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I'm seeing examples of classroom connections to purpose, but what about links between advisory and purpose?

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Can YPAR help to develop purpose? (especially revelations about the need and ability to act)

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Can YPAR help to develop purpose? (especially revelations about the need and ability to act)

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http://yparhub.berkeley.edu/

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YPAR is an innovative approach to positive youth and community development based in social justice principles. This hub features expansive curriculum and resources to enrich YPAR projects.

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Facilitating purpose in adolescents in that do not have a purpose is a challenge, but needed.

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Facilitating purpose in adolescents in that do not have a purpose is a challenge, but needed.

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Dr. Damon presented ideas directly to my research.

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Dr. Damon presented ideas directly to my research.

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Interesting to think about faculty passions and how we can extend that to purposeful learning

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Setting up an advising curriculum that can help with authenticity and purpose for our students and faculty can happen with buy in from the administration and school officials. 

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Setting up an advising curriculum that can help with authenticity and purpose for our students and faculty can happen with buy in from the administration and school officials. 

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My group discussed that instead of asking kids about who they are and what they want for their future, maybe we should be showing them examples of people they may aspire to be so they can see it in someone else. They might not know the answers to these questions because they don't have enough life experience yet. Here is a program I have done that shows you yourself in others when talking about self sabotage. Could be really cool for advisory!

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Saboteurs are the voices in your head that generate negative emotions in the way you handle life's everyday challenges. They represent automated patterns in your mind for how to think, feel, and respond. They cause all of your stress, anxiety, self-doubt, frustration, restlessness, and unhappiness. They sabotage your performance, wellbeing, and relationships.

Discover Your Saboteurs

Meet the Judge, Your Master Saboteur

The Judge is the universal Saboteur that afflicts everyone. It is the one that beats you up repeatedly over mistakes or shortcomings, warns you obsessively about future risks, wakes you up in the middle of the night worrying, gets you fixated on what is wrong with others or your life, etc. Your Judge activates your other Saboteurs, causes much of your stress and unhappiness, reduces your effectiveness, and harms your relationships.

The Accomplice Saboteurs

The Judge works with one or more Accomplice Saboteurs to hijack your mind and cause most of your setbacks. Do any of these seem familiar to you?

Origin of the Saboteurs

Saboteurs start off as our guardians to help us survive the real and imagined threats to our physical and emotional survival as children. By the time we are adults, we no longer need them, but they have become invisible inhabitants of our mind.

Our Saboteurs' patterns of thinking, feeling, and reacting become soft-coded in our brain through neural pathways. When these neural pathways are triggered, we are "hijacked" by our Saboteurs and instantly feel, think, and act using their patterns.

But Aren't They Good for Me?

Your Saboteurs claim they are good for you. For example, your Judge tells you that constantly badgering you over your mistakes and shortcomings causes you to improve and achieve.

We all know that pain is good for you. If you put your hand on a hot stove, it would be good to feel pain, so you take corrective action.

Negative emotions, similar to pain, are only helpful for a quick second to alert you. But if you stay stressed, frustrated or unhappy, you will be tunnel-visioned and not capable of finding out the best solution to the problems, which your positive brain can do.

So if you're in negative emotion for more than one second, your Saboteurs are holding your hand on the hot stove and complaining why life is so hard.

To conquer your Saboteurs, you need to exercise and build three mental muscles.

Saboteur Interceptor Muscle

If you're in negative emotion for more than a second, you're in Saboteur mode. Label your thoughts and emotions in that moment as Saboteur and let them go. To be able to do that, you need to have studied your Saboteurs and discredited their lies and limiting beliefs.

Self-Command Muscle

10-second PQ ®️ Reps are powerful ways to command your mind to quiet the region where your Saboteurs live, and activate the region where your Sage lives. So every time you intercept your Saboteurs, do PQ Reps in order to pause and choose a Sage response.

Sage Muscle

Your Sage is the one in you that handles challenges with a clear and calm mind, and positive emotions. It uses the 5 primary powers of Empathize, Explore, Innovate, Navigate, and Activate. Once you've activated your Sage brain through PQ Reps, you'll have access to these powers.

Saboteur Assessment

You can't defeat an adversary that you don't see or one that successfully pretends to be your friend. The first step to conquering your Saboteurs is to identify them and expose their lies and limiting beliefs.

Saboteur Assessment

Learn More

Our app-guided program will guide you step-by-step to build lasting new positive habits that transform your performance, wellbeing, and relationships.

Learn More

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Your mind is your best friend. But it can also be your worst enemy. | Saboteurs

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Is purpose something that usually develops in the 20's and 30s? Are there always this 4 way variation in purpose amongst young people? If so, how do we support our students to grow towards purpose without forcing purpose before they are ready?

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Generation Citizen: resource in Bay Area that allows students to examine their own hopes for making the world a better place

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Generation Citizen: resource in Bay Area that allows students to examine their own hopes for making the world a better place

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The four quadrants of 'drivers' of students... And adults for that matter.

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I wonder if purpose would feel more attainable to students if they understood that it could evolve and change over time.

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If purpose is about connection and identity and choice and values, then using advisory time with students to continuously explore and grow with all this is essential

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If purpose is about connection and identity and choice and values, then using advisory time with students to continuously explore and grow with all this is essential

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How can a whole-school articulation of and action around purpose impact faculty and students? If the school is deeply committed to actively contributing to local thriving and well-being in what ways does that influence and ground its students?

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We could see ourselves in the descriptions...knowing that when we were young, it was challenging and that we were often "highly active, not purposeful" as adolescents.  We see this in our students.

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We could see ourselves in the descriptions...knowing that when we were young, it was challenging and that we were often "highly active, not purposeful" as adolescents.  We see this in our students.

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Maybe we are meant to help with the first few stages of purpose development, and know that it gets them prepared for their future journey?

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Maybe we are meant to help with the first few stages of purpose development, and know that it gets them prepared for their future journey?

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The distinction in definitions was helpful, and transient meaning vs. enduring meaning

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Our kids are already stretched emotionally right now so looking beyond self feels like a hard ask.

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It sounds like purpose can be a good antidote for stress/anxiety and burnout. How do we create space for exploring one's purpose with out the fear of failure?

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Today was the first time I really saw that grid of percentages (dreamers, dabblers, purpose-driven kids' etc) through the lens of schools. It was really helpful for me to consider what quadrant we would fall into as a school and how we could move from one quadrant to the next

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Can the idea of low purpose, high activity also apply to schools as a whole?

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Hard to get them to embrace giving more of themselves - some are eager but most feel overwhelmed with school, sports, social

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More opportunities for exploration of student passions!

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More opportunities for exploration of student passions!

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The data around what it means to be connected to one's purpose and how it impacts engagement.

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How do we encourage families to see that a students' purpose is of value when it differs from their own? 

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How do we encourage families to see that a students' purpose is of value when it differs from their own? 

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Making sure students see and experience purposeful models was a good reminder/extend my thinking to bridge the "sparks" of interest with meaningful paths forward.

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The key, in my opinion, in taking this into advisory is getting kids to feel the meaning behind advisory and to connect with it. My challenge is always, what can I do to help them find value in pursuing purpose. Especially the low activity, low aspirations group.

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How can we support the "disconnected" students (the 25% lacking vision and action)?

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How can we support the "disconnected" students (the 25% lacking vision and action)?

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How do we ensure all of our programming is purposeful?

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How do we ensure all of our programming is purposeful?

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Focus on helping students understand that developing a sense of purpose is something that happens over time.

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Focus on helping students understand that developing a sense of purpose is something that happens over time.

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How can teachers inspire students toward purpose (full buy-in) when we ourselves may not grasp it for ourselves?

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How can teachers inspire students toward purpose (full buy-in) when we ourselves may not grasp it for ourselves?

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So much of my daily work is around managing crisis for young adults who are still struggling. I feel a gap between getting to purpose and helping students simply survive at this moment when so much feels overwhelming to them. I also think some young people are more suspicious of adults right now having seen how we have engaged with each other over the last two years.

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We do purpose with pre-adolescents - is what we need to do different with the younger ones?

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We do purpose with pre-adolescents - is what we need to do different with the younger ones?

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How to continue to challenge our students to look beyond grades and college admission to really finding a life purpose

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How to continue to challenge our students to look beyond grades and college admission to really finding a life purpose

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How do we provide more opportunities for our students to observe models that align with their sparks?

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How do we provide more opportunities for our students to observe models that align with their sparks?

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How do we facilitate purpose for our students and faculty when there is collective trauma in the community (racial/pandemic/violence)

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How do we facilitate purpose for our students and faculty when there is collective trauma in the community (racial/pandemic/violence)

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We are currently trying to design activities and opportunities to enhance middle school student experiences for them to learn more about their passions

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The idea of "high activity, low aspiration" really resonated with me.

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Helpful to be reminded of the difference and the connection with PASSION.

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It's challenging to define purpose for MS students when it's often conflated with other words (i.e. passion, goals, meaning, etc)

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It's challenging to define purpose for MS students when it's often conflated with other words (i.e. passion, goals, meaning, etc)

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To stay the course and hold yourself, others, your institution accountable for working with and in purpose.

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Being intentional about introducing examplars of purpose to our students, and diverse ones too, so kids can SEE themselves in these models.

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Being intentional about introducing examplars of purpose to our students, and diverse ones too, so kids can SEE themselves in these models.

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The statistics... and how do we socialize them with Ss and engage them in conversations. How do we create cultures of purpose, support, inclusion, belonging? 

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The statistics... and how do we socialize them with Ss and engage them in conversations. How do we create cultures of purpose, support, inclusion, belonging? 

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Provide more service learning opportunities

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Provide more service learning opportunities

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If purpose needs to be beyond self, is it really fully accessible to adolescents?

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A member of my group talked about also looking at schools and school programming through the lens of purpose. Love this!!

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It was helpful to hear about the process of how to develop purpose

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It was helpful to hear about the process of how to develop purpose

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Reminder to always share the WHY with children.

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Reminder to always share the WHY with children.

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Thinking about the need for Ss to feel or experience a sense of purpose in their worlds (school day, specific class, beyond the school, at home, etc.) 

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Thinking about the need for Ss to feel or experience a sense of purpose in their worlds (school day, specific class, beyond the school, at home, etc.) 

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It sometimes feels impossible to even start the discussion around purpose when our students are struggling to get through the day.

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It was great to hear the reinforcement that people with a purpose live a happier and healthier life!

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It was great to hear the reinforcement that people with a purpose live a happier and healthier life!

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I already knew that meaning and purpose are vital and more important than grades and achievement

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I already knew that meaning and purpose are vital and more important than grades and achievement