep working at difficult tasks. Feedback is critical to motivating individuals
and helping them to understand where they are at, where they need to go, and
how to get there. While these ideas many not be very complex, being able to
operationalize them is. <span style="mso-spacerun: yes;"> </span>Developing
coaches who can help their players to improve, while making practices fun and
rewarding also entails <i>deliberate practice. </i>For a <i>quick and snappy</i> video about deliberate practice <a href="https://www.youtube.com/watch?v=uoUHlZP094Q" target="_blank">click here</a>.<o:p></o:p></span></div>
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<a href="https://www.blogger.com/blogger.g?blogID=1819843850378313742&pli=1#_ftnref1" name="_ftn1" style="mso-footnote-id: ftn1;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: "cambria"; font-size: 12.0pt;">[1]</span></span><!--[endif]--></span></span></a> <span style="font-size: 9.0pt;">https://www.amazon.com/dp/B011H56MKS/ref=dp-kindle-redirect?_encoding=UTF8&btkr=1#nav-subnav</span><o:p></o:p></div>
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Project Coachhttp://www.blogger.com/profile/16340010828571573519noreply@blogger.com0tag:blogger.com,1999:blog-1819843850378313742.post-65806766094803208682016-06-10T08:37:00.000-07:002016-06-10T08:37:38.028-07:00The Mysterious Connection Between Education and Health<div class="MsoNormal">
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Don Siegel</div>
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While youth development work involves many things, perhaps
no outcome is more important than promoting health and well-being. Although,
programs may or may not have components that most people associate with health
promotion such as: physical activity, nutrition counseling, drug prevention,
sex education, and violence avoidance, their support for educational attainment
(years of schooling) is probably the single most potent factor in health
promotion. <span style="mso-spacerun: yes;"> </span>For many people this may appear
to be a strange statement, as it would seem that directly addressing various
health promoting or compromising behaviors would have the greatest “bang for
the buck”, but a large body of research is showing that educational attainment
is the single most important factor related to health across one’s life span.<o:p></o:p></div>
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Support for this contention comes from the many relationships
that exist between education and markers of health. To get a sense of what I am
writing about various studies have shown that people with more years in school
have reduced morbidity from heart conditions, stroke, hypertension, elevated
cholesterol, emphysema, diabetes, asthma, and ulcers.<a href="https://www.blogger.com/blogger.g?blogID=1819843850378313742&pli=1#_ftn1" name="_ftnref1" style="mso-footnote-id: ftn1;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: "cambria"; font-size: 12.0pt;">[1]</span></span><!--[endif]--></span></span></a> As
well, infant mortality rates are about half as large for mothers with 16 or
more years of education than for mothers with 11 years or less. Educational
attainment is also connected to longevity with college graduates living 5 years
longer than individuals who have not finished high school (men – 79.7<span style="mso-spacerun: yes;"> </span>vs. 72.9; women 83.5 vs. 78.4)!<a href="https://www.blogger.com/blogger.g?blogID=1819843850378313742&pli=1#_ftn2" name="_ftnref2" style="mso-footnote-id: ftn2;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: "cambria"; font-size: 12.0pt;">[2]</span></span><!--[endif]--></span></span></a> <o:p></o:p></div>
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Seemingly, such health outcomes could be mediated by a
number of variables other than educational attainment, but evidence also exists
that connects educational attainment to health promoting behaviors. For
example, those with more years of schooling are less likely to smoke, to drink
a lot, to be overweight or obese, or to use illegal drugs. Better educated
individuals are also more likely to exercise and to obtain preventive care such
as flu shots, vaccines, mammograms, pap smears, colonoscopies, to use seat
belts, to have a house with a smoke detector and to have tested their house for
radon.<a href="https://www.blogger.com/blogger.g?blogID=1819843850378313742&pli=1#_ftn3" name="_ftnref3" style="mso-footnote-id: ftn3;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: "cambria"; font-size: 12.0pt;">[3]</span></span><!--[endif]--></span></span></a> <o:p></o:p></div>
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Again, while no one can definitively explain the causal
connections between educational attainment, health behaviors, and health
outcomes, a number of ideas have been advanced over the years that may mediate
the relationships. These include, but are not limited, to the following:<o:p></o:p></div>
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<div class="MsoListParagraph" style="line-height: 16.0pt; margin-left: .25in; mso-layout-grid-align: none; mso-list: l1 level1 lfo2; mso-pagination: none; text-autospace: none;">
<!--[if !supportLists]--><span style="font-family: "times"; mso-bidi-font-family: Times; mso-fareast-font-family: Times;"><span style="mso-list: Ignore;">1.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><b style="mso-bidi-font-weight: normal;">Environmental
Argument</b>: More education typically leads to greater incomes, which, in
turn, provides more control over where one lives. Neighborhoods are associated
with such things as housing quality, safety, proximity to supermarkets, access to
recreation, availability of health providers, and the quality of air and water.
Along with the physical environment, health is linked to the social environment
in a neighborhood. Neighborhoods in which residence have stronger bonds have
been shown to be places in which residents are <span style="font-family: "times new roman"; font-size: 13.0pt;">more likely …<i style="mso-bidi-font-style: normal;">to
work together to achieve common goals such as cleaner and safer public spaces,
healthy behaviors and good schools; to exchange information regarding
childcare, jobs and other resources that affect health; and to maintain</i> <i style="mso-bidi-font-style: normal;">informal social controls discouraging crime
or other undesirable behaviors such as smoking or alcohol use among youths,
drunkenness, littering and graffiti</i>— all of which can directly or
indirectly influence health.</span><a href="https://www.blogger.com/blogger.g?blogID=1819843850378313742&pli=1#_ftn4" name="_ftnref4" style="mso-footnote-id: ftn4;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: "cambria"; font-size: 12.0pt;">[4]</span></span><!--[endif]--></span></span></a> Another
version of the environmental contention is that more highly educated people get
“better” jobs that, in addition to paying higher incomes and providing health
insurance, offer safer work environments. In essence, this stream of thinking
connects education with jobs, which are invariably connected with income and,
in a variety of ways, with the environments that people either chose or a
forced to live in. While researchers contend that the linkages between
environment and health are complex, with research still to be done, they also
assert that the overwhelming evidence is that the physical and social
environments in which people live are strong predictors of their health, and
that income, which is largely determined by education, is a critical factor in
where people chose to live.<span style="font-family: "times"; mso-bidi-font-family: Times;"><o:p></o:p></span></div>
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<!--[if !supportLists]--><span style="font-family: "times"; mso-bidi-font-family: Times; mso-fareast-font-family: Times;"><span style="mso-list: Ignore;">2.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><b style="mso-bidi-font-weight: normal;">Social
Networks: </b>Another<b style="mso-bidi-font-weight: normal;"> </b>aspect of the social
environment is the support one gets from people around them. More educated persons
have been shown to have larger<b style="mso-bidi-font-weight: normal;"> </b>social
systems for financial, physical and emotional support.<span style="mso-spacerun: yes;"> </span>Peer approval/disapproval can also effect
whether one engages in high-risk behaviors. Thus, this theory contends that if
more educated people associate with more educated friends, who are more likely
to behave healthily and value health, the peer effects of networks will self
propagate. <span style="mso-spacerun: yes;"> </span>This does not only relate to
adults, but to children whose social network includes their parents. Indeed, the
connection between a parent’s education and their child’s health is very
strong. Consequently, the education-health connection has a
cross-generational-cascading effect in which more educated parents have
healthier children, who, in turn become more educated and are healthier. They,
in turn, live in healthier neighborhoods and associate with others who value
healthy behaviors. Here, education, income, and social networks are interconnected,
and are directly related to the subcultures that emerge. One need only observe
the prevalence of parks, fitness clubs, supermarkets promoting organic foods,
fast-food restaurants, and liquor stores in a community to get a sense of what
it values with regard to healthy lifestyles<a href="https://www.blogger.com/blogger.g?blogID=1819843850378313742&pli=1" name="OLE_LINK2"></a><a href="https://www.blogger.com/blogger.g?blogID=1819843850378313742&pli=1" name="OLE_LINK1"><span style="mso-bookmark: OLE_LINK2;">. </span></a><span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><span style="font-family: "times"; mso-bidi-font-family: Times;"><o:p></o:p></span></span></span></div>
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<a href="https://www.blogger.com/blogger.g?blogID=1819843850378313742&pli=1" name="OLE_LINK1"><span style="mso-bookmark: OLE_LINK2;"><br /></span></a></div>
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<a href="https://www.blogger.com/blogger.g?blogID=1819843850378313742&pli=1" name="here"></a><!--[if !supportLists]--><span style="font-family: "times"; mso-bidi-font-family: Times; mso-fareast-font-family: Times;"><span style="mso-list: Ignore;">3.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><b style="mso-bidi-font-weight: normal;">Future
Optimism</b>: <span style="mso-spacerun: yes;"> </span>If education leads to
higher income, greater control over one’s life, and generally improves one’s
outlook on the future, individuals may be more likely to behave in ways to
protect that future. On the other hand, less educated individuals may engage in
riskier behaviors since the value of living to an advanced age is lower, and
probably seen as less likely. Here, a psychological perspective that perceives
a future filled with success and happiness, logically leads to a desire to
protect one’s current and future health. On the other hand for folks living
under duress, and who see little likelihood for change, the opposite may be
true. As Bob Dylan’s song <i style="mso-bidi-font-style: normal;">Like a Rolling
Stone</i> proclaims, <i style="mso-bidi-font-style: normal;">When you ain't got
nothing, you got nothing to lose</i>. With little to lose, engaging in an array
of health compromising activities may provide instant gratification, but do so
at the expense of longer-term health. Thus, more or less education is connected
to investing or not investing in one’s future, and a more or less hopeful
future determines whether or not one engages in health enhancing or health
compromising activities.</div>
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<a href="https://www.blogger.com/blogger.g?blogID=1819843850378313742&pli=1#_ftn5" name="_ftnref5" style="mso-footnote-id: ftn5;" title=""><sup><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><sup><span style="font-family: "cambria"; font-size: 12.0pt;">[5]</span></sup><!--[endif]--></span></sup></a><sup> </sup></div>
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<span style="font-family: "times"; mso-bidi-font-family: Times; mso-fareast-font-family: Times;"><span style="mso-list: Ignore;"><br /></span></span></div>
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<!--[if !supportLists]--><span style="font-family: "times"; mso-bidi-font-family: Times; mso-fareast-font-family: Times;"><span style="mso-list: Ignore;">4.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><b style="mso-bidi-font-weight: normal;">Information
and Cognitive Skills</b>: This idea connotes that more educated people are
better informed, and, thus, make use of health related information to a greater
extent than less educated individuals. For example, people with more years of
education were more likely to quit smoking after the Surgeon General’s 1964
report that definitively linked smoking with lung cancer. It is also
hypothesized that persons with more years of education have a greater awareness
and understanding of modern ideas about nutrition, exercise, drug and alcohol
abuse, and the most effective ways to manage diseases. Another variation on
this theme is that more educated persons may not only be more aware of recent
information about health, but also have greater regard for scientific findings,
and, thus, be more willing to change their behavior accordingly. Higher
educational attainment may also be connected to developing higher-level critical
thinking and decision skills, which are essential to the regulation and control
of behavior<a href="https://www.blogger.com/blogger.g?blogID=1819843850378313742&pli=1" name="OLE_LINK4"></a><a href="https://www.blogger.com/blogger.g?blogID=1819843850378313742&pli=1" name="OLE_LINK3"><span style="mso-bookmark: OLE_LINK4;">. </span></a><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><span style="font-family: "times"; mso-bidi-font-family: Times;"><o:p></o:p></span></span></span></div>
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<a href="https://www.blogger.com/blogger.g?blogID=1819843850378313742&pli=1" name="OLE_LINK3"><span style="mso-bookmark: OLE_LINK4;"><br /></span></a></div>
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<span style="font-family: "cambria"; font-size: 12.0pt;">In summary, it is evident that health is
intricately and powerfully connected with educational attainment. While the
connections are complex, the emerging picture seems to reveal that educational
attainment impacts such things as future income, which effects many of the
choices that people can make about their lives including where they live, who
they associate with, and how they think about their futures. Education also
affects the access that people have to information, how they think about
current health issues, and their willingness to act rationally to enhance their
lives. Of critical importance is how the educational attainment of a parent affects
their children with regard to a child’s own educational attainment, and the
concomitant health benefits that accrue from such. So it appears that youth
development programs that include activities such as sports, nutrition,
violence prevention, and drug education are serving an immediate need to get
kids on track to live healthy lives. To sustain these efforts, educational
attainment is critical, and those programs that support the educational success
of their participants are doing work that is truly transformative when
considering their future health and well-being.</span>
<!--EndFragment--><br />
<div style="mso-element: footnote-list;">
<!--[if !supportFootnotes]--><br clear="all" />
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<!--[endif]-->
<br />
<div id="ftn1" style="mso-element: footnote;">
<div class="MsoFootnoteText">
<a href="https://www.blogger.com/blogger.g?blogID=1819843850378313742&pli=1#_ftnref1" name="_ftn1" style="mso-footnote-id: ftn1;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: "cambria"; font-size: 10.0pt;">[1]</span></span><!--[endif]--></span></span></a> http://www.nber.org/papers/w12352.pdf<o:p></o:p></div>
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<div id="ftn2" style="mso-element: footnote;">
<div class="MsoFootnoteText">
<a href="https://www.blogger.com/blogger.g?blogID=1819843850378313742&pli=1#_ftnref2" name="_ftn2" style="mso-footnote-id: ftn2;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: "cambria"; font-size: 10.0pt;">[2]</span></span><!--[endif]--></span></span></a> http://www.rwjf.org/en/culture-of-health/2012/08/better_educationhea.html<o:p></o:p></div>
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<a href="https://www.blogger.com/blogger.g?blogID=1819843850378313742&pli=1#_ftnref3" name="_ftn3" style="mso-footnote-id: ftn3;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: "cambria"; font-size: 10.0pt;">[3]</span></span><!--[endif]--></span></span></a> https://www.cdc.gov/media/releases/2012/p0516_higher_education.html<o:p></o:p></div>
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<a href="https://www.blogger.com/blogger.g?blogID=1819843850378313742&pli=1#_ftnref4" name="_ftn4" style="mso-footnote-id: ftn4;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: "cambria"; font-size: 10.0pt;">[4]</span></span><!--[endif]--></span></span></a> http://www.rwjf.org/content/dam/farm/reports/issue_briefs/2011/rwjf70450<o:p></o:p></div>
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<div id="ftn5" style="mso-element: footnote;">
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<a href="https://www.blogger.com/blogger.g?blogID=1819843850378313742&pli=1#_ftnref5" name="_ftn5" style="mso-footnote-id: ftn5;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: "cambria"; font-size: 10.0pt;">[5]</span></span><!--[endif]--></span></span></a> http://www.nber.org/papers/w12352.pdf<o:p></o:p></div>
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Project Coachhttp://www.blogger.com/profile/16340010828571573519noreply@blogger.com0tag:blogger.com,1999:blog-1819843850378313742.post-42048864849007993402016-05-19T08:37:00.002-07:002016-05-19T11:33:10.111-07:00What does Project Coach Cost in Comparison to Other Out-of-School Programs?<br />
<div class="MsoNormal" style="text-align: center;">
<o:p> Don Siegel</o:p></div>
<div class="Par">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="Par">
<span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;">While questions relating to the actual or potential benefits accruing
to participants in youth development programs can be difficult to answer at any
particular point in time, the question of costs is of immediate interest to
those involved in starting, scaling, or funding a program. Although the cost
question seems fairly straight forward, it really is a bit more complicated
than most people would think. Granting that actual cash expenditures for operations
are included in all analyses, things get a bit trickier when trying to estimate
the value of in-kind contributions, the use of free or reduced-cost facilities,
or how to value the time and expertise of volunteer advisers, tutors and
mentors. As well, programs also vary with regard to the breath and depth with
which participants engage. Some programs are designed to take large numbers of
youth who are provided minimum dosage and supervision, while others take a much
smaller number of participants, but who are provided many hours of guidance in
a smaller number of activities. This breath-depth variation also plays a role
in computing and understanding a program’s cost.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></span></div>
<div class="Par">
<br /></div>
<div class="Par">
<span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;">Nonetheless, having acknowledged the difficulties of computing
costs, the Wallace Foundation</span></span><a href="https://www.blogger.com/blogger.g?blogID=1819843850378313742#_ftn1" name="_ftnref1" style="mso-footnote-id: ftn1;" title=""><span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: "cambria"; font-size: 12.0pt;">[1]</span></span><!--[endif]--></span></span></span></span></a><span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"> made an
effort to do so, and to provide some benchmarks. Given the “apples and bananas”
nature of such </span></span>analyses, they examined the costs for 111 high
quality programs located in six cities (Boston, Charlotte, Chicago, Denver, New
York and Seattle). High quality was defined as programs having a high
attendance rate (averaging 79% or greater), a high staff/youth ratio (averaging
1:8.3 or better), highly qualified staff (based on educational attainment and
training - 30+ hours), and having leadership opportunities for older youth. Included
in calculations were: staff salaries and benefits, space and utilities,
administrative support, transportation, student stipends, and miscellaneous
(snacks, meals, materials, staff training, etc.). Although their sample
contained programs varying in size, focus, content, age groupings, location,
staffing, ratio of staff to children, facilities, in-kind contributions, management
and hours of operation, they did acknowledge that the sample was nonrandom, and
that one must be careful when using their data to generalize to the universe of
Out-of-School programs. <o:p></o:p></div>
<div class="Par" style="text-indent: 0in;">
<br /></div>
<div class="Par">
Cross tabulating programs by whether they were primarily for
elementary students (ES), high school students (HS), or middle schools students
(MS), they produced the estimates found below. On average, the cost of programs
for elementary students (ES) was $6/hr. per slot<a href="https://www.blogger.com/blogger.g?blogID=1819843850378313742#_ftn2" name="_ftnref2" style="mso-footnote-id: ftn2;" title=""><span class="MsoFootnoteReference"><span style="font-size: 10.0pt;"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: "cambria"; font-size: 10.0pt;">[2]</span></span><!--[endif]--></span></span></span></a>,
for high school students (HS) $10/hr., and for programs that had ES, middle
school (MS), and HS students it was $9/hr. For programs that were solely
focused on academics, the average slot cost was $12/hr. Ranges from the 25<sup>th</sup>
to 75<sup>th</sup> percentile for each program category are also included. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
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<tbody>
<tr style="mso-yfti-firstrow: yes; mso-yfti-irow: 0;">
<td style="border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 1.45in;" valign="top" width="104"><div class="Par" style="mso-element-anchor-horizontal: page; mso-element-anchor-vertical: paragraph; mso-element-frame-hspace: 9.0pt; mso-element-left: 151.45pt; mso-element-top: 1.95pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly; text-indent: 0in;">
<br /></div>
</td>
<td style="border-left: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 94.5pt;" valign="top" width="95"><div class="Par" style="mso-element-anchor-horizontal: page; mso-element-anchor-vertical: paragraph; mso-element-frame-hspace: 9.0pt; mso-element-left: 151.45pt; mso-element-top: 1.95pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly; text-indent: 0in;">
<span style="font-size: 10.0pt;">Wallace (Slot
Costs)<o:p></o:p></span></div>
</td>
<td style="border-left: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 99.0pt;" valign="top" width="99"><div class="Par" style="mso-element-anchor-horizontal: page; mso-element-anchor-vertical: paragraph; mso-element-frame-hspace: 9.0pt; mso-element-left: 151.45pt; mso-element-top: 1.95pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly; text-indent: 0in;">
<span style="font-size: 10.0pt;">Range (25<sup>th</sup>
to 75<sup>th</sup> percentile)<o:p></o:p></span></div>
</td>
</tr>
<tr style="mso-yfti-irow: 1;">
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 1.45in;" valign="top" width="104"><div class="Par" style="mso-element-anchor-horizontal: page; mso-element-anchor-vertical: paragraph; mso-element-frame-hspace: 9.0pt; mso-element-left: 151.45pt; mso-element-top: 1.95pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly; text-indent: 0in;">
<span style="font-size: 10.0pt;">ES/MS Students
Only<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 94.5pt;" valign="top" width="95"><div class="Par" style="mso-element-anchor-horizontal: page; mso-element-anchor-vertical: paragraph; mso-element-frame-hspace: 9.0pt; mso-element-left: 151.45pt; mso-element-top: 1.95pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly; text-indent: 0in;">
<span style="font-size: 10.0pt;">$6/hr<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 99.0pt;" valign="top" width="99"><div class="Par" style="mso-element-anchor-horizontal: page; mso-element-anchor-vertical: paragraph; mso-element-frame-hspace: 9.0pt; mso-element-left: 151.45pt; mso-element-top: 1.95pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly; text-indent: 0in;">
<span style="font-size: 10.0pt;">$2-$7/hr<o:p></o:p></span></div>
</td>
</tr>
<tr style="mso-yfti-irow: 2;">
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 1.45in;" valign="top" width="104"><div class="Par" style="mso-element-anchor-horizontal: page; mso-element-anchor-vertical: paragraph; mso-element-frame-hspace: 9.0pt; mso-element-left: 151.45pt; mso-element-top: 1.95pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly; text-indent: 0in;">
<span style="font-size: 10.0pt;">HS<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 94.5pt;" valign="top" width="95"><div class="Par" style="mso-element-anchor-horizontal: page; mso-element-anchor-vertical: paragraph; mso-element-frame-hspace: 9.0pt; mso-element-left: 151.45pt; mso-element-top: 1.95pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly; text-indent: 0in;">
<span style="font-size: 10.0pt;">$10/hr<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 99.0pt;" valign="top" width="99"><div class="Par" style="mso-element-anchor-horizontal: page; mso-element-anchor-vertical: paragraph; mso-element-frame-hspace: 9.0pt; mso-element-left: 151.45pt; mso-element-top: 1.95pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly; text-indent: 0in;">
<span style="font-size: 10.0pt;">$4 - $12/hr<o:p></o:p></span></div>
</td>
</tr>
<tr style="mso-yfti-irow: 3;">
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 1.45in;" valign="top" width="104"><div class="Par" style="mso-element-anchor-horizontal: page; mso-element-anchor-vertical: paragraph; mso-element-frame-hspace: 9.0pt; mso-element-left: 151.45pt; mso-element-top: 1.95pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly; text-indent: 0in;">
<span style="font-size: 10.0pt;">ES,MS,HS<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 94.5pt;" valign="top" width="95"><div class="Par" style="mso-element-anchor-horizontal: page; mso-element-anchor-vertical: paragraph; mso-element-frame-hspace: 9.0pt; mso-element-left: 151.45pt; mso-element-top: 1.95pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly; text-indent: 0in;">
<span style="font-size: 10.0pt;">$9/hr<o:p></o:p></span></div>
</td>
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<span style="font-size: 10.0pt;">$5 - $12/hr<o:p></o:p></span></div>
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<span style="font-size: 10.0pt;">Academic Focus<o:p></o:p></span></div>
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<span style="font-size: 10.0pt;">$12/hr<o:p></o:p></span></div>
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<span style="font-size: 10.0pt;">$5-$12/hr<o:p></o:p></span></div>
</td>
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<div class="Par" style="text-indent: 0in;">
<br /></div>
<div class="Par">
<br /></div>
<div class="Par">
<br /></div>
<div class="Par">
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<div class="Par">
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<div class="Par">
<br /></div>
<div class="Par">
<br /></div>
<div class="Par">
<o:p><br /></o:p></div>
<div class="Side">
<u>Where does Project Coach Fall in this Matrix?</u><o:p></o:p></div>
<div class="Par">
<br /></div>
<div class="Par">
Given these values, I was wondering how Project Coach fared when
compared to these estimates. Using a similar algorithm as that used by the
Wallace Foundation, I estimated slot costs/hour of Project Coach to be $7.03<a href="https://www.blogger.com/blogger.g?blogID=1819843850378313742#_ftn3" name="_ftnref3" style="mso-footnote-id: ftn3;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: "cambria"; font-size: 12.0pt;">[3]</span></span><!--[endif]--></span></span></a>.
This falls on the lower end of the range ($5 - $12) for programs with ES, MS,
and HS students, and significantly less than the $9 average computed in the
Wallace Database. While Project Coach seems relatively inexpensive compared to
other programs, a likely reason for this is that, in contrast to the Wallace
Foundation that found staff salaries, administration, and benefits to represent
approximately 70% of a programs budget, staff salaries, administration, and
benefits in Project Coach represent only 36% of the budget. As well, in the
Wallace database space and utilities represented 13% of budgets, while in
Project Coach space and utilities are in-kind contributions from Smith College
and the Springfield School Department. As an aggregate, we see that
collaborating with a college, and the school department in which a program is
embedded can offset many expenses. <o:p></o:p></div>
<div class="Par">
<br /></div>
<div class="Par">
In computing costs, one can always jump to the conclusion that
less expensive also means lesser quality. But, Wallace also compiled a list of
nine indicators of quality. Many of these indicators have to do with staff
training and evaluation, and the ratio of staff to youth. Using these criteria,
Project Coach fared quite well. For example, <i style="mso-bidi-font-style: normal;">staff meetings take place at least twice a
month”</i>. Project Coach has one or more staff meetings each week. Another
guideline is that <i style="mso-bidi-font-style: normal;">staff members are
referred to training </i>sessions. Project Coach has one or more training
sessions each week. Guideline 8 states that <i style="mso-bidi-font-style: normal;">programs
operate with a low-staff-to-youth ratio (less than or equal to 1:10).</i> In
Project Coach the ratio of staff to HS students is 1:3<a href="https://www.blogger.com/blogger.g?blogID=1819843850378313742#_ftn4" name="_ftnref4" style="mso-footnote-id: ftn4;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: "cambria"; font-size: 12.0pt;">[4]</span></span><!--[endif]--></span></span></a>,
and for ES it is 1:3.5<a href="https://www.blogger.com/blogger.g?blogID=1819843850378313742#_ftn5" name="_ftnref5" style="mso-footnote-id: ftn5;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: "cambria"; font-size: 12.0pt;">[5]</span></span><!--[endif]--></span></span></a>. <o:p></o:p></div>
<div class="Par" style="mso-pagination: none;">
<br /></div>
<div class="Par" style="mso-pagination: none;">
While it is true that variability
across programs makes direct cost comparisons <i style="mso-bidi-font-style: normal;">inexact, </i>doing such an analysis provides greater understanding
about how a program’s dollars are being spent, and how in-kind contributions can
off-set out-of-pocket expenses. This brief analysis of Project Coach shows that
it is a relatively lower cost program, that also meets the standards of high
quality. Yet, it also shows that a large part of it’s cost effectiveness
results from it collaborating with Smith College and the Springfield School
Department. <o:p></o:p></div>
<div class="Par" style="mso-pagination: none;">
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For those interested in estimating the
cost of a program the Wallace Foundation provides a cost estimator calculator
at <a href="http://www.wallacefoundation.org/cost-of-quality/pages/default.aspx">http://www.wallacefoundation.org/cost-of-quality/pages/default.aspx</a>.<o:p></o:p></div>
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<a href="https://www.blogger.com/blogger.g?blogID=1819843850378313742#_ftnref1" name="_ftn1" style="mso-footnote-id: ftn1;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: "cambria"; font-size: 10.0pt;">[1]</span></span><!--[endif]--></span></span></a> http://www.wallacefoundation.org/knowledge-center/after-school/key-research/Documents/The-Cost-of-Quality-of-Out-of-School-Time-Programs.pdf<o:p></o:p></div>
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<a href="https://www.blogger.com/blogger.g?blogID=1819843850378313742#_ftnref2" name="_ftn2" style="mso-footnote-id: ftn2;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: "cambria"; font-size: 10.0pt;">[2]</span></span><!--[endif]--></span></span></a>
Slot cost/hour is a standard metric used by researchers who compute program
costs. It is the cost of serving one more youth over the course of a program
schedule (e.g., having an average daily attendance—ADA—of 101 versus 100). Cost
per slot is calculated by dividing the total cost by a program’s ADA. <o:p></o:p></div>
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<a href="https://www.blogger.com/blogger.g?blogID=1819843850378313742#_ftnref3" name="_ftn3" style="mso-footnote-id: ftn3;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: "cambria"; font-size: 10.0pt;">[3]</span></span><!--[endif]--></span></span></a> I
used 90% attendance for MS/HS participants and 80% attendance for ES students.<o:p></o:p></div>
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<a href="https://www.blogger.com/blogger.g?blogID=1819843850378313742#_ftnref4" name="_ftn4" style="mso-footnote-id: ftn4;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: "cambria"; font-size: 10.0pt;">[4]</span></span><!--[endif]--></span></span></a>
This ratio goes to 1:1 when HS students are tutored by Smith College Students.<o:p></o:p></div>
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<a href="https://www.blogger.com/blogger.g?blogID=1819843850378313742#_ftnref5" name="_ftn5" style="mso-footnote-id: ftn5;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: "cambria"; font-size: 10.0pt;">[5]</span></span><!--[endif]--></span></span></a>
This low ratio is a result of MS/HS students being considered staff when
tutoring and coaching ES students.<o:p></o:p></div>
</div>
</div>
Project Coachhttp://www.blogger.com/profile/16340010828571573519noreply@blogger.com0tag:blogger.com,1999:blog-1819843850378313742.post-57938789752069622212016-02-01T08:14:00.001-08:002016-02-10T05:52:56.967-08:00Project Coach and Community Development<h1 align="center" style="text-align: center;">
<span style="font-family: "cambria"; font-size: small;"><span style="font-weight: normal;">Don Siegel</span></span></h1>
<div class="Par">
<br /></div>
<div class="Par" style="margin-bottom: 12.0pt;">
One of the most fascinating social
experiments of the last quarter century has been the government’s Moving to
Opportunity Program (MTO). In a nutshell, the Department of Housing and Human
Development (HUD) ran an experiment during the period 1994-1998 to determine
the effects of living in neighborhood’s varying in prosperity on the economic
fortunes, and the heath and well-being of poor families. Neighborhoods differing
on average income also differ on such things as, quality of housing, social
cohesion, family structure, safety, employment opportunities, prevalence of
parks and playgrounds, school quality, access to healthful foods and health
services, and the presence or absence of such things as gangs, violence, and
drugs. Given the array of factors that differentiate wealthy from poor
communities, a general hypothesis upon which this experiment was based is <a href="https://www.blogger.com/blogger.g?blogID=1819843850378313742" name="OLE_LINK2"></a><span style="mso-bookmark: OLE_LINK2;">that
where one lives will largely determine what one becomes</span>. <o:p></o:p></div>
<div class="Par">
The way the experiment worked was that from 1994 to 1998 HUD awarded
housing vouchers to 4604 low-income families living in high-poverty
neighborhoods in five cities. Most heads of households in this experiment were
African-American or Hispanic females who had less than a 40% high school
graduation rate. As well, a large percentage indicated that they had signed-up
for the MTO initiative because they wanted to leave gang and drug infested
neighborhoods.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="Par" style="margin-bottom: 12.0pt;">
What made this experiment unique was
that families were randomly assigned to one of three groups:<o:p></o:p></div>
<div class="Par" style="margin-bottom: 6.0pt; margin-left: .75in; margin-right: 0in; margin-top: 0in; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "symbol"; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->Group 1 received a housing voucher, which
restricted them to relocating to a low poverty neighborhood (poverty rates
below 10%). <o:p></o:p></div>
<div class="Par" style="margin-bottom: 6.0pt; margin-left: .75in; margin-right: 0in; margin-top: 0in; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "symbol"; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->Group 2 received a housing voucher that had no
restrictions on where it could be used. <o:p></o:p></div>
<div class="Par" style="margin-bottom: 6.0pt; margin-left: .75in; margin-right: 0in; margin-top: 0in; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "symbol"; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->Group 3, which could be thought of as a control
group, just received housing assistance in the projects where they currently
lived.<o:p></o:p></div>
<div class="MsoNormal">
The ultimate question was what effects, if any, a poor
family experienced if they relocated to a neighborhood inhabited by more
affluent cohorts.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="Side">
<u>Results</u><o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="Par">
Surprisingly, after 15 years, no economic differences were found for
adults moving to a more affluent community. That is to say, income was
approximately the same whether or not an adult moved to a wealthier community
or stayed in a poorer community. As well, only marginal, but non-significant
differences were found in the physical and mental health of adults who had
relocated. Clearly, the lack of effects on these important variables were not
what HUD had hoped for when they crafted MTO.<o:p></o:p></div>
<div class="Par">
<br /></div>
<div class="Par">
However, these findings, or lack of findings, may not tell the
whole story as a somewhat curious measure of self-reported well-being did show
that, despite non-significant results in what might be conceived as more
substantive measures, adults who moved to less distressed neighborhoods perceived
themselves to be happier and better off. While it is always a bit speculative
to quantify psychological states in economic terms, a recent study stated that such
a psychological profile was typical of people earning an additional $13,000.<span class="MsoEndnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoEndnoteReference"><span style="font-family: "cambria"; font-size: 12.0pt;">[i]</span></span><!--[endif]--></span></span> In
a sense then, poorer adults were receiving a real increment in their <i style="mso-bidi-font-style: normal;">psychic income</i> from living in a
wealthier neighborhood that was not associated with an increment in their real
income. <o:p></o:p></div>
<div class="Par">
<br /></div>
<div class="Par">
This gets even more interesting as another, more recent study,
examined what happened to the children who were part of the various MTO groups
by the time they got to their mid-twenties and older.<span class="MsoEndnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoEndnoteReference"><span style="font-family: "cambria"; font-size: 12.0pt;">[ii]</span></span><!--[endif]--></span></span> Results
showed a clear <i style="mso-bidi-font-style: normal;">dosage</i> <i style="mso-bidi-font-style: normal;">effect</i>. Children who were less than 13
(average age 8) when they moved to a wealthier neighborhood, who had had 9.8
years, on average, of exposure, earned $3477 more a year than controls, were
more likely to attend college (16% better than controls), attended better
colleges, were also more likely to live in lower-poverty neighborhoods as adults,
and less likely to be single parents themselves. On the other hand, children
who moved to wealthier neighborhoods between the ages of 13-18 (average age
15), were associated with negative effects. By their mid-twenties they actually
earned $967 less per year than controls, and fared poorer than or equal to
controls on other things such as college attendance, college quality, where
they lived as adults, and whether they were single parents themselves as
adults. Consequently, it appears that MTO had different effects depending on
when a child moved. For younger children, the effects were positive. For older
children, they were negative. While explaining such differential effects can
only be speculative, arguments have been made that positive effects for younger
children were a result of exposure to positive experiences over a longer period
during critical developmental years. On the other hand, negative effects for
older children have been attributed to the disruption of social networks that
are critical during the adolescent years.<o:p></o:p></div>
<div class="Par" style="text-indent: 0in;">
<br /></div>
<div class="Par" style="text-indent: 0in;">
<u>What does MOT Mean to Programs such as
Project Coach and Community Development?<o:p></o:p></u></div>
<div class="Par" style="text-indent: 0in;">
<br /></div>
<div class="Par">
From a wider perspective, moving to a lower poverty neighborhood, had
consequential long lasting effects on younger children that were transferred, in
turn, to their own children. More so, the effects do not appear to be mediated
by family income, but by a neighborhood’s economic well-being, which, in turn,
has an impact on an array of environmental factors. While the data are clear
that MTO has a powerful effect on changing younger children’s lives, and the
lives of their children, it is not clear on what specific neighborhood factors
were responsible for producing different life trajectories for these children. Seemingly,
if these could be identified and transported across neighborhoods, we might
anticipate better life outcomes for youth growing up poor. <o:p></o:p></div>
<div class="Par">
<br /></div>
<div class="Par">
Given that our government is not about to provide housing vouchers
for millions of poor families to relocate to more affluent neighborhoods, it
seems reasonable to ponder how those things that poor families experienced in wealthier
neighborhoods can be replicated in poorer neighborhoods. Clearly, this seems
like a reasonable question to ask, but those of us who do community work every
day know that it is not easily answered. Communities are complex places, and
the term <i style="mso-bidi-font-style: normal;">emergent system</i>, seems to
characterize such geographical enclaves.<span style="mso-spacerun: yes;">
</span>In short, healthy neighborhoods require many ingredients that interact
in complex ways. In such a system, the sum of interactions is greater than all
of its parts. Furthermore, no one really knows how, or is able, to build the
ideal community from a well-defined blueprint over which they have the capacity
to control inputs and outputs. <o:p></o:p></div>
<div class="Par">
<br /></div>
<div class="Par">
Yet, experiments like MTO appears to be telling us that children
are impacted by where they live and grow-up, that effects are cumulative, and
track into adulthood. While clarity does not exist on which factors are most
critical to the <i style="mso-bidi-font-style: normal;">neighborhood effect</i> a
simple message may be that many components are part of the mix, and that
neighborhoods that wish to be transformed need to work on anything and
everything. These should include, but not be limited to such things as: (a) physical
aspects, which would comprise the quality and maintenance of housing, parks,
libraries, and other public spaces; (b) the quality of schools, (c) the availability
of medical services; (d) easy access to supermarkets that carry a wide variety
of foods; (e) safety in the streets and on playgrounds; (f) support for businesses
that provide goods, services, and employment; and<span style="mso-spacerun: yes;"> </span>(g) promoting social cohesion that engages
citizens in community decisions about things that affect their lives. <o:p></o:p></div>
<div class="Par">
<br /></div>
<div class="Par">
Within this context, programs such as Project Coach play a
critical role. While not the universal panacea for all the challenges that
distressed neighborhoods face, it is an important ingredient that goes into the
<i style="mso-bidi-font-style: normal;">stew</i> of factors that can make a
community more livable. <span style="mso-spacerun: yes;"> </span>Project Coach on
face value may be viewed as a sport’s program, but by design sports are simply
the medium through which youth are engaged so that they can build: (a) relationships
between young children who get opportunities to play various sports and
adolescents who serve as their coaches and mentors, (b) relationships among
adolescents and their young adult mentors and tutors who help them to meet the
daily challenges of growing up in an underserved community, and (c) lifeskills
and character skills that help youth to achieve the same sorts of things that
the younger children in MTO achieved. Project Coach also provides a means for
bringing children’s parents and other relatives together to observe them in
action, and for parents to participate together with their children in various
activities during monthly community nights. <o:p></o:p></div>
<div class="Par">
<br /></div>
<div class="Par">
Surely, Project Coach, or any other program alone, does not
contain the full array of benefits that children obtained from MTO, but it is
the type of <i style="mso-bidi-font-style: normal;">ingredient</i> that can be
added into the <i style="mso-bidi-font-style: normal;">stew </i>that ultimately
makes a neighborhood a better place to live. Clearly, the MTO voucher program
makes sense, but for the vast majority of families who will never see a voucher
and continue to live in poor neighborhoods, we should continue to offer
residents programs, like Project Coach, that make where they live a bit more
like the places to which MTO families moved.<span style="mso-spacerun: yes;">
</span><o:p></o:p></div>
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<span class="MsoEndnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoEndnoteReference"><span style="font-family: "cambria"; font-size: 12.0pt;">[i]</span></span><!--[endif]--></span></span> <span style="font-family: inherit;">Ludwig, J., Duncan, G.
J., Gennetian, L. A., Katz, L. F., Kessler, R. C., Kling, J. R., &
Sanbonmatsu, L. (2012). Neighborhood effects on the long-term well-being of
low-income adults. <i>Science</i>, 337, 1505-1510.</span><o:p></o:p></div>
</div>
<div id="edn2" style="mso-element: endnote;">
<div class="MsoEndnoteText">
<span class="MsoEndnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoEndnoteReference"><span style="font-family: "cambria"; font-size: 12.0pt;">[ii]</span></span><!--[endif]--></span></span> <span style="font-family: inherit;">Chetty, R., Hendren,
N., & Katz, L. F. (2015). <i>The effects of exposure to better
neighborhoods on children : New evidence from the moving to opportunity
experiment</i> Cambridge, Mass. </span><o:p></o:p>http://scholar.harvard.edu/files/hendren/files/mto_paper.pdf.</div>
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</div>
Project Coachhttp://www.blogger.com/profile/16340010828571573519noreply@blogger.com0tag:blogger.com,1999:blog-1819843850378313742.post-92110749560639012902015-11-19T08:22:00.000-08:002015-11-19T08:22:42.424-08:00What is Sport Based Youth Development?<br /><div align="center" class="MsoNormal" style="text-align: center;">
<o:p> </o:p>Don Siegel </div>
<div align="center" class="MsoNormal" style="text-align: center;">
<br /></div>
<div class="Par">
A recent study<a href="https://www.blogger.com/blogger.g?blogID=1819843850378313742&pli=1#_ftn1" name="_ftnref1" style="mso-footnote-id: ftn1;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: Cambria; font-size: 12.0pt; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin;">[1]</span></span><!--[endif]--></span></span></a>
reports that participating on a sports team can help children, kindergarten to
grade 4, to develop healthy dispositions that generalize beyond sports in
positive ways, such as by better engaging in classroom activities. The gist of this is
that sports involvement, in some way, helps children to develop self-regulation
skills, which, in turn, fosters healthy student dispositions. This, along with
many other studies over the years, supports the notion that sports have the
power to teach kids more than the Xs and Os of a particular game. Unfortunately,
such studies are not particularly helpful in providing guidance about the processes
within sports that have such an important impact. <o:p></o:p></div>
<div class="Par">
<br /></div>
<div class="Par">
In actuality this is another instance of what may be labeled “the
mere participation hypothesis”. “The Battle of Waterloo was won on the playing
fields of Eton”, or “The way to the boardroom leads through the locker room”
are other adages that are representative of the general belief that sports
teaches unique lessons to kids that transfer beyond the immediate sports
context, and have high value in other contexts such as school or employment.
However, for those of us who work with youth in sports, and really wish to
maximize the impact that sports have on kid’s lives, we really need to know
more about what can be taught and learned in our activities and transferred to
other contexts. Mere participation is probably not enough. <o:p></o:p></div>
<div class="Par">
<br /></div>
<div class="Par">
A number of years ago sport psychologist Terry Orlick argued that
while sport provides a wonderful environment for learning many important life
lessons, it also has the potential to be destructive, as he conveyed:<o:p></o:p></div>
<div class="Par">
<br /></div>
<div class="MsoQuote" style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 31.5pt; margin-right: 27.0pt; margin-top: 0in;">
<i>For every positive psychological or
social outcome in sports, there are possible negative outcomes. For example,
sports can offer a child group membership or group exclusion, acceptance or
rejection, positive feedback or negative feedback, a sense of accomplishment or
a sense of failure, evidence of self-worth or a lack of evidence of self-worth.
Likewise, sports can develop cooperation and a concern for others, but they can
also develop intense rivalry and a complete lack of concern for others.</i><o:p></o:p></div>
<div class="Par" style="text-indent: 0in;">
<br /></div>
<div class="Par" style="margin-bottom: 12.0pt;">
In essence, Orlick is telling us that
like most activities in which youth engage, positive or negative outcomes can
result. It all depends on what children experience. As with any educational
endeavor, positive effects are more likely to ensue in a positive and enriched
environment that is overseen by a leader who focuses on and promotes a
positive, process-oriented curriculum. But, research has also shown that
engaging on teams overseen by irresponsible persons can actually promote moral
decay, academic failure and depressed life quality. <o:p></o:p></div>
<div class="Par" style="margin-bottom: 12.0pt;">
In an attempt to provide specifics
about the positive attributes that can be taught to youth in sports, and the
best strategies for doing so, the Collaborative for Academics, Social, and
Emotional Learning (CASEL)<a href="https://www.blogger.com/blogger.g?blogID=1819843850378313742&pli=1#_ftn2" name="_ftnref2" style="mso-footnote-id: ftn2;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: Cambria; font-size: 12.0pt; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin;">[2]</span></span><!--[endif]--></span></span></a>
provides some excellent guidance. Aggregating the findings from 317 studies
involving 324,303 children on the impact of social and emotional learning (SEL)
programs, CASEL concluded that programs can and should teach the following:<o:p></o:p></div>
<div class="MsoListParagraph" style="margin-bottom: 6.0pt; mso-layout-grid-align: none; mso-list: l0 level1 lfo1; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 3.5in 280.0pt 308.0pt 336.0pt; text-autospace: none; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-no-proof: no;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;"><span style="font-family: Cambria; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 12.0pt; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin; mso-no-proof: no;">Self-awareness</span></i></b><span style="font-family: Cambria; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 12.0pt; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin; mso-no-proof: no;">: accurately assessing one’s
feelings, interests, values, and strengths; maintaining a well-grounded sense
of self-confidence;<o:p></o:p></span></div>
<div class="MsoListParagraph" style="margin-bottom: 6.0pt; mso-layout-grid-align: none; mso-list: l0 level1 lfo1; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 3.5in 280.0pt 308.0pt 336.0pt; text-autospace: none; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-no-proof: no;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;"><span style="font-family: Cambria; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 12.0pt; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin; mso-no-proof: no;">Self-management</span></i></b><span style="font-family: Cambria; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 12.0pt; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin; mso-no-proof: no;">: regulating one’s emotions to
handle stress, controlling impulses, and persevering in addressing challenges;
expressing emotions appropriately; and setting and monitoring progress toward
personal and academic goals;<o:p></o:p></span></div>
<div class="MsoListParagraph" style="margin-bottom: 6.0pt; mso-layout-grid-align: none; mso-list: l0 level1 lfo1; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 3.5in 280.0pt 308.0pt 336.0pt; text-autospace: none; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-no-proof: no;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;"><span style="font-family: Cambria; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 12.0pt; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin; mso-no-proof: no;">Social awareness</span></i></b><span style="font-family: Cambria; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 12.0pt; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin; mso-no-proof: no;">: being able to take the
perspective of and empathize with others; recognizing and appreciating
individual and group similarities and differences; and recognizing and making
best use of family, school, and community resources;<o:p></o:p></span></div>
<div class="MsoListParagraph" style="margin-bottom: 6.0pt; mso-layout-grid-align: none; mso-list: l0 level1 lfo1; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 3.5in 280.0pt 308.0pt 336.0pt; text-autospace: none; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-no-proof: no;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;"><span style="font-family: Cambria; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 12.0pt; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin; mso-no-proof: no;">Relationship skills</span></i></b><span style="font-family: Cambria; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 12.0pt; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin; mso-no-proof: no;">: establishing and maintaining
healthy and rewarding relation- ships based on cooperation; resisting
inappropriate social pressure; preventing, managing, and resolving
interpersonal conflict; and seeking help when needed; and<o:p></o:p></span></div>
<div class="MsoListParagraph" style="margin-bottom: 6.0pt; mso-layout-grid-align: none; mso-list: l0 level1 lfo1; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 3.5in 280.0pt 308.0pt 336.0pt; text-autospace: none; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;"><span style="font-family: Cambria; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 12.0pt; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin; mso-no-proof: no;">Responsible decision making</span></i></b><span style="font-family: Cambria; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 12.0pt; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin; mso-no-proof: no;">: making decisions based on
consideration of ethical standards, safety concerns, appropriate social norms,
respect for others, and likely consequences of various actions; </span><o:p></o:p></div>
<div class="MsoNormal" style="margin-bottom: 6.0pt; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 3.5in 280.0pt 308.0pt 336.0pt; text-autospace: none;">
As the report conveys:<o:p></o:p></div>
<div class="MsoNormal" style="margin-bottom: 6.0pt; margin-left: 31.5pt; margin-right: 0in; margin-top: 0in; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 3.5in 280.0pt 308.0pt 336.0pt; text-autospace: none;">
<i style="mso-bidi-font-style: normal;"><span style="font-family: Cambria; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 12.0pt; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin; mso-no-proof: no;">Students who appraise
themselves and their abilities realistically (self-awareness), regulate their
feelings and behaviors appropriately (self-management), interpret social cues
accurately (social awareness), resolve interpersonal conflicts effectively
(relationship skills), and make good decisions about daily challenges
(responsible decision making) are headed on a pathway toward success in school
and later life</span></i><span style="font-family: Cambria; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 12.0pt; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin; mso-no-proof: no;">.<o:p></o:p></span></div>
<div class="Par" style="margin-bottom: 6.0pt;">
Furthermore, CASEL concluded that the
most effective youth SEL programs developed these assets when they followed a <i style="mso-bidi-font-style: normal;">SAFE</i> pedagogy. That is, they had a
curriculum that was:<o:p></o:p></div>
<div class="MsoListParagraph" style="margin-bottom: 12.0pt; mso-layout-grid-align: none; mso-list: l1 level1 lfo2; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 3.5in 280.0pt 308.0pt 336.0pt; text-autospace: none; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-no-proof: no;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;"><span style="font-family: Cambria; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 12.0pt; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin; mso-no-proof: no;">Sequenced:</span></i></b><span style="font-family: Cambria; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 12.0pt; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin; mso-no-proof: no;"> Does the program apply a
planned set of activities to develop skills sequentially in a step-by-step
fashion?<o:p></o:p></span></div>
<div class="MsoListParagraph" style="margin-bottom: 12.0pt; mso-layout-grid-align: none; mso-list: l1 level1 lfo2; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 3.5in 280.0pt 308.0pt 336.0pt; text-autospace: none; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-no-proof: no;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;"><span style="font-family: Cambria; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 12.0pt; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin; mso-no-proof: no;">Active:</span></i></b><span style="font-family: Cambria; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 12.0pt; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin; mso-no-proof: no;"> Does the program use active
forms of learning such as role-plays and behavioral rehearsal with feedback?<o:p></o:p></span></div>
<div class="MsoListParagraph" style="margin-bottom: 12.0pt; mso-layout-grid-align: none; mso-list: l1 level1 lfo2; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 3.5in 280.0pt 308.0pt 336.0pt; text-autospace: none; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-no-proof: no;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;"><span style="font-family: Cambria; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 12.0pt; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin; mso-no-proof: no;">Focused:</span></i></b><span style="font-family: Cambria; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 12.0pt; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin; mso-no-proof: no;"> Does the program devote
sufficient time exclusively to developing social and emotional skills?<o:p></o:p></span></div>
<div class="MsoListParagraph" style="margin-bottom: 12.0pt; mso-layout-grid-align: none; mso-list: l1 level1 lfo2; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 3.5in 280.0pt 308.0pt 336.0pt; text-autospace: none; text-indent: -.25in;">
<!--[if !supportLists]--><span style="color: #1a1718; font-family: Symbol; font-size: 10.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; mso-no-proof: no;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;"><span style="font-family: Cambria; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 12.0pt; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin; mso-no-proof: no;">Explicit:</span></i></b><span style="font-family: Cambria; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 12.0pt; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin; mso-no-proof: no;"> Does the program target specific social and emotional skills?</span><span style="color: #1a1718; font-family: Helvetica; font-size: 10.0pt; mso-bidi-font-family: Helvetica; mso-fareast-font-family: "MS 明朝"; mso-fareast-theme-font: minor-fareast; mso-no-proof: no;"><o:p></o:p></span></div>
<div class="Par">
What we learn from the CASEL Report is that rather than simply
rolling the dice and hoping that something good will come out of kids
participating on a sports team, program designers and coaches need to be
deliberate about what they wish to teach their players. If they intend to go
beyond the Xs and Os and develop their players’ self-awareness,
self-management, social-awareness, relationship skills, or capacity to make
responsible decisions, then they need to identify and deploy activities that help kids acquire requisite
knowledge and develop associated skills. As well, just as coaches teach progressions in
technical and tactical skills, they need to be planful about how to teach SEL
attributes. For example, if they intend to teach self-management or
relationship skills, then they need to be focused and explicit about doing so,
and craft progressions that make sense. Surely, the emotional highs and lows
occurring within sports are fertile ground for teaching youth techniques to
manage emotions better. As well, teaching kids how to be supportive and
effective team members, and how to interact in a civil manner with adversaries
provide many opportunities for teaching relationship skills. With so many
situations and interactions that occur during sports, one would think that it
has the power to provide a plethora of teachable moments during which lessons
can be repetitively reinforced in meaningful ways. However, as CASEL suggests,
there needs to be a degree of explicitness and deliberateness to such teaching
if SEL is to occur.<o:p></o:p></div>
<div class="Par">
<br /></div>
<div class="Par" style="margin-bottom: 12.0pt;">
In summary, this is what sport based
youth development is all about. Identifying a set of SEL attributes and
teaching them in a coherent fashion within the context of sports. As well, if
we expect such learning to generalize beyond sports, we need to be explicit
about how this can be done. <o:p></o:p></div>
<div class="Par">
A wonderful example of this was revealed a few weeks ago by one of
our Project Coach 3<sup>rd</sup> graders who had been having problems fighting
with teammates and classmates in school. He was proud to tell our Project Coach
director that his teacher had just named him student of the week, as he had
been able to stay out of trouble and also get A’s in all of his work. When
asked how this came to be he said that his coach had taught players that when
they became upset about something, they should take a few deep breaths and then
count to 100 to calm themselves. He said that he started to do this in school,
and it helped to keep him out of trouble when he became agitated about
something. It also helped him to refocus and concentrate on his work. These are
the sorts of connections that make sports into something more than recreation
or just learning about the Xs and Os. This is sport based youth development at
its best.<o:p></o:p></div>
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<div class="MsoNormal" style="mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 3.5in 280.0pt 308.0pt 336.0pt; text-autospace: none;">
<a href="https://www.blogger.com/blogger.g?blogID=1819843850378313742&pli=1#_ftnref1" name="_ftn1" style="mso-footnote-id: ftn1;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: Times; font-size: 12.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 10.0pt; mso-bidi-language: AR-SA; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-US; mso-no-proof: yes;">[1]</span></span><!--[endif]--></span></span></a>
<span style="font-family: Helvetica; font-size: 9.0pt; mso-bidi-font-family: Helvetica; mso-fareast-font-family: "MS 明朝"; mso-fareast-theme-font: minor-fareast; mso-no-proof: no;">Piché, G,<span style="mso-spacerun: yes;"> </span>Fitzpatrick,
C, and<span style="mso-spacerun: yes;"> </span>Pagani, L. (2015, Sep-Oct). </span><span style="font-family: Georgia; font-size: 9.0pt; mso-bidi-font-family: Georgia; mso-bidi-font-weight: bold; mso-fareast-font-family: "MS 明朝"; mso-fareast-theme-font: minor-fareast; mso-no-proof: no;">Associations Between Extracurricular Activity </span><span style="font-family: Georgia; font-size: 9.0pt; mso-bidi-font-family: Georgia; mso-fareast-font-family: "MS 明朝"; mso-fareast-theme-font: minor-fareast; mso-no-proof: no;">and <span style="mso-bidi-font-weight: bold;">Self</span>- <span style="mso-bidi-font-weight: bold;">Regulation</span>: <span style="mso-bidi-font-weight: bold;">A Longitudinal Study<b> </b></span>From <span style="mso-bidi-font-weight: bold;">5 to 10 Years </span>of <span style="mso-bidi-font-weight: bold;">Age. </span></span><i style="mso-bidi-font-style: normal;"><span style="font-family: Helvetica; font-size: 9.0pt; mso-bidi-font-family: Helvetica; mso-fareast-font-family: "MS 明朝"; mso-fareast-theme-font: minor-fareast; mso-no-proof: no;">American</span></i><i style="mso-bidi-font-style: normal;"><span style="font-family: Helvetica; font-size: 9.0pt; mso-bidi-font-family: Helvetica;"> </span></i><i style="mso-bidi-font-style: normal;"><span style="font-family: Helvetica; font-size: 9.0pt; mso-bidi-font-family: Helvetica; mso-fareast-font-family: "MS 明朝"; mso-fareast-theme-font: minor-fareast; mso-no-proof: no;">Journal</span></i><i style="mso-bidi-font-style: normal;"><span style="font-family: Helvetica; font-size: 9.0pt; mso-bidi-font-family: Helvetica;"> </span></i><i style="mso-bidi-font-style: normal;"><span style="font-family: Helvetica; font-size: 9.0pt; mso-bidi-font-family: Helvetica; mso-fareast-font-family: "MS 明朝"; mso-fareast-theme-font: minor-fareast; mso-no-proof: no;">Of</span></i><i style="mso-bidi-font-style: normal;"><span style="font-family: Helvetica; font-size: 9.0pt; mso-bidi-font-family: Helvetica;"> </span></i><i style="mso-bidi-font-style: normal;"><span style="font-family: Helvetica; font-size: 9.0pt; mso-bidi-font-family: Helvetica; mso-fareast-font-family: "MS 明朝"; mso-fareast-theme-font: minor-fareast; mso-no-proof: no;">Health</span></i><i style="mso-bidi-font-style: normal;"><span style="font-family: Helvetica; font-size: 9.0pt; mso-bidi-font-family: Helvetica;"> </span></i><i style="mso-bidi-font-style: normal;"><span style="font-family: Helvetica; font-size: 9.0pt; mso-bidi-font-family: Helvetica; mso-fareast-font-family: "MS 明朝"; mso-fareast-theme-font: minor-fareast; mso-no-proof: no;">Promotion</span></i><span style="font-family: Helvetica; font-size: 9.0pt; mso-bidi-font-family: Helvetica; mso-fareast-font-family: "MS 明朝"; mso-fareast-theme-font: minor-fareast; mso-no-proof: no;"> Vol. 30 (1), pp. e32-40.</span><span style="font-family: Helvetica; font-size: 15.0pt; mso-bidi-font-family: Helvetica; mso-fareast-font-family: "MS 明朝"; mso-fareast-theme-font: minor-fareast; mso-no-proof: no;"> <b><span style="color: #262626;"><o:p></o:p></span></b></span></div>
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<a href="https://www.blogger.com/blogger.g?blogID=1819843850378313742&pli=1#_ftnref2" name="_ftn2" style="mso-footnote-id: ftn2;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: Cambria; font-size: 10.0pt; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 12.0pt; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin;">[2]</span></span><!--[endif]--></span></span></a>
<span style="font-size: x-small;">The positive impact of social and emotional learning for kindergarten to
eight-grade students: Findings from three scientific reviews, Technical Report,
2008; http://www.casel.org/library/2013/11/1/the-positive-impact-of-social-and-emotional-learning-for-kindergarten-to-eighth-grade-students</span><o:p></o:p></div>
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Project Coachhttp://www.blogger.com/profile/16340010828571573519noreply@blogger.com0tag:blogger.com,1999:blog-1819843850378313742.post-66784625799389280772015-10-16T08:36:00.000-07:002015-10-16T08:37:20.613-07:00Supercognitives are the FutureDon Siegel<br />
<br />
<div class="Par">
Project Coach has always promoted the development of <i style="mso-bidi-font-style: normal;">soft skills</i>. But, we relabeled them <i style="mso-bidi-font-style: normal;">supercognitives, </i>because<i style="mso-bidi-font-style: normal;"> </i>we thought the term <i style="mso-bidi-font-style: normal;">soft skills</i> devalued what they actually
represent; those social and emotional capabilities that fosters self-awareness,
self-regulation, and interpersonal relationships. On the other hand, <i style="mso-bidi-font-style: normal;">hard skills </i>connote, higher-level
instrumental capabilities that are associated with such things as <i style="mso-bidi-font-style: normal;">executive function, cognitive processing</i>,
and more of what schools seem to value and assess with regard to academic
performance. Yet, we at Project Coach believe that <i style="mso-bidi-font-style: normal;">supercognivities </i>deserve more than tangential recognition, as they
not only require the integration of many higher level processes, but are also critical
for acquiring so many of the <i style="mso-bidi-font-style: normal;">hard skills </i>that
receive greater status. <o:p></o:p></div>
<div class="Par">
<br /></div>
<div class="Par">
Take communications as one example. Effective communications are
key to the relationships that we form with others such as teachers, coaches,
mentors, peers, and family members. These relationships often determine the
sorts of information to which we have access, the direction and feedback that
we receive about knowledge and skills that we wish to acquire, and the social
connections that provide fulfillment in our daily lives.<span style="mso-spacerun: yes;"> </span>Effective communications not only requires processing
and assessing various sorts of information, but then thinking critically about
it, and determining whether some sort of response is necessary. If so, one
needs to determine what to convey, when to do so, the audience, appropriate language,
affect to embed, and body language to deploy. In our view, to label such an
attribute as communications, which requires such complexity of thought and
action as <i style="mso-bidi-font-style: normal;">soft</i> seems to diminish its
import in the mix of things that youth must know, be able to do, and value. <o:p></o:p></div>
<div class="Par" style="text-indent: 0in;">
<br /></div>
<div class="Par">
Now, in a provocative new book <i style="mso-bidi-font-style: normal;">Humans
are Underrated, </i>Geoff Colvin, contends that the types of knowledge and
skills that underlie <i style="mso-bidi-font-style: normal;">supercognitives </i>are
not simply a means to and end, but ends in themselves. According to Colvin, it
is anybody’s guess about how best to prepare youth for future jobs, as
technology continues to replace many of the tasks previously performed by
people. Just a few years ago computers supported what people in various high
level occupations did with regard to problem-solving, judging, valuing, and
managing, but Colvin asserts that computer intelligence is now increasingly
able to perform many of these sorts of tasks without human colleagues, and the
trend is for computers to get even better at doing so. Whether it’s driving a
car, grading essays, doing legal research, or making a medical diagnosis,
Colvin contends that what we once conceived of as <i style="mso-bidi-font-style: normal;">brain tasks</i> are becoming automated, and that humans are not able to,
or will not be able to, perform many such tasks as well or as cheaply as
computers. On the other hand, his central theme is that humans will always
insist that certain jobs be done by other human beings, even if computers are
capable of doing those jobs. Colvin makes the point that humans are social
animals and the need for social interaction is a survival mechanism derived
over thousands of years, and social interaction is not going away anytime soon.
This is not to say that technology will become less important in the future, but
that our newest challenge will be how to interact with it to make our lives
better. <o:p></o:p></div>
<div class="Par">
<br /></div>
<div class="Par">
If humans will increasingly be replaced by computers in many of
the higher and lower end traditional occupations, then what will be left for us
to do? The answer that he provides is that we should be looking at those things
that we <i style="mso-bidi-font-style: normal;">… will simply insist be performed
by other humans, regardless of what computers can do.</i> Citing various
research studies related to what employers are increasingly prioritizing in
hiring employees, Colvin lists <i style="mso-bidi-font-style: normal;">relationship
building, teaming</i>, <i style="mso-bidi-font-style: normal;">co-creativity,
brainstorming, cultural sensitivity, and the ability to manage diverse
employees.</i> While he acknowledges that studies do not provide clear guidance
on the actual tasks that workers are/will do in various industries and
professions, his essential finding is that capacity for engaging in productive
personal interaction<i style="mso-bidi-font-style: normal;"> </i>is critical. On
the other hand, jobs characterized as highly cognitive, requiring advanced
levels of education, have been stagnant or showing a decline in demand. Colvin
acknowledges that this <i style="mso-bidi-font-style: normal;">deskilling
phenomenon</i> does seem a bit bizarre, given our deep-seated belief in the
relationship between education – higher order cognitive capacity – employment,
and income, but such an account is consistent with education and employment
patterns of the last 15 years. <o:p></o:p></div>
<div class="Par">
<br /></div>
<div class="Par">
Overall, Colvin is not really saying that highly educated people
will be scorned in the coming economy, but what they possess in the way of
interpersonal skills may be more important than what they possess with regard
to knowledge or technical skill. An example that he gives about lawyers helps
clarify his major arguments. Much of their work is being taken over by
computers, and the average lawyer may be facing a bleak future. Yet, lawyers
who will thrive are those who are able to negotiate the non-technical aspects
of law by dealing with clients whose emotions may get in the way of acting in
their own best interests. As he conveys <i style="mso-bidi-font-style: normal;">The
key to differentiation lies entirely in the most deeply human realms of social
interaction: understanding an irrational client, forming the emotional bonds
needed to persuade that client to act rationally, rendering the sensing,
feeling judgments that clients insist on getting from a human being</i>.<span style="mso-spacerun: yes;"> </span>These are things that computers cannot do,
and will be essential to the work force of the future. <o:p></o:p></div>
<div class="Par">
<br /></div>
<div class="Par">
Other examples that he provides include physicians becoming
increasingly dependent on computers for diagnosing illness or on robots for
enacting various surgical procedures. Yet, those physicians who are more
communicative and empathetic to their patients get better patient compliance to
treatments, better outcomes, and fewer malpractice suits. Similarly, software
companies with employees who can interact with their customers more effectively
to determine what they really want, need, and feel have an edge in producing
better products. Even at call centers, American Express learned that dumping
standard scripts, and allowing employees to interact with customers in a more
personable way resulted in more positive company-customer interactions, less
employee attrition, and an increased bottom line. Not surprisingly, waiters who
are better able to empathize with their diners earn nearly 20 percent more in
tips, and debt collectors with better social skills recover twice as much debt
than peers who are less empathetic. The military also has glommed on to this
theme, and has been convinced that although combat has been increasingly
automated, being able to understand the thoughts and feelings of one’s
colleagues and enemies is critical. In fact even though pilots who operate out
of sophisticated cockpits and may never even see their adversaries, have
learned how critical it is to a mission’s success for trainees to understand
the tactics, thoughts and feelings of those targeted on their computer
displays. <span style="mso-spacerun: yes;"> </span>These are just a few of the
examples that Colvin writes about to convince readers that, as his title
conveys, human qualities in an increasingly computerized world are underrated,
and undervalued.<o:p></o:p></div>
<div class="Par">
<br /></div>
<div class="Par">
The gist of this is that while computers, with enhanced artificial
intelligence, will be able to do many of the higher and lower end tasks now
done by workers across the spectrum, those who are better able to communicate
more effectively, and promote more positive social interactions and
relationships will become the most valued people in society. In essence, those
who will thrive in the future will be <i style="mso-bidi-font-style: normal;">relationship
workers</i> who are less likely to be replaced by a computer than the <i style="mso-bidi-font-style: normal;">knowledge workers</i> of the twentieth
century. <o:p></o:p></div>
<div class="Par">
<br /></div>
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<span style="font-family: Cambria; font-size: 12.0pt; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin;">The question that we are left with is how best
to prepare youth today for the <i>relationship
work</i> that they will do in the future. Schools, for the most part, seem more
focused on STEM (Science, Technology, Engineering, Math -<i> the hard skills</i>)<i>,</i> and
have not really devoted much effort to teaching SEL (Social Emotional Learning<i> - the soft skills</i>). Teaching SEL is
where out-of-school programs, such as Project Coach, excel. Through coaching, we teach <i>relational work</i> explicitly and
deliberately, and if Colvin’s assessment is accurate, our kids will be greatly
valued in a world in which <i>high tech</i>
and <i>high touch</i> are so interdependent.
It just may be that <i>supercognivities </i> will be the <i>hard skills</i> of tomorrow.</span><!--EndFragment-->
Project Coachhttp://www.blogger.com/profile/16340010828571573519noreply@blogger.com0tag:blogger.com,1999:blog-1819843850378313742.post-84159599142867101692015-06-29T09:01:00.003-07:002015-06-29T09:01:59.361-07:00Were Orville and Wilbur Wright At Risk?<div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt; text-align: center;">
<span style="font-family: Arial;"><span style="font-size: 15px; line-height: 20px; white-space: pre-wrap;">Don Siegel</span></span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> </span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">From my last post, I have been thinking about ways that we in PC can enrich our </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">neighborhood</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> and create more positive interactions between staff and youth. When I pondered this, it immediately became evident to me that how we use language is critical. As a case in point, over the years I have cringed when I heard staff refer to PCers as </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">at risk </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">youth. I wondered how it would feel if I were a PCer and heard others refer to me as </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">at risk</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">. Clearly, this term connotes </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">troubled</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> or on the precipice of spiraling downward into some netherworld of hopelessness. As a thought experiment, I pondered what such a label would mean to me today if I were referred to as </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">at risk</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">, and listed some things that came to mind. Being 67, I am </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">at risk</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> of succumbing to many things such as senility, a heart attack, or various forms of cancer. Actually, when one thinks about it, we are all </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">at risk</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> for something(s). But, for the most part, we aren’t typically labeled as </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">at risk</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">, do not wish to be defined as such, and do not want to live our lives just trying to avoid threats to our well-being. Instead, I prefer to think of myself more positively, as one working toward building, or, at least, maintaining capabilities that I believe will help me to thrive. I suspect that this is the more productive way for PCers to view themselves. Staff using the term </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">at risk</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> to describe kids sends the wrong message to them.</span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> </span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">In essence, living a healthy and productive life entails actively seeking challenges that require acquiring new knowledge and skills, without being overwhelmed by the risks associated with such activities. As a case in point, I just finished reading David McCullough’s new book </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><a href="http://www.nytimes.com/2015/05/04/books/review-the-wright-brothers-by-david-mccullough.html?_r=0">The Wright Brothers</a></span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">. In it he shows two brothers who were dreamers, self-taught engineers, entrepreneurs, and risk managers. Over multiple years they were certainly </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">at risk</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> of killing themselves on multiple occasions in an airplane crash. While they were </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">at risk</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> I don’t think that they defined themselves by the risks involved in building and testing airplanes, but by the successes they achieved in getting them to fly, and subsequently building a company that produced and sold them to others. I suspect that if, on the other hand, they had defined themselves as </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">at risk</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> and lived their days simply trying to reduce it, they probably would have stayed on the ground in Dayton, and spent more time selling and fixing bicycles, than venturing year after year to test their new designs on the sands of Kitty Hawk. </span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> </span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> Again, my point is not to deny the existence of risk to the Wright brothers, or to the underserved adolescents that we work with in Project Coach, but to assert that risk is a part of life, and living one’s life as a builder of assets, is more productive than living one’s life with the intent of simply reducing it. Consequently, I contend that it is much more productive to help our kids develop identities in which they see themselves, like the Wright Brothers, as energized, creative, enterprising people, whose approach to life is to acquire new knowledge and skills in order to change their worlds. I doubt that the Wright’s would have achieved much of anything had they viewed themselves as deficit prone, and encouraged by the people around them to spend their days fixing themselves rather than fixing the aircraft that they crashed on numerous occasions.</span></div>
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<span style="font-family: Arial; font-size: 14.666666666666666px; vertical-align: baseline; white-space: pre-wrap;">I believe that how kids think about themselves plays a large part in how they develop and who they become as adults. The language used by those around them to describe who they are is critical in shaping who they become. To this end, I contend that we should stop using deficit language such as </span><span style="font-family: Arial; font-size: 14.666666666666666px; font-style: italic; vertical-align: baseline; white-space: pre-wrap;">at risk</span><span style="font-family: Arial; font-size: 14.666666666666666px; vertical-align: baseline; white-space: pre-wrap;"> and help kids build identities more like the Wright Brothers who were called such things as </span><span style="font-family: Arial; font-size: 14.666666666666666px; font-style: italic; vertical-align: baseline; white-space: pre-wrap;">brave, curious, excited, hard workers, smart, friendly, amazing, resourceful, and honest </span><span style="font-family: Arial; font-size: 14.666666666666666px; vertical-align: baseline; white-space: pre-wrap;">by <a href="http://kids-learn.org/wright/sullivan/sullivan.htm">Ms. Sullivan’s 3</a></span><span style="font-family: Arial; font-size: 8.799999999999999px; vertical-align: super; white-space: pre-wrap;"><a href="http://kids-learn.org/wright/sullivan/sullivan.htm">rd</a></span><span style="font-family: Arial; font-size: 14.666666666666666px; vertical-align: baseline; white-space: pre-wrap;"><a href="http://kids-learn.org/wright/sullivan/sullivan.htm"> grade class</a>.</span><span style="font-family: Arial; font-size: 14.666666666666666px; vertical-align: baseline; white-space: pre-wrap;"> In contrast, the term </span><span style="font-family: Arial; font-size: 14.666666666666666px; font-style: italic; vertical-align: baseline; white-space: pre-wrap;">at risk</span><span style="font-family: Arial; font-size: 14.666666666666666px; vertical-align: baseline; white-space: pre-wrap;"> connotes such labels as: </span><span style="font-family: Arial; font-size: 14.666666666666666px; font-style: italic; vertical-align: baseline; white-space: pre-wrap;">urban, poor, ghetto, inner-city, minority</span><span style="font-family: Cambria; font-size: 16px; line-height: 1.38; vertical-align: baseline; white-space: pre-wrap;">[1]</span><span style="font-family: Arial; font-size: 14.666666666666666px; font-style: italic; vertical-align: baseline; white-space: pre-wrap;">, troubled, school drop-out, drugs, gangs, and teen pregnancy</span><span style="font-family: Cambria; font-size: 16px; line-height: 1.38; vertical-align: baseline; white-space: pre-wrap;">[2]</span><span style="font-family: Arial; font-size: 14.666666666666666px; font-style: italic; vertical-align: baseline; white-space: pre-wrap;">.</span><span style="font-family: Arial; font-size: 14.666666666666666px; vertical-align: baseline; white-space: pre-wrap;"> Now, which descriptors do you think a kid would, and should be, identified with if helping them to thrive is our goal? How one thinks about one’s self is intricately connected to one’s feelings and behavior. If we want kids to thrive we need to help them to create identities like Orville and Wilbur. My guess is that the term </span><span style="font-family: Arial; font-size: 14.666666666666666px; font-style: italic; vertical-align: baseline; white-space: pre-wrap;">hard working risk taker</span><span style="font-family: Arial; font-size: 14.666666666666666px; vertical-align: baseline; white-space: pre-wrap;"> or </span><span style="font-family: Arial; font-size: 14.666666666666666px; font-style: italic; vertical-align: baseline; white-space: pre-wrap;">resourceful risk taker </span><span style="font-family: Arial; font-size: 14.666666666666666px; vertical-align: baseline; white-space: pre-wrap;">would be a better way to view oneself than </span><span style="font-family: Arial; font-size: 14.666666666666666px; font-style: italic; vertical-align: baseline; white-space: pre-wrap;">at risk.</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> </span></div>
<b id="docs-internal-guid-cef21307-3fdf-99e7-2175-3676bf940792" style="font-weight: normal;"><br /></b>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"></span></div>
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<span style="font-family: Cambria; font-size: 13.333333333333332px; vertical-align: baseline; white-space: pre-wrap;">[1]</span><span style="font-family: Arial; font-size: 14.666666666666666px; vertical-align: baseline; white-space: pre-wrap;"> </span><span style="font-family: Georgia; font-size: 14.666666666666666px; vertical-align: baseline; white-space: pre-wrap;">Pica-Smith, Cinzia, & Veloria, Carmen, </span><span style="font-family: Georgia; font-size: 14.666666666666666px; font-style: italic; vertical-align: baseline; white-space: pre-wrap;">At risk </span><span style="font-family: Georgia; font-size: 14.666666666666666px; vertical-align: baseline; white-space: pre-wrap;">means a minority kid:” Deconstructing deficit discourses in the study of risk in education and human services. </span><span style="font-family: Georgia; font-size: 14.666666666666666px; font-style: italic; vertical-align: baseline; white-space: pre-wrap;">Pedagogy and the Human Sciences</span><span style="font-family: Georgia; font-size: 14.666666666666666px; vertical-align: baseline; white-space: pre-wrap;">, </span><span style="font-family: Georgia; font-size: 14.666666666666666px; font-weight: bold; vertical-align: baseline; white-space: pre-wrap;">1</span><span style="font-family: Georgia; font-size: 14.666666666666666px; vertical-align: baseline; white-space: pre-wrap;">, No. 2, 2012, pp. 33-48.</span></div>
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<span style="background-color: transparent; color: black; font-family: Cambria; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">[2]</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> Dobizl, J. K. (2002). Understanding at-risk youth and intervention programs that help them succeed in school. </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Unpublished masters thesis</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">, University of Wisconsin-Stout.</span></div>
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Project Coachhttp://www.blogger.com/profile/16340010828571573519noreply@blogger.com0tag:blogger.com,1999:blog-1819843850378313742.post-82919167506087714042015-06-22T06:45:00.001-07:002015-06-26T13:29:52.707-07:00It’s Easier to Swim Downstream than Upstream<!--[if gte mso 9]><xml>
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<a href="https://www.blogger.com/blogger.g?blogID=1819843850378313742&pli=1&bpli=1" name="OLE_LINK2"></a>Don Siegel</div>
<div align="center" class="MsoNormal" style="text-align: center;">
<a href="https://www.blogger.com/blogger.g?blogID=1819843850378313742&pli=1&bpli=1" name="OLE_LINK1"><br /></a></div>
<div class="Par">
In 1951 Solomon Ash conducted what has become a classic study in
social psychology<span class="MsoFootnoteReference"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: Cambria; font-size: 12.0pt; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin;">[1]</span></span><!--[endif]--></span>.
Ash set-up a testing situation in which a subject was shown a vertical line on
the left side of a screen, and asked to match which of three lines on the right
side of the screen was the same length. For the most part, this was a
relatively easy task, as was shown in a control condition. Subjects easily
detected the correct line. But, Ash was interested in determining how social
influence affected an individual’s judgment. So unbeknownst to the real
subject, he had 3-4 confederates give their responses prior to the actual
subject giving his. On 12 of 18 trials they gave a clearly incorrect response.
On 75% of these trials the actual subject went along with the confederates and
made the incorrect judgment. Subsequent interviews with subjects found that most
conformed to the confederates in order to fit in with the group. While there
have been many critiques of this particular paradigm over the years, Ash clearly
demonstrated how powerful normative group behavior can be in shaping the
behavior of individuals in the group.<span class="MsoFootnoteReference"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: Cambria; font-size: 12.0pt; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin;">[2]</span></span><!--[endif]--></span> In
essence, conforming to what others in a group do is easier than asserting
individuality.<o:p></o:p></div>
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<br /></div>
<div class="Par">
Then there was Nathan Pritikin who was a self-made
entrepreneur-inventor, who after being diagnosed with heart disease in 1957,
was determined to find a holistic cure to his malady. He scoured the scientific and anthropological
literature and developed a low-fat diet that was correlated with having a
healthy heart. It was based on unrefined carbohydrates like vegetables, fruits,
beans, and whole grains. He also included moderate amounts of aerobic exercise
in his program. This formula helped him to reverse his condition, and he set
out to help others with similar medical conditions that resulted from poor
health behaviors.<span class="MsoFootnoteReference"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: Cambria; font-size: 12.0pt; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin;">[3]</span></span><!--[endif]--></span> In
1976, he created the Pritikin Longevity Center, where people could go for
several weeks or months and learn about and live a Pritikin Lifestyle.<span class="MsoFootnoteReference"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: Cambria; font-size: 12.0pt; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin;">[4]</span></span><!--[endif]--></span>
Without debating the virtues of the Pritikin Program, people who attend the
residential site report how transformative the experience is and how relative
easy it is to follow what some have observed to be a very restrictive and hard
to follow diet. What is there about being in residence that makes conforming to
Pritikin’s regimen possible? I think that the same reason that Ash’s subjects
conformed to confederates is at play here. Everyone on the Pritikin staff,
which includes dieticians, exercise physiologists, medical doctors,
psychologists, and trainers, along with guests, behave in accordance with the
program’s diet and exercise tenets. When everyone is aligned, and the
environment is self-contained, behavioral change is relatively simple. However,
each year, many adherents return to get re-inoculated with the Pritikin Program,
as they disappointingly revert back to their pre-Pritikin behaviors once they
go home, and reconnect with the people and environment that produced the
symptomology that led them to Pritikin in the first place. Like Ash, Pritikin
shows us that it is much easier to swim downstream than upstream when
significant behavioral change is a goal.<o:p></o:p></div>
<div class="Side">
<br /></div>
<div class="Side">
<u>Other Examples</u><o:p></o:p></div>
<div class="Par">
<br /></div>
<div class="Par">
Recently, important data have been reported on two initiatives
that reinforce the importance of group values, assets, and behaviors on an
individual’s economic prospects and well-being. The first entails a government
initiative called Moving to Opportunity (MTO), which attempts to answer the
question of whether moving from a high-poverty neighborhood to a lower-poverty
community improves the social and economic prospects of low-income families. In
essence, the government set-up a controlled experiment in which rental
assistance vouchers were provided to a subset of low income families to
relocate from high-poverty public housing projects to a low poverty area in
five major cities. Initial results of
MTO showed that such a move improved the mental and physical health of adults<span class="MsoFootnoteReference"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: Cambria; font-size: 12.0pt; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin;">[5]</span></span><!--[endif]--></span>.
However, such a move had little or no impact on their economic outcomes. But,
more recent work that is able to examine the effects of such a move on the
children in these families shows that they, unlike their parents, benefitted
economically as adults. In fact, researchers Chetty and Hendersen<span class="MsoFootnoteReference"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: Cambria; font-size: 12.0pt; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin;">[6]</span></span><!--[endif]--></span>
found that duration of exposure is a critical factor, and that every year a
child spent in the better neighborhood increased the child’s income as an
adult. They concluded that “moving a child out of public housing to a
low-poverty area when young (at age 8 on average) using a subsidized voucher
like the MTO experimental voucher will increase the child's total lifetime earnings
by about $302,000.” Other researchers corroborate such effects, and estimate
financial returns of $635,000 to children who are born into a bottom income quartile
neighborhood and are raised in a top-quartile neighborhood.<span class="MsoFootnoteReference"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: Cambria; font-size: 12.0pt; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin;">[7]</span></span><!--[endif]--></span>
Such data provide another variation of the group and community effects shown by
Ash and Pritikin. Whether explicitly or implicitly one’s behavior is affected
by the norms of the community in which one lives. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="Par">
A final example of such effects entails that of average community
longevity that I wrote about in a past post. The Center on Society and Health
at Virginia Commonwealth University has been mapping average longevity in
neighborhoods in various cities across America<span class="MsoFootnoteReference"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: Cambria; font-size: 12.0pt; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin;">[8]</span></span><!--[endif]--></span>,
and has reported disparities as great as 20 years in communities separated by
only a few miles. Not surprisingly, such longevity differences are highly
correlated with the wealth and lifestyles of inhabitants. But, as Dan Buettner,
a researcher who has studied what has become known as <i>Blue Zones,</i> where people live significantly longer and healthier
lives <a href="https://www.youtube.com/watch?v=waGHi6aMzh8">explains</a> there
are specific lessons to be learned from such research that can be applied to
other communities. Interestingly, he debunks the notion that individuals
have the fortitude to change health behaviors related to diet and exercise on
their own over the long-term. While he acknowledges that individuals may be
successful in the short-term, data shows that they invariably revert back to
their pre-diet and exercise selves. Buettner attributes 80% of the <i>Blue Zone</i> effect to environmental causes
that are a function of community wide factors. Again, it appears that for
individuals seeking significant change in their lives, whether it be economic,
health, or psycho-social well-being, <i>swimming
downstream</i> with one’s cohorts is a lot more effective than trying to <i>swim upstream</i> against the prevailing
social-environmental currents that exist.<o:p></o:p></div>
<div class="Side">
<br /></div>
<div class="Side">
<u>What Does All Of This Have To Do With Youth Development?</u><o:p></o:p></div>
<div class="Par">
<br /></div>
<div class="Par">
So what does all of this mean to those of us who work in youth
development programs? While such studies span the fields of psychology, health,
economics, and sociology, a common theme is that social influence is powerful,
and that the communities in which we grow-up and live are among the most influential
factors determining whether we will thrive. Clearly, as research shows us,
growing-up in some communities have advantages over growing-up in other
communities.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="Par">
While the MTO initiative illustrates the power of moving from a
poorer community to a wealthier one for children, it seems unlikely that we
will be having such mass migrations of families anytime soon. Consequently, those
of us doing youth development work might think more strategically about how we
can construct <i>environments within
environments</i> in order to provide as much exposure to our youth of those
things that they would get in a wealthier and healthier community if they had
the opportunity to do so. This is like having a Pritikin Longevity Institute or
a <i>Blue Zone </i>transported and
reconstructed in other locales. In many ways, whether by design or not, this is
what the best youth development programs are already doing. It is more than
their themes, curriculums, or buildings that make them great. It is how their
communities work. The question then becomes, how does a program create a <i>Pritikin-like, MTO-like, higher longevity-like,</i>
<i>neighborhood </i>that helps kids to
thrive beyond what they would normally achieve had such a program not existed?<o:p></o:p></div>
<div class="Par">
<br /></div>
<div class="Par">
Clearly, there are lots of
good ideas about how to answer such a question, with lists of properties that
researchers have identified over the years.<span class="MsoFootnoteReference"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: Cambria; font-size: 12.0pt; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin;">[9]</span></span><!--[endif]--></span> It
makes sense that on a basic level that these <i>neighborhoods </i>need to be places that are physically and
psychologically safe. This provides the prerequisites for any environment where
positive youth development occurs. They also need to be places that are
inclusive, irrespective of a child’s race, ethnicity, sexual orientation, or
socio-cultural-economic identity. In essence, they are friendly and safe places
where warm and supportive relationships can be developed among peers, and
between adult staff and youth. Such relationships can be equated with those in
a family in that staff are willing to show unconditional love for participants.
Like good parents, they attempt to expose children to enriching experiences,
celebrate their successes, and are willing to forgive them for periodically going
off the rails<i>. </i>As well, peers, like
siblings, support one another and will re-embrace each other after inevitable
conflicts. Everyone will also celebrate noteworthy events and accomplishments
of each participant, whether they are birthdays, an improving grade, or success
in an extracurricular endeavor. Community members will also be supportive and
sympathetic to those experiencing personal setbacks. In essence, such <i>neighborhoods</i> are places that promote building
strong social bonds among kids and adult mentors; where all feel valued,
supported, and connected to one another. <o:p></o:p></div>
<div class="Par">
<br /></div>
<div class="Par">
While all sorts of thematic groups can form such connections<i>,</i> the distinguishing quality of those
that promote positive youth development is that they develop and reinforce
positive behavior by the pervasive social norms that permeate their culture. An
example of this in Project Coach is our deep-rooted belief in <i>the growth mindset</i> <span class="MsoFootnoteReference"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: Cambria; font-size: 12.0pt; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin;">[10]</span></span><!--[endif]--></span>,
which asserts that development as coaches, students, and citizens normally comes
from learning, practicing, and expending effort, rather than from ethereal
innate gifts. We recognize that mistakes are a part of learning, and that
taking calculated risks, such as attempting to learn a more difficult skill or
enrolling in a more challenging class at school, is to be encouraged despite
the increased possibility of failure. Our program culture consistently
reinforces such beliefs and behaviors, and recognizes participants for being
industrious, enthusiastic, and showing initiative. Other pervasive qualities
that Project Coach fosters encompass empathy, friendship, loyalty, self-control,
cooperation, and community development. We also value democratic decision-making
with regard to selecting staff, program activities, and choosing community
projects. By engaging youth in this process we have found that it enhances
their sense of efficacy and beliefs about effecting change in their own lives
and that of their community. Of critical importance in building and maintaining
such a culture is explicitly recognizing what a program stands for, and
operationalizing such through its day-to-day activities.<o:p></o:p></div>
<div class="Par">
<br /></div>
<div class="Par">
Once such a framework is created, virtually anything else is
possible. Having a theme around which such a culture is built is fairly typical
of youth development programs. Sports, arts, music, dance, theater, media, environment,
and many other activities provide the core that draws everyone together. These
thematic activities can also provide opportunities to <i>bridge</i> outward across <i>neighborhoods</i>
and to reduce the isolation and social distances between poor and wealthier
areas. We have seen underserved kids playing squash at Harvard, others broadcasting
their commentary on NPR, and others visiting corporate offices in Boston to
deliver art works. We have also seen kids traveling nationally and
internationally to work with other kids on various projects. The point here
being that enriched <i>neighborhoods</i> are
not segregated and insular, but ones that promote connections across racial,
ethnic, and socio-economic strata. In essence, this captures some of the benefits
of MTOs and other beneficial environmental supports to development, without
having to create massive government initiatives that transplant large numbers
of families.<o:p></o:p></div>
<div class="Par">
<br /></div>
<div class="Par">
In aggregate I have attempted to describe another critical aspect
of excellent youth development programs. It is like the spaces between notes in
a great piece of music or the pauses and inflections of voice manifested by
great actors. They are not as readily emphasized as the notes played by the
musician or the words uttered by a thespian, but they make all the difference
in the quality of a performance. Barton Hirsch captured the essence of what
this quality is in his book entitled <i>A
Place to Call Home</i><span class="MsoFootnoteReference"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: Cambria; font-size: 12.0pt; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin;">[11]</span></span><!--[endif]--></span><i>.</i>
Call it a <i>culture,</i> a <i>neighborhood,</i> or a <i>home</i>, but the basic message is that transformative programs for
youth need to be more than their themes, curriculum, or physical plants. They
need to be places that resemble families, and which have the capacity to instantiate
its security, values, and behavioral norms while supporting the growth of its
members. When a child becomes part of such a community, good things generally
happen, as we have learned, it is a lot easier to swim with the pack, than to
swim against it.<o:p></o:p></div>
<div class="Par">
<br /></div>
<h2>
<o:p> </o:p></h2>
<div>
<!--[if !supportFootnotes]--><br clear="all" />
<hr align="left" size="1" width="33%" />
<!--[endif]-->
<br />
<div id="ftn1">
<div class="MsoFootnoteText">
<span class="MsoFootnoteReference"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: Cambria; font-size: 10.0pt; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 12.0pt; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin;">[1]</span></span><!--[endif]--></span> Asch,
S. E. (1951). Effects of group pressure upon the modification and distortion of
judgment.<span style="color: #3e3e3e; font-family: Helvetica; mso-bidi-font-family: Helvetica; mso-bidi-font-size: 10.0pt;"> In H. </span>Guetzkow (ed.)
Groups, leadership and men. Pittsburgh, PA: Carnegie Press.<o:p></o:p></div>
</div>
<div id="ftn2">
<div class="MsoFootnoteText">
<!--[if !supportFootnotes]--><span style="font-family: Cambria; font-size: 10.0pt; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 12.0pt; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin;">[2]</span><!--[endif]--> For a good
overview of Ash’s work see the following YouTube video at: <a href="https://www.youtube.com/watch?v=TYIh4MkcfJA">https://www.youtube.com/watch?v=TYIh4MkcfJA</a><o:p></o:p></div>
</div>
<div id="ftn3">
<div class="MsoFootnoteText">
<span class="MsoFootnoteReference"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: Cambria; font-size: 10.0pt; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 12.0pt; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin;">[3]</span></span><!--[endif]--></span> <i>The
Pritikin Program for Diet and Exercise</i>. Bantam. <a href="http://en.wikipedia.org/wiki/Special:BookSources/9780553271928">ISBN
978-0553271928</a> co-authored with Patrick M. McGrady (1979).<o:p></o:p></div>
</div>
<div id="ftn4">
<div class="MsoFootnoteText">
<span class="MsoFootnoteReference"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: Cambria; font-size: 10.0pt; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 12.0pt; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin;">[4]</span></span><!--[endif]--></span> <a href="http://www.pritikin.com/?ibp-adgroup=PPC&utm_source=google&utm_medium=cpc&utm_campaign=Branded&utm_term=%2Bpritikin&utm_content=42448833922&gclid=CjwKEAjwwN-rBRD-oMzT6aO_wGwSJABwEIkJEmRKXo-uqOqAy0o2Q4YwT1ZWDTGNufpU4Rwqj6iN0hoCU33w_wcB#.VXipOWDdtFU">http://www.pritikin.com/?ibp-adgroup=PPC&utm_source=google&utm_medium=cpc&utm_campaign=Branded&utm_term=%2Bpritikin&utm_content=42448833922&gclid=CjwKEAjwwN-rBRD-oMzT6aO_wGwSJABwEIkJEmRKXo-uqOqAy0o2Q4YwT1ZWDTGNufpU4Rwqj6iN0hoCU33w_wcB#.VXipOWDdtFU</a><o:p></o:p></div>
</div>
<div id="ftn5">
<div class="MsoFootnoteText">
<span class="MsoFootnoteReference"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: Cambria; font-size: 10.0pt; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 12.0pt; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin;">[5]</span></span><!--[endif]--></span> Ludwig,
Jens, Greg J. Duncan, Lisa A. Gennetian, Lawrence F. Katz, Ronald C. Kessler,
Jeffrey R. Kling, and Lisa Sanbonmatsu. 2013. “Long-Term Neighborhood Effects
on Low-Income Families: Evidence from Moving to Opportunity.” American Economic
Review P&P 103(3): 226-31.<o:p></o:p></div>
</div>
<div id="ftn6">
<div class="MsoFootnoteText">
<span class="MsoFootnoteReference"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: Cambria; font-size: 10.0pt; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 12.0pt; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin;">[6]</span></span><!--[endif]--></span>
Chetty, R, and Hendersen, N. (2015) The impacts of neighborhoods on
tentergenerational mobility: childhood exposure effects and county-level
estimates. http://www.equality-of-opportunity.org/images/nbhds_paper.pdf<o:p></o:p></div>
</div>
<div id="ftn7">
<div class="MsoFootnoteText">
<span class="MsoFootnoteReference"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: Cambria; font-size: 10.0pt; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 12.0pt; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin;">[7]</span></span><!--[endif]--></span>
Rothwell, J., and Massey, D. (2015). Geographic effects on intergenerational
income mobility. <i>Economic Geography</i>,
volume 91 (1), 83-106.<o:p></o:p></div>
</div>
<div id="ftn8">
<div class="MsoFootnoteText">
<span class="MsoFootnoteReference"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: Cambria; font-size: 10.0pt; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 12.0pt; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin;">[8]</span></span><!--[endif]--></span> <a href="http://www.societyhealth.vcu.edu/work/the-projects/mapping-life-expectancy.html">http://www.societyhealth.vcu.edu/work/the-projects/mapping-life-expectancy.html</a><o:p></o:p></div>
</div>
<div id="ftn9">
<div class="MsoFootnoteText">
<span class="MsoFootnoteReference"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: Cambria; font-size: 10.0pt; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 12.0pt; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin;">[9]</span></span><!--[endif]--></span>
Best Practices: Positive Youth Development. <a href="https://theinstitute.umaryland.edu/topics/soc/youthInvolvement/Best%20Practices%20Positive%20Youth%20Development.pdf">https://theinstitute.umaryland.edu/topics/soc/youthInvolvement/Best%20Practices%20Positive%20Youth%20Development.pdf</a><o:p></o:p></div>
</div>
<div id="ftn10">
<div class="MsoFootnoteText">
<span class="MsoFootnoteReference"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: Cambria; font-size: 10.0pt; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 12.0pt; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin;">[10]</span></span><!--[endif]--></span> Dweck,
C. S. (2008). <i>Mindset : The new psychology of success</i> (Ballantine Books).
New York: Ballantine Books.<o:p></o:p></div>
</div>
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<span class="MsoFootnoteReference"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: Cambria; font-size: 10.0pt; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 12.0pt; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin;">[11]</span></span><!--[endif]--></span> Hirsch,
B. J. (2005). <i>A place to call home: After-school programs for urban youth.\</i>
Washington, DC, US: American Psychological Association; New York, NY, US:
Teachers College Press.<o:p></o:p></div>
</div>
</div>
<!--EndFragment-->Project Coachhttp://www.blogger.com/profile/16340010828571573519noreply@blogger.com0tag:blogger.com,1999:blog-1819843850378313742.post-19091024092035908332015-05-27T09:58:00.000-07:002015-05-27T10:08:16.829-07:00Going to College Can be Less Expensive than You Think<div style="text-align: center;">
Don Siegel</div>
<div class="MsoNormal">
<br /></div>
<div class="Par">
As we complete another season in Project Coach, it is important to
take stock of some of the critical lessons that we learned during this year.
One involves how well PC is doing with regard to motivating and supporting our youth coaches' quests to continue their educations after graduating from high school. This
year, out of eleven seniors, ten have applied to and been accepted at colleges.
During our discussions with these coaches, we learned a great deal about how
they came to apply to and select various schools, a great deal more about how
difficult the process was for them, and about how relatively uninformed they
were about paying for school. Some also seemed very willing to incur large
debts upon college graduation, without really understanding what this would
mean once they graduated and began to support themselves. Consequently, one of
our goals for next year is to help juniors and seniors be more strategic and systematic
about their thinking and planning for college. <o:p></o:p></div>
<div class="Par">
<br /></div>
<div class="Par">
As part of this initiative I started to do some research about how
PC can help with this process, and came across a wonderful, free, web-based
tool called <a href="http://scholarships.com/">scholarships.com</a>.
As I experimented with this site, I found it to be very easy to use, and much
more than simply a general listing of scholarships for which a student might
apply, but also an educational tool that can help a student to organize their
thoughts about college, and the information they need to collate for admission and
financial aid. To provide you with the flavor of this instrument I will describe
my experience with scholarships.com at each of the steps I took in learning
more about colleges that I might be interested in attending, how to apply,
their costs, and potential sources of financial aid.<o:p></o:p></div>
<div class="Par">
<br /></div>
<div class="Par" style="margin-bottom: 12.0pt; margin-left: 49.7pt; margin-right: 0in; margin-top: 0in; mso-list: l0 level1 lfo1; text-indent: -31.7pt;">
<!--[if !supportLists]--><span style="mso-bidi-font-family: Cambria; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Cambria; mso-fareast-theme-font: minor-latin;"><span style="mso-list: Ignore;">a.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->I started by clicking on <i style="mso-bidi-font-style: normal;">Scholarship Search</i> and then entered that I was a current student, a
high school junior in the Class of 2016, 17 years old, a resident of the U.S.,
and lived in Zip Code 01107. I also entered my email address, a password, and
that I wanted to be kept informed about scholarships via e-mail.<o:p></o:p></div>
<div class="Par" style="margin-bottom: 12.0pt; margin-left: 49.7pt; margin-right: 0in; margin-top: 0in; mso-list: l0 level1 lfo1; text-indent: -31.7pt;">
<!--[if !supportLists]--><span style="mso-bidi-font-family: Cambria; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Cambria; mso-fareast-theme-font: minor-latin;"><span style="mso-list: Ignore;">b.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->A student information screen then opened, and I
completed the additional information requested; first and last names, gender,
GPA = 3.0, citizen = yes, marital status = single; address, ethnicity = Hispanic,
etc.<o:p></o:p></div>
<div class="Par" style="margin-bottom: 12.0pt; margin-left: 49.7pt; margin-right: 0in; margin-top: 0in; mso-list: l0 level1 lfo1; text-indent: -31.7pt;">
<!--[if !supportLists]--><span style="mso-bidi-font-family: Cambria; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Cambria; mso-fareast-theme-font: minor-latin;"><span style="mso-list: Ignore;">c.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->The next screen requests information about your
ACT/SAT/Class Rank. I entered 400 for each of the SATs, and a class rank of 33
at Springfield Central High School. <o:p></o:p></div>
<div class="Par" style="margin-bottom: 12.0pt; margin-left: 49.7pt; margin-right: 0in; margin-top: 0in; mso-list: l0 level1 lfo1; text-indent: -31.7pt;">
<!--[if !supportLists]--><span style="mso-bidi-font-family: Cambria; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Cambria; mso-fareast-theme-font: minor-latin;"><span style="mso-list: Ignore;">d.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->The next request was to identify some of the
colleges to which I intended to apply. I listed the following schools:
Westfield State, University of Massachusetts-Amherst, Springfield College, Elms
College, Bay Path College, Western New England College, Smith College, Holyoke
Community College, and Springfield Technical Community College. I was not sure
what I would be majoring in, but clicked on the following possibilities: Biology,
Business, Education, Health Education & Promotion, Hotel & Restaurant
Management, and Physical Education, Sport & Physical Activity.<o:p></o:p></div>
<div class="Par" style="margin-bottom: 12.0pt; margin-left: 49.7pt; margin-right: 0in; margin-top: 0in; mso-list: l0 level1 lfo1; text-indent: -31.7pt;">
<!--[if !supportLists]--><span style="mso-bidi-font-family: Cambria; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Cambria; mso-fareast-theme-font: minor-latin;"><span style="mso-list: Ignore;">e.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->I was then presented with a screen that
requested information about my artistic/athletic interests. I clicked on dance
and then indicated that I also played baseball, basketball, and volleyball.<o:p></o:p></div>
<div class="Par" style="margin-bottom: 12.0pt; margin-left: 49.7pt; margin-right: 0in; margin-top: 0in; mso-list: l0 level1 lfo1; text-indent: -31.7pt;">
<!--[if !supportLists]--><span style="mso-bidi-font-family: Cambria; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Cambria; mso-fareast-theme-font: minor-latin;"><span style="mso-list: Ignore;">f.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->The next screen asked about whether I was interested
in scholarships based on financial need, to which I clicked - yes. For
household income, I scrolled down and entered $30,000 to $39,999, that I was
conducting the scholarship search for myself, and that I did not have an
affiliation with the military. The form also asked about whether I, or my
parent(s) had an affiliation with various occupations or interest groups. I did
not click on any of these, but learned that different occupation/interest groups
support various types of scholarships.<o:p></o:p></div>
<div class="Par" style="margin-bottom: 12.0pt; margin-left: 49.7pt; margin-right: 0in; margin-top: 0in; mso-list: l0 level1 lfo1; text-indent: -31.7pt;">
<!--[if !supportLists]--><span style="mso-bidi-font-family: Cambria; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Cambria; mso-fareast-theme-font: minor-latin;"><span style="mso-list: Ignore;">g.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->The next screen requested information about
whether I was a member of any honors or student organizations. I did not click
on any of these. Various scholarship opportunities are also available here.<o:p></o:p></div>
<div class="Par" style="margin-bottom: 12.0pt; margin-left: 49.7pt; margin-right: 0in; margin-top: 0in; mso-list: l0 level1 lfo1; text-indent: -31.7pt;">
<!--[if !supportLists]--><span style="mso-bidi-font-family: Cambria; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Cambria; mso-fareast-theme-font: minor-latin;"><span style="mso-list: Ignore;">h.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->I then was asked a number of questions about the
types of schools in which I was interested, whether I needed housing, whether the
school should be affiliated with a religion, and whether it should have an ROTC
program. I entered that I was interested in two-year and four-year schools, that
school size did not matter, that housing should be $3000 or less, that distance
from home should be between 0-50 miles, and religious affiliation = No, and
ROTC = No.<o:p></o:p></div>
<div class="Par" style="margin-bottom: 12.0pt; margin-left: 49.7pt; margin-right: 0in; margin-top: 0in; mso-list: l0 level1 lfo1; text-indent: -31.7pt;">
<!--[if !supportLists]--><span style="mso-bidi-font-family: Cambria; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Cambria; mso-fareast-theme-font: minor-latin;"><span style="mso-list: Ignore;">i.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->After clicking, I got the results on all the
colleges that I had entered regarding their tuitions. They ranged from $3,574
for Holyoke Community College to $43,114 for Smith College. By clicking on the
hyperlink to each school, information on the costs of books and supplies, room
and board, and other expenses were also listed. For example, the tuition at
Westfield State was $8,694, and when I added books and supplies ($962), other
expenses ($1,845), and room and board ($9,795), the total came to $21,296.
Information on anticipated financial aid was also presented. Here I learned
that the average student received about $8527, and also took a loan of $6,565.
Consequently, students were expected to contribute the difference between costs
and various forms of financial aid (including loans) by contributing an
additional $6,204. These were just “ball park” figures, and depending upon need
and the ability to find additional scholarship aid, the out of pocket costs could
be less. For comparison, to go to and live nearby Holyoke Community College,
costs would be $16,594 (tuition = $3,574, room and board $7,200, other expenses
$4,220); average aid would be approximately $5,474. Anticipated loans would come
to $3,932, leaving the gap between costs and financial aid/loans at $7,188, a
bit more than at Westfield State. Of course, costs at both schools could be
significantly reduced by about half, if you lived at home and did not have to
pay room and board, bringing costs after scholarships and aid down to $2,974 at
Westfield State, and $3,920 at Holyoke Community College. <o:p></o:p></div>
<div class="Par" style="margin-bottom: 12.0pt; margin-left: 49.7pt; margin-right: 0in; margin-top: 0in; mso-list: l0 level1 lfo1; text-indent: -31.7pt;">
<!--[if !supportLists]--><span style="mso-bidi-font-family: Cambria; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Cambria; mso-fareast-theme-font: minor-latin;"><span style="mso-list: Ignore;">j.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->Given all of this information, the next step was
to identify other scholarships that can help close the cost gaps so that loans
are minimized or eliminated, and out of pocket costs reduced. The program
identified a large array of scholarships for which I might qualify. Some
examples that I found were:<o:p></o:p></div>
<div class="Par" style="margin-bottom: 12.0pt; margin-left: 1.0in; margin-right: 0in; margin-top: 0in; mso-list: l0 level2 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="mso-bidi-font-family: Cambria; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Cambria; mso-fareast-theme-font: minor-latin;"><span style="mso-list: Ignore;">a.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->Triple Impact Competitor Scholarships from The
Positive Coaching Alliance $1,000 - $2,000. This scholarship entails showing
the organization how involvement in sports helps to make an applicant better,
one’s teammates better, and making the game better. Current high school students
with a GPA of 2.5 are eligible to apply. <o:p></o:p></div>
<div class="Par" style="margin-bottom: 12.0pt; margin-left: 1.0in; margin-right: 0in; margin-top: 0in; mso-list: l0 level2 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="mso-bidi-font-family: Cambria; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Cambria; mso-fareast-theme-font: minor-latin;"><span style="mso-list: Ignore;">b.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->COCA-COLA SCHOLARS PROGRAM SCHOLARSHIP - $20,000
for high schools students having a gpa of 3.0 or higher after their junior
year, and who <i style="mso-bidi-font-style: normal;">are recognized for their
capacity to lead and serve, and their commitment to making a significant impact
on their schools and communities</i>.<o:p></o:p></div>
<div class="Par" style="margin-bottom: 12.0pt; margin-left: 1.0in; margin-right: 0in; margin-top: 0in; mso-list: l0 level2 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="mso-bidi-font-family: Cambria; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Cambria; mso-fareast-theme-font: minor-latin;"><span style="mso-list: Ignore;">c.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->Massachusetts Cash Grants program - <i style="mso-bidi-font-style: normal;">The Cash Grant Program is designed to assist
needy students in meeting institutionally held charges such as mandatory fees
and non-state-supported tuition. It is a complementary program to the
Need-Based Tuition Waiver Program. The Cash Grant is designed as an offset of
the Tuition Waiver Program for the purpose of providing financial support to
those individuals who would be denied the opportunity for higher education.</i> <o:p></o:p></div>
<div class="Par" style="margin-bottom: 12.0pt; margin-left: 1.0in; margin-right: 0in; margin-top: 0in; mso-list: l0 level2 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><i style="mso-bidi-font-style: normal;"><span style="mso-bidi-font-family: Cambria; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Cambria; mso-fareast-theme-font: minor-latin;"><span style="mso-list: Ignore;">d.<span style="font: 7.0pt "Times New Roman";">
</span></span></span></i><!--[endif]-->Community Foundation of Western
Massachusetts – up to $10,000 <i style="mso-bidi-font-style: normal;">The
Community Foundation of Western Massachusetts administers 75 scholarship and
loan funds available to students from Western Massachusetts. Scholarship and
loan funds help students of the Pioneer Valley achieve their maximum potential
by making higher education available without regard to financial circumstance. </i></div>
<div class="Par" style="margin-bottom: 12.0pt; margin-left: 1.0in; margin-right: 0in; margin-top: 0in; mso-list: l0 level2 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><i style="mso-bidi-font-style: normal;"><span style="mso-bidi-font-family: Cambria; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Cambria; mso-fareast-theme-font: minor-latin;"><span style="mso-list: Ignore;">e.<span style="font: 7.0pt "Times New Roman";">
</span></span></span></i><!--[endif]-->Dell Scholars Program – up to $20,000<i style="mso-bidi-font-style: normal;">. The Dell Scholars Program enables more
under-served students with financial need to achieve their greatest potential
through higher education. The Dell Scholars Program is offered to those high
school students participating in an approved AVID program </i>(College
Readiness Program)<i style="mso-bidi-font-style: normal;">. The funding for each
Dell Scholar is substantial - $20,000.</i> Students must have a 2.4 GPA and
plan to attend an accredited institution of higher education.<span style="mso-spacerun: yes;"> </span></div>
<div class="Par" style="margin-bottom: 12.0pt; margin-left: .25in; margin-right: 0in; margin-top: 0in; text-indent: 0in;">
These were just a few of the scholarship
that were on the page generated by scholarships.com. There were many more
opportunities listed, which depended on a student’s particular background, their
academic record, and the area they wished to pursue in college. <o:p></o:p></div>
<div class="Par" style="margin-bottom: 12.0pt; margin-left: .25in; margin-right: 0in; margin-top: 0in; text-indent: 0in;">
The point of all of this is that selecting a
college and figuring out how to finance going to it should not be done haphazardly,
but by doing extensive research and developing a plan to get what one wants
from going to a particular school, while doing so at minimal cost. By <i style="mso-bidi-font-style: normal;">playing around </i>with scholarships.com in
middle school or early in one’s high school career, one can plot a course to
achieve such a goal. It will entail doing well academically, but also
affiliating with an array of clubs, teams, and interest groups that can widen
the scope of scholarships for which one one might subsequently qualify.<span style="mso-spacerun: yes;"> </span>My sense is that being part of Project Coach
will also be a wonderful addition to one’s resumé, as it aligns well with many
scholarships that require evidence of leadership, community service, and
working with underserved populations.<o:p></o:p></div>
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Project Coachhttp://www.blogger.com/profile/16340010828571573519noreply@blogger.com0tag:blogger.com,1999:blog-1819843850378313742.post-45645784502497083602015-05-16T07:55:00.001-07:002015-05-16T07:56:01.651-07:00Five Miles and 20 Years of Extended Life<h1 align="center" style="text-align: center;">
<span style="font-family: Cambria; font-size: small;"><span style="font-weight: normal;">Don Siegel</span></span></h1>
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Thomas Jefferson wrote in our Declaration of Independence: <o:p></o:p></div>
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We hold these truths to be
self-evident, that all men are created equal, that they are endowed by their
Creator with certain unalienable Rights, that among these are Life, Liberty and
the Pursuit of Happiness.<o:p></o:p></div>
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While many have commented on or written about <i style="mso-bidi-font-style: normal;">liberty</i> and the <i style="mso-bidi-font-style: normal;">pursuit of
happiness</i>, not much has been written about <i style="mso-bidi-font-style: normal;">life</i>, in that most people understand that our government exists, at
least in theory, to protect it’s citizen’s rights, which, in turn, is a
surrogate for protecting their lives. Clearly, we have an extensive and
expensive aggregate of military forces, police forces, and undercover agencies that
do just that. But a new report<span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: Cambria; font-size: 12.0pt; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin;">[1]</span></span><!--[endif]--></span></span>
from the Center on Society and Health at Virginia Commonwealth University (VCU),
makes one wonder whether the declaration’s guarantee of <i style="mso-bidi-font-style: normal;">life</i>, is really being protected. If everyone has the unalienable
right to <i style="mso-bidi-font-style: normal;">life</i>, then how do we explain
longevity differences in neighborhoods in New York City of 9 years, in Atlanta
of 13 years, and in Richmond Virginia of 20 years? While we know that “all men”
are really not created equal, longevity differences of these magnitudes suggest
systemic factors that clash with one’s inalienable right to <i style="mso-bidi-font-style: normal;">life</i>. That <i style="mso-bidi-font-style: normal;">life</i> expectancy is 63 years in Gilpin, a neighborhood in Richmond,
near the state capital of Virginia, and 83 years in Westover Hills, another
neighborhood, 5 miles away, should make us all wonder about what is going on.<o:p></o:p></div>
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I am not really asserting that the government is directly
responsible for these longevity disparities, but our socio-economic system, and
the environments that emerge from them are clearly involved with creating the
conditions that make living in a community more or less healthy. The VCU
project ties longevity to health, and health to income, asserting that “…<i>the relationship between income and health
is a gradient: they are connected step-wise at every level of the economic
ladder. Middle-class Americans are healthier than those living in or near
poverty, but they are less healthy than the upper class. Even wealthy Americans
are less healthy than those Americans with higher incomes.”</i><span class="MsoFootnoteReference"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: Cambria; font-size: 12pt;">[2]</span></span><!--[endif]--></span>
The following chart, pretty much, shows compelling data of this health gradient
for 12 different diseases or illnesses.<span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: Cambria; font-size: 12.0pt; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin;">[3]</span></span><!--[endif]--></span></span>
Clearly, one needn’t be a statistician to conclude that family wealth is highly
correlated to health. <o:p></o:p></div>
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<a href="http://3.bp.blogspot.com/-6YpJGiwOl8M/VVdWCdrvoJI/AAAAAAAAAhE/qOa8y2dGB_k/s1600/Morbidities.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="270" src="http://3.bp.blogspot.com/-6YpJGiwOl8M/VVdWCdrvoJI/AAAAAAAAAhE/qOa8y2dGB_k/s320/Morbidities.jpg" width="320" /></a></div>
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Not surprisingly, major risk factors also follow this pattern,
with data from 2011 showing that , </div>
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<i>… smoking was reported by one out of four
(27.3 percent) adults from families who earn less than $35,000 a year, three
times the rate of those from families who earn $100,000 a year or more (9.2
percent). Obesity rates were also higher (31.9 and 21.2 percent, respectively),
in part because of lower levels of physical activity and higher levels of
caloric consumption. In 2011, the proportion of adults who reported getting
recommended levels of aerobic exercise was 36.1 percent for those living in
poverty compared with 60.1 percent for those with incomes at least four times
higher than the [Federal Poverty Level].</i> </div>
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The longevity differentials
previously cited are simply the natural end point for lives lived very
differently<b style="mso-bidi-font-weight: normal;">. </b>Yet, one cannot help
but ask whether in an advanced country, such as the United States, income
should be so closely tied to health and longevity?<o:p></o:p></div>
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<b><u>Who Cares about
This?<o:p></o:p></u></b></div>
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Although the connections between income, health, and longevity are
quite compelling, I often wonder whether we, as an aggregate, really care that
two babies born into two families at different ends of the income continuum are
destined to have very different lives with regard to their health prospects,
their projected longevity, and most probably, the quality of their days. This
is in stark contrast to the American Dream Ideology, which asserts that where
one starts out in life has little to do with where one winds up, in that
talent, hard work, and perseverance are supposed to be the factors that determine
our destinies. Unfortunately, these health and longevity data do not support
such a Pollyanna view of growing up in America today. Where one starts out in
life is clearly connected to how long one might expect to live, and the quality
of one’s life.<o:p></o:p></div>
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Clearly, there are research groups scattered about that study this
stuff, and many individuals and organizations that are doing good work in
attempting to reduce the relationships among family wealth, health, and general
well-being, but we have really not taken on this issue in a systemic way, to
fulfill our country’s promise of “<i>life” </i>in
its promise of : “…<i>life, liberty, and the
pursuit of happiness</i>.” Arguably, most people may ascribe to the notion that
“…<i>life is not fair”, </i>and be resigned to
endemic inequities. Others, may
attribute differential life circumstances to differential capabilities, and
people’s unwillingness to pursue longer term personal development at the
expense of shorter term satisfaction. While others may simply be indifferent to
the plight of folks very different from themselves, who live “<i>on the other side of the tracks.”</i> But,
these data are too compelling to ignore. A twenty-years longevity difference
between groups of people living five miles apart in a country having great
wealth is really difficult to explain in a society that is based on the notion
that every individual should have an equal opportunity to thrive. <o:p></o:p></div>
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<b><u>What can be done?<o:p></o:p></u></b></div>
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Yet, what could be done, if we were really committed to tackling
the longevity inequity problem? The answer is clearly not simple, but lies in
“connecting dots”, that have been identified as representing separate issues by
different interest groups. <o:p></o:p></div>
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First, we need to do a much better job in getting poorer kids educated.
While education may be perceived as the route out of poverty, as we see from
health data, income is also highly correlated to longevity and well-being. This
is a complex relationship, as the connection between education and health may,
at first, be perceived to be mediated by health education, which is a factor. But
the more powerful connection probably comes from the interaction between income
and lifestyle. This is so because the more education one gets, the higher the
income that people are projected to have, and the higher one’s income, the more
likely they are to be able to live in safe neighborhoods, to gain access to
higher quality food, to live in homes not contaminated by lead or asbestos, to
have jobs in safe work environments, to be less likely to smoke, to get more
exercise, to incur less stress, to obtain higher quality health insurance, and
to more easily access doctors, dentists, optometrists, physical therapists, psychologists,
and other health providers. As a
profile, it becomes apparent that healthy living is very much a function of the
environment in which one lives. In turn, this is largely determined by one’s income,
which is connected to one’s occupation, which is tied to one’s education. Consequently,
as I argued in my last post, we must do more to provide high quality education
in general, but especially to children at the bottom of the income continuum. <o:p></o:p></div>
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Supporting the education of Project Coach participants entails
working with them on a day to day basis to make certain that they are engaged
in their classes, do homework assignments thoroughly, study effectively for
exams, and master coursework. It also means helping students plot future
trajectories for post secondary school education. This might entail everything
from counseling students on selecting the best middle and high schools to
attend, to helping them create a “future self” that includes higher education.
Taking college trips, providing opportunities to prepare for the SATs/ACTs,
assisting with college applications and financial aid forms, and any other
activities that make higher education a natural progression would be in order.
It may also entail helping youth explore and prepare for post secondary school
employment in vocations not requiring a college degree.<o:p></o:p></div>
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The second approach that Project Coach takes to helping youth fulfill
their potential entails community development. Recent research shows that
future income, especially for children coming from families in the lower income
quartile, is very much a function of where they grow up. In a nutshell this
research found that:<o:p></o:p></div>
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<i>For children
growing up in families at the 25th percentile of the income distribution, each
year of childhood exposure to a one standard deviation (SD) better county
increases income in adulthood by 0.5%. Hence, growing up in a one SD better
county from birth increases a child’s income by approximately 10%</i><span class="MsoFootnoteReference"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: 'Times New Roman'; font-size: 12pt;">[4]</span></span><!--[endif]--></span><i>.</i>
<o:p></o:p></div>
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<span style="font-family: Cambria; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-latin;">In dollars and cents terms this would mean that
a low income boy growing-up in Hampden County, where Project Coach operates, would
make $680 less per year than if he grew up in an “average community” in the
study. On the other hand, if such a child grew-up in Tolland County (a county
adjacent to Hamden County), he would make $4,850 more in a year than growing up
in the “Average County”, or $5,530 more per year than remaining in Hampden
County! While the authors do not specifically demonstrate the causal links in
this bump in income, they do speculate that it has to do with such things as: less
segregation by income and race, lower levels of income inequality, better
schools, lower rates of violent crime, and a larger share of two-parent
households. With regard to health, a quick analysis shows, as might be
expected, that in the cities identified at the beginning of this post which had
wide discrepancies in longevity, one finds that for poor kids growing up in
Atlanta their average adult income would be depressed by $2,850/year; in New
York by $3,730/year (using the Bronx as a locale); or by $3,270/year in
Richmond, Virginia. Consequently, the connection between, health, income, and
community comes full-circle. Where one lives has an impact on education,
income, and health.<o:p></o:p></span><br />
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Given that mass migrations of poor people to wealthier communities
is probably not in the cards, an alternative strategy that Project Coach is
pursuing is to help develop the community in which it exists in order for it to
become more like those communities where upward mobility and healthy lifestyles
are more likely to occur. We have already been part of One Spr1ngfield, which
is engaged in antiviolence, clothing, and food security initiatives in the
North End. As well, we provide educational and recreational programs during the
after school hours and summer vacation period for children in grades 3-5. Project
Coach also has an intensive, multi-year, youth development and jobs training
program for 50-60 adolescents. Healthy communities also are cohesive
communities in that they are made up of people who actually know and care about
one another, and who support building and maintaining high quality living
conditions. With our contingent of teenagers, we are currently exploring ways
for how to diversify their involvement in sports, and deploy some of their vast
talents and emerging leadership skills to maintain and expand such community
development initiatives. Our emerging plans include engaging a broader array of
community members in projects that encompass education, health, recreation, and
the environment. <o:p></o:p></div>
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<o:p> </o:p><b><i> </i></b></div>
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<span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: Cambria; font-size: 12.0pt; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin;">[1]</span></span><!--[endif]--></span></span> <span style="font-size: 10.0pt;">Virginia Commonwealth University, <a href="https://www.blogger.com/blogger.g?blogID=1819843850378313742&pli=1&bpli=1" name="OLE_LINK5"></a><a href="https://www.blogger.com/blogger.g?blogID=1819843850378313742&pli=1&bpli=1" name="OLE_LINK4"><span style="mso-bookmark: OLE_LINK5;">Center on Society and
Health</span></a>,
<a href="http://www.societyhealth.vcu.edu/work/the-projects/mapping-life-expectancy.html">http://www.societyhealth.vcu.edu/work/the-projects/mapping-life-expectancy.html</a></span><o:p></o:p></div>
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<span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: Cambria; font-size: 12.0pt; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin;">[2]</span></span><!--[endif]--></span></span> <span style="font-size: 10.0pt;">Woolf, S. H et al. How are income and wealth linked to
health and longevity?,</span> <span style="font-size: 10.0pt;">Center on Society
and Health, <a href="http://societyhealth.vcu.edu/media/society-health/pdf/IHIBrief1.pdf">http://societyhealth.vcu.edu/media/society-health/pdf/IHIBrief1.pdf</a></span><o:p></o:p></div>
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<span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: Cambria; font-size: 12.0pt; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin;">[3]</span></span><!--[endif]--></span></span> <span style="font-size: 10.0pt;">J. S., Schiller, J. W. Lucas, and J. A. Peregoy,
“Summary Health Statistics for U.S. Adults: National Health Interview Survey,
2011.” Vital and Health Statistics 10, no. 256 (2012): 1–207, tables 1, 4, 8,
and 12. <a href="http://www.cdc.gov/nchs/data/series/sr_10/sr10_256.pdf">http://www.cdc.gov/nchs/data/series/sr_10/sr10_256.pdf</a></span><o:p></o:p></div>
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<span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: Cambria; font-size: 12.0pt; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin;">[4]</span></span><!--[endif]--></span></span> <span style="font-size: 10.0pt;">Raj Chetty and Nathaniel Hendren. (2015) The Impacts
of Neighborhoods on Intergenerational Mobility: Childhood Exposure Effects and
County-Level Estimates.<o:p></o:p></span></div>
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<span style="font-size: 10.0pt;">Harvard University and
NBER. <a href="http://scholar.harvard.edu/files/hendren/files/nbhds_paper.pdf">http://scholar.harvard.edu/files/hendren/files/nbhds_paper.pdf</a></span> <o:p></o:p></div>
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Project Coachhttp://www.blogger.com/profile/16340010828571573519noreply@blogger.com0tag:blogger.com,1999:blog-1819843850378313742.post-51190614257177015992015-04-30T06:28:00.000-07:002015-04-30T06:33:49.122-07:00Is College Worth the Investment?<div style="font-family: Cambria; font-size: 12px; margin-bottom: 12px; text-align: center;">
Don Siegel</div>
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In my previous post, I tried to make the point that kids from wealthy and poor communities were essentially playing in a different game when we looked at the ways in which they are supported as they grow up. Kids from wealthier homes typically have an advantage with regard to the schools they attend, the extracurricular activities in which they engage, the types of enrichment experiences in which they partake, the interpersonal connections they make, and in the general organization of their family and community lives. Many attribute such advantages to maintaining the inequality and lack of social mobility that has recently been in the news and talked about by economists, political pundits, and social activists.</div>
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Given the observation that kids coming from wealthier communities tend to have <i>wind at their back </i>as they grow up, in contrast to kids growing up in distressed communities, the concept of <i>equal opportunity</i> to achieve one’s full potential is problematic. <i>Equal opportunity</i> has been a basic tenet of the American Dream ideology. Work hard, show initiative, be industrious, persevere, and stay out of trouble, and you will be able to succeed beyond your wildest dreams. But, how does such an ideology get reconciled with data showing that a child born into the top economic decile has a 29.6% chance of remaining in the top decile when they become an adult, while a child born into the poorest decile has a 1.3% chance of making it to the top decile. On the other hand the child from the poorest decile has a 31.5% chance of remaining in the lowest decile; the richest kids have only a 1.5% chance of ending there<sup>1</sup><span style="font-family: 'Times New Roman';">.</span> It probably is a bit Pollyanna to suggest that outcomes (where one winds up) should be equally distributed with regard to where one starts life, but <i>equal opportunity</i> does connote that where one starts out is not correlated to where one finishes. That is to say, if <i>equal opportunity</i> exists, then a kid starting out in the lowest decile should have as much chance of winding up in the highest decile, as a kid who starts there, and a kid who starts in the highest decile should not be guaranteed higher socioeconomic status as a birthright. How then can we make a dent into these rigid demographic patterns?</div>
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There are many ideas that have been kicked around over the years, but one that continues to rise to the surface is the notion that if more kids from the lower deciles could get to and complete college, their job prospects and associated incomes would rise substantially, which would, in turn, help them to penetrate into higher deciles. In actuality, there is compelling support for this idea. A recent Brookings Institute Report<sup>2</sup> found that a child born into a family in the lowest quintile has a 45 percent chance of remaining in<span style="color: #343434; font-family: Arial; font-size: 16px;"> </span>that quintile as an adult and only a 5 percent chance of moving into the highest<span style="color: #343434; font-family: Arial; font-size: 16px;"> </span>quintile.<span style="color: #343434; font-family: Arial; font-size: 16px;"> </span>On the other hand, children born into the lowest quintile who earn a college degree have only a 16 percent chance of remaining in the lowest quintile and a 19 percent chance of breaking into the top quintile. In other words, a low-income individual without a college degree will very likely remain in the lower part of the earnings distribution, whereas a low-income individual with a college degree could just as easily land in any income quintile—including the highest.</div>
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How much is a college degree actually worth? While many have debated this issue on philosophical grounds, with some arguing that going to college is not just about making more money upon graduation, others have assessed it as a financial investment. The results of a recent PEW Research Center study of Millenials (25-32 year olds)<sup>3</sup> found that a college degree was worth an additional $17,500 in yearly pay above being just a high school graduate ($45,500 vs. $28,000). Furthermore, the report found that the gap between having only a high school diploma and a college degree has been increasing since 1965 when it was $7,499, $9,690 in 1979, $14,245 in 1986, and $15,780 in 1995. Given that one’s work life is about 40 years, this would amount to $700,000 more in lifetime earning! Overall, as one can see in the following figure tracking median annual earnings for 25-34 year olds between 1995 – 2012, income is highly dependent on educational attainment.</div>
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Clearly, those who argue that inequality can be decreased, upward mobility enhanced, and equal opportunities realized through education seem to have a very powerful argument. For a quick and snappy overview of these data see the Youtube Video - <a href="https://www.youtube.com/watch?v=t2XFh_tD2RA&list=FLw9lKzeCO-mlLCTPGPmmDgw"> <span style="color: #0433ff;">Is America Dreaming? Understanding Social Mobility</span><span style="font-family: 'Times New Roman';">.</span> </a></div>
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<span style="text-decoration: underline;">Getting to and Through College is Not so Simple for Poor Kids</span></div>
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While the evidence connecting education to income and upward mobility is compelling, getting poor kids to earn a bachelor’s degree is not so simple. The Pell Institute for the Study of Opportunity in Higher Education and The Alliance for Higher Education and Democracy at the University of Pennsylvania have recently published a comprehensive report entitled <span style="color: #0433ff;"><a href="http://www.pellinstitute.org/downloads/publications-Indicators_of_Higher_Education_Equity_in_the_US_45_Year_Trend_Report.pdf">Indicators of Higher Education Equity in The United States</a> </span>that explains the demographics of higher education, who earns bachelor’s degrees, the reasons why underserved students drop out at a much higher rate than their more privileged peers, and possible policy initiatives that might be deployed to enhance graduation rates in lower income students. </div>
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First, one might ask the question regarding who in the 18-24 year old cohort, when broken down by income quartile,<sup>4</sup> actually goes on to enroll in college. As shown below, and as one might expect, rather significant differences exist in rates of college attendance when family income is used as a factor. The gap in 2012 was 36% between the highest and lowest quartiles. Consequently, an initial question becomes how we might go about decreasing such disparities. Kids will not graduate from college if they do not enroll!</div>
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Not only is the gap large between 18-24 year olds who go to college, but it is even larger for those who go to college and actually graduate. As seen below, bachelor’s degree attainment is also highly correlated to family income, with 99% of those in the upper quartile earning a degree and only 21% of those in the lowest quartile earning one. </div>
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Attendance and graduation statistics provide compelling data for framing the <i>inequality-equal opportunity-upward mobility problem</i> that we are facing. Given that we are searching for strategies to decrease inequality in America, and that education has been identified as a critical factor in pursuing upward mobility, we see in stark terms that family income, something that 18-24 year olds have little or no control over, plays a critical part in educational attainment. From an <i>equal opportunity</i> perspective, this is not the way things are supposed to be, as <i>equal opportunity</i> connotes that educational opportunity, as interpreted here as going to college and earning a bachelor’s degree, should be unrelated to a family’s income. </div>
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The report from which these data are taken examines in greater detail the connection between income, financial aid, college attendance, and earning a degree. Perhaps, one of the most provocative findings, as shown below, is that the cost of college has risen at a much faster rate than the amount Pell Grants <sup>5</sup> support; federally subsidized grants to low income students. As stated in the report:</div>
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<i>Average tuition and fees at colleges and universities in the U.S. more than doubled in constant dollars since 1970, rising from $9,625 in 1970 to $20,234 in 2012-13. Relative to the average cost of attendance, the maximum Pell Grant peaked in 1975 when the maximum Pell grant covered two-thirds (67 percent) of average costs. The maximum Pell Grant covered only 27 percent of costs in 2012, the lowest percentage since 1970.</i> </div>
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Another way to understand how costly college attendance is to low-income students, after all grant aid is computed, is to compute the net price of attendance as a percent of average family income. As shown below, in 2012 the percent of college costs of family income for the upper income quartile was 15%, while for the lowest income quartile it was 84%! Clearly, lower quartile folks do not have the discretionary income to pay for the college costs that their kids might incur.</div>
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After reviewing all of these data one is struck by how compelling the relationship is between education, income, and mobility, but also by the challenges that lower income youth face in pursuing an educational track that will produce a college degree. The issue then becomes how we can best go about increasing the chances of a kid from the lowest quartile to pursue an educational trajectory that realistically is targeted at earning a college degree, or its equivalent. While money is a critical factor in providing direct support for college expenses to low income students, it is also a factor prior to college in supporting the educational and extracurricular experiences that pave the way for them to enroll in the first place. As those of us who work with lower income kids see everyday, there is a great deal of <i>swimming upstream </i>that is required to overcome the obstacles such kids face in enrolling in college and earning a degree. Nonetheless, some suggestions that policy and decision makers might consider that can increase the probability of low income kids successfully attaining a meaningful post secondary school degree include the following four ideas derived from various research studies:<sup>6</sup><sup>,</sup><sup>7</sup> </div>
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<li style="font-family: Cambria; font-size: 12px; margin: 0px 0px 6px;"><i>Promote College Readiness</i>: This is a rather simple phrase that, in actuality, entails a great deal of complexity. Getting kids <i>off the blocks</i> as early as preschool, and supporting their academic and social aspirations and development throughout elementary, middle and high school is essential. Focusing on only one particular period, may show short-term results, but will probably not produce the longer-term sustained results of getting a youth college ready. Developing basic academic skills in elementary school is critical, providing guidance in middle school on selecting a high school, taking a college preparatory course in high school, and getting in-depth and sustained guidance on the college selection and admissions process are all critical to college readiness. As well, an objective should be to make the transition from high school to college as seamless as possible, given that data shows that students having to deal with remediation are more likely to drop out. Various studies have also suggested that pre-college high school programs like Talent Search, GEAR Up, and Upward Bound provide students with the guidance and support that they need to increase their chances for success during the critical first year of college. Furthermore, students headed for college are advised to take more rigorous honors and AP courses in high school in order to acquire the academic content knowledge, skills, and habits that they will need to succeed in their postsecondary courses of study. As an aggregate, all of this entails starting kids early and supporting them throughout their pre-college days to acquire the array of assets necessary for college success. </li>
<li style="font-family: Cambria; font-size: 12px; margin: 0px 0px 6px;"><i>Affordability</i>: Clearly, paying for college is a much greater burden to the families of students in the lowest quartile (i.e., 84% of average annual family income) than those in the highest quartile (i.e., 15% of average annual family income). On average, in 2012, unmet need for students in the lowest quartile was $8,221, which over four years, or more, would mean leaving school with a debt of at least $32,884. Plainly, we as a society have to do more to make college attendance financially viable for poor youth. Given that graduating from college is now equivalent to what graduating from high school once was with regard to educating and training citizens for contributing to our social and economic well-being, we should consider providing universal free education to youth able to benefit from such. This is not a new idea, as the City University of New York has had various permutations over the years of need-based assistance that has amounted to free tuition for those meeting specified income criteria. Similarly, the University of California provides free tuition for in-state residents who come from families making less than $80,000 a year. Some wealthier institutions such as Harvard and Stanford also provide free tuition and room and board to students coming from families having annual incomes less than $65,000. Today’s movement for supporting universal tuition-free community college is a good start, but we also should enhance the size of Pell Grants, and other sources of funding to make college attendance financially feasible for all low-income students who are academically ready for college. </li>
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Another idea that comes from South Africa and the Netherlands is to incentivize student performance by converting loans to grants, depending on stated criteria such as program completion, or program completion within a fixed time period. There are lots of ideas and programs that address how low-income students can finance their post secondary school educations, but the reality is that financial packages at most institutions are not so generous, when considering the real costs to most students. Consequently, our most practical strategy today is doing a better job in advising students on where to apply to college in order get the best value for the tuition and fees that they will need to pay after all sources of financial aid have been exhausted. Unsophisticated students may be provided complicated financial packages by some schools that charge hefty tuitions and provide what appears to be large scholarship awards, but after computing bottom line costs, may actually be significantly higher than attending state schools that have more modest tuition costs even after adjusting for their smaller scholarship awards. The ultimate objective in selecting and paying for college should be to find a school to which one can be admitted, that is capable of providing a rigorous course of study that is aligned with a student’s interests, where support is provided to make success highly probable, and that minimizes debt upon graduation. </div>
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<li style="font-family: Cambria; font-size: 12px; margin: 0px;"><i>Support and Counseling</i>: Just as students aspiring to college need support and guidance during the years leading up to elementary school, middle school, and high school, they need effective student support services once they get to college. Summer bridge programs have been identified as effective in helping students’ transition from their high school years to their first year of college. Such programs can help ease students into taking college level courses, provide writing workshops, teach achievement skills, and provide information and assistance about financial aid. Another strategy to keep low-income youth on track is to provide them with what is labeled <i>proactive or intrusive</i> <i>advising</i>. This actually entails a form of coaching in which staff members check-in with students on a weekly basis to help them deal with problems they may be encountering, before problems turn into failures that become deterrents to their success. This may go beyond academic help and include any aspect of college life that a student finds challenging. The bottom line here is that institutions need to be sensitive to the unique needs of their students, and with the high percentage of low-income students who start college and subsequently drop-out, there needs to be more personalized direct support for them from the time they start until they graduate. </li>
</ul>
<ul>
<li style="font-family: Cambria; font-size: 12px; margin: 0px;"><i>Support Full-time Attendance</i><b>: </b>Research has shown that part-time attendance in college is a risk factor for dropping-out. As one might imagine, part-timers typically must balance such things as family and job responsibilities with being able to focus on their academic work. As might be expected, the latter often suffers. While it is easy to propose that low-income students study full-time, it is more difficult to figure out how to make this happen, given their need to generate income for their living and school expenses. Clearly, there are few options here other than to provide adequate aid to cover these costs. From a public policy perspective, federal and state funds could be used to reward institutions that admit and graduate a higher percentage of low-income students, which, in turn, would mean providing more on-going support to them for making such a goal a priority. Wealthier institutions should also re-energize their efforts to recruit and support students from low-income families. Despite alleged efforts to bring costs down, a low-income student facing an average post graduate debt today of $32,884 provides little incentive for them to pursue a college education. If higher education really wishes to decrease inequality and enhance social mobility, they need to strike a better balance between their ever expanding costs and their missions to serve all segments of our society. </li>
</ul>
<div style="font-family: Cambria; font-size: 12px;">
<span style="text-decoration: underline;">Project Coach and College </span></div>
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The highest priority for us at Project Coach is to help our youth succeed beyond the playing fields where they coach. Initially, we targeted high-school graduation as a program goal. So far, our kids have been graduating at much higher rates than their peers attending Springfield Schools. As we learn more about inequality, upward mobility, and the role that college plays in the lives of kids coming from poorer families, we will be refocusing our energy on providing more guidance and support to them about how college works, what they can do to better prepare themselves for it, and how to negotiate the complexities of selecting an institution, applying to it, and finding ways to finance their educations.<br />
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<span class="Apple-style-span" style="font-size: x-small;"><br />
<b>1 </b>Bowles, S., Gintis, H., Groves, M., (2005), <i>Unequal Chances.</i>, Princeton University Press, p. 7.<br />
<b>2 </b></span>
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<b>3 </b>The Rising Cost of Not Going to College, Pew Research Center; <a href="http://www.pewsocialtrends.org/2014/02/11/the-rising-cost-of-not-going-to-college">http://www.pewsocialtrends.org/2014/02/11/the-rising-cost-of-not-going-to-college</a>/<br />
<b>4 </b>Bottom Quartile = less than $34,160, second quartile = $34,160-$63,600, third quartile = $63,600-$108,650, top quartile = $108,650 and above.<br />
<b>5 </b>Pell Grants are provided by the federal government to low income students.<br />
<b>6 </b>Cahalan, Margaret, (2015), <i>Sixteen strategies for widening equity of participation in higher education in the United States: Reflections from International Comparisons</i>, in <i>Indicators of Higher Education Equity in the United States</i> , The Pell Institute for the Study of Opportunity in Higher Education, <a href="http://www.pellinstitute.org/downloads/publications-Indicators_of_Higher_Education_Equity_in_the_US_45_Year_Trend_Report.pdf">http://www.pellinstitute.org/downloads/publications-Indicators_of_Higher_Education_Equity_in_the_US_45_Year_Trend_Report.pdf</a>., pps 43 – 54.<br />
<b>7 </b>Royster, P., Jacob, G, and Craig, H. (2015), <i>Timing is everything: Getting students back on track to college readiness in high school</i>. The High School Journal, Volume 98, Number 3, Spring 2015, pp. 208-225<br />
</span>Project Coachhttp://www.blogger.com/profile/16340010828571573519noreply@blogger.com0tag:blogger.com,1999:blog-1819843850378313742.post-61384904153984171682015-04-10T08:22:00.001-07:002015-04-10T08:42:14.018-07:00Inequality: A Tale of Two Zip Code.<div class="MsoNormal" style="text-align: center;">
By Don Siegel</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
A critical theme in the current national discussion concerns
our increasing economic inequality and our inability to do much about it. In
essence, pundits have argued that two Americas have emerged over the past several decades, with one possessing a great deal of wealth and power, and the other barely able to make ends meet. While this is not news to most folks, as there always have
been and will be richer and poorer people, the finding that it is becoming
increasingly difficult for a child born into an economically challenged group
to move upward into a more prosperous one is quite troubling. Sociologist, Robert
Putnam, has tackled this issue in great depth in his new book <i style="mso-bidi-font-style: normal;">Our Kids: The American Dream in Crises</i>,
and identifies many of the obstacle that poorer kids face in breaking out of
the vicious cycle that is increasingly sustaining the <i style="mso-bidi-font-style: normal;">status quo</i>. <span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Putnam describes the lives of kids who live on <i style="mso-bidi-font-style: normal;">different sides of the tracks</i> in towns
from various regions of the country, and shows how dissimilar their experiences are growing up, and as a result, how their futures become predetermined. That is to
say, just as data shows increasing inequality in America, it also shows that
upward mobility is also increasingly difficult to attain. As we all recognize, there are great differences in the schools American
children attend, great differences in family structures and support children
get in their homes, great differences in how parents interact with, advocate
for, and support their children, great differences with whom children interact, and great differences in the organization and
safety of the communities in which they grow-up. When all of these differences
are taken into account, it is not surprising that kids' knowledge, skills and values are closely connected to their socioeconomic status, and how what they know, can do, and value determines their futures. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Using Putnam’s strategy, I decided to do a <i style="mso-bidi-font-style: normal;">quick</i> contrast of the community in which
we work, the North End of Springfield, which represents one of the poorest zip
codes in the state (01107), and a nearby suburb of Springfield, Longmeadow,
which represents one of the wealthiest zip codes in Massachusetts (01106). Actually,
it is quite remarkable that the zip codes differ by only 1 digit, and that the Google
Maps distance between locale centers is only 6.7 miles. Yet, as Putnam shows
for other locales, citizens of such communities might as well be living in
different universes.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
To start with, I went to the U.S. Census Bureau website and
plugged in each zip code sequentially to find out what I could about the North
End and Longmeadow.<span style="mso-spacerun: yes;"> </span>First, I found that
the North End has 11,611 citizens, while Longmeadow has a population of 16,021.
The next statistic that I was curious about was income. As expected I found
quite a disparity, even more so than I had expected. The median family income
in the North End was $21,737, while the comparable median income for Longmeadow
was $103,472, a nearly 5 fold difference! Consequently, it was not particularly
surprising to find that 43.2% of people living in the North End were living
below the poverty level, which, for a family of 4 is $24,250. On the other hand, only 4.9% of those living in Longmeadow fell below
the poverty line. <span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
With these preliminary data, I next wanted to find out
something about the characteristics of people living in each community. On
average, North Enders were 29.5 years of age, and are 77.2% Hispanic, 8.2%
African American, and 13.1% Caucasian. <span style="mso-bookmark: OLE_LINK2;">Of those 25 years of age
or older </span>52.2% had a high school diploma or higher, and 8.8% had a
bachelor’s degree or higher. In contrast, the data for Longmeadow showed an
average age of 45.0, and 3.9% of Hispanic origin, .8% African American, and
87.5% Caucasian. Of those 25 years of age or older 94.1% had a high school
diploma or higher, and 61.2% had a bachelor’s degree or higher.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
I next wanted to get a quick glimpse of what the census
reported about family structure. In the North End 41.5% of families with children
had both a father and a mother present, while 58.5% were headed solely by a mother. In
Longmeadow, 90.3% of families had both a father and a mother present, while only
about 1% had only a mother. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Crunching all of these numbers, one starts to see pictures
of two very different communities. One is younger, poorer, largely minority,
having a much lower educational attainment in its adult population, and having
a majority of households headed by a mother without a father present. The
other is older, wealthier, with a small minority population, fairly well
educated, with most families having both a father and a mother present.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Given these profiles and the belief that education is a powerful means
to upward mobility, I was curious about how children from these adjacent towns
were doing in school. While not the perfect metric, I decided to look at the
MCAS scores for 6<sup>th</sup> graders at Chestnut Middle School in the North
End and Glenbrook Middle School in Longmeadow. As seen below, the percentile
for how kids do in contrast to other kids throughout Massachusetts are shown
for math and English. As one can see the North End 6<sup>th</sup> graders from
2008-2014 typically fall in the lowest decile, while the Longmeadow kids are
typically in the top quartile, and periodically in the top decile. <o:p></o:p><br />
<div class="separator" style="clear: both; text-align: center;">
<a href="http://2.bp.blogspot.com/-Y_OiF-Ks8p8/VSfthIo39GI/AAAAAAAAAe8/bSL0tyvOzkA/s1600/Math.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://2.bp.blogspot.com/-Y_OiF-Ks8p8/VSfthIo39GI/AAAAAAAAAe8/bSL0tyvOzkA/s1600/Math.jpg" height="212" width="320" /></a></div>
<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="http://3.bp.blogspot.com/-iV9Tpd5fsYM/VSft7ewraUI/AAAAAAAAAfE/hJSL5QsY4d0/s1600/English.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://3.bp.blogspot.com/-iV9Tpd5fsYM/VSft7ewraUI/AAAAAAAAAfE/hJSL5QsY4d0/s1600/English.jpg" height="212" width="320" /></a></div>
<br />
Given these profiles, which tend to track similarly from 6<sup>th</sup>
grade on up, one wonders, if education is the great equalizer, how kids from the North
End are going to defy the odds and become upwardly mobile? In essence, how are
their schools, families, and communities going to provide for and support all
the things that they need in order to become competitive with their Longmeadow peers who
are already doing extraordinarily well, and more than likely, are getting more along
the way to support their development. Using the <i>train leaving the station
metaphor</i>, the problem for North End kids is that their Longmeadow peers are on
a train that has already left the station and it is accelerating towards its
destination, while their train is delayed, and once begun, will be traveling at
a slower speed, and decelerate along the way. Given the status quo, it is easy
to predict who will arrive first, with the possibility that the slower train
will never arrive at all!</div>
<div class="MsoNormal">
<o:p></o:p></div>
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<br /></div>
<div class="MsoNormal">
<u>What can PC do</u>?<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="Par">
While many people across the country are trying to figure out how
to help the <i style="mso-bidi-font-style: normal;">generic North Enders,</i> no one has really come up with a solution. It is true that some
have seen this as basically a school problem, and have crafted various
charter school formats such as KIPP or Success Academy, but as educational
researcher Richard Rothstein has argued over the years, and is more recently
illustrated by Robert Putnam, the issues for improving educational attainment and
reducing social and economic immobility, go well beyond what schools can do. In
large part, it also goes beyond what parents in the North End, or the North End
Community, can do for its kids. To increase the possibility for socio-economic
mobility kids are going to need much more than they are getting with regard to
education, enrichment, and support from people within and beyond their schools
and community. As we know from sports, to compete with the best, one needs to
do what the best are doing to prepare themselves for competition.<o:p></o:p></div>
<div class="Par">
<br /></div>
<div class="Par">
This is where programs like Project Coach can help. Such programs
are not a comprehensive solution to the problem, but certainly are part of the
solution. So what can Project Coach actually do to <i style="mso-bidi-font-style: normal;">level the playing field</i> for underserved kids to really provide them with an <i style="mso-bidi-font-style: normal;">equal opportunity</i> to pursue the American
Dream? Perhaps, Project Coach's most important function is to help kids connect with a
world in which they have little experience. This means that Project Coach can
help kids acquire the knowledge, skills, and values that they will need to make the competitive process fairer. It also means connecting kids
with people who can guide and support their development and upward mobility. In
essence, to use sociologist Annette Lareau’s term, Project Coach can take on
the role of being the <i style="mso-bidi-font-style: normal;">concerted cultivator</i>
for it’s participants. Like the middle and upper class parents she describes
who serve as “agents” for their children by making certain that they do well in
school, participate in the “right” activities, acquire the necessary
experiences, and can connect to people who can help them get access to any one
of a number of pursuits in which they wish to partake, Project Coach can
serve such a <i style="mso-bidi-font-style: normal;">concerted cultivating</i>
function.<o:p></o:p></div>
<div class="Par">
<br /></div>
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<span style="font-family: Cambria; font-size: 12.0pt; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin;">Essentially, what I am proposing here is that
for the North End kids to play on a<i> level
playing field</i> with the Longmeadow kids, and to really have <i>equal opportunity</i> to pursue their dreams
and realize their goals, they need to have some semblance of <i> equal
support</i>. This is partly about closing an $81,735 gap in annual family income,
but it is also about filling disparities in what kids get in school, the
psycho-social skills that they acquire, the aspirations they develop, the
cultural and social capital they build, and the sorts of obstacles they must
surmount. Yes, <i>life is unfair,</i> as
President Kennedy once said, <i> </i>but as we see disparities today between
communities such as the North End of Springfield and Longmeadow, the unfairness
from cradle to grave, is beyond what fair minded people living in a democracy
should be willing to tolerate. We can, and should be willing to make an effort
to <i>level the playing field</i> and to
really create conditions for all of our youth to pursue their dreams with <i>equal opportunity. </i>That is what Project
Coach is all about.<i> </i></span><!--EndFragment-->Project Coachhttp://www.blogger.com/profile/16340010828571573519noreply@blogger.com0tag:blogger.com,1999:blog-1819843850378313742.post-22236371510189441322015-03-19T11:03:00.001-07:002015-03-19T11:03:43.869-07:00A Short Note on Time In and Out of School<div style="text-align: center;">
Don Siegel</div>
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When Sam and I were first crafting Project Coach in 2003-04,
we came across Richard Rothstein’s <i style="mso-bidi-font-style: normal;">Class
and Schools</i>, a wonderful book about the achievement gap, and the role that
school can play in closing it. In essence, Rothstein argued there, and
continues to do so, that school alone cannot close the gap. In fact, he stated
that scholarly efforts over four decades have confirmed that:<o:p></o:p></div>
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“…no analyst has been able to
attribute less than two-thirds of the variation in achievement among schools to
the family characteristics of their students.” <span lang="UZ-CYR" style="color: black; mso-ansi-language: UZ-CYR; mso-bidi-language: UZ-CYR; mso-fareast-language: UZ-CYR;"><o:p></o:p></span></div>
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While debates ensue about the importance of school in
closing the achievement gap, typically portrayed as differences in academic
achievement among Caucasian youth, and black and Hispanic youth, and among
children emanating from different socio-economic strata, it seems that the
larger context of their lives also must be considered. <o:p></o:p></div>
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How much time do kids actually spend in school? Data from
the <a href="http://nces.ed.gov/surveys/pss/tables/table_15.asp">National
Center for Educational Statistics</a> shows that, on average, children go to
school 180 days in a year, and for 6.7 hours a day. This equals 1206 of the
8760 hours in a year, or 13.8% of a child’s time. Given that a youth between
12-18 needs between 8-9 hours of sleep each night, sleep occupies about 3285
hours in a year, or 37.5% of their time. If we compute the average time that
children are in school while they are awake, we find that this represents 22%
of their time. This leaves about 78% of a child’s waking hours outside of
school! This 22% vs 78% split is not that far removed from Rothstein’s 33% vs
67% split of the in-school—out of school contributions to the achievement gap.<o:p></o:p></div>
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While there is a great deal of discussion of how schools
should be structured, what curricula we should be teaching, and how we should
be assessing the effectiveness of teaching and learning, the fact remains that
kids spend much more of their time out side of school than within school. Rothstein’s
book contains a great deal of information about the sorts of disparities kids
experience out of school, including, but not limited to such things as access
to health services, parenting practices, connecting to cultural and social
capital, and general living conditions. For more detailed analyses on these
factors one should read Annette Lareau’s <i style="mso-bidi-font-style: normal;">Unequal
Childhoods</i>, and more recently, Robert Putnam’s <i style="mso-bidi-font-style: normal;">Our Kids:</i> <i style="mso-bidi-font-style: normal;">The American Dream
in Crisis</i>. Clearly, if 78% of a kid’s waking hours provide differential
exposure to things that significantly impact their health and well-being, how
realistic is it to believe that schools alone, where they spend 22% of their
time, can redress the inequities that are manifested in academic performance? <span style="mso-spacerun: yes;"> </span>On the other hand, out of school programs,
like Project Coach, can, and are attempting to redress inequities in the 78% of
the time that kids are out of school. Surely, other factors come into play, but
we can be doing more as a nation to enrich kids lives during their waking
hours, which is largely outside of school. <o:p></o:p></div>
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Project Coachhttp://www.blogger.com/profile/16340010828571573519noreply@blogger.com0tag:blogger.com,1999:blog-1819843850378313742.post-62709876114199786452015-03-18T13:39:00.000-07:002015-03-18T13:58:58.503-07:00Learning from Others: There Really are no Magic Bullets<h2 style="text-align: center;">
</h2>
<div style="text-align: center;">
Don Siegel</div>
<div class="Par">
<br /></div>
<div class="Par">
While most people familiar with Project Coach know that sports are
an important part of what we do, few know that we like to think of ourselves
first, and foremost, as a youth development program. In a nutshell, this means
that our core goal is to use sports as a means to promote youth development,
not as an end in themself<span style="color: black; font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi;">.<span style="mso-spacerun: yes;"> </span></span>The idea is that when leveraged properly kids can<span style="color: black; font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi;"> </span>acquire a whole
array of valuable life skills, including such things as emotional and attentional control, goal-setting and attainment skills, learning that extended practice is necessary to become good at something, developing an appreciation for and the capacity to be a valued team member, when and how to show initiative, and how to communicate effectively in various situations.<br />
<br />
Project Coach also is a laboratory for undergraduates and graduate students interested in becoming teachers of urban youth or involved in public
policy issues that impact the lives of underserved kids. As a laboratory, we also are
very interested in learning from others, and actively seek out and study the strengths and
weaknesses of other programs having a similar mission. One such organization
that we have watched and admired over the years is
the National Urban Squash and Educational Association (<a href="http://www.nationalurbansquash.org/#NAUSEA">NUSEA</a>).<span lang="UZ-CYR" style="mso-ansi-language: UZ-CYR; mso-bidi-language: UZ-CYR; mso-fareast-language: UZ-CYR;"><o:p></o:p></span></div>
<div class="Par">
<br /></div>
<div class="Par">
NUSEA is the umbrella organization for programs that embrace the
sport of squash as a core activity, and like Project Coach, use sport as the
medium through which to engage and connect with youth in order to empower them
as they acquire a whole array of powerful assets that can promote success in
other contexts such as school.<span style="mso-spacerun: yes;"> </span>Seventeen NUSEA programs operate in the
United States, and four more recently became international affiliates. In aggregate, NUSEA
Programs enroll around 2000 kids, ranging from those in elementary school to adolescents attending college. To
become an affiliate, programs must enroll children from schools that have a student
body of which at least 70% is eligible for free lunch.<span lang="UZ-CYR" style="mso-ansi-language: UZ-CYR; mso-bidi-language: UZ-CYR; mso-fareast-language: UZ-CYR;"><o:p></o:p></span></div>
<div class="Par">
<br /></div>
<div class="Par">
Two thousand kids enrolled in 21 programs does not seem like a lot
(approximately 95 kids in a program), and could lead some to be critical of
NUSEA’s reach, but on closer inspection one can see that to do the sorts of
things that they are doing, small numbers are necessary. To be a NUSEA member
a program needs to sign on to operating at least five days a week during the
school year, with participants attending sessions at least three of these days.
Sessions, which run about three hours in duration, blend squash with academic
enrichment activities that are closely tied to a child’s schoolwork. They also
run weekend practices or tournaments on at least half of the school-year
weekends. During the summers, NUSEA also requires that at least 80% of
participants attend at least 20+ days of programming. All participants must
also do at least 10 hours of community service and/or health and wellness
programming each year. Affiliates must also provide college and alumni support
for participants up to the age of 24.<span lang="UZ-CYR" style="mso-ansi-language: UZ-CYR; mso-bidi-language: UZ-CYR; mso-fareast-language: UZ-CYR;"><o:p></o:p></span></div>
<div class="Par">
<br /></div>
<div class="Par">
What is the impact of this in-depth, small-scale approach? Looking
at NUSEA’s flagship program, Boston based SquashBusters, one can not help but
be impressed. Out of the 84 of 86 kids who completed the multi-year program
between 2003-2014, 86% went on to a four year college, and 14% matriculated at
a two year college. In contrast, only 39% of kids in the Boston Public School
System fared as well. Additionally, 78% of the SquashBuster cohort that graduated
from high school between 2003-2010 and enrolled in college earned a degree. Ninety-five percent graduated from
a four-year college, and 5% graduated from a two-year college. Comparable
Boston Public School data showed that twenty-five percent of high-school
graduates went on to graduate from college. <span lang="UZ-CYR" style="mso-ansi-language: UZ-CYR; mso-bidi-language: UZ-CYR; mso-fareast-language: UZ-CYR;"><o:p></o:p></span></div>
<div class="Par">
<br /></div>
<div class="Par">
While I am not certain that other affiliates can show such
impressive results, or that the data can not be criticized for the
self-selection effects that could account for “skimming” the most able kids
from the demographic served by NUSEA Programs, I remain thoroughly impressed by
how the activities in which kids engage relate to, and appear to be causal in,
producing such outcomes. What is evident to me is that programs such as
SquashBusters enroll kids who meet the criteria of being underserved, and whose
families struggle financially, and in many other ways. Yet, these kids are, or
become motivated, to work hard and embrace all the “wrap-around” activities
that are offered. The sheer number of hours during which kids engage in squash,
academics, character education, community service, travel, and college
preparation during the school year and during its extensive summer programs rivals the
number of hours that they are in school, and clearly becomes an important part
of their lives. <o:p></o:p></div>
<div class="Par">
<br /></div>
<div class="Par">
This extensive array of activities in which kids engage and the
depth to which they do it is the “magic sauce”. <span lang="UZ-CYR" style="mso-ansi-language: UZ-CYR; mso-bidi-language: UZ-CYR; mso-fareast-language: UZ-CYR;">Essentially, this is what Greg Zaff, founder of SquashBusters, in 1995,
conveyed to me in 2003 when he was in the midst of completing his world class
squash facility on the campus of Northeastern University. He acknowledged that
some would be critical of how small scale his program was when he started (24
kids), but he believed that to get the kids that he was working with to stay
“on the rails” and get to and through college, they needed to be thoroghly
engaged, and exposed to all the things that their more advantaged peers
experienced as they moved from childhood to adolescents, and from adolescents
to adulthood.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<div class="Par">
<br /></div>
<div class="Par">
<span lang="UZ-CYR" style="mso-ansi-language: UZ-CYR; mso-bidi-language: UZ-CYR; mso-fareast-language: UZ-CYR;">In his <a href="https://www.youtube.com/watch?v=HN904bVJ0E8">recent speech</a> at NUSEA’s
annual dinner, honoring him and SquashBuster’s twentieth anniversary, Greg attributed
the success of his program to a very simple theme that came from a quote
written on the board in a class that he took on health policy. It stated
that “All disease results from an absense of love.” While at first blush this
may seem like one of those lines that people agree with without much thought
about how love and health are intertwined. But, I think that Greg’s interpretation
of this relationship is more nuanced and complex. Physical health may be an
important part of this, but in hearing the rest of his talk, he was really
thinking about the American Dream, equal opportunity, and the belief that all
kids, irrespective of where they start, and how many obstacles they may face as they grow up,
can thrive. "Health" is a place holder for thriving. The “love”
part goes beyond the love that a parent gives to a child, and encompasses that
which a community gives to it’s children. What Greg envisioned was the squash
community, which includes current, and former players, as well as others who
have an interest in the sport, providing the human and financial resources to
embrace a group of underserved kids, and to provide them with “whatever it
takes” for them to compete in a world that, for the most part, have left them behind. </span><br />
<span lang="UZ-CYR" style="mso-ansi-language: UZ-CYR; mso-bidi-language: UZ-CYR; mso-fareast-language: UZ-CYR;"><br /></span>
<span lang="UZ-CYR" style="mso-ansi-language: UZ-CYR; mso-bidi-language: UZ-CYR; mso-fareast-language: UZ-CYR;">Greg conveyed that when he first started out he wasn’t certain how to do this,
but like a parent who learns what his child needs as she grows, he
experimented and, with the help of the squash community, added activities and
experiences for the kids that would help them to thrive. In talking with Greg a few years ago, well after SquashBusters had become one of the model program
in NUSEA, he reiterated that he still did not have a complex “theory of
change”, but increasingly ascribed to the idea that different kids needed
different things at different times in their lives, and that programs such as
his should do their best to help them to get what they need, whatever these things may
be.</span><span style="mso-bidi-language: UZ-CYR; mso-fareast-language: UZ-CYR;"><o:p></o:p></span></div>
<div class="Par" style="text-indent: 0in;">
<br /></div>
<span lang="UZ-CYR" style="font-family: Cambria; font-size: 12.0pt; mso-ansi-language: UZ-CYR; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: UZ-CYR; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: UZ-CYR; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin;">What Project Coach has learned from programs
like SquashBusters and people like Greg, is that the “magic sauce” of model
youth development programs is simple to conceptualize, but time and resource
intensive. Like most things that are worthwhile, it entails lots of “practice
and work” in some core activity, such as a sport or artistic endeavor, which allows
a community of peers, teachers, coaches, and supporters to build scaffolding
around each participant to give him or her what he or she needs in
transitioning from childhood to adulthood. As Greg and his colleagues have
often stated, their programs are not really about developing elite squash
players, just as Project Coach is not about developing professional coaches.
They are about engaging kids, connecting them to a supportive community, and
empowering them to compete with their more priviledged peers in other contexts
that will critically impact their futures, such as school. </span><br />
<span lang="UZ-CYR" style="font-family: Cambria; font-size: 12.0pt; mso-ansi-language: UZ-CYR; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: UZ-CYR; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: UZ-CYR; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin;"><br /></span>
<span lang="UZ-CYR" style="font-family: Cambria; font-size: 12.0pt; mso-ansi-language: UZ-CYR; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: UZ-CYR; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: UZ-CYR; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin;">We at Project Coach are greatful to Greg, as
is NUSEA, for helping us all better understand what youth development work is
about. In essence, it is not all that complicated, as he shows us that
communities need to love (embrace) their youth and provide them with the things
that they need in order to thrive. To paraphrase coaching legend Vince
Lombardi, we know how to make this happen, but the question becomes whether or
not we have the will to do so? As we learn from Greg, and folks like him,
they are “forces of nature” who have shown us how one person’s vision and
tenacity can make a difference in the lives of so many struggling kids who
start out with little chance of competing in a world increasingly favoring
those born into the right circumstances. Yet, SquashBuster kids are beating the odds by a large margin. Just <a href="https://www.youtube.com/watch?v=Q_HJuwmIBds">take a look at what his kids think about him and the program</a> that he started 20 years ago.</span><!--EndFragment--><br />
<span lang="UZ-CYR" style="font-family: Cambria; font-size: 12.0pt; mso-ansi-language: UZ-CYR; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: UZ-CYR; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: UZ-CYR; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin;"><br /></span>
<span lang="UZ-CYR" style="font-family: Cambria; font-size: 12.0pt; mso-ansi-language: UZ-CYR; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: UZ-CYR; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: UZ-CYR; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin;">___________________________</span>Project Coachhttp://www.blogger.com/profile/16340010828571573519noreply@blogger.com0