Hi Chelsea, Nice video! I think you have made some good points about having a more open, growth oriented mind set when working with kids. Our psychologist tends to talk about kids with a fixed-mind set as she refers to their CDI, Child Depression Index, scores. I talk to the schools about each adolescent to find out information about their behaviors, grades, attendance, special needs, course level (general, advanced or AP), and other factors. I am looking at each individual from a growth-minded perspective, so I also talk with the individual child to get their take on the kinds of problems they are having at school and home, and the effects the two environments have on their well-being. I share the qualitative information with the psychiatrists, social workers and nurses, and as a team we put together a plan to help the child, using a holistic approach. I think it is wise of you as the psychologist to try to look beyond the test scores, or fixed data, and work with the teachers and parents to see what type of growth plan your team can put in place to help educate the child. I think you have insight into your fixed mindedness and perfectionism, as it relates to the CATS scores. Just having awareness seems to be opening your mind to growth.
It's hard as a psychologist to go beyond thinking about the scores and see non-cognitive skills being used, such as character, creativity, and grit, however once you break past that fixed mindset barrier you really see a need for non-cognitive skills to be actively taught. It's great to be able to speak with people who work directly with the child, because often I am coming in just to do the cognitive test, and so I like being able to speak with teachers and staff about the child's actual ability beyond his/her scores. Thanks for your insight!
One of the main reasons I chose to be a music teacher (instead of a reading specialist) was the fact that I could connect non-cognitive skills with musical concepts. Being able to instruct within a discipline that requires active group work and participation allows me room to teach things that are not necessarily considered "academic." I too suffered from standardized testing--although not in the same capacity as you. I looked forward to those tests so that I could prove my self-worth. My fixed mindset when it came to my intelligence did not allow me to be as creative and reach my full academic potential. I think that if I was taught how to think about effort and motivation as a child, perhaps I would have turned out a bit differently.
Hi Chelsea,
ReplyDeleteNice video! I think you have made some good points about having a more open, growth oriented mind set when working with kids. Our psychologist tends to talk about kids with a fixed-mind set as she refers to their CDI, Child Depression Index, scores. I talk to the schools about each adolescent to find out information about their behaviors, grades, attendance, special needs, course level (general, advanced or AP), and other factors. I am looking at each individual from a growth-minded perspective, so I also talk with the individual child to get their take on the kinds of problems they are having at school and home, and the effects the two environments have on their well-being. I share the qualitative information with the psychiatrists, social workers and nurses, and as a team we put together a plan to help the child, using a holistic approach. I think it is wise of you as the psychologist to try to look beyond the test scores, or fixed data, and work with the teachers and parents to see what type of growth plan your team can put in place to help educate the child. I think you have insight into your fixed mindedness and perfectionism, as it relates to the CATS scores. Just having awareness seems to be opening your mind to growth.
It's hard as a psychologist to go beyond thinking about the scores and see non-cognitive skills being used, such as character, creativity, and grit, however once you break past that fixed mindset barrier you really see a need for non-cognitive skills to be actively taught. It's great to be able to speak with people who work directly with the child, because often I am coming in just to do the cognitive test, and so I like being able to speak with teachers and staff about the child's actual ability beyond his/her scores. Thanks for your insight!
ReplyDeleteChelsea,
ReplyDeleteOne of the main reasons I chose to be a music teacher (instead of a reading specialist) was the fact that I could connect non-cognitive skills with musical concepts. Being able to instruct within a discipline that requires active group work and participation allows me room to teach things that are not necessarily considered "academic." I too suffered from standardized testing--although not in the same capacity as you. I looked forward to those tests so that I could prove my self-worth. My fixed mindset when it came to my intelligence did not allow me to be as creative and reach my full academic potential. I think that if I was taught how to think about effort and motivation as a child, perhaps I would have turned out a bit differently.
Like you, Chris, I think if I had been taught those non-cognitive skills, I may not doubt my abilities so much, and I might be a little more creative.
ReplyDelete