Igniting Personal Purpose to Help Your Students Flourish

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Igniting Personal Purpose to Help Your Students Flourish Now and Into the Future Presented

Igniting Personal Purpose to Help Your Students Flourish Now and Into the Future Presented by Jenna O’Connell & Mariane Power Directors, The Posify Group info@theposifygroup. com. au www. theposifygroup. com. au Social Media: @posifygroup For: PESA QLD Chapter State Conference, 2018 www. PESA. edu. au © PESA 2018

Portrait of Your Neighbour www. PESA. edu. au © PESA 2018

Portrait of Your Neighbour www. PESA. edu. au © PESA 2018

The Good Life www. PESA. edu. au Hedonia Eudomonia Feeling good Doing good ©

The Good Life www. PESA. edu. au Hedonia Eudomonia Feeling good Doing good © PESA 2018

Where does Purpose fit? PERMAH Meaning (“sense making”) Significance What we value Purpose Goal

Where does Purpose fit? PERMAH Meaning (“sense making”) Significance What we value Purpose Goal directed Future oriented Coherence Accurate mental models = Predictability and stability Icons by Freepik at www. flaticon. com www. PESA. edu. au © PESA 2018

Purpose “A stable and generalised intention to accomplish something that is at once meaningful

Purpose “A stable and generalised intention to accomplish something that is at once meaningful to the self and of consequence to the world beyond the self” Damon, Menon & Bronk, 2003 Icon by Freepik at www. flaticon. com www. PESA. edu. au © PESA 2018

Benefits of Purpose Efforts When people devoted considerable effort toward a purpose in life,

Benefits of Purpose Efforts When people devoted considerable effort toward a purpose in life, they experienced increases in self-esteem and positive emotions Kashdan & Mc. Knight, 2013 www. PESA. edu. au • Optimal well-being (Scheier et al. , 2006) • Identification of purpose predicts high levels of hope (Bronk, Hill, Lapsley, Talib & Finch, 2009) • Flourishing (Seligman, 2011), • Happiness (French & Joseph, 1999; Lewis, Lanigan, Joseph, & de Fockert, 1997) • Psychological well-being (Ryff & Singer, 2008). © PESA 2018

Purpose in the Workplace People who associate their work as purposeful and meaningful…. •

Purpose in the Workplace People who associate their work as purposeful and meaningful…. • View their work as more central and important (Harpaz & Fu, 2002) • Place higher value on work (Nord, Brief, Atieh, & Doherty, 1990) • Report greater job satisfaction (e. g. , Kamdron, 2005). • Report greater job satisfaction and work unit cohesion (Sparks & Schenk, 2001) Icon by Flaticon at www. flaticon. com www. PESA. edu. au © PESA 2018

Purpose Development Youth with purpose are more likely to make prosocial and positive contributions

Purpose Development Youth with purpose are more likely to make prosocial and positive contributions to their communities, schools and wider society (Bundick, 2011) and accomplish greater achievements in adulthood (Schoon & Polek, 2011). Bundick (2011) recently demonstrated that conversations with young people about the things that matter to them, even when brief, may contribute to changes and factors thought to build purpose. Conference experiences as significant life events that have influenced discovery of their purpose (Arnold, Cohen, & Warner, 2009) www. PESA. edu. au © PESA 2018

Point of View Statement “From the age of 15, our young people are faced

Point of View Statement “From the age of 15, our young people are faced with the task of deciding what they what to do with the rest of their lives. They’re faced with this task at a point of time where we all agree the career landscape is changing, and many of tomorrow’s jobs haven’t yet been created. Whilst we as adults can see the abundance of opportunity, our young people are feeling overwhelmed anxious. Many of them are driven to make a change in our world. They need guidance and support around the options they can choose and create, and the ways by which they can make them happen. Finding and fostering their purpose allows them to ask the more meaningful and sustainable questions of Why they want to do what they do, rather than what they want to do. ” www. PESA. edu. au © PESA 2018

Study Summary Conference group, N = 187 Comparison group, N = 260 Courtesy of

Study Summary Conference group, N = 187 Comparison group, N = 260 Courtesy of Lindsay Mollar Photography 2017 www. PESA. edu. au (Unpublished, Power, Halpin, & Buxton 2018) © PESA 2018

Preliminary Findings… Luminosity Youth Summit captured a group whose WB scores were significantly higher

Preliminary Findings… Luminosity Youth Summit captured a group whose WB scores were significantly higher than those of their comparison group peers. Greatest notable difference: Higher scores on engagement and optimism for conference attendees, which are significantly associated with purpose (George & Park, 2013). Conference attendees higher involvement in leadership and cocurricular activities Attendance was associated with increased scores in Intelligence Growth Mindset Conclusion: Findings warranted further study to investigate conference as unique setting to foster youth purpose (Unpublished, Power, Halpin, & Buxton 2018) www. PESA. edu. au © PESA 2018

Real Stories “Lumo has changed the way I see things around me. Amna Karra-Hassan

Real Stories “Lumo has changed the way I see things around me. Amna Karra-Hassan said, ‘you can’t grab opportunities because you need to create them’. Every time I see a potential door that could open into the path of social work that I’m interested in, I talk to the people in charge, I find out more about it and follow it up. It feels good to have the energy to follow what I believe in. ” “I’ve learnt a lot of things about myself and also about what I want and how to be around different kinds of people. To accept that I don’t know everything, to listen to others and to stay very true to my roots. I feel more connected to my culture. I feel more confident about being myself. I feel the courage to take action on my dangerous ideas and I will. I won’t let this strength die out after the event. Thank you Luminosity for giving us such a safe platform where we could be free and fearless. ” www. PESA. edu. au © PESA 2018

Simon Sinek - Finding your ‘Why’ www. PESA. edu. au © PESA 2018

Simon Sinek - Finding your ‘Why’ www. PESA. edu. au © PESA 2018

Lumo Buzz into the Classroom Warm Up activity: Draw the following - • A

Lumo Buzz into the Classroom Warm Up activity: Draw the following - • A house • A tree • A baby • Innovation www. PESA. edu. au © PESA 2018

Focusing and Flaring www. PESA. edu. au © PESA 2018

Focusing and Flaring www. PESA. edu. au © PESA 2018

Brainstorm Buzz “THE BEST WAY TO HAVE A GOOD IDEA IS TO HAVE A

Brainstorm Buzz “THE BEST WAY TO HAVE A GOOD IDEA IS TO HAVE A LOT OF IDEAS” ~ Linus Pauling 1. Defer judgement - take the pressure off. Write the first idea that comes to your head 2. Go for as many ideas as you can. Be visual as you can. 3. Get as wild with your ideas as you can. www. PESA. edu. au © PESA 2018

‘Erks & Excites’ www. PESA. edu. au © PESA 2018

‘Erks & Excites’ www. PESA. edu. au © PESA 2018

Adding Empathy www. PESA. edu. au Interview 1: Ask your partner to introduce themselves

Adding Empathy www. PESA. edu. au Interview 1: Ask your partner to introduce themselves to you by selecting three examples they connect with from the group brainstorm Interview 2 : Go deeper, find out more about your partner. Dig for deeper stories by asking Why, why. 10 secs notes/ sketches What stood out to you? Are themes in their selections? What are you curious about? What stood out to you? What are you curious about? © PESA 2018

‘Strengths and Skills Inventory’ www. PESA. edu. au © PESA 2018

‘Strengths and Skills Inventory’ www. PESA. edu. au © PESA 2018

Professional Purpose Profiling Enterprise Skills “. . . transferable skills that enable young people

Professional Purpose Profiling Enterprise Skills “. . . transferable skills that enable young people to engage with a complex working world and which have been found to be a powerful predictor of long term job success. ” https: //www. fya. org. au/our-research/ Foundation for Young Australians (2017) www. PESA. edu. au © PESA 2018

Focus! www. PESA. edu. au © PESA 2018

Focus! www. PESA. edu. au © PESA 2018

Want More? ! Check out www. theposifygroup. com. au/resources for more recommendations www. PESA.

Want More? ! Check out www. theposifygroup. com. au/resources for more recommendations www. PESA. edu. au © PESA 2018

 www. PESA. edu. au © PESA 2018

www. PESA. edu. au © PESA 2018

References Arnold, H. E. , Cohen, F. G. , & Warner, A. (2009). Youth

References Arnold, H. E. , Cohen, F. G. , & Warner, A. (2009). Youth and environmental action: Perspectives of young environmental leaders on their formative influences. The Journal of Environmental Education, 40, 27 -36. Bundick, M. J. (2011). The benefits of reflecting on and discussing purpose in life in emerging adulthood. New Directions for Student Leadership, 2011, 89 -103 Cotton Bronk, K. , Hill, P. L. , Lapsley, D. K. , Talib, T. L. , & Finch, H. (2009). Purpose, hope, and life satisfaction in three age groups. The Journal of Positive Psychology, 4(6), 500 -510. Damon, W. B. (2009). Noble purpose: Joy Of living a meaningful life. Templeton Foundation Press. French, S. , & Joseph, S. (1999). Religiosity and its association with happiness, purpose in life, and self-actualisation. Mental Health, Religion & Culture, 2(2), 117 -120. Harpaz, I. , & Fu, X. (2002). The structure of the meaning of work: A relative stability amidst change. Human Relations, 55, 639– 667. Kamdron, T. (2005). Work motivation and job satisfaction of Estonian higher officials. International Journal of Public Administration, 28, 1211– 1240 Lewis, C. A. , Lanigan, C. , Joseph, S. , & De Fockert, J. (1997). Religiosity and happiness: No evidence for an association among undergraduates. Personality and Individual Differences, 22, 119 -121. www. PESA. edu. au © PESA 2018

References Continued Martela, F. , & Steger, M. F. (2016). The three meanings of

References Continued Martela, F. , & Steger, M. F. (2016). The three meanings of meaning in life: Distinguishing coherence, purpose, and significance. The Journal of Positive Psychology, 11(5), 531 -545. Mc. Knight, P. E. , & Kashdan, T. B. (2009). Purpose in life as a system that creates and sustains health and well-being: an integrative, testable theory. Review of General Psychology, 13(3), 242. Nord, W. R. , Brief, A. P. , Atieh, J. M. , & Doherty, E. M. (1990). Studying meanings of work: The case of work values. In A. Brief & W. Nord (Eds. ), Meanings of occupational work: A collection of essays. Lexington, MA: Lexington Books. Scheier, M. F. , Wrosch, C. , Baum, A. , Cohen, S. , Martire, L. M. , Matthews, K. A. , . . . & Zdaniuk, B. (2006). The life engagement test: Assessing purpose in life. Journal of behavioral medicine, 291. Seligman, M. (2011). What you can change. . . and what you can't: the complete guide to successful self-improvement. Hachette UK. Sparks, J. R. , & Schenk, J. A. (2001). Explaining the effects of transformational leadership: An investigation of the effects of higher-order motives in multilevel marketing organizations. Journal of Organizational Behavior, 22, 849– 869. www. PESA. edu. au © PESA 2018

We connect people to their purpose, because: POSsibilities open IF and when you find

We connect people to their purpose, because: POSsibilities open IF and when you find and follow your wh. Y Jenna O’Connell & Mariane Power Directors, The Posify Group info@theposifygroup. com. au www. theposifygroup. com. au Social Media: @posifygroup www. PESA. edu. au © PESA 2018