Tag: Adolescents

5 Tips on Building Entrepreneurship Skills in Teens

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Posted on by Leonardo Rocker (Quirky Kid Staff)

Tips on Building Entrepreneurship Skills in Teens

We have had the privilege of working with some amazing adolescents over the years, and as a team, we have noticed how creative, connected and educated many of our youth are. 

More adolescents are walking through our doors armed with ideas on where they want to head in life, with strong ideals of managing a future work-life balance, being productive with their time and helping others along the way. Our youth are at an age where they are masters of digital communication and used to working in collaborative, team-based contexts where multitasking and connecting through social media has just become the day to day norm – they are young entrepreneurs

At the Quirky Kid Clinic, we are committed to harnessing the strengths of those we see in the clinic, and often we are talking with families about how to develop the entrepreneurial skills of our youth who are growing up and responding to their world of connectivity, creativity and innovation.

Here are five tips to foster entrepreneurial skills in your adolescent:

1 – Build Resilience

Becoming a young entrepreneur by its nature requires a great deal of resilience. To have the courage to try out something new and manage setbacks and failures in the process requires the strength of character. 

Building resilience in children starts from an early age, with children learning how to delay gratification around the preschool years. This ability to understand and feel comfortable with situations in which rewards take time and effort is one of the first building blocks for resilience in our children. 

While resilience skills typically develop with age and social interactions, resilience can be fostered and directly taught. Some helpful ways of promoting resilience amongst our adolescents include: 

  • helping them develop problem-solving skills,
  • ensuring they feel socially connected with peers and their community and embracing their differences. 

With adolescence comes a desire to be independent and providing age appropriate independence with clear and consistent limits helps adolescents develop resilience. Eric Greitens (2015), author and Rhodes Scholar wrote:

Entrepreneurs jump on the wild roller coaster ride of life where the tracks haven’t yet been fully built. They’d have it no other way. They’re happy that way — with the wind in their hair.”

and being resilient is a necessary quality to develop and manage the ride ahead.

2 – Harness Creativity and Personal Experiences

All too often, we as parents and carers can focus on developing compliant children. It comes with the territory of helping our children conform to rules in school, manage their time and activities and be part of a happily functioning family system. Sometimes we can lose sight of just being a kid and the creative and unique ways our children often see the world. 

Entrepreneurs need to be creative, seeing opportunity where others have not and taking risks where others don’t dare. Bearing in mind your child’s interests, passions and creative outlets can really help foster their positioning to become entrepreneurs. Take the time yourself to be interested in your child and schedule plenty of time for them to fill with their own interests. Utilising and reframing personal experiences can also be valuable. 

Take Bridgette Veneris, the 10-year old Melbourne girl who won the littleBIGidea competition for her invention of an easy-to-use adhesive bandage dispenser (Charpentier-Andre, 2016). Bridgette utilised her experiences while in a hospital recovering from leukaemia to develop a sticky bandage that was quicker and easier to peel off. Ideas and inventions can come from unexpected places, even negative experiences, with the right support and interest.

3 – Develop a Growth Mindset

Children are becoming increasingly exposed to the concept that our abilities and capabilities are not fixed but rather, malleable and changeable. 

This growth mindset is becoming part of our children’s language in the educational setting. Children are learning to swap their “I can’t do it” attitude for the “I can’t do it yet, but with effort and support I can!” mindset. Recent advances in neuroscience indicate that our brain has an amazing ability to change in response to situations, attitudes and support. 

Parents and carers are positioned to support children’s development of this growth mindset. Entrepreneurs succeed with a growth mindset – they need to be flexible on the start-up roller coaster ride, learn from experiences and attribute failures to things that they can change. Parents can foster a growth mindset in their adolescents by encouraging them to problem solve issues that arise, take a flexible approach with failures and embrace the learning process involved, encourage taking a leap of faith with ideas and praising effort, persistence and self-reflection. Companies such as Google, Apple, Disney and Amazon are known for fostering a culture of curiosity, innovation and risk taking and valuing the growth-mindset of their employees.

4 – Call in the Community

Helping your child connect with those around them that have similar interests as well as complimentary skills will help position them for success in making their ideas not only a reality but a sustainable one. Entrepreneurs not only need great ideas, but they also need to be able to bring ideas to fruition and ensure the scalability and longevity of their enterprises, and having a team around them to provide backing, guidance and reflection is important. 

Building a team and support network around your adolescent is an essential ingredient for the making of an entrepreneur. Some ways parents can help is by providing their adolescent with guidance, particularly on their experiences with running a business and managing success and failure, helping their adolescent link in with an appropriate mentor and fostering a network of like-minded adolescents. Adolescents need to know their parents have their backs, even in times of challenge and failure.  

5 – Provide Guidance around the Practicalities

To become an entrepreneur requires knowledge around the logistics of how a business works, from understanding how to set up a bank account all the way to the knowing about the commercial guidelines and laws surrounding your business idea and model. 

Parents and carers can share their business experiences and facilitate the growth of financial literacy by stepping their adolescent through the processes of setting up bank accounts and navigating business structures. It can be helpful to call on mentors or link your child into courses that may be helpful for their business, e.g.,. Commercial law or coding courses. Of course, parents and carers are also positioned well to help their adolescent understand and learn about self-care and balancing the demands of what comes with becoming an entrepreneur with those of being a child.

Our youth are growing up in an environment which is thriving on connectivity, creativity, and innovation, which for many adolescents, provides a perfect base from which to encourage their strengths and foster their entrepreneurial skills.

Do you want to help your child excel in their field? 

Here at Quirky Kid, we run a program to do just this, and it’s called Power Up! Run both at clinics and as a unique online program, Power Up! takes all the essential psychological techniques used by elite performers and makes them accessible to children through the teaching of Performance Psychology.

References

Greitens, E. (2015). Why resilience is the key ingredient for successful entrepreneurship. Retrieved from https://www.entrepreneur.com/article/243910

Charpentier-Andre, S. (2016). Melbourne girl NASA-bound after creating bandage dispenser while undergoing chemotherapy. Retrieved from http://www.abc.net.au/news/2016-11-08/bridgette-veneris-invents-adhesive-bandage-dispenser/8006780

Robinson, J. (2014). The 7 traits of successful entrepreneurs. Retrieved from https://www.entrepreneur.com/article/230350 

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Social Exclusion at School

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Posted on by Leonardo Rocker (Quirky Kid Staff)

Social Exclusion in the School Environment
Social exclusion in the school environment is increasingly being recognised as a form of relational aggression or bullying, in which a child is exposed to harm through the manipulation of their social relationships and status (Edith Cowan University, 2009).

Social exclusion can take many forms, with children reporting a range of experiences from being deliberately excluded from a peer group to having rumours spread about them, being called names and being purposefully embarrassed. In any sense, social exclusion is fundamentally entails a lack of connectedness and participation from a peer group. Australian research suggests that approximately 1 in 6 children report experiences of social exclusion, however, this may under- represent true prevalence rates given the difficulties in measuring social exclusion which is often undertaken in covert and hidden ways (Edith Cowan University, 2009).

 Who does it affect?

While belonging and connectedness to peers is important at any age, it is particularly relevant in adolescence. Research suggests that adolescents are particularly sensitive to peer rejection and as a group, may experience the most significant mental health effects such as depression and anxiety in response peer rejection. Adolescence is typically a time of increased independence from parents and family and increased dependence on their peer group. Identities are developed in relation to peer groups and peer group differences can become highly salient. The difficulty for adolescents is that ingroup and outgroup rules are fluid and as such, maintaining peer relationships can be fraught with complication (Leets & Wolf, 2005).

Studies on the neurological profile of children suggest that their brain areas for emotion (such as the Anterior Cingulate Cortex) become more activated in response to peer rejection with age, peaking in adolescence. In contrast, adolescents show significantly less activation in the brain regions which govern emotional regulation such as the Ventrolateral Prefrontal Cortex in response to peer rejection in comparison with younger children (Bolling, Pitskel, Deen, Crowley, Mayes & Pelphrey, 2011). This unique neurological profile for adolescents suggests that social exclusion at this age may be particularly distressing and that they may have significant difficulty in managing their distress.

Effects of social exclusion

Research suggests that the physical, emotional and mental health of children exposed to social exclusion can be compromised. For example, lower immune function, reduced sleep quality, reduced ability to calm oneself in times of distress, reduced self esteem, feelings of anxiety, depression and aggression have all been observed in children who have been excluded from a peer group (DeWall, Deckman, Pond & Bonser, 2011).

 So what can we do?

Children and adults all have a core need to be loved and valued within secure and lasting positive relationships (DeWall et al., 2011). Helping children develop and maintain these secure relationships both with their family, peers and wider social group is an important part of their development. Research is telling us that children become aware of social rejection from a young age (Leets & Wolf, 2005) and can reason as to why it is wrong to exclude others from preadolescence (Killen, 2007). Thus talking with your child from a young age about inclusion of others, feelings that occur when exclusion is encountered and strategies to manage social exclusion is important. Some helpful tips are:

 For the excluded child:

  • Be open, available and calm when your child needs to talk with you. Children often worry about upsetting or worrying their parents, so it is important to remain calm and engaged with your child.
  • Be responsive to your child. Affirm to them that they have the right to be safe and feel secure and that you will help them by talking with the school and providing a safe haven at home. For older children, listen to the action that they would like you to take and negotiate with them when it would be appropriate for you to talk with the school, for example, if they are still being excluded at the end of the week or if things escalate.
  • Be affirming. Tell and show your child that they are unconditionally loved and valued as a person. Enlist the support of family friends to share positive messages about your child and engage in their gifts, talents and interests. Build a circle of security around your child.
  • Make your home a safe haven. Minimise the risk of online social exclusion and bullying by monitoring technology use and using privacy settings and parental controls. The change of email addresses and mobile numbers may be necessary.
  • Help your child manage emotional distress but talking about their feelings and developing some self-coping statements such as “relax, don’t take it personally”. Help your child focus on their gifts, talents and interests.
  • Build your child’s friendships. Having one close friend has been shown to strengthen a child’s connectedness to school and self esteem. Help your child identify a friend or friends that share similar interests and foster the friendship through play dates and scheduled activities.
  • Use the high five principal. Help your child identify five people that they can seek support from and /or things to do, one for each finger, if they are being excluded. For example, seek out a special teacher, find a friend in an older year, go to the library or offer their help to the teacher on duty.
  • Develop ways your child can have some clear boundaries. Help your child communicate their distress and name the inappropriate behaviour of others through statements such as “I don’t like what you are doing and you need to stop” , “That is bullying and it is not right”. Help your child know that they need to seek support if the social exclusion continues.
  • Consider programs like the Quirky Kid ‘The Best of Friends’ program.

For the parents/ school

  • Develop a tone in your family and school that demonstrates an environment of mutual respect and responsibility.
  • Have clear and well communicated policies on bullying and social exclusion and explore these regularly with the school community.
  • Encourage class-based discussions on the meanings of ingroups and outgroups and common misperceptions, such as “kids who wear glasses are not good at sports”. Find examples in everyday life that will challenge these misperceptions. Extend discussions to help children realise the moral and emotional implications of social exclusion.
  • Facilitate teamwork and an atmosphere of inclusion by choosing working or sporting groups based on arbitrary characteristics such as birth months, favourite animals or having a rotating system by which every half day, the group rotates by one member.
  • Develop strong networks between teaching staff and children by including children in lessons, school activity planning and open discussions. Having the principal visible and available can also help develop an atmosphere of inclusion and connectedness.
  • Get the wider peer group involved. Social exclusion thrives when surrounding peers do not intervene. Help children understand why it is important to help others and strategies to do so, such as saying things like “stop that is not fair, leave her alone, she’s my friend” or know a teacher whom they can approach.
  • Again, programs like ‘The Best of Friends’ can be offered school wide to ensure the social skills and communication strategies are consistently applied.

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 References: 

1. Leets, L. & Wolf, S. (2005). Adolescent rules for social exclusion: when is it fair to exclude someone else? Journal of Moral Education, 34 (3), 343-362.

2. Killen, M. (2007). Children’s Social and Moral Reasoning About Exclusion. Current Directions in Psychological Science, 6 (1), 32-36.

3. Bolling, D., Pitskel N., Deen, B., Crowley, M., Mayes, L. & Pelphrey, K. (2011). Development of neural systems for processing social exclusion from childhood to adolescence. Developmental Science, 14 (6), 1431-1444.

4. DeWall, C., Deckman, T., Pond, R. & Bonser, I. (2011) Belongingness as a Core Personality Trait: How Social Exclusion Influences Social Functioning and Personality Expression. Journal of Personality, 79 (6), 979-1012.

5. Edith Cowan University (2009). Australian Covert Bullying Prevalence Study, CHPRC http://deewr.gov.au/bullying-research-projects

Australian Youth Forum

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Posted on by Leonardo Rocker (Quirky Kid Staff)

The Hon Peter Garrett AM MP, Minister for Youth, is calling for applications for membership of the 2011 Australian Youth Forum (AYF) Steering Committee.

The Steering Committee provides advice to the Office for Youth, DEEWR and the Minister for Youth on the implementation and future development of the AYF.

A position on the Steering Committee provides individual young people with an opportunity to contribute to the future direction of the AYF, gain an insight into the working of the government, promote the AYF at events and be involved in discussions that are important to young people.

If you are interested in applying for a position on the next AYF Committee please visit the AYF website for more Information and an Application Form.

Applications close on December 17th, 2010.

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