{"id":1525,"date":"2017-12-15T15:06:32","date_gmt":"2017-12-15T07:06:32","guid":{"rendered":"http:\/\/darylchow.com\/frontiers\/?p=1525"},"modified":"2019-05-03T18:26:18","modified_gmt":"2019-05-03T10:26:18","slug":"does-your-mindset-really-matter","status":"publish","type":"post","link":"https:\/\/darylchow.com\/frontiers\/does-your-mindset-really-matter\/","title":{"rendered":"Does Your Mindset Really Matter?\u00a0"},"content":{"rendered":"<p>Over the last few decades, much research has been published based on <a href=\"https:\/\/www.amazon.com\/Mindset-Psychology-Carol-S-Dweck-ebook\/dp\/B000FCKPHG\/ref=sr_1_1?ie=UTF8&amp;qid=1513326133&amp;sr=8-1&amp;keywords=mindset\">Carol Dweck\u2019s idea of Mindset<\/a>,as summarised in her book, <em>Mindset: A New Psychology of Success<\/em>, which mainly contrasts fixed mindset (\u201cYou have a certain amount of intelligence, and you can\u2019t really do much to change it.\u201d) and a growth mindset (\u201cI believe my intelligence can be developed\u201d).<\/p>\n<p><!--more--><\/p>\n<p><span style=\"font-weight: 400;\">Take for instance, In a longitudinal study with 7th graders, Blackwell and colleagues (2007) found that those who believed that their intelligence is malleable (growth mindset) were more likely to improve their mathematics grades over the course of two years. Conversely, those who believed that their intelligence is fixed (fixed mindset), flat-lined in their trajectory of improvement in their scores.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">That\u2019s an impressive finding. <\/span><\/p>\n<h2><span style=\"font-weight: 400;\">In The Classrooms<\/span><\/h2>\n<p><span style=\"font-weight: 400;\">Here are some pictures I took in a high school classroom that \u201cimpressed\u201d me even further:<\/span><\/p>\n<p><span style=\"font-family: Helvetica; font-size: 12pt;\"><img fetchpriority=\"high\" decoding=\"async\" class=\"aligncenter wp-image-1529\" src=\"http:\/\/darylchow.com\/frontiers\/wp-content\/uploads\/2017\/12\/IMG_7744.jpg\" alt=\"\" width=\"300\" height=\"225\" srcset=\"https:\/\/darylchow.com\/frontiers\/wp-content\/uploads\/2017\/12\/IMG_7744.jpg 600w, https:\/\/darylchow.com\/frontiers\/wp-content\/uploads\/2017\/12\/IMG_7744-300x225.jpg 300w\" sizes=\"(max-width: 300px) 100vw, 300px\" \/><\/span><\/p>\n<p><span style=\"font-weight: 400;\">Take a look at some of the specific writings under the \u201cGrowth Mindset\u201d categories from high schoolers:<\/span><\/p>\n<p><span style=\"font-family: Helvetica; font-size: 12pt;\"><img decoding=\"async\" class=\"wp-image-1528 aligncenter\" src=\"http:\/\/darylchow.com\/frontiers\/wp-content\/uploads\/2017\/12\/IMG_7745.jpg\" alt=\"\" width=\"300\" height=\"225\" srcset=\"https:\/\/darylchow.com\/frontiers\/wp-content\/uploads\/2017\/12\/IMG_7745.jpg 600w, https:\/\/darylchow.com\/frontiers\/wp-content\/uploads\/2017\/12\/IMG_7745-300x225.jpg 300w\" sizes=\"(max-width: 300px) 100vw, 300px\" \/><img decoding=\"async\" class=\"wp-image-1527 aligncenter\" src=\"http:\/\/darylchow.com\/frontiers\/wp-content\/uploads\/2017\/12\/IMG_7746.jpg\" alt=\"\" width=\"300\" height=\"225\" srcset=\"https:\/\/darylchow.com\/frontiers\/wp-content\/uploads\/2017\/12\/IMG_7746.jpg 600w, https:\/\/darylchow.com\/frontiers\/wp-content\/uploads\/2017\/12\/IMG_7746-300x225.jpg 300w\" sizes=\"(max-width: 300px) 100vw, 300px\" \/><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-1530 aligncenter\" src=\"http:\/\/darylchow.com\/frontiers\/wp-content\/uploads\/2017\/12\/IMG_7747.jpg\" alt=\"\" width=\"300\" height=\"225\" srcset=\"https:\/\/darylchow.com\/frontiers\/wp-content\/uploads\/2017\/12\/IMG_7747.jpg 600w, https:\/\/darylchow.com\/frontiers\/wp-content\/uploads\/2017\/12\/IMG_7747-300x225.jpg 300w\" sizes=\"(max-width: 300px) 100vw, 300px\" \/><\/span><\/p>\n<p><span style=\"font-weight: 400;\">I don\u2019t know about you, but moving to Waiheke Island isn\u2019t such a bad goal to have! (Wait, how does a teenager actually save $1000 in a month?). If these pinups are representative of what\u2019s being taught in schools about fixed vs growth mindsets, I worry that we\u2019ve lost the plot.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">~~~<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Here\u2019s a useful graphic from the brain pickings website by Maria Popova on the <\/span><a href=\"http:\/\/https\/\/www.brainpickings.org\/2014\/01\/29\/carol-dweck-mindset\/\"><span style=\"font-weight: 400;\">fixed vs growth mindsets<\/span><\/a><span style=\"font-weight: 400;\">:<\/span><\/p>\n<p><span style=\"font-family: Helvetica; font-size: 12pt;\"><img loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-1531\" src=\"http:\/\/darylchow.com\/frontiers\/wp-content\/uploads\/2017\/12\/Fixed-vs-Growth-Mindsets.jpg\" alt=\"\" width=\"620\" height=\"802\" srcset=\"https:\/\/darylchow.com\/frontiers\/wp-content\/uploads\/2017\/12\/Fixed-vs-Growth-Mindsets.jpg 620w, https:\/\/darylchow.com\/frontiers\/wp-content\/uploads\/2017\/12\/Fixed-vs-Growth-Mindsets-600x776.jpg 600w, https:\/\/darylchow.com\/frontiers\/wp-content\/uploads\/2017\/12\/Fixed-vs-Growth-Mindsets-232x300.jpg 232w\" sizes=\"(max-width: 620px) 100vw, 620px\" \/><\/span><\/p>\n<h2><span style=\"font-weight: 400;\">Of Two Minds<\/span><\/h2>\n<p><span style=\"font-weight: 400;\">With all the past research in mind regarding fixed entity of ability (fixed) vs incremental theory of ability (growth) mindsets, we set out to test this idea with therapists. As part of a series of hypotheses we were investigating with a bunch of therapists in the UK within our initial Supershrinks Study[2]. We asked the following question: <\/span><\/p>\n<p><i><span style=\"font-weight: 400;\">To what extent does differing mindsets (I.e., Fixed vs Growth Mindsets) of therapists, predict differences in client outcomes?<\/span><\/i><\/p>\n<p><span style=\"font-weight: 400;\">Though our initial research highlighted the impact of deliberate practice [2] on therapist performance, what we didn\u2019t find in our initial Supershrinks study is equally important. To our surprise, therapists\u2019 mindsets didn\u2019t matter. Their mindsets did not predict their performance. <\/span><\/p>\n<p><span style=\"font-weight: 400;\">How can this be? <\/span><\/p>\n<p><span style=\"font-weight: 400;\">I had my suspicions, as this flew in the face of the existing evidence out there. (It was also at this time I was reading about the replication crisis in social sciences and the medical profession, which has gotten me worried.)<\/span><\/p>\n<p><span style=\"font-weight: 400;\">I began to wonder: Maybe I made a mistake\u2026Maybe because our dataset is small\u2026Maybe it\u2019s not what people say they believe, but what they do that counts. <\/span><\/p>\n<h2><span style=\"font-weight: 400;\">Does Your Belief About Yourself Matter?<\/span><\/h2>\n<p><span style=\"font-weight: 400;\">Another piece of the puzzle came in from the same Supershrinks study: Therapists who reported to have higher healing involvement (HI)\u2014that is, feeling motivated, affirming, experiencing states of flow in therapy and efficacious\u2014predicted POORER outcomes than their colleagues who rated themselves lower in HI.[3]<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Again, this is counterintuitive to what David Orlinksky and Michael Ronnestad found in their international study of thousands of psychotherapists who endorsed healing involvement to be really important [4]. Perhaps it\u2019s true that the novices think like they are experts, while the true experts think like they are novices.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Once again, Maybe it\u2019s not what people say they believe, but what they do that counts. <\/span><\/p>\n<p><span style=\"font-weight: 400;\">~~~<\/span><\/p>\n<h2><span style=\"font-weight: 400;\">The False \u201cGrowth Mindset\u201d<\/span><\/h2>\n<p><span style=\"font-weight: 400;\">I couldn\u2019t be more relieved when I read educator and writer Alfie Kohn\u2019s post on Aug 2015 <\/span><a href=\"https:\/\/www.salon.com\/2015\/08\/16\/the_education_fad_thats_hurting_our_kids_what_you_need_to_know_about_growth_mindset_theory_and_the_harmful_lessons_it_imparts\/\"><span style=\"font-weight: 400;\">\u201cThe Perils of \u2018Growth Mindset\u2019 Education<\/span><span style=\"font-weight: 400;\">,<\/span><\/a><span style=\"font-weight: 400;\">\u201d Kohn points out a central problem with this whole \u201cgrowth mindset\u201d enterprise.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Kohn says, \u201cThe problem with sweeping, generic claims about the power of attitudes or beliefs isn\u2019t just a risk of overstating the benefits but also a tendency to divert attention from the nature of the tasks themselves\u2026But the first problem with this seductively simple script change is that praising children for their effort carries problems of its own, as several studies have confirmed: It can communicate that they\u2019re really not very capable and therefore unlikely to succeed at future tasks. (\u201cIf you\u2019re complimenting me just for trying hard, I must really be a loser.\u201d)<\/span><\/p>\n<p><span style=\"font-weight: 400;\">The more serious concern, however, is that what\u2019s really problematic is praise itself. It\u2019s a verbal reward, an extrinsic inducement, and, like other rewards, is often construed by the recipient as manipulation.\u201d<\/span><\/p>\n<p><span style=\"font-weight: 400;\">More recently, Carol Dweck herself has stepped up, calling a big timeout to this \u201c<\/span><a href=\"https:\/\/www.edweek.org\/ew\/articles\/2015\/09\/23\/carol-dweck-revisits-the-growth-mindset.html?qs=carol+dweck\"><span style=\"font-weight: 400;\">Growth mindset<\/span><\/a><span style=\"font-weight: 400;\">\u201d. Dweck recently commended about educators efforts in promoting a consolatory \u00a0\u201cgrowth mindset\u201d, running with the following equation: Growth mindset = Effort. Dweck points out, \u201cToo often nowadays, praise is given to students who are putting forth effort, but not learning, in order to make them feel good in the moment: \u201cGreat effort! You tried your best!\u201d It\u2019s good that the students tried, but it\u2019s not good that they\u2019re not learning. The growth-mindset approach helps children feel good in the short and long terms, by helping them thrive on challenges and setbacks on their way to learning. When they\u2019re stuck, teachers can appreciate their work so far, but add: \u201cLet\u2019s talk about what you\u2019ve tried, and what you can try next.\u201d<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Let\u2019s unpack what\u2019s been discussed, and distill two key implications for you as therapists:<\/span><\/p>\n<ol>\n<li><span style=\"font-weight: 400;\"> Focus on the Learning, and not just the performance<\/span><\/li>\n<\/ol>\n<p><span style=\"font-weight: 400;\">Bjork and Bjork (2011) differentiate between focusing onlearning and focusing on performing [5]. They highlight that a focus on performing a job may not necessarily translate to an increase in learning. Likewise, a focus on learning may not improve performance in the short-term. Nonetheless, giving attention to promoting learning may improve performance in the long-term. Using current performance as a measure of learning is susceptible to mis-assessing whether learning has or has not occurred <\/span><\/p>\n<ol start=\"2\">\n<li><span style=\"font-weight: 400;\"> Develop and define a clear learning objective that is suited for your professional developmental phase.<\/span><\/li>\n<\/ol>\n<p><span style=\"font-weight: 400;\">Without taking the time to <\/span><a href=\"http:\/\/darylchow.com\/frontiers\/2017\/02\/15\/mastery-learning-for-therapists-figure-out-the-what-before-the-how\/\"><span style=\"font-weight: 400;\">figure out What to improve before the <\/span><i><span style=\"font-weight: 400;\">How <\/span><\/i><span style=\"font-weight: 400;\">to improve<\/span><\/a><span style=\"font-weight: 400;\"> can easily mislead you into thinking that you are developing. Also, what you decide to work on must have a predictive value of paying dividends to improve your client outcomes. Too often, we end up working on specific paradigms\/methods\/models that do not account for much in translating into better results.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Once a clear learning objective is defined, this is in turn, fuels and directs the learning process. <\/span><\/p>\n<p><span style=\"font-weight: 400;\">~~~<\/span><\/p>\n<p><i><span style=\"font-weight: 400;\">\u201cGreat Effort, Son! It\u2019s So Close.\u201d<\/span><\/i><\/p>\n<p><span style=\"font-weight: 400;\">Some months back, I was shooting hoops with a youth during an outreach session. A kid, maybe 10 or 11 years old, joined us at the court. His mom was sitting at the stands, watching him play. The boy takes a free throw. The ball barely scratches the tip of the rim. It\u2019s as close as to an airball as you can get. His mom says, \u201cGreat effort, son! It\u2019s so close.\u201d<\/span><\/p>\n<p><span style=\"font-weight: 400;\">My client looked at me with a bewildered grin. Who could fault the mother? She was being so supportive. After all, she was doing what educators are teaching kids these days. Praise the effort, not the outcome, correct? <\/span><\/p>\n<blockquote>\n<p style=\"text-align: center;\"><span style=\"font-family: Helvetica; font-size: 12pt;\"><strong>We should not try to help individuals push for &#8220;growth mindsets&#8221; (that&#8217;s a fixed mindset goal). <\/strong><\/span><span style=\"font-family: Helvetica; font-size: 12pt;\"><strong>Instead of assessing, \u201cDoes this person have a fixed or growth mindset?\u201d We need to be asking, \u201cHow can we cultivate an environment that fosters growth, that specifically helps a learner experience <em>significant moments of learning<\/em>?\u201d\u00a0<\/strong><\/span><\/p>\n<\/blockquote>\n<p><span style=\"font-weight: 400;\">Questions define the path that we take. Let\u2019s ask ourselves better questions.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Til then. <\/span><\/p>\n<p><span style=\"font-weight: 400;\">p\/s: I hope you are getting some time for a break during this holiday season!<\/span><\/p>\n<p><i><span style=\"font-weight: 400;\">Daryl<\/span><\/i><\/p>\n<p><span style=\"font-family: Helvetica; font-size: 10pt;\"><span style=\"text-decoration: underline;\">Footnotes<\/span>:<\/span><\/p>\n<p><span style=\"font-family: Helvetica; font-size: 10pt;\">[1] Blackwell, L. S., Trzesniewski, K. H., &amp; Dweck, C. S. (2007). Implicit Theories of Intelligence Predict Achievement Across an Adolescent Transition: A Longitudinal Study and an Intervention. <i>Child Development, 78<\/i>(1), 246-263. doi:10.1111\/j.1467-8624.2007.00995.x<\/span><\/p>\n<p><span style=\"font-family: Helvetica; font-size: 10pt;\">[2] Chow, D. (2014). <i>The study of supershrinks: Development and deliberate practices of highly effective psychotherapists.<\/i> (PhD), Curtin University, Australia.\u00a0 \u00a0<\/span><\/p>\n<p><span style=\"font-family: Helvetica; font-size: 10pt;\">Chow, D., Miller, S. D., Seidel, J. A., Kane, R. T., Thornton, J., &amp; Andrews, W. P. (2015). The role of deliberate practice in the development of highly effective psychotherapists. <i>Psychotherapy, 52<\/i>(3), 337-345. <a href=\"doi:http:\/\/dx.doi.org\/10.1037\/pst0000015\">doi:http:\/\/dx.doi.org\/10.1037\/pst0000015<\/a><\/span><\/p>\n<p><span style=\"font-family: Helvetica; font-size: 10pt;\">[3]\u00a0This lends some support to Najavits and Strupps (1994) findings about effective therapists being more self-critical than other therapists, and Nissen-Lie\u2019s (2010) findings on professional self-doubt predicting better outcomes.<\/span><\/p>\n<p><span style=\"font-family: Helvetica; font-size: 10pt;\">[4] Orlinsky, D. E., &amp; Ronnestad, M. H. (2005). <i>How psychotherapists develop: A study of therapeutic work and professional growth<\/i>. Washington: American Psychological Association.<\/span><\/p>\n<p><span style=\"font-size: 10pt;\">[5]\u00a0Bjork, E. L., &amp; Bjork, R. A. (2011). Making things hard on yourself, but in a good way: Creating desirable difficulties to enhance learning <i>Psychology and the real world: Essays illustrating fundamental contributions to society<\/i> (pp. 56-64). New York, NY: Worth Publishers; US.<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Over the last few decades, much research has been published based on Carol Dweck\u2019s idea of Mindset,as summarised in her book, Mindset: A New Psychology of Success, which mainly contrasts fixed mindset (\u201cYou have&#46;&#46;&#46;<\/p>\n","protected":false},"author":1,"featured_media":1526,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[111,2,113],"tags":[32,65,45,64],"class_list":["post-1525","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-deliberate-practice","category-for-professionals","category-learning","tag-learning","tag-mindsets","tag-professional-development","tag-self-assessment"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v25.4 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>Does Your Mindset Really Matter?\u00a0 - 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