The Why Try Program helps students learn how to deal with life s daily pressures and challenges by giving them tools to help them in their decision making process.
How does the program work? The Why Try Program teaches students decision and cooping strategies through visual analogies. These analogies help students to answer the question Why Try in life? when their frustrated, confused and angry with life s pressures and chal enges. The program teaches that students that trying hard in life and put ing ef ort into chal enges, home, at school and with peers is worth the ef ort.
1 2 W hat choices will 5 Things that get m e in 9 W hat will m y R eality be give m e . . . trouble . . . when I ride here? At H om e: At School: W ith Peers:In Future: 4 M y Challenges . . . H om e:School: M ore O ptions Peers: W ho Can Support M e? 7 W hat Problem s do I keep having over and over? Peers School 6 Reality H om e Consequences of Crash . . . 8 3 Frustrated C onfused A ngry – Scared – K eep getting – sam e results Start Ride O ver W ill These Things G ive M e . . . O pportunity? Freedom ? Self Respect?
4 Four Steps to Tearing O ff Your Label 3 W hat do I like about 1. Stop Living Up To Your Label. Prove Your Label W rong m yself? Believe in the real you . . . not the label W hat do others like How has living up to my label ef ected the past, today, future? about m e? When this label is of how wil it ef ect me, my family, friends, school? M y accom plishm ents? 2. Rem em ber: It s EASY to Prove that your Label Is True M y strengths, goals and Just keep doing the same things over and over dream s To tear of the label you must do something. . . If I had to label m yself 1. Different (and use) 2. Self Respect 3. Desire 4. Time 5. Effort what would it be? (M ust When I prove the label wrong why wil I have more opportunity and be positive) freedom? 1 3. Your Label Is From The Past, Today Discuss Labels YO U Decide To K eep It O r Start . . . 2 T EARIN I G I T I O FF! ! W hy is it easy Im agine. . . to give up You wake up tomorrow and you label is gone, when you have What would be dif erent? a label? Are These ever and 4. Let The Real M e Stand O ut So M uch excuse? That The Past Label M ust Be Torn O ff! What observable behaviors do I need to use more to show how I am bigger and bet er than a label? ___ ___ ___ Every Night Ask Yourself: H ow M uch Do I Believe In This Label? What did I do today to tear of the label? How can I do more of this tomorrow? It s Staying On! Some It s Coming Of ! The Label Is not The Can
1 2 W hat is a defense m echanism ? Sit iu t at a i to i n o : How do you respond (act) when . . . 4 Choi o c i e c Disrespected Mad at Parent You re hit Blamed W ho Chooses the Yel ed at Embarrassed You lose Get Caught defense? Put down Make a mistake Confronted Hurt H ow do I protect m y Laughed at Feel Pressure Frustrated Angry Feeling feelings? 3 6 Four Steps To Control Your Defense M echanism 1. Notice. . . These are the signs that you are in a pressure situation . . . You feel: Angry Frustrated Nervous What behaviors can I use to help control the pressure? 2. Feeling Identify it . . . Calm it . . . express it controlled What are the situations I need to practice this? 3. Don t let other people choose (or control) how you will respond. This G ives You The signs are: someone is yel ing at you, you are physical y at acked, Self Respect or you re put down. W hy? What could happen when I stay in control? 5 D ef e e f n e se s 4. Select a positive solution H ow do you know when you ve selected a positive Defense What would motivate me to do the tougher M echanism ?. . . harder thing? W hen you are helping (not hurting) yourself and others.
Choice M otivation begins with the challenge Challenges Challenge Ange g r e Energy Pos o i s t ii tv i e v Negative Negativ Surrender The O ne Up Relationship You have value and worth because of who you are, not because of accom plishm ents or failures. You are the expert on yourself. Positive Less O pportunity T he e F lo l o o d o Z on o e e Look at your positive attributes (use refram ing). Self Talk and Freedom Use your inner voice to Easy path of least resistance direct your m otivation No self respect (energy) in a positive Energy dies direction (It s a positive H urt self and hurt others direction if you re not hurting yourself or others) Character and Focus self talk on what H eart you do have control You go through the over. m otions and don t give up out of respect for people who care about you. You don t give up out of respect for yourself. A Passion Purpose or Interest (Turn O utward) G et Plugged in Pos o i s t ii tv i e v e M ot o i tv i a v t a i to i n o Support System & H ea e l a i ln i g If Channeled W hyT y ry r ? y Challenges & Anger can be converted into O pp p o p r o t r u t n u i n ty it , y F , r F e r e e d e o d m o , S , e S l ef lfr e r s e p s e p c e t c
2 W hat is the PO T that you are in? 4 H ow do friends (others) effect m e in both positive ways and negative ways? 3 W hen I get in trouble (or in the pot)am I keeping others in, or m yself?H ow? 5 W ho wants to see M e clim b out? W hy? 6 W hat are the reasons 1 Explain the O verall Concept for staying IN the pot? W hat will m y future be 9 like when I get out? 7 W hat will m y future be like if I don t get out? W hy is it difficult for the crabs to clim b out 10 W hat are the tools I can of the pot? use to get out? 8 W hat are the reasons forgetting out of the PO T ? W arning: if you try to get out you will be Attacked! . . . W hy?
2 W hat H ave I Jum ped 6 1. Identify Problem : 4. Take Action O ver? W hat problem do I really want to W hat specific behaviors (actions) do I need to stop or overcom e? add to jum p m y hurdle?Stopped Behaviors Added Behaviors 2. Create O ptions 3 W hat Can I Jum p W hat are som e options I can create? O ver? 5. Believe in Change: O n a scale from one to ten, circle where you are in believing change will happen. 3. G et H elp I can t I know I have 4 W hy Should I W ho can help m e get over m y change M aybe the strength Try To Jum p hurdle? 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. M y H urdle? W ho can I help? 6. Jum p Back Up: If I trip how will jum ping back up m ake m e stronger? 1 W hat Should M y M y Problem : Self Talk Be Telling M e As I Try To Jum p M y H urdle? 5 Strengths: You Only Lose If You GiveUp!
1 Discuss Picture . . .W hy do I need resistance to 2 W hat is expected of m e? becom e stronger? From Parents: (rules)From Society: (laws)For M yself: (Self Discipline) 6 W hy does this need to be your strongest m uscle? W hat things get m e into the m ost trouble? H ard 3 A Lot of Resistance W hat have I given up on? Easy No Resistance 4 W hat are three things that I put m ost of m y Tim e and W hy does giving up Effort into? m ake m e weak? 1. 2. 5 W hat are three new options you could do with your tim e that will 3. m ake you stronger? 1. Do any of these thingsgive you O pportunity, 2. Freedom , and Self Respect? If YES keep lifting . . . If NO , create a new workout 3.
1 Parent/Care G iver H ow m uch tim e am I spending w ith a parent or care giver? (if you re not spending at least 30 m inutes a day then create and dem and m ore tim e.W hat is one conflict, argum ent, or pow er struggle that I can give up today that w on thurt m e but will help lower m y parents anxiety about m e? 2 Positive Friend R em em ber Y ou know you have a real friend when you are hanging out and they are doingthings that help (not hurt) them selves or you.W hat could I do to help a friend overcom e peer pressure and deal with challenges at hom eand at school? 3 Teacher/Counselor/School O fficial M ake sure that som eone at school knows the real you and w hat you can becom ew ith their help. Ask how they help you reach your dream s and potential? These 5 Connections Let them know w hat you are w illing to do and w ork together with them will help turn on the (identify three things that you re w illing to do) light 4 Positive M entor to see your future m ore clearly W ho can I identify that has accom plished goals and dream s sim ilar to those that I w ant to accom plish. W hat are three things (qualities) about them that I respect and adm ire, that I would like to develop also? Take a risk If possible ask them how they can help you achieve the sam e thing. 5 Som ething that inspires or m otivates you to do good W hat m otivates m e to not hurt m yself or others?W hat do I do w ith m y tim e that s fun, gives m e self respect and doesn t get m e into trouble? (H ow can I do M ore of this?).
Big View O pportunity If I y f o y u o u c a c n a t n s t e s e e eo v o e v r e rth t e h ew al a l l Freedom as a k s k y o y u o r u s r e s l ef l . f . . . W ha h t a s t t se t p e p a m a I I Self Respect tr t i rp i p p i p n i g n g o n o ? n ? (T ( he h n e n p u p t u D t es e i sr ie r , e , W hy will this view give you Tim i e ea n a d n d E ff fo f r o t r i t n i t n o t o th t a h t a s t t se t p e ) p m ore self respect? W hy does clim bing the stepsand achieving this view giveyou endless options? The I will becom e . . . M o (M y Dream s and G oals) tiva W ho is helping m e deal with m y tio challenges? Can I get m ore help? n F IM PO RTANT!!! orm H ow do you know if Plugging In W hat laws and rules are u m aking m e strong? la you re on top of the Failure Failur wall? Lift W eight W hat did I put m y desire, Dru r tim e, and effort into today? gs g You re helping M aze not hurting W hat will m otivate m e to Anger Ange Jum p Back Up if I trip? yourself orothers. H urdles H ow did I react when som eone Fighting Fightin Tried to pull m e down? W W hat is ho your current Crab Pot Car a view giving es e ? s you? Lim ited View Defense M ech H ow did I show others the Real M e not the label? I Can t I Can W hat did I do today to stop Labels the crash & how can I F repeat? am a il iy l W hy do we often m iss Pro r Reality Ride ble l m e the sim ple solution? s If you re standing here why is W hy will your m otivation to change O pportunity, Freedom , and go up with each step that you clim b? Self Respect hard to get?
WhyTry Flexible Lesson Plan Lesson Plan Elements: Attention Getter Music, Object lesson, Surrendering 1-up activity, Brief movie clip etc. Visual Analogy The core of the lesson Music Listen to Why Try Music – discussion Group (Hands-on) Experiential Activities Gets students involved in the lesson, maintains attention and energy in the lesson. Journal Activities Students apply Why Try to themselves. (homework)
Why Try Flexible Lesson Plan The Key: FLEXIBILITY It is important to be able to change your lesson plan on the fly based on the way that your group is responding.
Soc o i c a i l a a l n a d E m ot o i to i n o al a L l ea e r a n r in i g In I L if ie f e . . . As much as 80% of adult “success” comes from EQ. (Goleman 1995) 75% of careers are derailed for reasons related to emotional competencies, including inability to handle interpersonal problems; unsatisfactory team leadership during times of difficulty or conflict; or inability to adapt to change or elicit trust. (CCTL 1994) A child s ability to handle frustration, control his/her emotions, and get along with other people is a better predictor of future success than IQ. (Damasio 1997) Social and emotional abilities were four times more important than IQ in determining professional success and prestige. (Feist & Barron, 1996) SO U RC E: ww w.6seconds.org
Soc o i c a i l a a l n a d E m ot o i to i n o al a L l ea e r a n r in i g In I S ch c oo o l o . l . . . . After EQ training, discipline referrals to the principal s office dropped by 95%. (Johnson& Johnson 1994) EQ training increases focus, learning, collaboration, improves classroom relationships, and decreases both negative “put downs” and violence. (Jensen 2001) Students who are anxious or depressed earn lower grades/lower achievement scores, and are more likely to repeat a grade. (Kovics 1999) Scores on a test of hope are more accurate than the SAT at predicting college grades; the same is true of a test on optimism. (Snyder 1991) SO U RC E: ww w.6seconds.org
Soc o i c a i l a a l n a d E m ot o i to i n o al a L l ea e r a n r in i g In I B usi sn i es e s s s. . . . . The reasons for losing customers and clients are 70% EQ-related. (eg., didn t like that company s customer service) 50% of time wasted in business is due to lack of trust. (John O. Whitney) In one year the US Airforce invested less than $10,000 for emotional competence testing and saved $2,760,000 in recruitment (FastCompany, 2000) In a multinational consulting firm, partners who showed high emotional intelligence (EQ) competencies earned 139% more than lower EQ partners (Boyatzis, 1999) SO U RC E: w ww .6seconds.org
W hy y T ry r y R es e e s a e r a c r h c R esults for the South Los A ngeles R esiliency (SO LA R ) Project, A pril 2008 The South Los Angeles Resiliency (SOLAR) Project is an elementary counseling demonstration grant funded for three years by the US Department of Education, Office of Safe and Drug-Free Schools. A Resilience Scale was formed combining the survey items. A paired t-test was used to compare pre-post test scores. A significant difference was found between the scores indicating that student resiliency increased for participants of Why Try? Specifically, a significant positive change was found in the students willingness to keep trying to succeed; a significant decrease in the desire to be mean to others when provoked; and a slight improvement in the areas of asking for help was noted. Results presented at the SSWAA Conference, April 5, 2008
W hy y T ry r y R es e e s a e r a c r h c Piedm ont, M issouri Study, W inter 2007 The Why Try Tutoring has proven to be a vehicle for working toward student success. By coupling Christian Moore s multi-sensory, strength-based program with tutoring, we have seen more students take positive steps toward academic success than we have experienced through tutoring alone. Sherie Wymore WhyTry? A report of an After-School Tutoring Program, (Winter 2007) The Counseling Interviewer, Vol. 39, No. 2, Pp. 9-13.
W hy y T ry r y R es e e s a e r a c r h c Los A ngeles O ffice of Education Using a program called Why Try Students who participated in the program were more likely to have less attendance problems, lower negative attitude toward teachers and school, and a higher locus of control indicating they were more personally responsible for their behavior. Teachers rated a significant improvement in motivational attributes. -Glade D. Eggett, EdD, An Intervention to Remediate Shortcomings Caused by Childhood Maltreatment, October, 2003 The Why Try Program achieved: Improved Attendance(Pre: .50 day/wk, Post: .00 day/wk) Fewer Detention Minutes(Pre: 14.06 mins/wk, Post: .00 mins/wk) Higher Locus of Control(As measured by BASC)
W hyT y ry r y R es e e s a e r a c r h c G ranite School D istrict Study Students participating in the WhyTry Program reported significantly improved understanding of key social and emotional principles, including self-motivation, consequences, peer pressure, and obeying laws and rules. -Eric J. Gee, PhD, Director Research and Evaluation, Spectrum Consulting, LLC, Report to Granite School District, October,2003
W hyT y ry r y R es e e s a e r a c r h c A lpine School D istrict Longitudinal Study G PA 3.50 Students who com pleted the W hyTry Program 3.00 showed a significant im provem ent in G PA, 2.50 com pleting their high school careers with 2.00 G PA s 0.62 points Study Group higher than the Control Group control group. 1.50 1.00 0.50 0.00 1 2 3 4 5 6 7 8 9 10 11 12
W hy y T ry r y R es e e s a e r a c r h c A lpine School D istrict Longitudinal Study Attendance Students who 45.00 com pleted the 40.00 W hyTry Program had fewer absences than 35.00 the control group, both cum ulatively, and 30.00 on average. 25.00 Study Group Control Group 20.00 15.00 10.00 5.00 0.00 1 2 3 4 5 6 7 8 9 10 11 12
W hy y T ry r y R es e e s a e r a c r h c A lpine School D istrict Longitudinal Study Failure 3.00 Students who com pleted the W hyTry 2.50 Program exhibited a significant reduction in failed courses as 2.00 com pared to the control group. Study Group 1.50 Control Group 1.00 0.50 0.00 1 2 3 4 5 6 7 8 9 10 11 12
W hy y T ry r y R es e e s a e r a c r h c A lpine School D istrict Longitudinal Study G raduation Rate The W hyTry students 70 62.5% and the control group were drawn from the 60 sam e pool of at risk 50 students. At the end of their high school careers, 40 the W hyTry participants 30 20% were 3 tim es m ore likely to graduate than the 20 control group. 10 0 WhyTry Control
W hy y T ry r y R es e e s a e r a c r h c For m ore inform ation visit our w eb site: w w w .w hytry.org/research.php
W hy y T ry r y S tu t den e t tJ o J u o rn r al a A multi-sensory text book for students. Activities that help students internalize the lessons taught in groups and apply them in their own lives
W hy y T ry r y S tu t den e t tJ o J u o rn r al a Journal Activities (writing assignments) Art Activities Music Activities Game Plan Activities (goal setting) Observation Activities Plugging In Activities (connecting with others)
W hy y T ry r y S tu t den e t tJ o J u o rn r al a Each Journal includes a copy of the Why Try Music CD with the lyrics.
W hy y T ry r y S tu t den e t tJ o J u o rn r al a Students get to keep the journal as a record of their experience going through the Why Try Program.