Developmental Relationships: An Update on a Work in Progress

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In 1997, U.S News and World Report poll asked 1,000 Americans who was likely to go to heaven:

•  Mother Teresa 79%

•  Oprah Winfrey: 66%

•  Michael Jordan 65%

•  Princess Diana 60%

•  O.J. Simpson 19%.

•  Me: 87%

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Source: Mark R. Leary, The Curse of the Self

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Developmental Relationships

“Nearly every person I know has some version of this

story: the moment when a teacher changes the

course of your life. A good teacher, after all, wields

the authority of a parent with none of the

psychological baggage. The best of them are semi-

mysterious figures whose wisdom seems boundless

and whose approval helps us discover who we are.”

-- Steve Almond, The Boston Globe Magazine, March 23, 2014

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Developmental Relationships and Success in Life

Source: https://www.youtube.com/watch?v=H5Y8ZYEGTqY

Relationships and Research

Pianta, Hamre and Allen (2012):

•  “Positive relationships with adults are perhaps the single most important ingredient in promoting positive student development. For example, when teachers learn to make modest efforts to form a personal connection with their adolescent students—such that the students feel known—they can dramatically enhance student motivation in school and emotional functioning outside of school (Roeser, Eccles, & Sameroff, 1998; Skinner, Zimmer-Gembeck, & Connell, 1998).”

Delpit (2012)

•  Multiple studies that have found that successful teachers of African American students are “warm demanders”

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Sources: Pianta, R.C., Hamre, B.K., Allen, J.P. (2012). Teacher-student relationships and engagement: Conceptualizing, measuring, and improving the capacity of classroom interactions. In S.L. Christenson et al, (Eds), Handbook of research on student engagement, p. 369; Delpit, L. (2012). “Multiplication is for white people: Raising expectations for other people’s children. New York: The New Press, p. 77.

Relationships and Successful Interventions

“The common feature of successful interventions

across all stages of the life cycle through adulthood is

that they promote attachment and provide a secure

base for exploration and learning for the child.

Successful interventions emulate the mentoring

environments offered by successful families.” -- James Heckman and Tim Kautz,

University of Chicago, 2013

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Relationships and Student Achievement

“The perception that teachers care about their

students is among the strongest predictors of

student performance.”

-- Carol Dweck, Gregory Walton & Geoffrey Cohen,

Stanford University, 2011

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Relationships and Social-Emotional Skills

“Relationships are the soil in which children’s social-

emotional learning skills grow.”

-- Susan Jones and Suzanne Bouffard, Harvard University, 2012

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Relationships and Boys

“Counter to cultural assumptions that boys are

generally resistant to schooling, boys in our studies

indicated remarkable acceptance of the value and

necessity of their school programs. Resistance and

opposition arise most commonly when boys are

unable to establish positive relationships with

teachers and other staff.”

-- Michael Reichert and Richard Hawley, Center for the Study of Boys’ and Girls’ Lives, 2012

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Negative Proof of the Power of Relationships

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Sources: Lieberman, M.D. (2013). Social: Why our brains are wired to connect. New York: Crown Publishers; Baumeister, R.F., Twenge, J.M., & Nuss, C.K. (2002). Effects of social exclusion on cognitive processes: Anticipated aloneness reduces intelligent thought. Journal of Personality and Social Psychology, 83 (4), 817.

When Belonging Isn’t There: Social Exclusion and Achievement

•  College undergraduates thought they were participating in a study of how personality relates to performance

•  Each participant completed a personality questionnaire

•  Then randomly assigned to one of three groups.

•  All participants first received some valid feedback

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Sources: Lieberman, M.D. (2013). Social: Why our brains are wired to connect. New York: Crown Publishers; Baumeister, R.F., Twenge, J.M., & Nuss, C.K. (2002). Effects of social exclusion on cognitive processes: Anticipated aloneness reduces intelligent thought. Journal of Personality and Social Psychology, 83 (4), 817.

Future Belonging Condition

“You’re the type who has rewarding relationships

throughout life. You’re likely to have a long and

stable marriage and have friendships that will last

into your later years. The odds are that you’ll always

have friends and people who care about you.”

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Future Alone Condition

“You’re the type who will end up alone later in life.

You may have friends and relationships now, but by

your mid-20s most of these will have drifted away.

You may even marry or have several marriages, but

these are likely to be short-lived and not continue

into your 30s. Relationships don’t last, and when

you’re past the age where people are constantly

forming new relationships, the odds are you’ll end up

being alone more and more.”

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Misfortune Control Condition

“You’re likely to be accident prone later in life—you

might break an arm or leg a few times, or maybe be

injured in car accidents. Even if you haven’t been

accident prone before, these things will show up later

in life, and the odds are you will have a lot of

accidents.”

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Absence Affirms Importance

Scores on section of the GRE Exam

•  Future belonging condition: Average score = 68%

•  Misfortune control condition: Average score = 68%

•  Future alone condition: Average score = 39%

Similar results on General Mental Abilities Test

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The Positive Power of Relationships

•  7th graders wrote

essays on their

personal heroes

•  Students took a

survey on trust for

teachers

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Source: “Breaking the Cycle of Mistrust: Wise Interventions to Provide Critical Feedback Across the Racial Divide,” David Scott Yeager, PhD, University of Texas at Austin; Geoffrey L. Cohen, PhD, Stanford University; Valerie Purdie-Vaughns, PhD, and Patti Brzustoski, Columbia University; Julio Garcia, PhD, University of Colorado at Boulder; Nancy Apfel, Yale University; Allison Master, PhD, University of Washington; William T. Hessert, MA, University of Chicago; and Matthew E. Williams, MEd, principal of Bronx Design & Construction Academy; Journal of Experimental Psychology: General, online Aug. 12, 2013.

An Example

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Randomly Assigned Messages on Post-It Notes

No Expectations Message

“I’m giving you these

comments so that you’ll

have feedback on your

paper.”

High Expectations Message

“I’m giving you these

comments because I

have very high

expectations and I know

you can reach them.”

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The Importance of Belonging

No Expectations

Message

High Expectations

Message

White Students

All African-American Students

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62% 87%

17% 71%

Benefits were greatest for African-American students who previously said they trusted teachers the least: 0% vs. 82%

Relationships as the Active Ingredient

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For the study, see Junlei Li and Megan Julian, “Developmental Relationships as the Active Ingredient: A Unifying Working Hypothesis of “What Works” Across Intervention Settings, American Journal of Orthopsychiatry, 2012. Image from http://evidencebasedliving.human.cornell.edu/2013/02/05/new-evidence-on-fluoride/

The Missing Piece

Source: National Institute for School Leadership

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Part of the reason we underinvest in relationships:

Investigating Relationships

1.  Analyses of existing data

2.  Literature reviews on relationships and thriving

–  Started with young adolescents

–  Expanding to early childhood

3.  National focus groups and interviews with

–  Youth

–  Parents –  Teachers –  Youth workers

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How  do  they  define  and  experience  key  rela4onships  that  help  them  grow?  

Mining a Mountain of Data, #1

Source: Benson, P.L, Scales, P.C., Roehlkepartain, E.C., & Leffort, N. A Fragile Foundation: The State of Developmental Assets among American Youth (Second Edition). Search Institute, 2011.

National Survey of 90,000 U.S. 6-12 Graders, 2010

Mining a Mountain of Data, #2

80%

79%

73%

71%

68%

53%

39%

Listens  to  them  

Is  honest  with  them  

Shows  up;  is  dependable  

Remembers  earlier  talks  

Laughs  at  their  jokes    

Sets  higher  standards    

Gives  them  privileges  

Percentage  of  15  year  olds  who  say  adults  who  "get"  them    do  these  things  "a  lot."  

Mining a Mountain of Data, #3

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How  comfortable  do  you  feel  talking  about  the  following  topics  with  your  parent/child?  (Very  comfortable)  

72%  

71%  

71%  

68%  

64%  

43%  

46%  

38%  

40%  

45%  

33%  

22%  

How  to  use  money  

Alcohol,  tobacco,  or  other  drugs  

Bullying  

Religion  

Body,  health,  or  weight  concerns  

Sex  

Parent

Youth

Source: Search Institute Family Assets Study, 2012

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A  developmental  rela.onship  is  a  close  connec.on  through  which  a  young  person  develops  a  posi.ve  

sense  of  iden.ty  and  a  thriving  orienta.on.  

Just say no!!!

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Actions that Make a Relationship Developmental

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Express  CARE  

Expand  POSSIBILITIES  

CHALLENGE  Growth  

 Give  SUPPORT    

Share  POWER  

 

Early Evidence of Impact #1

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A Cheat Sheet at www.search-institute.org

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The Key Question: What does this mean for me???

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*Adapted(from(The(Search(Institute’s(Developmental(Relationships(Framework,(2014(

(

Relationships,with,Youth,Self2Assessment,How(do(you(impact(kids?(Rate(yourself(in(the(following(areas(from(the(perspective(of(the(kids(you(serve.(((, Hardly,Ever, Occasionally, Sometimes, Frequently, Almost,

Always,1. Be(Present—Pay(attention(when(you(are(with(me.( ○( ○( ○( ○( ○(2. Be(Warm—Let(me(know(that(you(like(being(with(me(and(express(

positive(feelings(toward(me.(○( ○( ○( ○( ○(

3. Invest—Commit(time(and(energy(to(doing(things(for(and(with(me.( ○( ○( ○( ○( ○(4. Show(Interest—Make(it(a(priority(to(understand(who(I(am(and(what(I(

care(about.(○( ○( ○( ○( ○(

5. Be(Dependable—Be(someone(I(can(count(on(and(trust( ○( ○( ○( ○( ○(6. Inspire—Help(me(see(future(possibilities(for(myself.( ○( ○( ○( ○( ○(7. Expect—Make(it(clear(that(you(want(me(to(live(up(to(my(potential.( ○( ○( ○( ○( ○(8. Stretch—Recognize(my(thoughts(and(abilities(while(also(pushing(me(

to(strengthen(them.(○( ○( ○( ○( ○(

9. Limit—Hold(me(accountable(for(appropriate(boundaries(and(rules.( ○( ○( ○( ○( ○(10. Encourage—Praise(my(efforts(and(achievements.( ○( ○( ○( ○( ○(11. Guide—Provide(practical(assistance(and(feedback(to(help(me(learn.( ○( ○( ○( ○( ○(12. Model—Be(an(example(I(can(learn(from(and(admire.( ○( ○( ○( ○( ○(13. Advocate—Stand(up(for(me(when(I(need(it( ○( ○( ○( ○( ○(14. Respect—Take(me(seriously(and(treat(me(fairly.( ○( ○( ○( ○( ○(15. Give(Voice—Ask(for(and(listen(to(my(opinions(and(consider(them(

when(you(make(decisions.(○( ○( ○( ○( ○(

16. Respond—Understand(and(adjust(to(my(needs,(interests,(and(abilities.(

○( ○( ○( ○( ○(

17. Collaborate—Work(with(me(to(accomplish(goals(and(solve(problems.( ○( ○( ○( ○( ○(18. Explore—Expose(me(to(new(ideas,(experiences,(and(places.( ○( ○( ○( ○( ○(19. Connect—Introduce(me(to(people(who(can(help(me(grow.( ○( ○( ○( ○( ○(20. Navigate—Help(me(work(through(barriers(that(could(stop(me(from(

achieving(my(goals.(○( ○( ○( ○( ○(

(

•  Think of one relationship with a young person

•  Which of the 5 essential actions in a DevRel could you do more intentionally and/or more often?

•  You will share your answer with someone near you after I review the DevRel Framework!

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Your Task:

         

Express  

 CARE  Challenge  GROWTH  

Provide  SUPPORT  

Share    

POWER  

Expand  POSSIBILITIES  

The  Developmental  Rela.onships  Framework  

         

Express  

CARE  Challenge  GROWTH  

Provide  SUPPORT  

Share    

POWER  Expand  

POSSIBILITIES  

“Show  that  you  like  me  and  want  the  best  for  me.”    

1.  Be  Present  3.  Invest  5.    Be  Dependable  2.  Be  Warm    4.  Show  Interest  

         

Express  

CARE  Challenge  GROWTH  

Provide    SUPPORT  

Share    

POWER  

Expand  

POSSIBILITIES  

“Insist  that  I  try  to  con.nuously  improve.”  

5.  Inspire  7.  Stretch    6.  Expect  8.  Limit    

         

Express    

CARE  Challenge  GROWTH  

Provide  SUPPORT  

Share    

POWER  

Expand  

POSSIBILITIES  

“Help  me  complete  tasks  and  achieve  goals.”    

9.      Encourage  11.  Model    10.  Guide    12.  Advocate      

         

Express    

CARE  Challenge  GROWTH  

Provide  SUPPORT  

Share  

POWER  Expand  

POSSIBILITIES  

“Hear  my  voice  and  let  me  share  in  making  decisions.”  

13.    Respect  15.      Respond    14.    Give  Voice  16.      Collaborate  

         

Express    

CARE  Challenge    GROWTH  

Provide  SUPPORT  

Share    POWER  Expand    

POSSIBILITIES  

“Expand  my  horizons  and  connect  me  to  opportuni.es.”    

17.  Explore  20.  Navigate  

19.  Connect  

Ongoing Interaction

0"

1"

2"

3"

4"

5"

6"

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Challenge

Support

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A Moment When It All Comes Together

•  Who is the young person you plan to engage?

•  Which of the 5 essential actions in a DevRel will you do more intentionally and/or more often with that young person?

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Please Share:

Still Many Big Questions to Answer:

Photo:    Brandon  Jennings    

How many?

What outcomes?

With who?

How intense?

How varied?

What relationships

aren’t developmental?

Kid  

Family  

Programs  

Community  

Care  

Challenge  

Support  

Possibili.es  

Power  

School  

Lisa, Age 17

Kid  

Family  

Programs  

Community  

Care  

Challenge  

Support  

Possibili.es  

Power  

School  

Carter, Age 13

Testing the Ideas

•  Large study of DevRel in families underway

•  Smaller study of DevRel in schools underway

•  Study of DevRel among peers underway

•  Future studies to address:

ü  Larger sample of DevRel in schools

ü  DevRel in out-of-school time programs

ü  DevRel in mentoring programs

ü  DevRel in communities

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Beyond Correlation

Ultimate Hypothesis

Increasing the number of developmental

relationships in a young person’s life and/or making

existing relationships more developmental

strengthens the young person’s positive sense of

identity and thriving orientation, which increases the

chances that the young person will grow into a

thriving, contributing adult.

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That hypothesis raises a big question:

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Going Beyond Description

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Photo Credit: Robert Cohen, Saint Louis Post-Dispatch

Learning from Health Care

•  Cleveland Clinic: Studying when doctors sit down

•  Carolinas HealthCare System: Employees listen for two minutes without interrupting and say, “I want to make sure I understood you correctly.”

•  Parkview Health System in Fort Wayne: Discouraging scripted routines and encouraging curiosity

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Source: Bush, H. (2011). Doubling down on the patient experience. Hospitals and Health Networks, 23-25.

A Technique Emerges

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The Perseverance Process

S parks

T asks

I ntelligence

C ommunity

K indness

T hinking

O bstacles

I ncentives

T ransitions

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•  Who is the young person you plan to engage?

•  Which of the 5 essential actions in a DevRel will you do more intentionally and/or more often with that young person?

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Don’t Forget:

Let’s End with a Developmental Relationship

http://storycorps.org/listen/john-cruitt-and-cecile-doyle/

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`  

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