Child Resiliency | TBN

Child Resiliency

Watch Child Resiliency
March 6, 2019
27:34

Taking Care of Business

Closed captions

Child Resiliency

Show timecode
Hide timecode
  • CHILD RESILIENT.
  • 00:00:03.200 --> 00:00:05.080
  • - WE CREATED THIS DELICATE, FRAGILE
  • 00:00:05.100 --> 00:00:07.000
  • POPULATION THAT NEEDS SAFETY MORE THAN WORK.
  • 00:00:07.020 --> 00:00:10.250
  • - LEARNING IS WHAT WE'RE AFTER, NOT THE GRADE I'M
  • 00:00:10.270 --> 00:00:14.290
  • GOING TO GET, NOT THE CREDIT I'M GOING TO GET,
  • 00:00:15.010 --> 00:00:17.210
  • BUT WHAT AM I GOING TO LEARN?
  • 00:00:17.230 --> 00:00:20.290
  • - IN THE LATE 60'S, THE AVERAGE GRADE THAT K12
  • 00:00:21.010 --> 00:00:23.090
  • STUDENT GOT WAS A C BECAUSE C MEANS AVERAGE.
  • 00:00:23.110 --> 00:00:26.240
  • TODAY THE AVERAGE GRADE IS AN A.
  • 00:00:26.260 --> 00:00:28.280
  • WHEN YOU GET AN A BUT YOU REALLY DON'T DESERVE IT
  • 00:00:29.000 --> 00:00:31.100
  • YOU'RE NOT READY FOR THE REAL WORK PERHAPS THAT
  • 00:00:31.120 --> 00:00:33.190
  • COMES WHEN AN EMPLOYER MAY NOT BE CLAPPING FOR
  • 00:00:33.210 --> 00:00:35.250
  • YOU EVERY FRIDAY BECAUSE YOU SHOWED UP FOR WORK
  • 00:00:35.270 --> 00:00:37.050
  • ON TIME.
  • 00:00:37.070 --> 00:00:38.260
  • - THEIR SELF-WORTH IS ALL TIED UP IN THE LABELS
  • 00:00:38.280 --> 00:00:42.170
  • WE GIVE THEM OF GIFTED,
  • 00:00:42.190 --> 00:00:44.170
  • OF TALENTED, OF BRILLIANT.
  • 00:00:44.190 --> 00:00:47.010
  • THEY'RE MORE LIKELY TO LIE.
  • 00:00:47.030 --> 00:00:49.130
  • THEY'RE MORE LIKELY TO CHEAT, AND THEY ARE MORE
  • 00:00:49.150 --> 00:00:52.250
  • LIKELY TO TAKE ENJOYMENT IN OTHERS FAILURES.
  • 00:00:52.270 --> 00:00:56.120
  • - SOMEHOW WE MIXED THE IDEA OF FAIRNESS AND EVEN
  • 00:00:56.140 --> 00:01:00.120
  • WITH THE IDEA OF NO CHILD LEFT BEHIND, THAT MEANS WE
  • 00:01:00.140 --> 00:01:04.190
  • ALL HAVE TO BE GOING THE SAME PLACE.
  • 00:01:04.210 --> 00:01:08.220
  • - WE'RE DESPERATE FOR SOMEONE TO JUST TELL US
  • 00:01:08.240 --> 00:01:12.210
  • HOW WE'RE DOING.
  • 00:01:12.230 --> 00:01:14.070
  • PLEASE, SOMEONE GIVE ME A GRADE ON MY PARENTING.
  • 00:01:14.090 --> 00:01:16.180
  • - WHY DO YOU NEED TO BE RESILIENT?
  • 00:01:16.200 --> 00:01:18.000
  • MOM IS GOING TO BE MY AGENT.
  • 00:01:18.020 --> 00:01:19.110
  • I ACTUALLY TALKED TO A UNIVERSITY STUDENT
  • 00:01:19.130 --> 00:01:21.030
  • RECENTLY THAT SAID MY MOM IS LIKE MY AGENT.
  • 00:01:21.050 --> 00:01:23.180
  • THAT SPEAKS VOLUMES TO HOW THEY'RE FEELING ABOUT
  • 00:01:23.200 --> 00:01:27.000
  • THEIR LIFE.
  • 00:01:27.020 --> 00:01:30.090
  • - IN LIFE WE ALL NEED SUPPORT SYSTEMS THAT WE
  • 00:01:30.110 --> 00:01:32.210
  • CAN DEPEND UPON, AND WE NEED TO COME UP IN
  • 00:01:32.230 --> 00:01:35.080
  • ENVIRONMENTS THAT WE TRUST.
  • 00:01:35.100 --> 00:01:38.040
  • - RESILIENCE IS REALLY THE ABILITY TO BOUNCE
  • 00:01:38.060 --> 00:01:40.160
  • BACK FROM A SETBACK.
  • 00:01:40.180 --> 00:01:42.010
  • IF I COLLECT A VICTIM MINDSET, I NOT ONLY THINK
  • 00:01:42.030 --> 00:01:45.160
  • IT'S NOT MY FAULT, IT'S NOT MY RESPONSIBILITY.
  • 00:01:45.180 --> 00:01:48.120
  • - HOW DO I HELP MY KID BE BETTER NEXT TIME?
  • 00:01:48.140 --> 00:01:51.220
  • HOW DO I HELP MY KID TAP INTO HIS INNER RESOURCES
  • 00:01:51.240 --> 00:01:54.270
  • SO HE CAN BE BETTER NEXT TIME?
  • 00:01:54.290 --> 00:01:57.240
  • THAT IS THE FIRST VERY POWERFUL STEP TO RAISING
  • 00:01:57.260 --> 00:02:00.240
  • MORE RESILIENT ADULTS.
  • 00:02:00.260 --> 00:02:02.220
  • [JAZZ MUSIC]
  • 00:02:02.240 --> 00:02:10.090
  • TAKING CARE OF BUSINESS ...
  • 00:02:10.110 --> 00:02:13.280
  • TAKING CARE OF BUSINESS ...
  • 00:02:14.000 --> 00:02:26.150
  • - KELLY WRIGHT: IN 2016, COLLINS DICTIONARY PICKED AS
  • 00:02:26.170 --> 00:02:29.010
  • THEIR NEW WORD OF THE YEAR SOMETHING THAT WAS
  • 00:02:29.030 --> 00:02:31.160
  • ACTUALLY A TWO WORD PHRASE, SNOWFLAKE GENERATION.
  • 00:02:31.180 --> 00:02:36.040
  • COLLINS DEFINES THE TERM AS THE YOUNG ADULTS OF
  • 00:02:36.060 --> 00:02:38.250
  • THE 2010'S VIEWED AS BEING LESS RESILIENT AND
  • 00:02:38.270 --> 00:02:42.160
  • MORE PRONE TO TAKING OFFENSE THAN
  • 00:02:42.180 --> 00:02:44.040
  • PREVIOUS GENERATIONS.
  • 00:02:44.060 --> 00:02:45.210
  • SIMILARLY IN 2016 THE FINANCIAL TIMES INCLUDED
  • 00:02:45.230 --> 00:02:48.070
  • SNOWFLAKE IN THEIR WORD OF THE YEAR LIST DEFINING
  • 00:02:48.090 --> 00:02:52.040
  • IT AS A DEROGATORY TERM FOR SOMEONE DEEMED TOO
  • 00:02:52.060 --> 00:02:54.270
  • EMOTIONALLY VULNERABLE TO COPE WITH VIEWS THAT
  • 00:02:54.290 --> 00:02:57.260
  • CHALLENGE THEIR OWN.
  • 00:02:57.280 --> 00:02:59.160
  • PARTICULARLY IN SETTINGS LIKE THESE, UNIVERSITIES
  • 00:02:59.180 --> 00:03:03.180
  • AND OTHER PUBLIC FORUMS ONCE KNOWN FOR
  • 00:03:03.200 --> 00:03:05.230
  • ROBUST DEBATE.
  • 00:03:05.250 --> 00:03:07.230
  • AND WHILE THE TERM MIGHT BE FUNNY, THE SITUATION
  • 00:03:07.250 --> 00:03:10.290
  • IS INDEED VERY SERIOUS.
  • 00:03:11.010 --> 00:03:13.010
  • RESEARCHERS ARE DISCOVERING THAT THIS
  • 00:03:13.030 --> 00:03:15.090
  • GENERATION POSSESSES COMPLEX RELATIONAL
  • 00:03:15.110 --> 00:03:17.220
  • HANDICAPS THAT LEAD THEM UNPREPARED FOR HEALTHY
  • 00:03:17.240 --> 00:03:20.290
  • ADULT RELATIONSHIPS AND UNEQUIPPED TO FUNCTION AT
  • 00:03:21.010 --> 00:03:24.020
  • A HIGH LEVEL IN THE WORKPLACE.
  • 00:03:24.040 --> 00:03:27.270
  • - THERE HAVE BEEN A NUMBER OF JOURNALISTS
  • 00:03:27.290 --> 00:03:29.260
  • THAT HAVE USED THE TERM SNOWFLAKE GENERATION.
  • 00:03:29.280 --> 00:03:31.180
  • IT STARTED ACTUALLY IN THE LATE 90'S BUT HAS
  • 00:03:31.200 --> 00:03:34.000
  • CONTINUED ON FOR NEARLY TWO DECADES.
  • 00:03:34.020 --> 00:03:36.090
  • WHEN YOU THINK ABOUT A SNOWFLAKE, THESE ARE
  • 00:03:36.110 --> 00:03:37.240
  • DELICATE, THEY ARE UNIQUE, THEY ARE FRAGILE,
  • 00:03:37.260 --> 00:03:40.260
  • AND FOR MANY EMPLOYERS, EDUCATORS, ATHLETIC
  • 00:03:40.280 --> 00:03:44.100
  • COACHES THEY FELT LIKE THESE YOUNGER KIDS HAVE
  • 00:03:44.120 --> 00:03:47.040
  • BEEN RAISED AS SNOWFLAKES, THE SNOWFLAKE
  • 00:03:47.060 --> 00:03:49.160
  • GENERATION BECAUSE THEY'RE DELICATE,
  • 00:03:49.180 --> 00:03:51.190
  • THEY'RE FRAGILE.
  • 00:03:51.210 --> 00:03:53.000
  • THEY WANT SAVED SPACES IN COLLEGE, SO WHILE I
  • 00:03:53.020 --> 00:03:55.130
  • BELIEVE IN THIS EMERGING GENERATION, SOMETIMES I
  • 00:03:55.150 --> 00:03:58.200
  • THINK WE ADULTS HAVE RAISED THEM IN A PLACE
  • 00:03:58.220 --> 00:04:00.170
  • WHERE WE'VE CREATED THIS DELICATE, FRAGILE
  • 00:04:00.190 --> 00:04:02.210
  • POPULATION THAT NEEDS SAFETY MORE THAN WORK.
  • 00:04:02.230 --> 00:04:06.230
  • - IT'S PRETTY OBVIOUS TO MOST PEOPLE THAT KIDS ARE
  • 00:04:06.250 --> 00:04:10.120
  • INSPIRED BY SUCCESS.
  • 00:04:10.140 --> 00:04:13.070
  • BUT WHEN WE IN OUR WORLD HAVE PUT IT TOGETHER THAT
  • 00:04:13.090 --> 00:04:16.120
  • SUCCESS MEANS A TROPHY OR SUCCESS MEANS A TOP
  • 00:04:16.140 --> 00:04:19.170
  • SCORE, OR THE SUCCESS MEANS QUALIFYING AND WE
  • 00:04:19.190 --> 00:04:23.010
  • TALK ABOUT THINGS JOKINGLY AS SECOND PLACE
  • 00:04:23.030 --> 00:04:25.170
  • IS FIRST LOSER, IN REALITY THAT IS HOW THE
  • 00:04:25.190 --> 00:04:28.010
  • KIDS FEEL.
  • 00:04:28.030 --> 00:04:29.160
  • AND THEN WE TRY TO HAVE TO FIX THE SYSTEM WE SET
  • 00:04:29.180 --> 00:04:31.200
  • UP AND TRY TO CONVINCE THEM THAT IT'S OKAY, THAT
  • 00:04:31.220 --> 00:04:34.080
  • ENGAGEMENT WAS GOOD ENOUGH SO WE HAND OUT ALL
  • 00:04:34.100 --> 00:04:37.010
  • THESE TROPHY THINGS AND EVERYBODY GETS A
  • 00:04:37.030 --> 00:04:39.200
  • PARTICIPATION RIBBON.
  • 00:04:39.220 --> 00:04:40.280
  • WHEN I GOT A PARTICIPATION RIBBON I
  • 00:04:41.000 --> 00:04:43.210
  • KNEW WHAT IT WAS.
  • 00:04:43.230 --> 00:04:45.160
  • IT MADE THE PARENT FEEL BETTER, THE ADULT FEEL
  • 00:04:45.180 --> 00:04:46.270
  • BETTER, BUT IT DID NOT DO A WHOLE LOT FOR ME.
  • 00:04:46.290 --> 00:04:48.260
  • I WAS SHARP ENOUGH TO FIGURE OUT I DIDN'T WIN.
  • 00:04:48.280 --> 00:04:54.280
  • - I THINK THERE ARE A NUMBER OF REASONS WHY
  • 00:04:55.000 --> 00:04:56.100
  • THIS EMERGING GENERATION HAS BEEN DEEMED AS SNOWFLAKES
  • 00:04:56.120 --> 00:04:59.040
  • OR FRAGILE.
  • 00:04:59.060 --> 00:05:01.050
  • FIRST OF ALL, PARENTING STYLES, SOMEWHERE BACK IN
  • 00:05:01.070 --> 00:05:04.030
  • THE 80'S AND 90'S THERE WAS A NEW PARENT REPORT
  • 00:05:04.050 --> 00:05:06.190
  • CARD THAT CAME ON THE SCENE, AND INSTEAD OF
  • 00:05:06.210 --> 00:05:09.110
  • PREPARING, IT WAS PROTECTING.
  • 00:05:09.130 --> 00:05:11.290
  • WE WERE ABSOLUTELY COMMITTED AS PARENTS FOR
  • 00:05:12.010 --> 00:05:14.090
  • THE SAFETY AND SELF-ESTEEM OF OUR
  • 00:05:14.110 --> 00:05:16.010
  • CHILDREN, AND WE THOUGHT WE COULD BUILD
  • 00:05:16.030 --> 00:05:19.000
  • SELF-ESTEEM BY JUST SAYING YOU'RE AWESOME, BY
  • 00:05:19.020 --> 00:05:21.080
  • GIVING THEM PARTICIPATION TROPHIES JUST FOR SNOWING
  • 00:05:21.100 --> 00:05:23.290
  • UP ON THE SOCCER TEAM, BY TELLING THEM THEY'RE
  • 00:05:24.010 --> 00:05:27.050
  • AMAZING BY PUTTING THE FORK IN THE DISHWASHER.
  • 00:05:27.070 --> 00:05:29.040
  • THE KINDS OF THINGS WE WERE RAISED PERHAPS TO DO
  • 00:05:29.060 --> 00:05:31.200
  • JUST BECAUSE WE'RE MEMBERS OF THE FAMILY, WE
  • 00:05:31.220 --> 00:05:34.080
  • NOW WERE USING HYPERBOLE TO DESCRIBE THEM, SO THEY
  • 00:05:34.100 --> 00:05:37.170
  • THOUGHT WELL, I AM AWESOME.
  • 00:05:37.190 --> 00:05:38.290
  • WHO WOULDN'T THINK THEY'RE AWESOME WHEN
  • 00:05:39.010 --> 00:05:40.140
  • EVERYBODY IN THE HOUSE IS SAYING THAT, SO I THINK
  • 00:05:40.160 --> 00:05:43.260
  • THE WAY WE'VE PARENTED HAS ADDED TO THIS PROBLEM.
  • 00:05:43.280 --> 00:05:46.190
  • - OVER PARENTING OR HELICOPTER PARENTING,
  • 00:05:46.210 --> 00:05:49.100
  • SNOWPLOW PARENTING, BLACK HAWK PARENTING, ALL OF
  • 00:05:49.120 --> 00:05:53.010
  • THESE TERMS THAT WE HAVE NOW THIS ALL COMES OUT OF
  • 00:05:53.030 --> 00:05:55.260
  • IT'S SORT OF MULTI FACTORIAL.
  • 00:05:55.280 --> 00:05:57.240
  • WE HAVE FEWER CHILDREN NOW.
  • 00:05:57.260 --> 00:05:59.210
  • WE HAVE CHILDREN WHEN WE'RE OLDER.
  • 00:05:59.230 --> 00:06:02.150
  • WE HAVE CHILDREN AFTER MORE WORK EXPERIENCE.
  • 00:06:02.170 --> 00:06:05.000
  • WE HAVE CHILDREN AFTER MORE EDUCATION.
  • 00:06:05.020 --> 00:06:07.130
  • CHILDREN HAVE BECOME INCREASINGLY PRICELESS.
  • 00:06:07.150 --> 00:06:15.090
  • - THIS PARENT GENERATION HAS BEEN CALLED
  • 00:06:15.110 --> 00:06:17.000
  • HELICOPTER PARENTS, AND SOME OF THEM I THINK HAVE
  • 00:06:17.020 --> 00:06:19.110
  • BECOME APACHE HELICOPTERS WHERE THEY'RE ABSOLUTELY
  • 00:06:19.130 --> 00:06:22.030
  • COMMITTED TO NEGOTIATING FOR THEIR CHILDREN WITH
  • 00:06:22.050 --> 00:06:24.080
  • THE TEACHER TO NAVIGATING EVERYTHING FOR THEM.
  • 00:06:24.100 --> 00:06:27.250
  • IN OTHER WORDS, WE'VE DONE SO MUCH FOR THEM,
  • 00:06:27.270 --> 00:06:29.180
  • WHY DO YOU NEED TO BE RESILIENT?
  • 00:06:29.200 --> 00:06:31.150
  • MOM IS GOING TO BE MY AGENT.
  • 00:06:31.170 --> 00:06:33.040
  • I ACTUALLY TALKED TO A UNIVERSITY STUDENT
  • 00:06:33.060 --> 00:06:34.210
  • RECENTLY THAT SAID MY MOM IS LIKE MY AGENT.
  • 00:06:34.230 --> 00:06:37.020
  • THAT SPEAKS VOLUMES TO HOW THEY'RE FEELING ABOUT
  • 00:06:37.040 --> 00:06:40.170
  • THEIR LIFE.
  • 00:06:40.190 --> 00:06:42.050
  • - WE DON'T GET PROGRESS REPORTS ON OUR PARENTING.
  • 00:06:42.070 --> 00:06:46.000
  • WE'RE ALL SO USED TO GETTING EVALUATIONS FOR
  • 00:06:46.020 --> 00:06:48.240
  • OUR WORK OR GRADES FOR THE WORK WE DO IN SCHOOL
  • 00:06:48.260 --> 00:06:53.080
  • AND SO WHEN WE HAVE OUR CHILDREN, WE LOOK TO THEM
  • 00:06:53.100 --> 00:06:55.260
  • AND WE'RE DESPERATE FOR SOMEONE TO JUST TELL US
  • 00:06:55.280 --> 00:06:58.240
  • HOW WE'RE DOING.
  • 00:06:58.260 --> 00:07:00.190
  • PLEASE, SOMEONE GIVE ME A GRADE ON MY PARENTING.
  • 00:07:00.210 --> 00:07:03.230
  • - ANOTHER REASON IS SCHOOLS HAVE CHANGED, AND
  • 00:07:03.250 --> 00:07:06.200
  • BY THE WAY, TEACHERS ARE MY HEROES, BUT GRADE
  • 00:07:06.220 --> 00:07:09.130
  • INFLATION HAS SKYROCKETED OVER THE LAST 50 YEARS.
  • 00:07:09.150 --> 00:07:13.020
  • IN THE LAST 60'S THE AVERAGE GRADE THAT A
  • 00:07:13.040 --> 00:07:16.080
  • K 12 STUDENT GOT WAS A C BECAUSE C MEANS AVERAGE.
  • 00:07:16.100 --> 00:07:19.240
  • THE TODAY THE AVERAGE GRADE IS AN A, SO WE'RE
  • 00:07:19.260 --> 00:07:22.190
  • SETTLING FOR NOTHING LESS THAN WE ARE AWESOME,
  • 00:07:22.210 --> 00:07:25.070
  • WE'RE AMAZING, AND SOMETIMES WHEN YOU GET AN
  • 00:07:25.090 --> 00:07:28.010
  • A BUT YOU REALLY DON'T DESERVE IT, YOU'RE
  • 00:07:28.030 --> 00:07:30.210
  • NOT READY FOR THE REAL WORK PERHAPS THAT COMES
  • 00:07:30.230 --> 00:07:33.080
  • WHEN AN EMPLOYER MAY NOT BE CLAPPING FOR YOU EVERY
  • 00:07:33.100 --> 00:07:35.050
  • FRIDAY BECAUSE YOU SHOWED UP AT WORK ON TIME.
  • 00:07:35.070 --> 00:07:37.050
  • HE WANTS OR SHE WANTS SOME WORK TO BE DONE.
  • 00:07:37.070 --> 00:07:39.080
  • I KNOW THAT SOUNDS CRUEL, BUT I THINK WE DID A
  • 00:07:39.100 --> 00:07:42.220
  • BETTER JOB PROTECTING THAN PREPARING.
  • 00:07:42.240 --> 00:07:46.120
  • [TEACHER ASKS A QUESTION AND STUDENT ANSWERS]
  • 00:07:46.140 --> 00:07:49.260
  • - WHY DO I THINK THIS IS A PROBLEM TODAY?
  • 00:07:49.280 --> 00:07:51.180
  • WELL, IT'S NOT JUST MY OBSERVATIONS.
  • 00:07:51.200 --> 00:07:53.070
  • IF YOU LOOK AT RAW DATA, IT'S COMING OUT PRETTY
  • 00:07:53.090 --> 00:07:55.220
  • LOUD AND CLEAR.
  • 00:07:55.240 --> 00:07:57.070
  • ACCORDING TO MONSTER.COM THE YEARS BETWEEN 2010
  • 00:07:57.090 --> 00:08:00.260
  • AND 2014, THOSE FIVE YEARS, SOMEWHERE BETWEEN
  • 00:08:00.280 --> 00:08:04.040
  • 60 AND 80% OF COLLEGE STUDENTS MOVED BACK HOME
  • 00:08:04.060 --> 00:08:07.060
  • AFTER GETTING DONE WITH COLLEGE.
  • 00:08:07.080 --> 00:08:08.270
  • 60 TO 80%.
  • 00:08:08.290 --> 00:08:10.200
  • NOW, SOME MIGHT SAY WELL, WASN'T THE ECONOMY KIND
  • 00:08:10.220 --> 00:08:12.170
  • OF HARD.
  • 00:08:12.190 --> 00:08:13.260
  • YEAH, BUT IT WAS NOT THAT HARD.
  • 00:08:13.280 --> 00:08:15.260
  • NOT 60 TO 80%.
  • 00:08:15.280 --> 00:08:17.130
  • I THINK THEY WANTED TO START AT THE SAME LEVEL
  • 00:08:17.150 --> 00:08:20.020
  • THAT MOM AND DAD THAT THEY LEFT OFF WITH WITH
  • 00:08:20.040 --> 00:08:22.140
  • MOM AND DAD, AND WE DIDN'T WANT THEM TO HAVE
  • 00:08:22.160 --> 00:08:23.220
  • THAT LITTLE APARTMENT WITH THE CINDER BLOCKS
  • 00:08:23.240 --> 00:08:25.190
  • AND THE BLACK AND WHITE TV THAT WE USED TO HAVE.
  • 00:08:25.210 --> 00:08:27.190
  • OR, OR, OR, OR THEY REALLY TRULY WEREN'T
  • 00:08:27.210 --> 00:08:32.000
  • READY TO BE OUT ON THEIR OWN, AND MAMA WAS ALL
  • 00:08:32.020 --> 00:08:34.020
  • TOO HAPPY TO CATER AND COOK AND DO ALL THE
  • 00:08:34.040 --> 00:08:37.180
  • THINGS FOR JOHNNY OR SUSIE WHEN THEY REALLY
  • 00:08:37.200 --> 00:08:40.250
  • NEEDED TO SAY MAN, I GOTTA FIGURE THIS OUT.
  • 00:08:40.270 --> 00:08:42.130
  • SO SOMETIMES THE DATA SHOWS US WE'RE HOLDING
  • 00:08:42.150 --> 00:08:46.020
  • THEM BACK UNWITTINGLY.
  • 00:08:46.040 --> 00:08:47.280
  • IN THE YEAR 2010, A REPORT WAS RELEASED, SO
  • 00:08:48.000 --> 00:08:50.260
  • THIS HAS BEEN GOING ON QUITE A WHILE NOW, A FULL
  • 00:08:50.280 --> 00:08:53.060
  • ONE-THIRD OF ALL THE MALES IN AMERICA BETWEEN
  • 00:08:53.080 --> 00:08:56.180
  • THE AGES OF 22 AND 34, I REPEAT 22 AND 34 STILL
  • 00:08:56.200 --> 00:09:00.030
  • LIVED AT HOME WITH THEIR PARENTS.
  • 00:09:00.050 --> 00:09:02.140
  • SO WHEN I'M WITH YOUNG WOMEN, I'M THINKING IF
  • 00:09:02.160 --> 00:09:04.200
  • YOU'RE WONDERING WHERE THE FUTURE HUSBAND IS
  • 00:09:04.220 --> 00:09:08.080
  • HE'S IN MAMA'S BASEMENT RIGHT NOW.
  • 00:09:08.100 --> 00:09:10.030
  • HE'S EATING GRILLED CHEESE AND HE'S ON
  • 00:09:10.050 --> 00:09:12.130
  • LEVEL 4 OF GRAND THEFT AUTO.
  • 00:09:12.150 --> 00:09:14.010
  • I'M JUST SAYING I'M NOT SAYING.
  • 00:09:14.030 --> 00:09:15.230
  • NOW, I BELIEVE IT'S OUR FAULT.
  • 00:09:15.250 --> 00:09:17.250
  • I BELIEVE WE DIDN'T GET THEM READY, AND WE DIDN'T
  • 00:09:17.270 --> 00:09:19.180
  • BELIEVE IN THEM ENOUGH TO SAY YOU CAN DO THIS AND
  • 00:09:19.200 --> 00:09:22.030
  • TO LET THEM GO LIKE A MOTHER BIRD LET'S THAT
  • 00:09:22.050 --> 00:09:25.190
  • BIRD, THAT BABY GIRD GO.
  • 00:09:25.210 --> 00:09:27.190
  • AND MAYBE HE'S NOT REALLY GOOD AT FLYING YET, BUT
  • 00:09:27.210 --> 00:09:29.240
  • HE'LL LEARN TO FLY BY FLYING.
  • 00:09:29.260 --> 00:09:31.170
  • [MUSIC]
  • 00:09:31.190 --> 00:09:35.060
  • - THERE'S A WONDERFUL EXPERIMENT IN WHICH A
  • 00:09:35.080 --> 00:09:36.200
  • RESEARCHER TOOK PARENTS AND CHILDREN AND ASKED
  • 00:09:36.220 --> 00:09:39.140
  • THE CHILDREN TO COMPLETE A TASK THAT WAS
  • 00:09:39.160 --> 00:09:41.110
  • FRUSTRATING ON PURPOSE.
  • 00:09:41.130 --> 00:09:43.050
  • THEY CREATED A FRUSTRATING TASK FOR THE
  • 00:09:43.070 --> 00:09:45.010
  • CHILDREN BECAUSE THEY WANTED TO SEE HOW THE
  • 00:09:45.030 --> 00:09:47.240
  • CHILDREN AND THE PARENTS WOULD DEAL WITH THE
  • 00:09:47.260 --> 00:09:49.130
  • CHILDREN'S FRUSTRATION.
  • 00:09:49.150 --> 00:09:51.100
  • AND THE FIRST TIME AROUND THEY HAD THE PARENTS IN
  • 00:09:51.120 --> 00:09:53.130
  • THE ROOM WITH THE CHILD, AND THEY TOLD THEM TO BE
  • 00:09:53.150 --> 00:09:55.200
  • THERE WHILE THEY'RE CHILD COMPLETED THE TASK.
  • 00:09:55.220 --> 00:09:58.230
  • SOME OF THE PARENTS WERE REALLY ON TOP OF THE
  • 00:09:58.250 --> 00:10:00.230
  • KIDS, WHAT'S CALLED DIRECTIVE, TELLING THEM
  • 00:10:00.250 --> 00:10:02.290
  • HOW TO DO IT, TELLING THEM FIRST DO THIS, NEXT
  • 00:10:03.010 --> 00:10:05.150
  • DO THIS, THEN DO THIS.
  • 00:10:05.170 --> 00:10:07.100
  • BUT SOME OF THE PARENTS STEPPED BACK AND ALLOWED
  • 00:10:07.120 --> 00:10:10.130
  • THE CHILD TO HAVE WHAT WE REFER TO AS AUTONOMY.
  • 00:10:10.150 --> 00:10:13.180
  • SOME CONTROL OVER HOW THEY DID THE TASK AND
  • 00:10:13.200 --> 00:10:16.160
  • WHERE THEY DID THE TASK AND IN WHAT ORDER THEY
  • 00:10:16.180 --> 00:10:18.110
  • DID THE TASK.
  • 00:10:18.130 --> 00:10:20.010
  • WHEN THESE CHILDREN BECAME FRUSTRATED, EITHER
  • 00:10:20.030 --> 00:10:23.060
  • THE PARENT JUMPED IN AND TOLD THEM WHAT TO DO NEXT
  • 00:10:23.080 --> 00:10:25.030
  • OR THE PARENT GAVE THE CHILD A LITTLE BIT OF
  • 00:10:25.050 --> 00:10:27.200
  • ROOM TO FIGURE IT OUT FOR THEMSELVES.
  • 00:10:27.220 --> 00:10:30.010
  • THE MAGIC OF THE EXPERIMENT COMES IN THE
  • 00:10:30.030 --> 00:10:31.260
  • SECOND DAY WHERE THE RESEARCHER ASKS THE
  • 00:10:31.280 --> 00:10:34.040
  • PARENTS TO STAY OUT OF THE ROOM WHERE THE CHILD
  • 00:10:34.060 --> 00:10:36.190
  • WAS COMPLETING THE TASK, AND THIS TIME IT WAS JUST
  • 00:10:36.210 --> 00:10:39.030
  • THE CHILD WORKING ON A FRUSTRATING TASK ON
  • 00:10:39.050 --> 00:10:41.060
  • THEIR OWN.
  • 00:10:41.080 --> 00:10:42.190
  • THE CHILDREN WHO HAD BEEN MORE DIRECTED WERE LESS
  • 00:10:42.210 --> 00:10:46.020
  • ABLE TO GET FRUSTRATED, BE FRUSTRATED, SIT WITH
  • 00:10:46.040 --> 00:10:48.280
  • THAT FRUSTRATION AND FIGURE IT OUT WHEREAS THE
  • 00:10:49.000 --> 00:10:51.040
  • CHILDREN WHO HAD BEEN GIVEN MORE AUTONOMY, MORE
  • 00:10:51.060 --> 00:10:53.230
  • INDEPENDENCE, MORE ABILITY TO HAVE THAT ROOM
  • 00:10:53.250 --> 00:10:57.020
  • TO FIGURE IT OUT FOR THEMSELVES THOSE CHILDREN
  • 00:10:57.040 --> 00:10:59.070
  • WERE MUCH MORE LIKELY TO STICK WITH THE TASK AND
  • 00:10:59.090 --> 00:11:01.160
  • FINISH IT.
  • 00:11:01.180 --> 00:11:03.070
  • SO I WOULD ALWAYS MUCH RATHER HAVE STUDENTS IN
  • 00:11:03.090 --> 00:11:05.140
  • MY CLASS WHO HAVE BEEN ABLE, THEY'VE BEEN
  • 00:11:05.160 --> 00:11:08.030
  • ALLOWED TO GET FRUSTRATED AND DEAL WITH IT, THEY
  • 00:11:08.050 --> 00:11:10.060
  • HAVE THE EMOTIONAL WHEREWITHAL TO BE
  • 00:11:10.080 --> 00:11:12.220
  • FRUSTRATED, TAKE A BREATH, LOOK AT IT FROM
  • 00:11:12.240 --> 00:11:16.150
  • ANOTHER PERSPECTIVE AND PUSH THROUGH.
  • 00:11:16.170 --> 00:11:21.080
  • - THESE REALITIES HAVE LED TO 3 OUTCOMES THAT
  • 00:11:22.050 --> 00:11:24.160
  • ARE NOT POSITIVE WITHIN OUR KIDS TODAY.
  • 00:11:24.180 --> 00:11:26.170
  • SO EVEN THOUGH I THINK THEY'RE LOADED WITH
  • 00:11:26.190 --> 00:11:28.130
  • POTENTIAL, I THINK THERE ARE THREE
  • 00:11:28.150 --> 00:11:30.070
  • NEGATIVE OUTCOMES.
  • 00:11:30.090 --> 00:11:32.020
  • ONE IS A VICTIM MINDSET.
  • 00:11:32.040 --> 00:11:34.070
  • WHEN WE HAVE DOTED OVER THEM AND MAYBE WE HAVEN'T
  • 00:11:34.090 --> 00:11:37.070
  • BUT IF WE HAVE AND WE TELL THEM WELL, IT'S NOT
  • 00:11:37.090 --> 00:11:40.160
  • YOUR FAULT THAT THIS HAPPENED BECAUSE SO AND
  • 00:11:40.180 --> 00:11:42.040
  • SO DID THIS, IF I COLLECT A VICTIM MINDSET, I NOT
  • 00:11:42.060 --> 00:11:46.220
  • ONLY THINK IT'S MY FAULT, IT'S NOT
  • 00:11:46.240 --> 00:11:48.180
  • MY RESPONSIBILITY.
  • 00:11:48.200 --> 00:11:50.020
  • ANOTHER OUTCOME THAT'S BEEN CREATED
  • 00:11:50.040 --> 00:11:51.210
  • IS ISOLATION.
  • 00:11:51.230 --> 00:11:52.290
  • EVEN THOUGH THE KIDS WERE CONNECTED 24/7 SOMETIMES
  • 00:11:53.010 --> 00:11:56.080
  • WITH THEIR PORTABLE DEVICE, THEY'RE NOT IN
  • 00:11:56.100 --> 00:11:58.270
  • COMMUNITY AS MUCH WITH EACH OTHER IN REALTIME,
  • 00:11:58.290 --> 00:12:01.170
  • IN REAL PERSON.
  • 00:12:01.190 --> 00:12:03.030
  • ACTUALLY SPENDING TIME WITH FRIENDS HAS GONE
  • 00:12:03.050 --> 00:12:05.120
  • DOWN FROM BOOMERS TO X-ERS NOW TO MILLENNIALS
  • 00:12:05.140 --> 00:12:08.080
  • AND THEN GEN Z, SO I'M WITH MY FRIENDS
  • 00:12:08.100 --> 00:12:10.260
  • VIRTUALLY BUT NOT IN THE COMMUNITY, AND WHEN I
  • 00:12:10.280 --> 00:12:13.010
  • DON'T EXPERIENCE REAL COMMUNITY IT'S VERY
  • 00:12:13.030 --> 00:12:15.090
  • DIFFICULT TO HAVE RESILIENCE WITHOUT THE
  • 00:12:15.110 --> 00:12:17.110
  • SUPPORT OF REAL PEOPLE IN MY LIFE SAYING YOU
  • 00:12:17.130 --> 00:12:19.130
  • CAN DO THAT.
  • 00:12:19.150 --> 00:12:20.220
  • A TEXT JUST DOESN'T DO IT.
  • 00:12:20.240 --> 00:12:22.040
  • A THIRD OUTCOME IS LOW SELF-ESTEEM.
  • 00:12:22.060 --> 00:12:26.100
  • NOW, I RECOGNIZE NOT EVERY CHILD STRUGGLES
  • 00:12:26.120 --> 00:12:28.200
  • WITH LOW SELF-ESTEEM, BUT IT'S A GROWING PROBLEM.
  • 00:12:28.220 --> 00:12:30.280
  • IN FACT, SOME PSYCHOLOGISTS I'VE SPOKEN
  • 00:12:31.000 --> 00:12:33.060
  • WITH SAY THIS IS A GENERATION WITH HIGH
  • 00:12:33.080 --> 00:12:35.100
  • ARROGANCE, LOW SELF- ESTEEM.
  • 00:12:35.120 --> 00:12:37.220
  • NOW, YOU MIGHT THINK HOW COULD THAT BE?
  • 00:12:37.240 --> 00:12:39.160
  • THOSE SEEM OXY MORONIC, BUT IF YOU THINK ABOUT
  • 00:12:39.180 --> 00:12:42.150
  • IT THEY MIGHT BE VERY VERY COCKY ON THE OUTSIDE
  • 00:12:42.170 --> 00:12:46.030
  • BECAUSE MOM SAID I WAS AWESOME, BUT THEN ON THE
  • 00:12:46.050 --> 00:12:48.230
  • INSIDE WHEN THINGS REALLY GET HARD I MIGHT CRUMBLE
  • 00:12:48.250 --> 00:12:51.100
  • UNDER THE PRESSURE AND SAY I QUIT.
  • 00:12:51.120 --> 00:12:53.110
  • I'M CHANGING THE GAME.
  • 00:12:53.130 --> 00:12:54.230
  • I'M BREAKING UP.
  • 00:12:54.250 --> 00:12:56.200
  • - BUT HERE'S SOMETHING INTERESTING, KIDS WHO ARE
  • 00:12:56.220 --> 00:12:59.110
  • MORE DIRECTED AND KIDS WHO BELIEVE THAT THEY'RE
  • 00:12:59.130 --> 00:13:04.150
  • SELF-WORTH IS ALL TIED UP IN THE LABELS WE GIVE
  • 00:13:04.170 --> 00:13:07.180
  • THEM OF GIFTED, OF TALENTED, OF BRILLIANT ARE
  • 00:13:07.200 --> 00:13:11.130
  • MORE LIKELY TO LIE.
  • 00:13:11.150 --> 00:13:13.260
  • THEY'RE MORE LIKELY TO CHEAT, AND THEY ARE MORE
  • 00:13:13.280 --> 00:13:17.140
  • LIKELY TO TAKEN ENJOYMENT IN OTHERS FAILURES
  • 00:13:17.160 --> 00:13:20.250
  • BECAUSE WHEN KIDS SEE OTHER KIDS AROUND THEM
  • 00:13:20.270 --> 00:13:23.230
  • FAILING, THEY CAN FEEL BETTER ABOUT THEMSELVES,
  • 00:13:23.250 --> 00:13:27.000
  • AND WHEN KIDS GET WORRIED THAT THEY CAN'T PERFORM
  • 00:13:27.020 --> 00:13:30.280
  • AT THE LEVEL THAT WILL PROVE THAT THEY'RE GIFTED
  • 00:13:31.000 --> 00:13:34.180
  • AND TALENTED AND WONDERFUL AND PERFECT
  • 00:13:34.200 --> 00:13:37.070
  • FROM THE GET GO, THEY'RE GOING TO BE A LOT MORE
  • 00:13:37.090 --> 00:13:39.110
  • LIKELY TO CHEAT IN ORDER TO COVER THAT UP.
  • 00:13:39.130 --> 00:13:41.290
  • [MUSIC]
  • 00:13:42.010 --> 00:13:46.070
  • - A DEFINITION FOR THE SNOWFLAKE GENERATION IS
  • 00:13:46.090 --> 00:13:48.260
  • PERHAPS THE ABSENCE OF A QUALITY THAT
  • 00:13:48.280 --> 00:13:51.130
  • PSYCHOLOGISTS CALL RESILIENCE.
  • 00:13:51.150 --> 00:13:54.230
  • NOW RESILIENCE IS WHAT ALLOWS PEOPLE TO BE
  • 00:13:54.250 --> 00:13:56.160
  • KNOCKED DOWN BY LIFE AND COME BACK STRONGER THAN EVER.
  • 00:13:56.180 --> 00:14:00.110
  • RATHER THAN LETTING FAILURE OVERCOME THEM AND
  • 00:14:00.130 --> 00:14:03.000
  • DRAIN THEIR RESOLVE, THEY FIND A WAY TO
  • 00:14:03.020 --> 00:14:05.160
  • RISE FROM THE ASHES.
  • 00:14:05.180 --> 00:14:08.000
  • PSYCHOLOGISTS HAVE IDENTIFIED SOME OF THE
  • 00:14:08.020 --> 00:14:09.280
  • FACTORS THAT MAKE PEOPLE RESILIENT, AMONG THEM A
  • 00:14:10.000 --> 00:14:13.010
  • POSITIVE ATTITUDE, OPTIMISM, THE ABILITY TO
  • 00:14:13.030 --> 00:14:16.120
  • REGULATE EMOTIONS, AND THE ABILITY TO SEE
  • 00:14:16.140 --> 00:14:18.270
  • FAILURE AS A FORM OF HELPFUL FEEDBACK.
  • 00:14:18.290 --> 00:14:22.290
  • EVEN AFTER MISFORTUNE, RESILIENT PEOPLE ARE
  • 00:14:23.010 --> 00:14:25.050
  • BLESSED WITH SUCH AN OUTLOOK THAT THEY ARE
  • 00:14:25.070 --> 00:14:27.270
  • ABLE TO CHANGE COURSE AND SOLDIER ON.
  • 00:14:27.290 --> 00:14:31.220
  • AND POSSESSING RESILIENCE IS ONE OF THE STRONGEST
  • 00:14:31.240 --> 00:14:34.220
  • MARKERS INDICATING A CHILD'S FUTURE HEALTH
  • 00:14:34.240 --> 00:14:36.290
  • AND SUCCESS IN LIFE.
  • 00:14:37.010 --> 00:14:39.080
  • - CHILD: DO YOU LIKE TEACHING HERE?
  • 00:14:39.100 --> 00:14:41.140
  • - I LOVE TEACHING HERE, ESPECIALLY IN THIS ROOM.
  • 00:14:41.160 --> 00:14:44.130
  • - RESILIENCE ISN'T ONE THING.
  • 00:14:44.150 --> 00:14:46.070
  • RESILIENCE IS THE COMMUNITY BEHIND THE
  • 00:14:46.090 --> 00:14:48.150
  • CHILD, THE TEACHER BEHIND THE CHILD, THE PARENT
  • 00:14:48.170 --> 00:14:51.170
  • BEHIND THE CHILD, THE PEOPLE WHO GIVE THE CHILD
  • 00:14:51.190 --> 00:14:54.120
  • SPACE TO SAY LET ME SEE WHAT YOU CAN DO, OR YOU
  • 00:14:54.140 --> 00:14:58.110
  • HAVEN'T TRIED THIS BEFORE, WHAT IF WE TRY
  • 00:14:58.130 --> 00:15:00.100
  • THAT, OR THAT'S OKAY, OF COURSE YOU CAN'T DO THAT
  • 00:15:00.120 --> 00:15:04.180
  • MATH PROBLEM YET.
  • 00:15:04.200 --> 00:15:07.040
  • - I THINK IT'S HARD TO DETERMINE WHAT MAKES A
  • 00:15:07.060 --> 00:15:10.250
  • CHILD RESILIENT OTHER THAN THE FACT THAT I
  • 00:15:10.270 --> 00:15:14.030
  • THINK THAT THROUGH LIFE, WE ALL NEED SUPPORT
  • 00:15:14.050 --> 00:15:17.090
  • SYSTEMS THAT WE CAN DEPEND UPON, AND WE NEED
  • 00:15:17.110 --> 00:15:19.270
  • TO COME UP IN ENVIRONMENTS THAT WE TRUST.
  • 00:15:19.290 --> 00:15:22.190
  • - THE MORE WE TELL KIDS THAT LEARNING IS AN
  • 00:15:22.210 --> 00:15:26.020
  • ONGOING PROCESS, AND THE MORE WE MODEL FOR OUR OWN
  • 00:15:26.040 --> 00:15:29.140
  • CHILDREN THAT LEARNING IS AN ONGOING PROCESS, THE
  • 00:15:29.160 --> 00:15:32.230
  • MORE LIKELY THEY ARE TO BELIEVE IT AND TO FIND
  • 00:15:32.250 --> 00:15:35.070
  • RESILIENCE IN THEMSELVES.
  • 00:15:35.090 --> 00:15:38.100
  • THE MORE WE PROVIDE A SUPPORTIVE BACKGROUND FOR
  • 00:15:38.120 --> 00:15:41.150
  • THEM TO DISCOVER THAT IN THEMSELVES, THE MORE
  • 00:15:41.170 --> 00:15:43.150
  • SUCCESSFUL WE'LL BE AS PARENTS, AND THE MORE
  • 00:15:43.170 --> 00:15:45.200
  • SUCCESSFUL THEY'LL BE AS CHILDREN, AS LEARNERS AND
  • 00:15:45.220 --> 00:15:49.070
  • AS THE ADULTS THEY WILL BECOME EVENTUALLY.
  • 00:15:49.090 --> 00:15:51.260
  • - RESILIENCE IS THE ABILITY TO BOUNCE BACK
  • 00:15:51.280 --> 00:15:54.020
  • FROM A SETBACK.
  • 00:15:54.040 --> 00:15:56.050
  • THERE ARE SETBACKS THAT WE ALL EXPERIENCE TODAY,
  • 00:15:56.070 --> 00:15:59.130
  • BUT IF WE'VE NOT PREPARED A CHILD TO REALLY BOUNCE
  • 00:15:59.150 --> 00:16:03.120
  • BACK, TO KNOW HOW TO SAY I'M COMING BACK AND I'M
  • 00:16:03.140 --> 00:16:05.140
  • GONNA TRY HARDER, IT DOESN'T GROW IN THEM.
  • 00:16:05.160 --> 00:16:08.100
  • SO LET ME GIVE YOU AN ILLUSTRATION.
  • 00:16:08.120 --> 00:16:10.220
  • EDUCATORS HAVE KNOWN FOR YEARS IN OUR COUNTRY
  • 00:16:10.240 --> 00:16:12.270
  • THAT SINGAPORE MATH SCORES ARE HIGHER THAN
  • 00:16:12.290 --> 00:16:15.280
  • AMERICAN MATH SCORES.
  • 00:16:16.000 --> 00:16:17.250
  • I REALIZE IT'S APPLES AND ORANGES ON SOME COUNTS,
  • 00:16:17.270 --> 00:16:20.010
  • BUT THE KIDS SEEM TO BE DOING BETTER AT MATH.
  • 00:16:20.030 --> 00:16:22.150
  • WHEN HAD VISITED SINGAPORE MANY MANY
  • 00:16:22.170 --> 00:16:24.260
  • TIMES, I DISCOVERED THAT IN THE MIDST OF TEACHING
  • 00:16:24.280 --> 00:16:28.120
  • THE HARD SKILLF MATH, THEY ALSO TEACH SOFT
  • 00:16:28.140 --> 00:16:32.110
  • SKILLS LIKE RESILIENCE, GOOD ATTITUDE AND PERSEVERANCE.
  • 00:16:32.130 --> 00:16:36.270
  • SO IN THE MIDST OF THE EQUATIONS THEY'RE GOING
  • 00:16:36.290 --> 00:16:38.270
  • THROUGH, THEY'RE TALKING TO KIDS ABOUT BOUNCING
  • 00:16:38.290 --> 00:16:41.000
  • BACK AND BEING RESILIENT AND TRYING HARDER.
  • 00:16:41.020 --> 00:16:45.040
  • - SO WHEN WE TALK ABOUT RESILIENCY, IT OPERATES
  • 00:16:45.060 --> 00:16:48.280
  • SO MANY DIFFERENT MEASURES.
  • 00:16:49.000 --> 00:16:51.260
  • WE NEED TO SPEND EQUAL AMOUNT OF TIME TRAINING
  • 00:16:51.280 --> 00:16:54.270
  • CHILDREN TO RESPOND WHEN THEY'RE NOT SUCCESSFUL AS
  • 00:16:54.290 --> 00:16:59.250
  • WE SPEND HELPING THEM TO BECOME SUCCESSFUL,
  • 00:16:59.270 --> 00:17:03.100
  • BECAUSE I THINK WHEN WE GET KNOCKED DOWN IN LIFE,
  • 00:17:03.120 --> 00:17:05.160
  • WE NEED TO GET UP AND WE NEED TO WIPE OURSELVES
  • 00:17:05.180 --> 00:17:09.160
  • OFF, AND WE NEED TO GO TO THAT NEXT CHALLENGE, AND
  • 00:17:09.180 --> 00:17:12.180
  • WE NEED TO FACE IT WITH VORACITY KNOWING THAT
  • 00:17:12.200 --> 00:17:15.120
  • WE CAN OVERCOME IT.
  • 00:17:15.140 --> 00:17:17.110
  • AND I THINK PUBLIC SCHOOL IS THE AGENCY, THE
  • 00:17:17.130 --> 00:17:20.190
  • ENVIRONMENT WHERE YOU MEET PEOPLE FROM ALL
  • 00:17:20.210 --> 00:17:23.190
  • WALKS OF LIFE, ZIP CODES, COLORS, CREEDS,
  • 00:17:23.210 --> 00:17:28.100
  • RELIGIONS, AND I THINK IT PREPARES YOU FOR THE REAL
  • 00:17:28.120 --> 00:17:31.150
  • WORLD. AND THAT'S WHAT I LOVE ABOUT PUBLIC EDUCATION
  • 00:17:31.170 --> 00:17:34.110
  • AND PUBLIC SCHOOL IS BECAUSE I THINK IT'S A
  • 00:17:34.130 --> 00:17:36.150
  • GREAT TRAINING GROUND FOR WHAT HAPPENS IN SOCIETY
  • 00:17:36.170 --> 00:17:39.290
  • AND THE REAL WORLD THAT EXISTS OUT THERE.
  • 00:17:40.010 --> 00:17:42.080
  • - THINK ABOUT IT, WE LIVE IN A WORLD WHERE
  • 00:17:42.100 --> 00:17:43.220
  • THERE'S A HUNDRED THINGS TO DO, AND SO SOMETIMES
  • 00:17:43.240 --> 00:17:46.020
  • THEY WON'T PLAY A SPORT UNLESS THEY KNOW THEY CAN
  • 00:17:46.040 --> 00:17:47.270
  • WIN. THEY WON'T CONTINUE ON THE VIDEO GAME UNLESS IT'S
  • 00:17:47.290 --> 00:17:51.070
  • REALLY FUN AND I'M DOING BETTER, AND YOU AND I
  • 00:17:51.090 --> 00:17:54.040
  • BOTH KNOW WHILE THAT'S VERY NATURAL,
  • 00:17:54.060 --> 00:17:56.150
  • THERE'S GONNA BE SOME THINGS IN LIFE YOU CAN'T
  • 00:17:56.170 --> 00:17:58.130
  • QUIT. YOU'VE GOT TO KEEP GOING.
  • 00:17:58.150 --> 00:18:00.050
  • YOUR LIFE IS GONNA DEPEND ON YOU CONTINUING.
  • 00:18:00.070 --> 00:18:03.160
  • - RESEARCH SHOWS THAT WHEN KIDS HAVE A REALLY
  • 00:18:03.180 --> 00:18:05.290
  • IMPORTANT PART OF RUNNING THE HOUSEHOLD OR THE
  • 00:18:06.010 --> 00:18:08.170
  • SCHOOL OR THEIR COMMUNITY, WHEN KIDS DO
  • 00:18:08.190 --> 00:18:11.070
  • CHORES, NOT ONLY AT HOME BUT AT SCHOOL, WHEN
  • 00:18:11.090 --> 00:18:13.260
  • THEY'RE IN CHARGE OF CLEANING THINGS UP AFTER
  • 00:18:13.280 --> 00:18:16.100
  • LUNCH, FOR EXAMPLE, AS THEY ARE IN JAPAN.
  • 00:18:16.120 --> 00:18:18.190
  • IN JAPAN CHILDREN NOT ONLY HELP SET UP FOR
  • 00:18:18.210 --> 00:18:20.220
  • LUNCH BUT CLEAN UP AFTER LUNCH AND SERVE LUNCH.
  • 00:18:20.240 --> 00:18:23.070
  • THAT BECOMES A REALLY IMPORTANT PART OF BEING A
  • 00:18:23.090 --> 00:18:26.120
  • PART OF THAT COMMUNITY.
  • 00:18:26.140 --> 00:18:28.170
  • THAT IS A VERY IMPORTANT ELEMENT OF RESILIENCE.
  • 00:18:28.190 --> 00:18:32.270
  • WE DON'T BECOME RESILIENT ON OUR OWN AS AN ISLAND
  • 00:18:32.290 --> 00:18:36.230
  • IN OUR OWN UNIVERSE.
  • 00:18:36.250 --> 00:18:39.030
  • WE BECOME RESILIENT WHEN WE REALLY BELIEVE THAT
  • 00:18:39.050 --> 00:18:41.160
  • OUR EFFORTS GO TOWARDS HELPING OUR FRIENDS AND
  • 00:18:41.180 --> 00:18:44.190
  • OUR PARENTS AND OUR COMMUNITY RUN BETTER AS A WHOLE.
  • 00:18:44.210 --> 00:18:49.280
  • - SOME NEEDING CHILDREN IS SELF-WORTH AND
  • 00:18:50.000 --> 00:18:52.100
  • INSTILLS IN THEM A WAY TO TAKE THE BUMPS, AND WHEN
  • 00:18:52.120 --> 00:18:55.040
  • THEY'RE NOT ON THE TOP, BECAUSE THEY'RE NOT
  • 00:18:55.060 --> 00:18:56.150
  • ALWAYS GONNA BE, WHEN THEY'RE NOT THE BEST
  • 00:18:56.170 --> 00:18:58.170
  • BECAUSE THEY'RE NOT ALWAYS GONNA BE, BUT TO
  • 00:18:58.190 --> 00:19:00.260
  • SET BACK AND NOT KNOW THAT YOU'RE VALUABLE AND CAN
  • 00:19:00.280 --> 00:19:03.170
  • BRING SOMETHING TO THE TABLE IS NOT A
  • 00:19:03.190 --> 00:19:06.090
  • HEALTHY WAY TO BE.
  • 00:19:06.110 --> 00:19:08.050
  • - SO IF WE WANT TO CREATE RESILIENT CHILDREN
  • 00:19:08.070 --> 00:19:10.020
  • WHO DON'T FEEL A SENSE OF ENTITLEMENT ABOUT OTHER
  • 00:19:10.040 --> 00:19:13.060
  • PEOPLE SERVING THEM, GIVE THEM RESPONSIBILITIES TO
  • 00:19:13.080 --> 00:19:17.260
  • PARTICIPATE IN THE HOME, TO PARTICIPATE IN SCHOOL
  • 00:19:17.280 --> 00:19:20.200
  • LIFE, TO MAKE THE SCHOOL A BETTER PLACE.
  • 00:19:20.220 --> 00:19:23.080
  • - WE WANT TO GIVE LOVE, AND THOSE MOMENTS OF
  • 00:19:23.100 --> 00:19:24.280
  • SELF-ESTEEM, AND THOSE TASKS WHERE I AM AT THE
  • 00:19:25.000 --> 00:19:28.080
  • TOP AND MY WORK PAID OFF, THAT'S WONDERFUL.
  • 00:19:28.100 --> 00:19:31.250
  • BUT IF THAT'S MY IDENTITY, THAT'S TOUGH.
  • 00:19:31.270 --> 00:19:35.120
  • SO IF I CAN BRING ALONG THIS IDEA OF BEING NEEDED
  • 00:19:35.140 --> 00:19:39.120
  • AND YOU CAN MARRY THOSE TWO THINGS TOGETHER,
  • 00:19:39.140 --> 00:19:42.180
  • CHALLENGING TASK THAT I'M ABLE TO ACCOMPLISH IN A
  • 00:19:42.200 --> 00:19:46.160
  • SUCCESSFUL WAY AND BEING NEEDED BY OTHERS, THAT
  • 00:19:46.180 --> 00:19:51.230
  • GIVES ME SELF-WORTH.
  • 00:19:51.250 --> 00:19:54.140
  • - FREDERICK DOUGLASS SAID IT'S EASIER TO BUILD
  • 00:19:55.180 --> 00:19:57.260
  • STRONG CHILDREN THAN TO REPAIR BROKEN MEN.
  • 00:19:57.280 --> 00:20:01.160
  • BUT HOW DO WE DO THAT?
  • 00:20:01.180 --> 00:20:03.080
  • HOW DO WE INSTILL RESILIENCE IN OUR CHILDREN?
  • 00:20:03.100 --> 00:20:06.040
  • HOW DO WE TEACH THEM TO CONFIDENTLY HANDLE THEIR
  • 00:20:06.060 --> 00:20:09.070
  • PROBLEMS AND SETBACKS AND HAVE THE TOOLS WITHIN
  • 00:20:09.090 --> 00:20:11.290
  • THEMSELVES TO BOUNCE BACK FROM ADVERSITY.
  • 00:20:12.010 --> 00:20:15.200
  • - THE VERY FIRST STEP TOWARDS RAISING KIDS WHO
  • 00:20:15.220 --> 00:20:18.230
  • BECOME COMPETENT AND RESOURCEFUL ADULTS,
  • 00:20:18.250 --> 00:20:21.070
  • RESILIENT ADULTS IS TO STOP THINKING IN THE SHORT-TERM.
  • 00:20:21.090 --> 00:20:25.210
  • STOP THINKING ABOUT THIS EMERGENCY.
  • 00:20:25.230 --> 00:20:27.160
  • STOP THINKING ABOUT THIS HOMEWORK ASSIGNMENT, AND
  • 00:20:27.180 --> 00:20:29.290
  • THINK WHERE DO I WANT MY KID TO BE IN SIX MONTHS,
  • 00:20:30.010 --> 00:20:34.030
  • IN A YEAR, IN FIVE YEARS, IN TEN YEARS.
  • 00:20:34.050 --> 00:20:36.250
  • IS IT MORE IMPORTANT TO ME THAT THIS HOMEWORK
  • 00:20:36.270 --> 00:20:39.080
  • ASSIGNMENT IS PERFECT, OR IS IT REALLY MORE
  • 00:20:39.100 --> 00:20:43.010
  • IMPORTANT THAT I LET MY KID GO TO SCHOOL WITH
  • 00:20:43.030 --> 00:20:45.190
  • THIS IMPERFECT HOMEWORK ASSIGNMENT, FIND OUT WHAT
  • 00:20:45.210 --> 00:20:48.070
  • THEY DO AND DON'T KNOW, WHICH BY THE WAY IS
  • 00:20:48.090 --> 00:20:50.160
  • SOMETHING WE AS HUMANS ARE TERRIBLE AT.
  • 00:20:50.180 --> 00:20:52.270
  • IT'S CALLED METACOGNITION.
  • 00:20:52.290 --> 00:20:54.160
  • KNOWING WHAT WE DO AND DON'T KNOW, WE ARE
  • 00:20:54.180 --> 00:20:56.070
  • DISASTERS AT THAT, AND THE ONLY WAY WE BECOME
  • 00:20:56.090 --> 00:20:58.280
  • BETTER IS BY MAKING MISTAKES, HAVING THOSE
  • 00:20:59.000 --> 00:21:02.060
  • MISTAKES POINTED OUT TO US, AND WORKING ON NEXT TIME.
  • 00:21:02.080 --> 00:21:07.100
  • SO IF AS PARENTS WE CAN STOP FUNCTIONING FROM THE
  • 00:21:07.120 --> 00:21:11.120
  • RIGHT NOW, FROM THE EMERGENCY, AND START
  • 00:21:11.140 --> 00:21:13.220
  • THINKING HOW DO I HELP MY KID BE BETTER NEXT TIME,
  • 00:21:13.240 --> 00:21:18.170
  • HOW DO I HELP MY KID TAP INTO HIS INNER RESOURCES
  • 00:21:18.190 --> 00:21:20.290
  • SO HE CAN BE BETTER NEXT TIME?
  • 00:21:21.010 --> 00:21:24.050
  • THAT IS THE FIRST VERY POWERFUL STEP TO RAISING
  • 00:21:24.070 --> 00:21:26.290
  • MORE RESILIENT ADULTS.
  • 00:21:27.010 --> 00:21:29.010
  • - THERE WILL ALWAYS BE SOMEONE BETTER THAN YOU,
  • 00:21:29.030 --> 00:21:30.250
  • NOW JUST AVOID BEING WITH THEM SO YOU DON'T HAVE TO
  • 00:21:30.270 --> 00:21:32.250
  • WORRY ABOUT IT. ONLY PLAY THE PEOPLE YOU CAN BEAT.
  • 00:21:32.270 --> 00:21:36.030
  • WE RIG IT TO WHERE FALSE SUCCESS, NOT LOOKING FOR
  • 00:21:36.050 --> 00:21:40.250
  • PARTICIPATION, I'M JUST LOOKING FOR-- QUIT TELLING
  • 00:21:40.270 --> 00:21:43.200
  • THE KIDS THAT VICTORY AT THE FIRST PERSON WHO
  • 00:21:43.220 --> 00:21:46.160
  • CROSSES THE LINE MAKES THEM BETTER THAN ANYONE ELSE.
  • 00:21:46.180 --> 00:21:49.280
  • IT JUST MAKES THEM BETTER IN THAT EVENT AT THAT
  • 00:21:50.000 --> 00:21:52.180
  • TIME AT THAT MOMENT.
  • 00:21:52.200 --> 00:21:55.020
  • WE'VE GOT TO START TALKING ABOUT SUCCESS AS
  • 00:21:55.040 --> 00:21:57.040
  • A WAY OF LIFE, AND THAT I'M SUCCESSFUL IN WHAT
  • 00:21:57.060 --> 00:21:59.040
  • I'M ABLE TO BE ABLE TO CONTROL AND WHO I AM WITH
  • 00:21:59.060 --> 00:22:01.190
  • MY ABILITIES AND WHAT I CAN BRING TO IT.
  • 00:22:01.210 --> 00:22:04.100
  • - WE NEED TO HELP KIDS UNDERSTAND THAT BEING
  • 00:22:04.120 --> 00:22:07.060
  • INCORRECT IS GROWTH.
  • 00:22:07.080 --> 00:22:09.080
  • BEING INCORRECT CAN BE A PART OF GROWTH WHEN WE
  • 00:22:09.100 --> 00:22:14.060
  • ACKNOWLEDGE THAT THERE MAY BE ALTERNATIVE
  • 00:22:14.080 --> 00:22:16.160
  • PERSPECTIVES, WHEN WE ACKNOWLEDGE THAT MAYBE WE
  • 00:22:16.180 --> 00:22:19.240
  • DON'T HAVE ALL THE ANSWERS ALL THE TIME, AND
  • 00:22:19.260 --> 00:22:23.070
  • THAT'S A REALLY STRESSFUL THING FOR KIDS.
  • 00:22:23.090 --> 00:22:25.270
  • WE WANT TO BELIEVE THAT WE CAN HAVE THE RIGHT
  • 00:22:25.290 --> 00:22:27.240
  • ANSWERS ALL THE TIME BECAUSE THEN WE CAN PROVE
  • 00:22:27.260 --> 00:22:30.050
  • THAT WE ARE AS SMART, AS PERFECT, AS TALENTED,
  • 00:22:30.070 --> 00:22:33.220
  • AS GIFTED AS OUR PARENTS OR OUR TEACHERS OR
  • 00:22:33.240 --> 00:22:36.090
  • OUR PEERS ARE TELLING US THAT WE ARE.
  • 00:22:36.110 --> 00:22:39.010
  • - EVERY CHILD, WHATEVER THEIR AGE, NEEDS AN ADULT
  • 00:22:39.030 --> 00:22:42.200
  • THAT IS BOTH RESPONSIVE AND DEMANDING.
  • 00:22:42.220 --> 00:22:45.020
  • BY RESPONSIVE I MEAN I'M COMMUNICATING TO THAT KID
  • 00:22:45.040 --> 00:22:48.120
  • I GET YOU, I'M ATTENTIVE TO YOU, I SUPPORT YOU,
  • 00:22:48.140 --> 00:22:52.070
  • I BELIEVE IN YOU. THAT'S RESPONSIVENESS.
  • 00:22:52.090 --> 00:22:54.210
  • BUT DEMANDING IS EQUALLY IMPORTANT.
  • 00:22:54.230 --> 00:22:57.180
  • IT BASICALLY COMMUNICATES BECAUSE I BELIEVE IN YOU,
  • 00:22:57.200 --> 00:23:00.270
  • I'M HOLDING THE STANDARD UP PRETTY HIGH.
  • 00:23:00.290 --> 00:23:03.090
  • I KNOW YOU CAN DO IT. I BELIEVE IN YOU.
  • 00:23:03.110 --> 00:23:06.010
  • AND I'M NOT GONNA DILUTE THIS ON TUESDAY BECAUSE
  • 00:23:06.030 --> 00:23:07.210
  • IT SEEMS HARD RIGHT NOW.
  • 00:23:07.230 --> 00:23:10.120
  • - IN THE CONCEPT OF EDUCATION, I THINK
  • 00:23:13.140 --> 00:23:15.110
  • SOMEHOW WE MIXED THE IDEA OF FAIRNESS AND EVEN WITH
  • 00:23:15.130 --> 00:23:19.090
  • THE IDEA OF NO CHILD LEFT BEHIND, AND THAT MEANS WE
  • 00:23:19.110 --> 00:23:23.060
  • ALL HAVE TO BE GOING THE SAME PLACE.
  • 00:23:23.080 --> 00:23:25.050
  • AND THERE ARE SOME TURNING PLACES, TURNING
  • 00:23:25.070 --> 00:23:28.020
  • POINTS I THINK IN EDUCATION THAT ARE QUITE
  • 00:23:28.040 --> 00:23:31.010
  • FINE IF WE CAN ACCEPT THAT AND KNOW THAT WE ALL
  • 00:23:31.030 --> 00:23:33.060
  • ARE DIFFERENT, AND THAT WE DON'T ALL HAVE TO BE
  • 00:23:33.080 --> 00:23:35.140
  • GOING THE SAME PLACE AT THE SAME SPEED
  • 00:23:35.160 --> 00:23:37.180
  • AT THE SAME TIME.
  • 00:23:37.200 --> 00:23:40.100
  • - SO FINDING THAT ONE PERSON, BEING THAT ONE
  • 00:23:40.120 --> 00:23:44.060
  • PERSON WHO TRULY SEES A CHILD AND TRULY
  • 00:23:44.080 --> 00:23:46.260
  • UNDERSTANDS WHAT THEY WANT AS OPPOSED TO WHAT
  • 00:23:46.280 --> 00:23:49.070
  • WE WANT FROM THEM, THAT CAN BE THE KEY MOMENT FOR
  • 00:23:49.090 --> 00:23:53.240
  • ONE KID TO FINISH THEIR EDUCATION, TO TRY HARDER,
  • 00:23:53.260 --> 00:23:57.150
  • TO TAKE THE CHALLENGE PROBLEMS, TO STOP
  • 00:23:57.170 --> 00:24:00.030
  • COASTING AND REALLY ENGAGE.
  • 00:24:00.050 --> 00:24:03.030
  • THOSE ADULTS WHO ARE THAT ONE PERSON ARE THE MOST
  • 00:24:03.050 --> 00:24:06.100
  • POWERFUL PEOPLE ON A CAMPUS OR AT HOME OR
  • 00:24:06.120 --> 00:24:10.050
  • IN A CHURCH OR ON A SOCCER TIME.
  • 00:24:10.070 --> 00:24:14.040
  • - I THINK IT'S VERY IMPORTANT THAT THE
  • 00:24:14.060 --> 00:24:15.200
  • SCHOOLS AND EDUCATION SYSTEM TRY TO DESIGN
  • 00:24:15.220 --> 00:24:19.050
  • THEMSELVES IN SUCH A WAY THAT THEY ALLOW FOR
  • 00:24:19.070 --> 00:24:21.110
  • CHILDREN TO KNOW THAT LEARNING IS WHAT WE'RE
  • 00:24:21.130 --> 00:24:26.120
  • AFTER, NOT THE GRADE I'M GONNA GET, NOT THE CREDIT
  • 00:24:26.140 --> 00:24:29.270
  • I'M GONNA GET, BUT WHAT AM I GONNA LEARN, WHAT DO
  • 00:24:29.290 --> 00:24:34.260
  • I WANT TO LEARN, AND HOW DO I PUT THINGS TOGETHER
  • 00:24:34.280 --> 00:24:40.010
  • SO THAT I LEARN AND HOLD ONTO IT, NOT JUST FOR A
  • 00:24:40.030 --> 00:24:44.110
  • TEST BUT FOR THE REAL SITUATION THAT IS MY
  • 00:24:44.130 --> 00:24:49.110
  • ADULTHOOD THAT I'M GOING TO BE LIVING IN
  • 00:24:49.130 --> 00:24:51.140
  • FOR MOST OF MY LIFE.
  • 00:24:51.160 --> 00:24:53.230
  • AND THERE YOU'RE GONNA HAVE TO LEARN TOO.
  • 00:24:53.250 --> 00:24:57.070
  • IF WE DON'T LEARN HOW TO LEARN.
  • 00:24:57.090 --> 00:24:58.160
  • I'VE GOT GO TO SLOW DOWN TO LEARN HOW TO LEARN AND
  • 00:24:58.180 --> 00:25:01.040
  • TO PLAY WITH THOSE MEMORIES, THOSE PIECES IN
  • 00:25:01.060 --> 00:25:06.150
  • OUR MINDS AND GIVE KIDS A CHANCE TO PUT THEM
  • 00:25:06.170 --> 00:25:09.040
  • TOGETHER WRONG, TO FIND IT OUT THAT IT DIDN'T
  • 00:25:09.060 --> 00:25:12.040
  • FIT, AND YOU CAN'T DO THAT IF YOU'RE LOOKING
  • 00:25:12.060 --> 00:25:14.290
  • FOR THE ANSWERS ON A TEST.
  • 00:25:15.010 --> 00:25:17.120
  • - NARRATOR: EVERY CHILD FACES STRESS, MISFORTUNE OR
  • 00:25:17.140 --> 00:25:20.140
  • EMOTIONAL FRUSTRATIONS FROM TIME TO TIME.
  • 00:25:20.160 --> 00:25:23.220
  • SINCE FEELINGS OF SADNESS, LOSS OR ANGER
  • 00:25:23.240 --> 00:25:26.180
  • ARE PART OF GROWING UP, LEARNING HOW TO COPE IN
  • 00:25:26.200 --> 00:25:29.040
  • THE MIDST OF ADVERSITY IS CRITICAL FOR EVERY YOUNG
  • 00:25:29.060 --> 00:25:31.270
  • PERSON. A RESILIENT CHILD CAN IDENTIFY PROBLEMS,
  • 00:25:31.290 --> 00:25:35.290
  • FIND WAYS TO ADDRESS CHALLENGES, AND BOUNCES
  • 00:25:36.010 --> 00:25:38.120
  • BACK WHEN FACED WITH A NEW OR UNCOMFORTABLE
  • 00:25:38.140 --> 00:25:40.280
  • SITUATION. PROMOTING RESILIENCE INVOLVES BUILDING
  • 00:25:41.000 --> 00:25:44.290
  • PERSONAL STRENGTHS AND REDUCING RISK FACTORS AT
  • 00:25:45.010 --> 00:25:48.170
  • THE ENVIRONMENTAL, INDIVIDUAL AND FAMILY LEVELS.
  • 00:25:48.190 --> 00:25:53.100
  • THE DEVEREUX CENTER FOR RESILIENT CHILDREN EXISTS
  • 00:25:53.120 --> 00:25:56.170
  • TO PROMOTE SOCIAL AND EMOTIONAL DEVELOPMENT,
  • 00:25:56.190 --> 00:25:59.110
  • FOSTER ENDURING RESILIENCE AND BUILD LIFE
  • 00:25:59.130 --> 00:26:02.010
  • SKILLS FOR CHILDREN AS WELL AS TO PROMOTE THE
  • 00:26:02.030 --> 00:26:04.120
  • RESILIENCE OF THE ADULTS WHO CARE FOR THEM.
  • 00:26:04.140 --> 00:26:07.170
  • IF YOU WANT TO LEARN MORE ABOUT CHILD RESILIENCE,
  • 00:26:07.190 --> 00:26:10.010
  • VISIT THE WEBSITE BELOW.
  • 00:26:10.030 --> 00:26:14.230
  • [MUSIC]
  • 00:26:14.250 --> 00:26:21.020
  • - BY BUILDING CHILDREN'S RESILIENCE, WE ARE
  • 00:26:21.040 --> 00:26:23.010
  • INVESTING IN ADULTS WHO WILL KNOW THAT WHEN THEY
  • 00:26:23.030 --> 00:26:25.220
  • ENGAGE COMPETENTLY WITH A CHALLENGE, ANYTHING IS
  • 00:26:25.240 --> 00:26:29.200
  • POSSIBLE, AND FAILURE IS NOT SOMETHING TO FEAR.
  • 00:26:29.220 --> 00:26:33.060
  • WE'RE INVESTING IN ADULTS WHO CAN BOUNCE BACK FROM
  • 00:26:33.080 --> 00:26:35.250
  • HARDSHIPS AND SETBACKS AND WILL HAVE THE
  • 00:26:35.270 --> 00:26:38.190
  • DETERMINATION TO SEE THINGS THROUGH.
  • 00:26:38.210 --> 00:26:41.160
  • IN FACT, WE'RE INVESTING IN ADULTS WITH THE MENTAL
  • 00:26:41.180 --> 00:26:44.000
  • AND EMOTIONAL STAMINA TO THRIVE BOTH IN PERSONAL
  • 00:26:44.020 --> 00:26:48.120
  • RELATIONSHIPS AND IN THE WORKPLACE.
  • 00:26:48.140 --> 00:26:51.200
  • AND AS PARENTS, THERE MAY BE NO GREATER
  • 00:26:51.220 --> 00:26:53.180
  • CONTRIBUTION WE CAN MAKE TO OUR CHILDREN'S
  • 00:26:53.200 --> 00:26:55.270
  • CHARACTER AND THEIR ABILITY TO HAVE A HEALTHY
  • 00:26:55.290 --> 00:26:59.000
  • AND SUCCESSFUL ADULTHOOD.
  • 00:26:59.020 --> 00:27:02.050
  • I'M KELLY WRIGHT AND THIS IS TAKING CARE OF BUSINESS.
  • 00:27:02.070 --> 00:27:07.070
  • - SO IT JUST REQUIRES US TO THINK DIFFERENTLY AS
  • 00:27:07.090 --> 00:27:11.000
  • PARENTS, TEACHERS, EMPLOYERS AND COACHES.
  • 00:27:11.020 --> 00:27:14.040
  • WE'VE GOT TO TURN THEM LOOSE TO FIGURE THIS OUT,
  • 00:27:14.060 --> 00:27:17.150
  • EVEN THOSE IT'S GONNA TAKE A BIT LONGER AND
  • 00:27:17.170 --> 00:27:19.020
  • IT'S CERTAINLY GONNA BE MESSIER.
  • 00:27:19.040 --> 00:27:20.240
  • IN THE END, WE HAVE A GREAT PRODUCT CALLED A
  • 00:27:20.260 --> 00:27:22.230
  • RESILIENT YOUNG ADULT.
  • 00:27:22.250 --> 00:27:24.120
  • [MUSIC]
  • 00:27:24.140 --> 00:27:27.250

Video Keywords