David S. Yeager, an assistant professor of psychology at the University of Texas at Austin and a leading voice in the growing effort to help college students stay in school, has been turning his attention to younger teenagers to help shore up their resilience at an earlier age.
His latest study, published in the journal Psychological Science, found a surprisingly effective technique.
At the beginning of the school year, students participated in a reading and writing exercise intended to instill a basic, almost banal message to help them manage tension: People can change.
The students who completed the exercise subsequently had lower levels of stress, reported more confidence in coping and achieved slightly higher grades at year’s end, compared to a control group. These results were measured through the students’ self-reporting in online diaries and through cardiovascular and hormone measurements.
The studies are small. Some 60 students, recruited from the Rochester, N.Y., area, participated in the first trial; the second involved 205 ninth graders from a high school in suburban Austin, Tex. In 2017, researchers will try to reproduce these results on a larger scale, in some 25 high schools across the country.
Adults played no significant part in the exercise, researchers said. Students essentially taught themselves this mental buffer, and when they were inevitably rattled by social stress, they had a reassuring interpretation ready to frame it.
John R. Weisz, a psychology professor at Harvard who was not involved in the research, found the approach efficient and powerful. “If you’re an adolescent and you experience social harm, it’s not fixed that you will always be a target. You can change,” he said. “And over time, others can change, too. They may mellow and not be so cruel. That’s an interesting twist for kids to learn, and a good one.”
First, students read a short, engaging article about brain science, describing how personality can change. Then they read anecdotes written by seniors about high school conflicts, reflecting how they were eventually able to shrug things off and move on. Finally, the students themselves were asked to write encouraging advice to younger students.
Dr. Yeager and his colleagues have so far tried this intervention in five schools. In one study, 300 high school freshmen used this same method; nine months later, the prevalence of depression they reported was 40 percent less than in a control group.
If the results remain robust after the 2017 trials, Dr. Yeager plans to release the intervention material for free through a Stanford University project that provides learning support for students.
The breadth and depth of adolescent depression and anxiety is well established. A 2015 study found that nearly 11 percent of teenagers experience depression; other reports have even higher figures. Between sixth and 10th grade, the rate of depression doubles for boys and nearly triples for girls. And studies show that while a large percentage of teenagers face high stress on a daily basis, rates of coping skills are weak.
Dr. Yeager’s intervention suggests that if teenagers can hold onto a long view, they can soldier through immediate mortifications at the cafeteria lunch table.
The takeaway: You are not doomed to be excluded forever. Neither your personality nor that of your tormentor’s is frozen.
The latest results from Dr. Yeager’s study are drawn from two related trials. In the first, 60 students, ages 14 to 17, were assessed for baseline cardiovascular activity and levels of cortisol, a stress hormone.
Content Originally Published By: Jan Hoffman @ The New York TimesJ