Format
Individual Presentation
First Presenter's Institution
Ohio University
First Presenter’s Email Address
contact@drpatreseamason.com
First Presenter's Brief Biography
Dr. Patrese A. Mason offers 20 years of education leadership experience as a elementary, middle, high schools public school administrator. She combines her passionate and expertise to build other leaders to support the development and success of youth. She personally understands the value of lived experiences and its implications on teaching and learning. She went from aging out of foster care and being homeless to public school principal and building a grassroots company dedicated to serving vulnerable populations.
Location
Session Nine Breakouts
Strand #1
Head: Academic Achievement & Leadership
Strand #2
Heart: Social & Emotional Skills
Relevance
Relevance of proposal: This presentation is relevant to all five conference strands addressing academic achievement and leadership (HEAD), social and emotional skills (HEART), safety and violence presentation, (HANDS), mental and physical health (HEALTH) and family and community engagement (HOME).
Brief Program Description
Brief Program Description: Everyone has lived experiences that they bring to the table and youth are no different. A strong sense of valuing those experiences are essential to the implications of one’s teaching and learning. To value students’ lived experiences cultivates sense of agency, self-compassion, self-efficacy thus builds and honors their capacity for resilience and more successful academic outcomes.
Summary
Summary of your proposal (250-350 words): Everyone has lived experiences that they bring to the table and youth are no different. A strong sense of valuing those experiences is essential to the implications of one’s learning. Educators who value students’ lived experiences cultivate sense of agency, self-compassion, self-efficacy thus builds and honors their capacity for resilience and more successful academic outcomes. Globally, students were already feeling isolated in our sometimes-challenging society. COVID19 has increased the isolation. It is important that we pause, lean in, listen and include the lived experiences of youth particularly those that are vulnerable. Rather than “getting back to normal” this presentation purports incorporating deeply acknowledge those experiences in teaching and learning. In this highly engaging and interactive session, participants will learn core competences on how to value youth lived experiences, build capacity for resiliency and better position themselves for more successful academic and well-being outcomes.
Evidence
Evidence that your proposal is based on known research: Published in Child Development, Volume 88, Issue 4, July/August 2017, Pages 1156–1171 Rebecca D. Taylor (Collaborative for Academic, Social and Emotional Learning), Eva Oberle (University of British Columbia), Joseph A. Durlak (Loyola University), Roger Weissberg (CASEL, University of Illinois at Chicago).
“Priscilla Vail, an expert on learning, has described emotion as the "on-off switch to learning". According to Mrs. Vail, when the switch is off, the system is dormant and only the potential for learning is available. When the switch is on, the pathway to learning is open. When the limbic system interprets sensory information and dispatches it to the cortex for processing, it sets the emotional tone of the information before it reaches the cortex. If the limbic system interprets the information as positive, it dispatches a message of purpose and excitement and directs our behavior toward a goal. When this happens, we become motivated to act; thinking and learning are enhanced. When the interpretation is negative, the switch is turned off and thinking and learning are stifled.”
This presentation refers to the following research:
Barritt, L. (1986). Human sciences and the human image. Phenomenology and Pedagogy, 4(3), 14-22.
Edelman, M. W. (1989). Families in peril: An agenda for social change (Vol. 2). Cambridge, MA: Harvard University Press
Merriam, S. (1998). Qualitative research and case study applications in education. San Francisco, CA: Jossey-Bass.
Rubin, H., & Rubin, I. (1995). Qualitative interviewing: The art of hearing data. Thousand Oaks, CA: Sage
Schunk, D. H., & Pajares, F. (2004). Self-efficacy in education revisited. Big Theories Revisited, 27(4), 115-154
Van Manen, M. (1990). Researching lived experience. Albany, NY: State University of New York Press.
Learning Objective 1
1. Participants will increase knowledge of research-based benefits of valuing students’ lived experiences to increase academic performance and students’ well-being.
Learning Objective 2
2. Participants will identify two strategies to implement and begin to gain a deep and authentic understanding of students experiences around the pandemic.
Learning Objective 3
3. Participants will apply three strategies to empower students when incorporating selected lived experiences in teaching and learning with the focus on resilience
Keyword Descriptors
lived-experiences, well-being, mental health, resilience
Presentation Year
2022
Start Date
3-9-2022 11:15 AM
End Date
3-9-2022 12:30 PM
Recommended Citation
Mason, Patrese A. Dr., "The Lived Experiences of Vulnerable Youth, Their Resilience and the Implications of Learning Post Covid19" (2022). National Youth Advocacy and Resilience Conference. 85.
https://digitalcommons.georgiasouthern.edu/nyar_savannah/2022/2022/85
The Lived Experiences of Vulnerable Youth, Their Resilience and the Implications of Learning Post Covid19
Session Nine Breakouts
Brief Program Description: Everyone has lived experiences that they bring to the table and youth are no different. A strong sense of valuing those experiences are essential to the implications of one’s teaching and learning. To value students’ lived experiences cultivates sense of agency, self-compassion, self-efficacy thus builds and honors their capacity for resilience and more successful academic outcomes.
