Mindset: The New Psychology of Success

 
 

Book Based Exam

7 CONTINUING EDUCATION CREDITS

BASE is approved by the American Psychological Association to sponsor continuing education for psychologists. BASE maintains responsibility for this program and its content.

DESCRIPTION

Psychologist and researcher, Carol Dweck, has spent her career investigating the impact of one’s beliefs about their own talents and abilities (Dweck, 2000). She differentiates between the fixed mindset, those who believe abilities are fixed, and the growth mindset, those who believe abilities can be developed (Dweck, 2016). In many different contexts including school, work, sports, and relationships, Dweck finds that those with a growth mindset are more likely to flourish due to approaching challenging learning experiences versus avoiding them. For instance, numerous studies have confirmed that a growth mindset reliably predicts academic achievement (Claro, Paunesku, & Dweck, 2016; Romero, Master, Paunesku, Dweck, & Gross, 2014).

Dweck’s goal is to teach individuals how to adopt a deeper growth mindset, with the help of supportive parents, teachers, and coaches. Adults are educated about well-intentioned, but unproductive ways of expressing support (Mueller & Dweck, 1998; Rattan, Good, & Dweck, 2011), and then trained to praise in a more useful way. Fortunately, research has shown that targeted interventions are successful in helping individuals develop a growth mindset (Paunesku, et al., 2015).

LEARNING OBJECTIVES

Based on the content of this workshop, you will be able to:

· Identify, describe, and compare the fixed and growth mindsets.

· Apply the mindsets to different areas such as sports, business, relationships, teaching, and parenting.

· Compare the messages and language we use to reinforce a fixed or growth mindset.

· Explain the misunderstandings people make about mindsets, leading to a false growth mindset.

· Utilize the described steps toward a true growth mindset.

AUDIENCE

This program is appropriate for licensed psychologists and other mental health practitioners. Training is at an introductory level.

SOURCES

Claro, S., Paunesku, D., & Dweck, C. S. (2016). Growth mindset tempers the effects of poverty on academic achievement. Proceeding of the National Academy of Sciences of the United States of America, 113(31), 8664-8668.

Dweck, C. S. (2000). Self-Theories: Their role in motivation, personality, and development. New York, NY: Psychology Press.

Dweck, C. S. (2016). Mindset: The new psychology of success (updated ed.). New York, NY: Ballantine Books.

Mueller, C. M., & Dweck, C. S. (1998). Praise for intelligence can undermine children’s motivation and performance. Journal of Personality and Social Psychology, 75(1), 33–52.

Paunesku, D. Walton, G. M., Romero, C., Smith, E. N., Yeager, D. S., & Dweck, C. S. (2015). Mind-set interventions are a scalable treatment for academic nderachievement. Psychological Science, 26(6), 784–793.

Rattan, A., Good, C., & Dweck, C. S. (2011). “It’s okay – Not everyone can be good at math”: Instructors with an entity theory comfort (and demotivate) students. Journal of Experimental Social Psychology, 48(3), 731-737.

Romero, C., Master, A., Paunesku, D., Dweck, C. S., & Gross, J. J. (2014). Academic and emotional functioning in middle school: The role of implicit theories. Emotion, 14(2), 227–234.

PROFESSIONAL AND ETHICAL ISSUES

There is no commercial support or conflict of interest for this CE program.

Study Guide


50.00
Quantity:
Add To Cart