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Why Saying Is Believing — The Science Of Self-Talk [NPR.org]

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From the self-affirmations of Stuart Smalley on Saturday Night Live to countless videos on YouTube, saying nice things to your reflection in the mirror is a self-help trope that's been around for decades, and seems most often aimed at women. The practice, we're told, can help us like ourselves and our bodies more, and even make us more successful — allow us to chase our dreams!

Impressed, but skeptical, I took this self-talk idea to one of the country's leading researchers on body image to see if it's actually part of clinical practice.

David Sarwer is a psychologist and clinical director at the Center for Weight and Eating Disorders at the University of Pennsylvania. He says that, in fact, a mirror is one of the first tools he uses with some new patients. He stands them in front of a mirror and coaches them to use gentler, more neutral language as they evaluate their bodies.

"Instead of saying, 'My abdomen is disgusting and grotesque,' " Sarwer explains, he'll prompt a patient to say, " 'My abdomen is round, my abdomen is big; it's bigger than I'd like it to be.' "

The goal, he says, is to remove "negative and pejorative terms" from the patient's self-talk. The underlying notion is that it's not enough for a patient to lose physical weight — or gain it, as some women need to — if she doesn't also change the way her body looks in her mind's eye.

 

[For more of this story, written by Laura Starecheski, go to http://www.npr.org/blogs/healt...science-of-self-talk]

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Though not directly related to this post - there is a parallel to the research conducted by Dr. Carol Dweck on the "mindset" that learners rely upon subconsciously when they encounter challenge or rigor. Their internal dialogue is essentially centered around "staying smart" and that smart people get things right virtually all the time. Therefore, when things are "hard" they are risking becoming the opposite of "smart."  The most logical thing to do is, therefore, to attempt very doable or "easy" tasks.

The logic of this is actually impeccable - but it is a huge problem for the learner who embraces any kind of challenge or opportunity to change from what Dweck refers to as a "fixed mindset." The end result is often seen after a long series of cumulative and often subconscious decisions to view mistakes as "bad" and challenge as something to be avoided. The research by Dweck and others on attribution theory is very telling and has tremendous implications for educators. As Dweck points out - calling kids "smart" - even with the best of intentions - does nothing to help them adopt a "growth mindset" and can actually be harmful b/c it does not inform future decisions/opportunities for growth that the individual will have.  

 

The classroom parallel to this particular blog post regarding positive self-image and use of more neutral language  is that "grades" have historically been held up for learners to see "if they are smart or not."  Rather than use of descriptive language, such as "based on my most recent performance - I have some more learning to do to master addition of fractions" the student is left with "F or D" and little else to act upon. The takeaway for the student far too often is "All math is hard for me" or "I am not smart" (to put is mildly). 

 

Teachers are learning a number of ways to surface the inner thought process(es) of learners so that proper scaffolds can be put into place in classes that improve "learning conditions" (external) - AND the internal "conditions of the learner" (within). Formative assessment, not "grades" or sorting of students, is where the field is rightfully focusing their attention.

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