2018 Childx: Keynote by Carol Dweck

good afternoon so this morning we saw that some of the advances in the basic science that is fueling new approaches to child health come at the level of biology and this session we are going to see that some of the basic advances also can come at the level of behavior and know better a speaker to illustrate this point then Carol Dweck so carol has had a long-standing interest in human motivation and personality and in development and the brilliance of her work as you'll see is that she has made precise and astute observations of behavior and then integrated them into a theoretical perspective that can really influence and change child behavior so Carol earned the BA at Barnard College and then went on and got a PhD at Yale she has spent time in her career at the University of Illinois in Champaign Urbana at Harvard at Columbia and then she came to Stanford in 2004 as the Lewis and Virginia Eton professor of psychology Carol's enjoyed an enormous amount of national and international recognition an important thing is she's a member of the National Academy of Sciences and she's actually lectured at the United Nations I think one of the most telling examples of the spread of her ideas is that my daughter my wise daughter who lives in London called me up one day about two years ago and said mom I just read this amazing book it's going to change the way I parent it's called mindset by Carol Dweck so I'd like to introduce you to Carol and thank you carol for influencing the raising of my granddaughter Thank You Heidi good afternoon recently a colleague sent me a picture of her five month old nephew who had just turned on a computer for the first time people we were all this way almost all kids are like this there look dying to learn they're dying to challenge themselves they're so excited when they make things happen but just a few years later we begin to see this and that and just a few years after that we begin to see this and this like take me now how does this happen and how can we prevent it from happening how can we make sure all of our kids remain learners that's what I'm going to talk about today I study mindsets mindsets our beliefs about the nature and workings of human attributes we're going to look at this when it comes to curiosity intellect and achievement then we're going to look at it in terms of adjustment and mental health and then we'll look at it in briefly in terms of physical health I'll make an artificial distinction between mental and physical health you'll forgive me for purposes of this presentation and anyone who comes later fill them in on that please so let's start with mindsets about intelligence in our work we find that children and adults can have different perspectives intelligence some favor the view that intelligence is just a fixed rate you have a certain amount and that's it just wanted to make sure this wasn't you have a certain amount and that's it some people are lucky they have a lot they're the chosen few and others are not so lucky but nothing much you can do about it however others favor what we call a growth mindset it's the view that whatever intellectual abilities you have they can be developed through effort but not just effort and hard work learning good strategies and lots of help input and support and instruction from others now in a growth mindset you don't believe everyone is the same or anyone can necessarily be Einstein but you believe that everyone has the capacity for growth an important thing to keep in mind is it's not one or the other as you'll see we can have different mindsets in different domains you can think your intelligence is fixed but your personality can become ever more wonderful or vice versa also we can at different times have different mindsets in this even in the same domain I may in general believe that intelligence can be developed but there may be triggers in the environment that sometimes make me doubt that if I'm facing a big challenge if I'm having a setback struggling and not making progress if if I see someone who's much better and more successful than me it's something I thought I was great at these are times that can trigger me into a fixed mindset and then the idea is how do I get back so let's keep them in to that in mind and come back to it later now people often say to me so which mindset is true maybe it's good to have a growth mindset but what's the truth now as with every dichotomy it's no some of both but what's so exciting is that neuroscience is showing us on a daily basis practically the tremendous plasticity of the brain much greater than we ever believed some of my favorite findings in recent years is how research by two cowhands and others reopening critical periods incredible periods art our sensitive periods our time when our particular kinds of learning are privileged and we think that the we used to think the window just closed or almost closed after that period and yeah through genetic pharmacological and even behavioral psychological means we're learning how to reopen some of those critical periods to promote growth and learning again I think you'll be interested to know that alfred Binet the inventor of the IQ test had a radical growth mindset he believed the most basic capacity to learn could be transformed through education and that's what he spent most of his life doing creating programs that would make kids smarter that would transform their intelligence so why did he make up that test well the Paris Public Schools asked him to make a test that would tell them who was not on track and then he could figure out how to get those students back on track again alfred Binet went crazy when the Americans and the Brits started using the test to say that we were not just measuring intelligence but fixed intelligence he railed against that view but he couldn't stop us my career my life is dedicated to undoing that mischief vindicating Alfred Vinay with your help and the help of your grandchildren Heidi so let's look at how mindsets work in the domain of achievement recently a few years back we had the privilege of studying all the tenth graders in the country of Chile 168 thousand students and what we found in this study we were able to by the way assess the mindsets that they favored whether they believed intelligence was basically fixed or instead could be developed and then we checked in on their achievement and what we found was that at every level of family income there was a significant gap between those students who endorsed a growth versus fixed mindset and the advantage was for the kids who endorsed the growth mindset that gap was particularly large among the poorest students and a growth mindset was least prevalent among the poorest students so in no way are we saying oh you know forget poverty just give them a mindset no way poverty obviously has so many pernicious effects but we're beginning to think that maybe one of the ways that poverty has a negative effect on achievement is by making the idea of growth the growth of intellectual abilities less available and this is something following that bond we also have had a lively program of research I'm changing students mindsets on seeing whether if we can promote and instill more of a growth mindset whether this would help kids thrive over academic challenges so we've looked at kids making the transition to junior high school or high school or college and seeing whether they are more successful academically if they approach that transition in a growth mindset in one study we did really the first study that we did students were given the control group and the experimental group were given eight sessions of something good the control group learned eight sessions of study skills we worked with the teachers to find out what kinds of learning skills would be useful for kids that year that transition to seventh grade and that's what we taught in a lively and effective way to the students in the control group but in the experimental group we combined the learning skills with growth mindset with the idea that every time you work hard on something challenging the neurons in your brain form new or stronger connections and over time you can get smarter we made the analogy the brain is like a muscle when you exercise it it gets stronger and we taught them how to put this into practice in their schoolwork we then checked in on them months later at the end of the year and we found that the students who had just gotten a camp point all right no okay the red line the students who had just gotten the study skills continued to show declining grades but the students who had gotten the study skills with growth mindset showed a rebound in their grades by the end of the year currently we're in the kind of in the middle of a national study we distilled the growth mindset message into two online sessions and we conducted this experiment with a nationally representative sample across the country some half the students randomly selected receive the growth mindset treatment the other half learned about the brain and its functions by the way we had a hard time getting the control group thing to be as the control group saying was consistently more interesting than the growth mindset thing so we had to keep making it a little less interesting to look till they were equal anyway so it's a good control group they learned about the brain they got interested in the brain could have piqued their interest in science our plan was to see here are these students making the transition to high school this is really a choice point are you going to invest are you not going to invest are you going to take advanced math you're not going to take advanced math are you going to end up graduating or not are you I'm going to end up graduating with a portfolio that makes if I to go to a four-year college are you gonna end up graduating so that you could pursue a stem curriculum if you wanted in college these are all questions in our study we're following the students up to determine that and we're writing the paper now but I can't release the results yet they're they're quite promising both in terms of helping the lower achieving students stay on track and in terms of the lower and higher achieving students being more likely to pursue more challenging and rigorous courses but I didn't say that but I want to share with you some of things that we do to make a growth mindset in in these online programs interesting and palatable to adolescents my former student David Jaeger just did a review of how behavior change programs are typically done with adolescents should they're preached at they're given the information over and over they're told what to do and these treatments rarely work what we try to do instead is say to these adolescents hey you know we're scientists we study learning but you're the expert in the transition to high school and we need your input we need your help to make this program better so we empower them and respect them and enlist their aid and we ask their opinions throughout we teach them growth mindset within neuroscience with the graphs again to respect their intellectual maturity we present test O'Neil's from older students what they learned from going through the program how they considered using it and did use it and from admired people in society we also asked them at the end to mentor to write a letter to a struggling student in terms of the growth mindset principles they learned these letters are really wonderful and are meant really to help them internalize the message finally we suddenly realized I like everyone in this room probably would have done anything to get smarter you tell you tell me you can get smarter by doing this and this and I say okay where do I start but many kids especially adolescents may not have that value and so in our more recent programs we also included why would you want to get smarter what will this brain do for you and so we asked students what kind of contribution can you see yourself making in life maybe to your family to your community to your society and we had them write about that again the letters were pretty astounding they could all see themselves doing something meaningful and important and then we showed them how a stronger brain working hard in school to strengthen their brains could lead them toward those goals so that's kind of a whirlwind tour of the kind of research we've been doing trying to get kids back on more positive trajectories because one theme today is the idea that in adolescence all these new choices present themselves and kids more and more are making their decisions and how can we help them move from a poorer to a better trajectory but I want to take a pause now many educators have implemented growth mindset in their classrooms in the most and in the schools in the most spectacular ways some schools have been transformed some school systems have been transformed top to bottom in ways that kind of revolutionized the students achievement but other educators have used what I call false growth mindset and let me back up and say how I came to understand false growth mindset a colleague of mine in Australia named Susan Mackay said to me one day you know Carol I'm seeing a lot of false growth mindset frankly I was annoyed I said what are you talking about it's such a simple straightforward powerful concept what do you mean false and she said it's just being misinterpreted by many a lot of teachers so I I said well okay I'll think about it and then you know when you learn a new word and then you hear it 10 times within two days I started seeing it everywhere a lot of educators were thinking oh yeah just tell kids first of all they were just declaring that they had a growth mindset they didn't really know what it was but if it was good they had it they also thought well it was just about telling kids to try hard or praising them when they tried hard that's not it at all in fact you could be conveying a fixed mindset if you're telling someone who's not succeeding oh that's great you're trying really hard they feel worse how come the other kids are getting it they're not trying that hard so just kind of boiling it down to one thing and them oh or and some of them were putting a chart in the front of the room and then criticising students who didn't suddenly do all the growth mindset things some of them were sorting kids and to fixed and growth mindset I heard of a teacher who told a parent I can't teach your son he has a fixed mindset so some of the teachers who used to think oh I can't teach dumb kids are now saying I can teach fixed mindset kids the terms have changed but the thinking has not really changed and then many very earnest teachers would say growth mindset a lot in their classroom but they weren't embodying it in their practice the kids were not picking it up from them and in our national study we have a representative sample of math teachers we will see what are the practices that teachers use the teachers who have a class full of students who really believe that their math abilities can be developed and the teachers who have a class full of students who believe some have it some don't in the end growth mindset will come to fruition by creating cultures of growth mindset cultures that embody growth mindset and because we learned it's so difficult for teachers to generate these cultures on their own colleagues of mine are creating growth mindset curricula step by step growth mindset curricula working with teachers that will help teachers everywhere be able to create a true growth mindset culture we're also studying organizations and finding that some organizations have organization-wide employees who think yes they believe all of us are capable of growth and they're helping to create it as opposed to they're looking for the superstars and they don't care about the rest of us so we're learning at an organizational level as well how do you create a culture that makes people believe in growth makes people believe that you believe in their growth and creates opportunities equal opportunities for growth throughout the organization well over time we realize that you know of course mine said fix mine said um don't just apply to your intellectual ability it applies to your social ability your personality and we realized led by my former student David Jaeger that adolescence was a time when these personality mindsets really really mattered there's this social hierarchy it's unstable kids are jockeying for their place on the hierarchy there's a lot of exclusion a lot of rejection there's bullying how do kids navigate this so the first place we looked was in high schools and we looked at aggression in the face of exclusion and our thinking was the more you think personality is fixed and we had evidence for this the more you feel when you're rejected or excluded whoa I'm not a worthy person I'm not a likeable person I'm more of a loser I'm more of a victim and I also hate the perfect person who void me they're a bad person they're deserving of revenge so we saw that the created kind of a tornado of shame and hate leading to retaliation and we wondered that if we taught no no people don't do things because they're good or bad they do things because they have thoughts and feelings personality that lives in their brain and can be changed for his dissertation part of this dissertation David found a school in the Bay Area that had high levels of aggression the teachers said the staff said the principal said look don't bother with these kids it's too late talk about fixed mindset but he knew that that's where he wanted to do his study so I won't go into great detail but to say the high school students were divided into three groups one group got state-of-the-art social coping skills one was a no treatment control and the third was growth mindset how do you look at yourself how do you look at others in terms of capability for growth and again in the growth mindset treatment they were told people's personalities live in their brains and the brain can be changed people do things because of the thoughts and feelings they have thoughts and feelings that live in the brain and can be changed they were taught look change isn't easy it's not assured and it's certainly not your job to change anyone else but the capability for change is inherent in every person and then they were shown how to embody that in their social interactions and particularly when conflict occurs we then had a number of measures at the end of the year or a month later and then at the end of the year and our favorite measure was a behavioral measure kids were brought to a room in their school the first thing they did was play an online cyber ball game it's a game of catch it's the participant and two peers and they're throwing a virtual ball around and at some point the peers stop tossing the ball to the participant and just toss it to each other so there's a feeling of exclusion temporarily later in the session lo and behold the child has an opportunity to retaliate they are asked to allocate a certain amount of hot sauce to one of the kids who excluded them and they have the knowledge that the child hates spicy food how much do they allocate they were required to give some but how much was up to them and what we found was that in the no treatment control and in the coping skills group they gave plenty of hot sauce like six over six heaping teaspoons but in the growth mindset group they gave about 40% less David had the great idea of having kids send a note with their hot sauce so I'm gonna give you a flavor for the note and then I'll show you the data here's one a pro-social note look it's empathic I tried to put only a little bit of the hot sauce as I could because you circle you just liked it so I hope it's not too much for you it's not that spicy I already tried it so I hope you can handle how much I put in as opposed to I gave you a lot because you don't like spicy yeah and because you didn't share the ball and they smeared the sauce all over the note and here's the data the no treatment control the first bar and the social coping skill of the group rode very few pro-social nodes and but the growth mindset group wrote almost twice as many as no treatment control and three times as many as the pro-social so notice this pro-social it's good it had some beneficial effects but it didn't actually help them cope with a setback it didn't take away these six mindset beliefs and give them a new way of seeing other children and themselves when rejection takes place David then went on to look at whether a growth mindset online intervention or self administered intervention could potentially prevent some clinical levels of depression as kids made the transition to high school that's the year that depression really shoots up and he wondered if you don't judge yourself as harshly as you think about it if you think about it as a time of growth and learning rather than a time when you're finding out permanent terrible things about yourself could this help again this kind of in in this case they didn't have the six in-person sessions but they had compelling articles to read and what he found was that there was across three studies and in each study a significant reduction in kids reporting depression that reached a clinical threshold so learning people can change people can grow and develop you know everyone's trying to do what they have to do to cope they're not doing it just to be mean they're doing it for their own motivated reasons it doesn't mean they're always going to be that way it doesn't mean you're always going to be and feel this way led to reductions in reports of depression Jessica Schneider working with Tom Weiss at Harvard based on this work created online interventions for kids coming into the clinic I think it was Mass General the parents and the kids came into the clinic the kids did the online intervention and again randomly assigned always randomly assigned and she found a significant decrease in report of depressive symptoms over time so that's a nine-month period for the kids and the growth mindset condition but not for kids in the control condition she also found benefits for the parents as the kids themselves improved David and his colleagues have also gone on to study stress and anxiety among adolescents finding that a growth mindset intervention makes them well let's think about it so you're in high school and you're always looking around it's a threatening environment for many they're on edge how am i doing am i oh whoa whoa what was that look am i being excluded am i the next one to be Boyd what's going on what's happening also I'm struggling with schoolwork for the first time what does that mean about me I thought I was smart does it mean I'm not smart should I avoid challenges so I won't look not smart so you have all these choices going on all the time how do you react so David and his colleagues showed that after a self-administered growth mindset session kids showed lower anxiety less threat when they were asked to do public speaking in front of peers which is a standard stress situation public speaking in front of peers who are evaluating you so in the short run that chronic stress was reduced and then showed differences over time I mean acute stress was reduced and then showed differences over time in chronic stress so we've talked about adolescent academic transitions we've talked about adolescent social transitions and Claudia Mueller here who's an assistant professor in pediatric surgery has undertaken a series of studies now looking at physical health first in a group of healthy adolescents she assessed their mindsets about physical health asking students to agree or disagree with items like this your physical health is something about you you can't really change if you are an unhealthy person there's not much you can do about it so as with intelligence or personality do you have control over changing and improving that attribute or not so it turned out that many students said they had no control little or no control over their health whereas others thought they had control those who endorse more of the fixed mindset when asked to judge kids who had asthma appendicitis or a broken leg saw the kids as much less healthy and they projected that they'd be less healthy over the next five years compared to students adolescents who were in more of a growth mindset so those in the fixed mindset it's kind of you have it or you don't and even if you have an acute affliction like a broken leg or appendicitis well then you're not a healthy person and you probably won't be as healthy over the next five years so they there's this kind of all-or-nothing thinking her next study was with adolescents with type 1 diabetes followed them over time there wasn't much difference right in the beginning because parents still had a lot of control over administering the insulin but over time the students with more of a fixed mindset about their health we're showing higher blood sugar levels and many more episodes of quite high blood sugar so when the medication was put more in their hands when medical adherence was more up to them they were not showing the same degree of adherence I'm sick I'm not sick my body is my body and there's not much I can do about it the kids with more of a growth mindset were able to maintain more even blood sugars more recently she looked at kids who were undergoing a very painful surgery to correct kind of con concavity of the chest it it involves inserting a concave bar and turning it around push their chest out very very painful here she found that adolescents with more of a fixed mindset experienced greater pain and continued to experience greater pain over the days they were in the hospital and she's very interested now and whether this would lead to greater opioid administration greater opioid administrate over a long period of time and perhaps leading to opioid dependency could it be a gateway so once they think I'm a sick person I'm a person in pain it may be hard to get out of that and finally Claudia is looking at kids with congenital heart problems wondering whether they will excuse themselves from exercise that is quite healthy and beneficial for them if they see themselves as reduced restricted impaired and finally organ transplants where adherence to medication is of the utmost importance will they be able to do that as well in the fixed mindset as growth so to conclude I hope I've shown you that the beliefs or mindsets adolescents have about themselves and their attributes can play an important role in their health mental health achievement trajectories over time I want to emphasize that the mindset environments students people are in are of the utmost important of importance I focused on the individual level today but this systemic the environmental level the mindset cultures people are in are tremendously important and not only instilling the idea of growth and development but maintaining it over time I'm also very very interested in my sets as catalysts for other programs I've talked to you about more freestanding mindset programs but what about mindsets combined with other interventions behavioral change interventions learning interventions can they open kids to challenges struggle persistence and catalyze the effectiveness of those interventions over time and as a final thought let's think of adolescence with so many paths open to them so many choices they may get those points and think of the beliefs they have as orienting them to worse or better choices helping them elevate to a more positive trajectory and helping them to stay on those positive trajectories over time we feel like our work is in its infancy we have so much we want to learn we have so many interventions we'd love to develop and improve to really help kids get on and stay on those positive trajectories thank you okay thank you very much and so this session is open for some questions we'll see we have a creative app here so you can either put your questions on the app or there's microphones in the room it's a little hard for us to see you all out there so if somebody has the mic just stand up and start talking okay here's one how can you encourage Groff mine sorry growth mindset in children who are having academic difficulties like kids with learning disabilities so that's a great question Heidi we haven't studied kids with learning disabilities in particular ah my hunch is it's not about telling them tryhard persist it's more about helping them find strategies that work for them and then supporting those strategies and I think this whole idea of finding strategies and finding ways of enacting strategies is really critical there's this some kind of belief in our society that a disproportionate number of CEOs had learning disabilities and you might think okay they learn strategies for navigating not just their academic world but for navigating the world and they were able to use these in their lives so successfully so that's that's my hunch about what would work for kids with learning disabilities mark on NASA Ames I'm really curious about what you said the thoughts and feelings live in the brain and challenging that with the fact that feelings might actually live in the body and they are patterned by the environment and the first environment to experience is the nine months in the womb so oftentimes that comes before the central nervous system development and so what we see these days in kids is anxiety that they inherited from their mothers their fathers the environment and you can I find that you can train them no matter what in their brains it's something that you have it's very important but requires a lot of maintenance there's this negative loop that trains in trains the mind to the body and if they have a feeling that they've inherited that has no context the belief system that mindset doesn't work you have to go to the somatic experience so oh I have so many answers to that great question absolutely the brain is embodied cognition is embodied the brain gets signals from the whole body the brain is part of our interaction with the world so yes it's all part of being in a body that has feelings and the brain is interpreting those feelings or the feelings or pre-empting certain ways of thinking in the brain as we are thinking similar things and what we're doing now is actually combining or testing the effects of combining a growth mindset treatment with a mindfulness treatment that teaches kids to handle negative emotions more effectively because we to think hey yeah you can learn him mistakes don't mean you're dumb but then you make a huge mistake and you go into a strong negative emotional state so that it seems to us that the two together would be very very very effective question over here hi there wonderful speech I wanted to find out if you started to quantify behaviors to predict growth mindset instead of asking questions which may be claims have a growth mindset are you asking what are the questions we give to kids to quantify or rather have you started to quantify to predict growth mindset well most oh okay first of all just to clarify we have questions that we asked kids for example your intelligence something very basic about you that you can't really change versus everyone no matter who they are can become substantially smarter now what causes a growth mindset we've done research on that too we've looked at the kinds of preys adults administer whether they tell kids they're smart which kids love but it creates more of a fixed mindset and they don't want challenges anymore or whether they focus on the process children engaged and to learn which promotes more of a growth mindset we've also looked at how parents handle children's failures and again this process focus really okay what happened let's think about it what do you do next encourages more of a growth mindset the alternative is the parent gets nervous the parent gets anxious the parent glosses over it child's think something is deeply wrong with me and doesn't learn from it you want to talk a little bit you had a study with kids taking high-stakes tests or fake high-stakes tests and how they got feedback on a pretest I remember that right yeah but they were told either you've done well you must be very smart oh yeah yeah yeah okay so we had kids these were fifth and sixth graders this is Claudia Mueller's dissertation a scent of fantastic work six studies kids took a part of an IQ test they were told in one group wow that's a really high score you must be smart at this another group wow that's a really good score you must have worked really hard or it could have been about their strategies or persistence and then another group just wow that's a really good score and she offered them a chance to do something challenging that they could learn from or something easy where they wouldn't make mistakes or easy for them so they could look smart the kids who were praised for their intelligence did not want the challenging thing they could learn from they wanted to uphold their gifted label then when we gave them challenging problems those who are praised for intelligence really fell apart pretty much and finally when we asked them to report their scores to kids in another school 40% of the kids praised for intelligence lied and only in one direction so again it measures you and well-meaning adults saying you're so smart and thinking you're raising their confidence and they like it in the moment but then they need it need it need it because you're saying it's fixed I admire you for it and they're saying I better not do anything that contradicts it this is the that my daughter found so compelling actually the idea that you don't say oh you look so pretty today you say look at that interesting color combination you put together you know and sometimes it's pretty hard yeah and yeah alternative - yeah my god you look so pretty by the way some parents are saying oh I hated I can't praise my child when they do well no I didn't say that of course you can praise your child when they do well but tie it to the process they engaged and the improvement they made and how they how they made it so the general idea of the fixed mindset is that in our society we have created these continua smart - dumb good - bad worthy unworthy and and we measure people and we put them on that continuum and if you buy into that system a person is a bunch of dots on different continua where's the growth and people who aren't winners of those lotteries what are they capable of contributing and the alternative is to thing we're all capable of growth we all have assets that we can develop and put them together to make our unique contribution to society let's try to get rid of the dots - continua and let's try to get kids excited about growing in order to make their contribution so it leads to the question are there tools available for teachers or primary care professionals or parents to help them understand whether a child has more of a growth mindset or a fixed mindset and maybe then the the reparative yeah activities if they have more yes mines so we're reluctant to send out these little measures to teachers we don't want them categorizing kids they know which kids in their class have trouble with challenge and setbacks and feedback we we don't want them kind of sorting kids into categories what we do want though is to create professional tools that will enable them to create the culture where everyone feels comfortable to make mistakes and learn from them I don't want another continuum on you're all right yeah pudding Johnson yeah we don't want fixed to growth mindset to be another continuum on which kids can fail or succeed and so how young do you think you can begin encouraging growth mindset very young we have worked with hundreds of preschool kids and we see it emerging three three and a half as soon as kids can evaluate themselves and that self-awareness really flourishes in threes they can start worrying they're a bad person if they haven't done something right and particularly if they're criticized for it and just as much we've heard kids but give little speeches on the importance of trying different ways and keeping at it and then asking for help just even at that age we see we see the mindsets flourishing and how old do you think you can this this perspective well I'm often asked that question I have a friend who's older and I was if so it's never too late one of my former students Jason flax has worked with the elderly and shown that a growth mindset about memory performance can really aid memory performance and I'm all for older adults it's particularly important so many older adults don't feel they any longer have the capacity to learn they take that critical period stuff super seriously oh I couldn't learn another language it doesn't say that it says younger kids really learn to native proficiency older you may not learn to native proficiency so what so you have an accent you can still learn so it's particularly important for people who may actually have the time to learn fantastic new things that would be so exciting to understand that they're capable of this and so in the final moments what are the top three things that you would recommend to promote a growth mindset poop okay remember that learning and helping others learn I think those are the about the most or I'll say some of the most important things we can do in life to understand that everyone is capable of growth and to focus on that process of trying and strategizing and getting help all of those and learning from mistake focus on the process that creates growth rather than measuring people and telling them oh here are your strengths here are your weaknesses and that's that with that thank you you're so welcome [Applause]

Channel: Stanford Childx

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Length: 61min 43sec (3703 seconds)

Published: Thu Apr 19 2018