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SCALE UP: an integrated wellness framework for schools

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Content SCALE UP An Integrated Wellness Framework for Schools
1

SCALE UP
An Integrated Wellness Framework for Schools

By Francy L. Jenko, DSW, LCSW
University of Southern California
Suzanne Dworak-Peck School of Social Work
Doctor of Social Work Capstone
August 2019
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An Integrated Wellness Framework for Schools

SCALE UP: An Integrated Wellness Framework for Schools
Doctorate in Social Work: Capstone Project

Francy L. Jenko, LCSW, MSW
DSW Candidate ‘19
July 21, 2019
University of Southern California
Suzanne Dworak-Peck School of Social Work

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“When teacher wellness becomes a norm, so too will student success.”
~Alexandra Cox, Bonnie Solomon, & Dominique Parris

I. Executive Summary
Behavioral health problems are pervasive during adolescence, and many youths affected
do not receive services to address their needs (Hawkins, Kosterman, Catalano, Hill, & Abbott,
2008; Merikangas et al., 2010; Mental Health America (MHA), 2017). The resulting
consequences are staggering and contribute to poor outcomes across the life-course. Alarmingly,
one in five youth ages 13 to 18 have, or will experience a severe mental illness (National
Institute Mental Health (NAMI), 2016). In addition to the significant number of youth meeting
diagnostic criteria for mental health disorders, over half of all youth experiencing distress do not
receive any treatment (MHA, 2017). According to Heckman and Masterov (2007), there has
been an underinvestment in the healthy development of youth. Fortunately, it has been concluded
that prevention efforts for addressing such problems can be effective (Hawkins et al., 2008). The
American Academy of Social Work and Social Welfare (AASWSW) sets forth the 12 Grand
Challenges Initiatives, one of which aims to address behavioral health problems among the youth
population; Ensuring Healthy Development for all Youth (AASWSW, 2015; Hawkins et al.,
2015).
The proposed project, SCALE UP, is an integrated wellness framework for schools that
will provide educators with a roadmap to incorporate wellness education and practices into the
school culture to inform and encourage wellness for all. In addition to giving educators tools to
empower youth well-being, it will also provide educators with information, skills, and
opportunities to empower personal well-being. SCALE UP will accomplish this by providing an
online format available to and for all school personnel that will facilitate the learning and
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application of wellness education and practices by way of Professional Development (PD).
SCALE UP takes an approach to address the well-being of youth that is highly untapped, the
well-being of educators (Nankin, 2015). Through providing educators a context to develop
wellness among youth in schools and by addressing the well-being of all school staff, SCALE
UP will create a school culture where wellness is both promoted and practiced as part of the
education system. Impacting school culture will lend to the disruption of poor outcomes across
the life course for many youths, thereby contributing to the Grand Challenge Ensuring Healthy
Development for all Youth. The purpose of the proposed capstone project is to foster healthy
youth development by providing skills to educators for personal wellness along with a
framework to empower youth wellness in schools.
The SCALE UP concept is quite broad and multi-layered; as such, it will require
considerable phasing. The program will begin with a narrow local context but will expand
exponentially by year five. The process will involve starting small with few educators, in one
school, focusing on middle school students 6
th
through 8
th
grade, and implementing each of the
Core5 essential pillars of the SCALE UP model in one-week segments: Self-awareness,
Connection, Altruism, Leadership, and Empathy (SCALE). The program will begin with an
introductory curriculum developed around the Core5 pillars and highlighting their relationship to
the Eight Dimensions of Wellness: Emotional, Environmental, Financial, Intellectual,
Occupational, Physical, Social, and Spiritual (SAMHSA, 2018). Full implementation will
include all Core5 critical pillars of SCALE, but the curriculum will be expanded to include eight-
week modules fully incorporating the Eight Dimensions of Wellness.
Further, a video lecture component will be introduced in addition to the readings,
resources, and videos utilized for the initial pilot. Also, the program will reach multiple
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educators and be delivered entirely online. A multi-phase structure will be followed to expand
and scale the program, which is expected to last several years. Following the fourth year, Phase
Four, the SCALE UP model should reach full implementation. The final steps, Phases Five, Six,
and Seven will focus on expanding, as well as developing the model to target both youth and
parents directly. Throughout the seven stages, over the ten-year plan, continual monitoring,
modification, and improvements will be made for program effectiveness, sustainability, and
reach.
SCALE UP will use the EPIS framework along with ERIC strategies as methodological
tools to address the aims of program implementation during the initial pilot, as well as moving
forward. An experimental design will be used; students in the control group will receive the
intervention after time allows for measures between groups. Dependent variables to be measured
will include social and emotional skills, attitudes toward self and others, positive social
behaviors, conduct problems, emotional distress, and academic performance. During the initial
pilot, formative process and mixed methods evaluations will be used to assess what is working,
and then the results will be used to improve the implementation process and outcomes.
Qualitative measures used to measure results will include data collection and examination,
interviews, surveys, observations, self-reports, and the Child and Adolescent Wellness Scale
(CAWS). Eventually, technology will be used to track progress and will enable youth, teachers,
and parents to monitor student growth and outcomes throughout program participation. As the
program grows, more emphasis and resources will be given to support evaluation, such as
conducting control trials and longitudinal follow-ups. The intention will be to show evidence of
multiple replications with statistically significant results.
The project aims, and action steps for implementation follow the EPIS framework and
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included four stages: 1) Exploration 2) Preparation 3) Implementation 4) Sustainment. Stage one
has been completed and involved the following action steps: networking, conducting research,
seeking funding options, and forming partnerships. The second stage began in March of 2019
and will continue until the pilot phase starts in August 2019. The action steps include more
networking, the development of curricular materials, securing funding and resources, selecting
staff for implementation, and professional development. The third stage will involve the program
adoption, delivering interventions, beginning data tracking, training and engagement, continued
collaboration, and program monitoring and modifications. The last stage will focus on
integrating the program into the school culture, securing future funding as a non-profit to expand
the program locally and then nationally.
The long-term goal is for SCALE UP to become a national, sustainable, and scalable
program that is accessible and affordable to all school team members, including both formal and
informal educators. By the 5th program year, SCALE UP will offer PD coursework fully
delivered through an online format, making it both convenient and accessible to all educators
regardless of their geographical areas. Further, the PD will work to align with licensing boards
and professional organizations recognized among schools and across disciplines enabling
educators to meet requirements for education and other licensing as well as professional growth
criteria set forth at the school level. In addition to being accessible, the PD will be affordable,
costing slightly less than other comparable offerings on the market. Additionally, the coursework
will be applicable both personally and professionally, 1) Information and topics will be pertinent
to personal well-being and health. 2) The PD will provide educators with a roadmap to bring
well-being to the schools in which they work, the youth they serve, and their communities.
Consider the model as space where “Personal Development meets Professional Development.”
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II. Conceptual Framework
Introduction
Sherraden et al. (2014) indicated that the Grand Challenge Ensuring Healthy
Development for all Youth offers abundant opportunity to examine and restructure efforts in
pursuing the well-being of the adolescent population. By creating a school culture where
wellness is both promoted and practiced, as part of the education system, poor outcomes across
the life course for many youths will be prevented. As the education system is the most extensive
system directly serving youth ranging from 5 to 18 years old, it makes sense to provide
programming for the school system to ensure healthy development for all children (Even &
Quast, 2017). SCALE UP takes an innovative approach to enhance the well-being of youth,
cultivating the well-being of school staff. Through targeting the well-being of all school staff, all
educators, SCALE UP impacts the school culture thereby influencing the healthy development of
all youth. The SCALE UP model is based on the belief that an excellent opportunity to improve
health outcomes among youth lays in the educational system and that well-being and healthy
development may be achieved by incorporating health and wellness concepts into the pedagogy
of education.
Overview of Capstone Project: SCALE UP
SCALE UP is an acronym that stands for: S. (Self-awareness) C. (Connection) A.
(Altruism) L. (Leadership) E. (Empathy) for U. (Unlimited) P. (Potential) (See Appendix A).
The SCALE UP program teaches educators knowledge on multiple dimensions of wellness along
with skills to enhance these different areas. The Eight Dimensions of Wellness include
Emotional, Environmental, Financial, Intellectual, Occupational, Physical, Social, and Spiritual
(SAMHSA, 2018). According to SAMHSA (2018), learning about the different dimensions of
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wellness can support developing healthy choices, make wellness a part of daily life, and
positively impact physical and mental health. Refer to the appendix section for a more detailed
explanation of the Eight Dimensions of Wellness (Appendix B). Increasing self-awareness,
connection, altruism, leadership, and empathy among school staff, the school environment, and
youth will serve as a buffer against trauma and other risk factors and function as a protective
factor that will enhance and foster well-being, leading to unlimited potential. Through building
capacities associated with well-being in schools, SCALE UP will reduce the prevalence and
incidence of behavioral health problems.
The program fosters all aspects of student well-being by focusing on educator wellness
and teaches educators about the whole child; encouraging a culture of wellness in schools by
supporting the integration of wellness concepts into the day to day activities. The model is
strength-based and takes a holistic approach to help foster the well-being of youth, approaching
wellness from a universal standpoint. Educators and the school system are considered critical to
program effectiveness and youth development. Educators are directly targeted as part of the
program’s intervention model to maximize youth well-being. The essential goal of SCALE UP is
to provide educators with a framework to bring wellness into schools, creating a positive cultural
shift in the education system, and equipping students with the skills to lead a happy, healthy life.
SCALE UP aims to inspire educators to integrate the concepts and practices of wellness
personally and professionally and to deliver the knowledge and tools to youth, so they have the
skills and ability to enhance their well-being also.
The SCALE UP Mission is: To advocate for health and well-being in schools and to
provide educators with a framework to integrate wellness in the school system by providing them
resources and tangible tools for personal and professional wellness, thereby empowering them to
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foster youth well-being, safety, autonomy, happiness, connection, and competence in school and
life. The Vision is: All educators and all students, in all schools, will be empowered through
healthy school environments that holistically support individual well-being and include all areas
of school culture to educate youth to be both knowledgeable regarding wellness dimensions and
competent in the practices contributing to well-being, inspiring communities of wellness.
Problem Statement
The specific problem to be addressed by the capstone project SCALE UP is the lack of
well-being among youth. Students are facing many social issues, including anxiety, depression,
substance abuse, violence, and suicide as a result of schools not focusing on the well-being of
youth (Speaks, 2015; Schulte-Körne, 2016; Centers for Disease Control & Prevention (CDC),
2019 B).
Prevalence and Relevance of Youth Well-being
It is estimated that 25% of youth ages 13 to 18 years old have met the criteria for an
anxiety disorder in their lifetime and depression, which affects 1 in 5 youth, is associated with
educational underachievement, challenging interpersonal relationships, and an increased risk for
suicide (Speaks, 2015). Not only will many children qualify for a mental health disorder during
adolescence, but half of lifetime mental illness also starts by the of age 14 (Yusuf & Kerr, 2018).
The results of youth not being well are also alarming. Suicide is the 2nd leading cause of death
among individuals ages 15 to 29, 37% of students with mental health conditions over 14 years
old drop out of school, and 70% of youth involved in the justice system have a mental illness
(Hagell, Coleman, & Brooks, 2013; World Health Organization (WHO), 2014; NAMI, 2016).
Further, the consequences of behavioral health problems influence the rates of economic
independence, morbidity, and mortality (Hawkins et al., 2015). In addition to the high prevalence
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of mental health needs among adolescents and the poor outcomes associated with their
prevalence, 64% of youth experiencing distress do not receive any mental health treatment
(MHA, 2017). There are several reasons youth in need of services do not obtain care including
cost, lack of insurance coverage, lack of available services, lack of service providers, lack of
awareness, and stigma (Thornicroft, 2008; MHA, 2017; CDC, 2019 A; Corrigan, 2019; Urias,
Fuentes, & Acosta 2019). Essentially, there is a great need for services to prevent and treat
behavioral health problems among youth as they are prevalent amid this population, produce
severe poor outcomes, and services are deficient.
Grand Challenge
The Grand Challenge Ensuring Healthy Development for all Youth focuses on decreasing
the incidence and prevalence of behavioral health problems among youth through implementing
Evidence-Based Practices (EBPs) and emphasizes the power of prevention in doing so (Hawkins
et al., 2015). An action plan, “Unleashing the Power of Prevention,” identifies action steps to
reduce behavioral health problems through proactive programming and access and delivery of
preventative services (Hawkins et al., 2016; Shapiro & Bender, 2018). The Coalition for the
Promotion of Behavioral Health, an interdisciplinary committee charged with promoting
behavioral health among individuals from infancy to the age of twenty-four, is endorsing this
action plan as having the most significant potential to achieve this Grand Challenge (Coyle,
2016).
Capstone Alignment to Grand Challenge
The SCALE UP program objectives align with the Grand Challenge goals of establishing
and implementing preventive interventions that are effective, sustainable, equity-enhancing, and
cost-beneficial along with monitoring and increasing access of children, youth, and young adults
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to protective interventions (Hawkins et al., 2015). Furthermore, the goals of reducing behavioral
health problems in the youth population as well as racial and socioeconomic disparities in
behavioral health problems are supported by the SCALE UP model, as this model will impact all
youth across the educational system. Through providing educators a framework to impact youth
well-being, SCALE UP will contribute to the Grand Challenge Ensuring Healthy Development
for all Youth.
Causation Theory
The traditional system of education in the United States prioritizes academic achievement
as the essential purpose of education. Across the education field, including policy groups,
organizations, and departments, the consensus is that academic achievement is the utmost
concern of education (Even & Quast, 2017). Not only are educational outcomes the priority of
schools, opponents of school mental health initiatives argue that mental health falls outside the
mandate of public education altogether (Armistead, 2008). Due to this paradigm, which is
ingrained in the culture of public education, the state of mental health and well-being among
youth is not usually pursued from a preventative standpoint in the school setting (Weare, 2015).
Youth are not educated or equipped with the knowledge or essential tools to promote and
empower their well-being, including mental health, even though it is common for children to
experience many types of emotional distress during development.
Understanding the Problem Through Social Norms
The current state of education is a result of multi-layered challenges (Devaney, 2014).
Therefore, there are many social norms associated with this capstone project to be addressed. For
example, 1) Schools commonly focus exclusively on academic growth, which is typically viewed
as the priority of education (Even & Quast, 2017). 2) Mental health and well-being are
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considered the responsibility of the community, family, or individual rather than the school
system (Armistead, 2008). 3) The teaching profession involves high stress and high turnover
(Ingersoll & Smith, 2003; Lambert, 2006). 4) The well-being of educators, caretakers,
communities, and schools serving youth are often overlooked; yet directly linked back to the
well-being of adolescents (Nankin, 2015).
To disrupt these social norms, SCALE UP will: 1) Promote the idea that well-being is
equally essential to youth being successful in school and life as is academic achievement. 2)
Teach educators about the concepts of well-being to provide them with a better understanding of
how schools can promote wellness and why they should. 3) Provide educators with the support
and skills they need to impact personal wellness so they can change school culture from within,
along with preventing high stress and turnover in education. 4) Address the problem and Grand
Challenge by targeting vital “actors” involved in adolescent health and well-being, including all
educators and the system itself.
Literature and Practice Review of Problem and Innovation
Prevention has not been a common approach to address behavioral health problems,
which has led to further perpetuate social injustice (Gilman, 2014; Hawkins et al., 2015). Schools
have customarily provided mental health services, but they have both been insufficient and
ineffective (Atkins, Cappella, Shernoff, Mehta, & Gustafson, 2017). As a result of schools
focusing primarily on academic proficiency, behavioral health efforts have lacked support in
schools (Even & Quast, 2017). The literature review will examine how behavioral health has
been addressed historically in schools and also look at the current context and climate, which
appears to support the SCALE UP framework.

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Traditional Approach to Address Behavioral Health
Conventionally, mental health has been viewed from a deficit model (Hawkins et al.,
2015). Typically, services have not been provided until after an individual presents with a
problem. Before 1980, there was virtually no investigation on prevention to address behavioral
health problems (Hawkins et al., 2015). Instead, the approach to solving behavioral health
problems has been to treat issues only after they have become complicated. This approach can be
supported by decades of public policy focused on rehabilitation, treatment, and even confinement
of youth exhibiting mental health needs, delinquent behavior, or substance abuse (Catalano,
2007). According to Gilman (2014), such policies have contributed to social inequity.
Unfortunately, this conservative method of addressing such problems reactively further serves to
amplify social inequality as Hawkins et al. (2015) point out that behavioral health problems
inherently reflect and perpetuate social inequities.
Traditional Approach to Address Behavioral Health in Schools
According to Atkins et al. (2017), US schools have shown great concern for the mental
health needs of students since the beginning of public education. However, they do not have the
resources or capability to manage mental health services independently. Further, it was not until
the 1980s when a school in Los Angeles County, California was met with the reality that mental
health services in the community were inadequate and inaccessible to youth, did the expansion of
mental health services in schools begin to take shape. Though schools have been the dominant
setting for children’s mental health services since the 1990s, the increase of mental health
services in schools has not sufficiently reduced the prevalence or impact of mental health
challenges, especially for the most disadvantaged youth. While Atkins et al. (2017) propose
collaborative school-based mental health partnerships; they also highlight the potential burden on
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schools in delivering such services due to the prioritized responsibility of schools in attaining
academic achievement.
Even and Quast (2017) indicate that the mental health needs of students have been
implemented in school reform initiatives but have traditionally lacked support by outside
ventures as academic pursuits take priority. When prevention has been of focus in schools, it has
often been done so in response to an assumed risk and concentrated solely on reducing potential
risks among identified groups or individuals (Durlak, 1995). Often overlooked is the link
between well-being and academic success. For instance, non-academic factors such as school
safety and school climate affect a student’s capacity to learn, which in turn influences academic
achievement (Cohen, McCabe, Michelli, & Pickeral, 2009). Also, the current annual per-pupil
spending, which has increased exponentially from the 1970s to the present, does not result in
comparable academic gains. However, non-instructional programs have been tied to educational
improvement (Bracey, 2006). For instance, Belfield et al. (2015) found that the average return on
a school’s investment in social and emotional programming is 11:1.
Current Context and Climate: Support for Well-being in Schools
There has been a shift in attention to the mental health of youth and schools playing a
role in promoting mental health (Cox, Solomon & Parris, 2019). Extensive research has
recognized both protective factors as well as risk factors associated with positive outcomes for
youth (Benard, 1991; Fraser, 2004; Christle, Jolivette, & Nelson, 2005; Solberg, Carlstrom,
Howard, & Jones, 2007; Catalano, Haggerty, Hawkins, & Elgin, 2011; Sieving, 2017). Schools
are now acknowledging that mental health affects learning and that addressing the mental health
needs of adolescents is essential (CDC, 2009). Additionally, Positive Youth Development (PYD)
interventions are emerging in addressing adolescent health in schools. According to Healthy
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People (2017), PYD interventions encompass intentional processes of providing youth with
relationships, experiences, resources, and opportunities to become successful. PYD and positive
education focus on examining protective factors and strengths to increase resources for youth
both on an internal level and an external or environmental level (Curran & Wexler, 2017).
Norrish, Williams, O’Connor, and Robinson (2013) describe the fundamental goal of positive
education as developing flourishing mental health within the school environment.
Also, programs designed to bring awareness to the mental and emotional challenges
faced by youth and minimize the stigma associated with these challenges are showing promising
results (Hadlaczky et al., 2014; Wong, Collins, & Cerully, 2015; Aakre, Lucksted, & Browning-
McNee, 2016). Further, schools are beginning to implement Social and Emotional Learning
(SEL), positive psychology interventions, and character education (Suldo, 2016), along with
other programs to support youth wellness. For instance, research determines that adolescents
who have experienced trauma are at higher risk for both mental and physical health problems as
well as a range of social issues (Middlebrooks & Audage, 2008; Rueben et al., 2016). The more
traumas experienced in childhood referred to as Adverse Childhood Experiences (ACEs), the
higher the risk for poor outcomes. The result of these studies correlating trauma to poor youth
outcomes has contributed to the creation of trauma-informed school practices. The definition of a
trauma-informed practice provided by Blodgett (2013) is “the specific use of knowledge about
trauma and its expression to modify supports and relationships with children to improve
developmental success” (p.15). For clarification on terms and referenced frameworks or
interventions included throughout the paper, refer to Appendix C.
While schools are progressively prioritizing SEL for students, minimal attention has been
focused on providing teachers with training or tools to enhance their SEL capacities and
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well-being (Nankin, 2015) even though higher stress levels are found in the teaching profession
than in other occupations (Cox et al., 2019). Research suggests that the lack of resources
available to educators to address students’ needs may influence teacher wellness (Zinsser,
Christensen, & Torres, 2016). Teachers are expected to guide student success and intervene
across a range of challenges youth experience, but often, they do not have the means to do so
(Cox et al., 2019). Cox et al. (2019) advise that cultivating environments that promote teacher
wellness will lead to healthy schools for teachers and students. Suldo (2016) indicates that
teacher well-being is salient to positive student outcomes; therefore, warranting implications for
future work in developing teacher-focused interventions to impact well-being.
Social Significance
“The well-being of our country’s children is the most important
indicator of our long-term economic and social future.”
(The Annie E. Casey Foundation, 2014, p. 5).

The President of the American Academy of Social Work and Social Welfare
(AASWSW), Richard P. Barth, indicated that social factors contribute most heavily to the
individual condition of people (Barth, Gilmore, Flynn, Fraser, & Brekke, 2014). Wellness among
youth is impacted by poverty and structural inequality. According to Evans and Kim (2013),
poverty is a significant influence on cognitive, socio-emotional, and physical health outcomes
developmentally throughout the lifespan. Mental health is shaped by social, economic, and
physical environments and risk factors for poor mental health are profoundly correlated with
social inequalities (WHO, 2014). WHO (2014) suggests that although populations are made
vulnerable by deep-rooted poverty, social inequality, and discrimination; educational, social, and
occupational institutions have the potential to make a significant impact by providing
opportunities that empower people and communities.
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Further, Viner et al. (2012) found access to education and safe and supportive schools to
be strong social determinants of adolescent health. SCALE UP targets the educational institution
to impact and support youth development and recognizes that the environment influences mental
health, hence the emphasis on changing the culture of schools to embrace wellness. As
Desrochers (2015) articulated, reinforcing student’s well-being produces considerable
improvements in school climate, student behavior, and academic performance; “It can also help
prevent mental illness and change children’s and families’ lives” (p.50).
Conceptual Framework with Logic Model and Theory of Change
The SCALE UP conceptual framework aligns with the view of Adelman and Taylor
(2012) that the strategy of schools should be “pursuing fundamental transformation by moving
toward a unified and comprehensive system for enabling all students to learn and all teachers to
facilitate the development of the whole child” (p.11). According to Adelman and Taylor (2006),
promoting mental health involves enhancing knowledge, skills, and attitudes, which leads to
social and emotional development, a healthy lifestyle, and personal well-being. Further,
“Promoting healthy development, well-being, and a value-based life are important ends unto
themselves and are keys to preventing psychosocial and mental health problems” (p.3). The
purpose of the SCALE UP program is to promote a culture of wellness in the school setting and
to improve the skills, attitudes, and knowledge of youth to empower their well-being through
supporting educators in the integration of wellness education.
Logic Model
The logic model includes inputs and resources, activities, outputs, outcomes, and impacts.
Inputs and activities include the resources needed to influence change and are the planned work.
Outputs, outcomes, and implications comprise the intended results. Positive change that results
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from program implementation, including a shift in organizations, communities, or systems is
considered the program impact. See Appendix D and below for the SCALE UP Logic Model.

For the SCALE UP pilot, the inputs and resources will include staffing: five advisory
level teachers, one program director, a wellness expert, a data analyst, and a staff member with
expertise in developing and maintaining the technological aspects of the program for the initial
pilot. Curricular materials, equipment, participants, and an advisory board are also necessary
inputs. As the program develops, other critical roles will be added to improve program
development and effectiveness. They include a marketing expert, program evaluator, web-site
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designer, resource quality developer, and a grant writer. Further, Professional Development (PD)
authors for improving and expanding the modules and curriculum will be needed. The school
where SCALE UP will be piloted will provide office and classroom space. They will provide
computers, printers, and other materials for program implementation as well.
Activities will include professional development, direct services to students, and parent
engagement. The program activities will incorporate wellness curricula and education and
encourage activities to enhance well-being in schools such as mentoring, community service,
youth leadership and advocacy, daily meditation or reflection, and evidence-based wellness
practices such as mindfulness, social and emotional learning, restorative justice practices, and
trauma-informed practices. Community outreach, another significant activity, involves meeting
with public partners and community agencies to educate and engage SCALE UP participants;
and garner support for the program as well as collaborate in meeting the needs of youth within
the community. An example is creating a partnership with a local organization where students
could be taken on a field trip to perform community service.
Outputs that will be measured include the number of students and educators that receive
any component of programming. All program components will be measured. For example, the
number and frequency of sessions provided and the number of staff that receive training will be
the units of service measured for staff development. For the initial pilot, this will only include
five educators. However, as part of the school’s initiative SCALE UP implementation will be
shared with other educators during professional learning community meetings. Outputs include
the number of sessions provided to each group. For instance, how many total youths experienced
integrated wellness curriculum developed based on the SCALE UP framework. Units of service
will be measured for every activity and function provided through the SCALE UP program.
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Outcomes will be measured by looking at student data in the following areas before,
during, and following intervention: attendance, disciplinary records, academic achievement, and
self-assessment. These outcomes, along with surveys conducted at all levels, including students,
staff, and parents, will contribute to tracking overall program effectiveness. The surveys will be
performed before program implementation, on an ongoing basis during implementation, and at
the end of each program year. In addition, an evidence-based assessment, Child and Adolescent
Wellness Scale (CAWS), will be utilized before program participation, during, and following the
program year to gauge program effectiveness (See Appendix E). The desired impacts of the
program will be an increase in well-being among youth, a shift in the institutional culture toward
wellness being prioritized as an integral part of education, and prevention of mental and
behavioral health issues for adolescents.
Theory of Change
The theory of change underpinning the SCALE UP framework may be viewed through
the lens of the social learning theory. The social learning theory supports the notion of learning
through observation; people acquire knowledge and skills through observing others. This theory
sees the environment as a chief influencer of behavior and also recognizes the power of
observation in the process of learning (McLeod, 2016). Therefore, children observe behaviors of
those around them and as a result, learn to behave similarly to others. One aspect of the SCALE
UP model is for school personnel to model principles of wellness to impact the school and
classroom environment. Also, performing behaviors or demonstrating skills is a critical
component of the SCALE UP structure and educational philosophy, which is a step in successful
social learning (Cherry, 2019).
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Further, as youth begin to learn and practice skills of well-being, they will influence the
behavior of their peer groups. Observation, imitation, and modeling all play primary roles in the
learning process, and each is integrated into the SCALE UP framework, both for educators and
youth. Social learning theory suggests that positive role models can encourage desirable behavior
and facilitate social change (Cherry, 2019). Further, Cherry (2019) indicates that social learning
theory has implications in the education field, as classroom strategies, encouraging children, and
building self-efficacy are all rooted in this theory.
The social learning theory supports the proposition that the welfare of educators
significantly impacts that of youth. Thus, by targeting educator well-being along with the
development of adolescents in the school setting through preventive measures, social problems
can be minimized. The well-being of educators influences school culture, therefore impacting
youth well-being. School staff can affect youth well-being by integrating a wellness framework
into the school curriculum, practices, and climate. Thus, SCALE UP plans to provide educators
with personal and professional development to support well-being.
III. Problems of Practice and Innovative Solutions
Proposed Innovation and its Effect on the Grand Challenge
SCALE UP is a model to bring wellness into the education system by providing
educators with the framework, tools, and knowledge to impact both personal wellness and youth
well-being. SCALE UP will provide professional and personal development on wellness-related
topics, which will be applicable for credit toward licensing and other requirements (For a list of
sample wellness-related topics and initiatives, refer to Appendix F & G). For example, a school
social worker would be able to accrue CEUs and use the coursework toward a professional
growth plan to advance salary, social work licensing requirements such as an LCSW, and
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education license renewal requirements. In addition to being a source of PD, the information and
topics are pertinent to personal well-being and health. Therefore, SCALE UP courses will
provide educators with a framework to bring well-being to the schools they work in, the youth
they serve, and the families they partner with and simultaneously enhance educator well-being.
In turn, increased well-being among educators will impact professional efficiency and school
climate and support healthy outcomes among youth.
SCALE UP is both general and specific; the program is focused on particular criteria
related to well-being yet seeks individual creativity to enhance materials, resources, and reach.
SCALE UP will be individualized enough so that interested educators may determine what they
would like to accomplish with the program. For example, someone interested in mindfulness
might choose to take a couple of PD modules on that topic area and get credit toward their
licensing renewal. Others, who feel significantly aligned with the purpose and mission of
SCALE UP may choose to get “SCALE UP Certified” and not only meet their professional
requirements, but also be recognized as SCALE UP educators, schools, districts, and so forth.
Although the certification, along with earning CEs/CEUs required professionally are desirable
vital components of the program, the essential goal of SCALE UP is to provide educators with a
framework to bring wellness into schools creating a positive cultural shift and empowering
students with the skills to be healthy and succeed in school and life. This is why the SCALE UP
pilot program will be implemented in one school, creating a ground-up growth model.
The certification option will involve three levels: Basic, Advanced, and Expert.
Certification at level one will entail completing the full PD curriculum, with some room for
individualizing according to interest and school needs. Level 1 practitioners would complete
curriculum to acquire the Basic Level Certification, which is the knowledge or education
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component. Creating, Preparing, and Implementing programs aligned with the SCALE UP model
to enhance well-being in schools for youth and supporting fellow educator wellness will allow
individuals to reach Level 2 practitioner status; Advanced SCALE UP Certification, which is the
skill or competency component. Level 3 or Expert level practitioners will include individuals
who can show and share program implementation processes and outcomes. At this level
individuals will be expected to keep active by continuing wellness initiatives for both students
and educators (or parents) for three school years, fully integrating well-being into school culture
and sharing achievements and resources with fellow educators through the SCALE UP platform.
This level of practice will include execution, data collection, reflection, modification, and
networking. The Expert practitioner level encompasses the integration or impact component.
SCALE UP Phases
Initially, the program focus will be on providing quality PD for all school staff centered
around wellness, personally and professionally. However, the intention is to expand to create a
similar online platform for youth and parents after the SCALE UP model is successfully
established and scaled. Though the program overview up to this point highlights the overall
program aims and design, the pilot version will be emphasized moving forward. The pilot will
take place on a much smaller level, and it will take nearly five years to develop the program to
full capacity. Since the SCALE concept is quite broad and complex, there will be multiple steps
necessary to bring it to scale.
For reference, program phases will align with program years; this is done for simplicity.
Phase One will involve piloting the capstone project. During program year one, SCALE UP will
become recognized as a 501C3 nonprofit organization and begin seeking funding through grant
sources. Following the successful operation of the preliminary pilot, the second phase will begin
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program year two. During Phase Two, all PD modules will continue to be developed, refined,
and polished. After successful operation of all SCALE UP components, the program will shift to
a fully online format, which will include Phase Three, program year three. During Phase Four
and program year four, improvements and modifications will be made accordingly to enhance
program reach and effectiveness. During the fourth phase, it is expected that SCALE UP will be
able to successfully acquire approval for CEUs and CEs through licensing boards that will apply
toward licensing requirements for educational roles found in schools. Phase Five will begin
program year five and consist of initial expansion. At first, the extension will focus on creating a
similar online platform for youth, which will align with all the SCALE UP modules provided to
educators. Phase Six, the sixth program year, a parent component will be created to complement
the educator and youth curricula. Phase Seven will be the final phase and last program years 7
through 10. During this phase, SCALE UP will continue to be scaled and marketed to schools
nationally. Throughout the entire process, SCALE UP will be evaluated, and improvements will
be made based on data, research, and feedback.
SCALE UP: Pilot Intervention
SCALE UP will be piloted at a single school in St. Paul, Minnesota starting in August of
2019. The duration of the initial pilot will be one school year. The pilot school is a charter
school, Community of Peace Academy (CPA). A small group of teachers will pilot the program
initially and target middle school children in 6
th
through 8
th
grade. The 2019-2020 pilot program
is going to be a Language Arts Department initiative with a staggered implementation phase in
order to collect the necessary implementation and critical impact data. The expectation is that the
information collected throughout the 2019-2020 school year will be instrumental in garnering
support at a higher level and on a vaster scale allowing the SCALE UP innovation to gain
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traction both inside CPA and beyond.
The pilot group of teachers will complete the SCALE UP modules designed around the
SCALE components by the end of June 2019. The curriculum may be viewed in Artifact 1,
found following the appendix and reference sections. They will then create their wellness
initiatives to be integrated throughout the 2019-2020 school year, guided by the SCALE UP
framework and aligning with the curricular PD they completed. The SCALE UP framework,
along with a sample teacher-created wellness plan, may be viewed in Artifact 2. The teachers
facilitating the pilot will introduce each core pillar during the first quarter of the 2019-2020
school year. Following the introduction, students will self-select which module they would like
to delve deeper into based on personal interest and a desire to enhance strengths aligned to one of
the Core5 SCALE pillars.
Target Population Pilot: Phase 1
The initial target populations include five advisory teachers and young adolescents in a
middle school setting. The pilot student population attends CPA in Saint Paul, Minnesota.
CPA is an urban, PreK-12 charter school serving over 800 students of diverse cultures and
backgrounds on the East Side of St. Paul, Minnesota. Over 80% of the CPA student population
qualify for supplemental education services as a result of low socioeconomic status: the
demographics consist of approximately 35% Asian (predominately Hmong) 35% Black
(predominately African-American), 20% White, and 10% Other/Native (CPA, 2019). Students at
CPA receive an academically rigorous, whole-child education within a school environment that
values community and promotes peace. CPA is a 2019 recipient of the National Promising
Practice Award and has been recognized as a 2019 National School of Character (Character.org.,
2019). Approximately 250 students are enrolled in grades 5-8 at CPA for the 2019-2020 school
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25
year (CPA, 2019). The estimated number of youth who will participate in the initial pilot totals
130 students.
Pilot Location Selection Justification
CPA Middle School is an ideal location to plant the SCALE UP seed because of their
commitment to improving school climate and supporting students in creating an educated,
empowered, and ethical community of learners. Currently, CPA is in the process of restructuring
from an outdated K-6 elementary school and 7-12 high school model to an updated, more
culturally relevant Pk-4 elementary school, 5-8 middle school, 9-12 high school organization and
instructional model which will better align with the Minnesota Department of Education's
recommendations and educational goals. With this recent shift towards three connected, but
unique and complementary school programs housed on the same city block and under one roof
CPA Middle School is poised to explore and implement best practices to address the mental
health needs of young adolescent students. It is an opportune time for CPA middle school
teachers to learn about the Eight Dimensions of Wellness and integrate the SCALE UP
framework to help their students achieve a sense of overall well-being moving forward.
Target Population: Based on Full-Sale Implementation
The general population targeted includes all children and adolescents in the school
setting. The target population is all educators working in the primary and secondary school
setting. All educators include any person working for the school district interacting with youth in
any capacity including, but not limited to: teachers, administrators, school specialists such as
nurses, counselors, psychologists, social workers, and school support staff such as custodians,
cafeteria workers, secretaries, bus drivers, and school security workers. The target population
includes individuals representing all U.S. States and public, charter, and private schools.
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26
Demographics: Potential Reach
To give context to the sheer volume of educators, the following are some numbers on
schools, teachers, principals, and pupils that compose the current school system in America.
Currently, 132,853 K-12 schools in the U.S. fall under one of the 13,584 regular school districts
in the U.S. (Riser-Kositsky, 2019). Of these schools, traditional public schools account for
91,422, public charter schools 6,855, and private schools 34,576. Further, there are 50.7 million
public school students, 2.8 million public charter school students, and 5,750,520 students that
attend private schools. There are 3.2 million full-time equivalent teachers and 90,410 public
school principals. These numbers do not account for all other school employees not identified as
teachers or principals. Therefore, the potential reach of the SCALE UP program is tremendously
abundant.
Implementation Setting Justification
The education system is the ideal setting to provide preventive practices and programs for
youth, as it is one of the most populated and frequented systems by children. According to Even
and Quast (2017), “Public schools may be the most accessible institution in which advances in
mental healthcare reform will be realized” (p.3). Schools have opportunities to improve health
outcomes among youth, organize collaborative initiatives that support students, actively engage
community resources, and focus on academic achievement in combination with well-being
(Lewallen, Hunt, Potts-Datema, Zaza, & Giles, 2015). Through these actions, schools have the
ability to both advance educational attainment and promote healthy development for all students.
Innovation Justification
SCALE UP is innovative for several reasons. It is a preventative program that targets all
youth in school settings, not only those identified as at-risk youth. It does this by providing
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27
personal and professional development to educators focused on well-being. Further, it acts as a
guide for educators to support them in implementing wellness-related interventions for youth in
their practice. It targets educators to impact youth well-being and includes all school staff. The
concept is to provide educators with relevant knowledge and tools that benefit them as well as
those they work with, in a multi-layered capacity. SCALE UP also provides a network for
teachers to highlight their application of SCALE UP wellness interventions, access tools and
resources developed by other educators, and participate in a community of educators engaged in
fostering well-being within the educational setting.
Further, it meets educators where they are, supporting a humanistic approach. They can
select the topics they are most interested in, learn at their own pace, and determine the level of
learning that best suits their needs. Though educators are expected to follow a framework to
maintain fidelity to the model, this program design enables school staff members to build on
their strengths and interests as they relate to practicing and promoting wellness in education. It is
not a top-down approach where teachers are mandated to implement a program they neither have
a passion for nor support. As a result, an added level of buy-in, investment, and ownership are
expected to occur. In conjunction with youth and educators, the school environment is targeted.
The focus is on making well-being part of the school culture. The core components of the
program framework, Self-awareness, Connection, Altruism, Leadership, and Empathy, were
chosen based on empirically supported and validated programs and practice present in school,
health, and community settings (Catalano et al., 2004; Brooks, 2006; Seppala, Rossomando, &
Doty, 2013; Fechter, 2016; Maloney, Lawlor, Schonert-Reichl, & Whitehead, 2016; Curran &
Wexler, 2017). Technology is incorporated to enhance learning and engagement, teach wellness
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28
concepts, provide resources and information on well-being, track progress, and to make the
program convenient and accessible.
Views of Key Stakeholders
“A stakeholder is an individual or group with an interest in the success of
an organization in fulfilling its mission—delivering intended results and
maintaining the viability of its products, services and outcomes over
time.”
(Paine & McCann, 2009, p.5).

Stakeholders are essential to program implementation, success, and sustainability and
should be engaged in assessment and planning. Internal stakeholders include those who work
within the school system and fundamentally control what takes place, including teachers,
administrators such as principals, school board members, and school health service staff.
Students are also considered internal stakeholders. External stakeholders refer to those who have
a strong interest in school outcomes and include parents, community members, community
health service providers, investors, and local elected officials, among others. According to
Adelman and Taylor (2006), “Promoting well-being, resilience, and protective factors and
empowering families, communities, and schools all require multiple and interrelated
interventions and the concerted effort of all stakeholders” (p.5).
Further, Adelman et al. (2006) point out that it is common for stakeholders to be
suspicious of mental health efforts in schools, often emphasizing the mission of the education of
students versus their mental health needs. However, when the mental health needs of youth
impact this mission, it becomes apparent that there is a need to address such barriers.
Maintaining awareness of stakeholder views may help guide planning to prevent opposition and
obtain buy-in and program support. Swain-Bradway, Swoszowski, Boden, and Sprague (2013)
researched the stakeholder perspective of the Positive Behavior Interventions and Supports
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29
(PBIS) framework in schools. Through examining stakeholder views, they identified both
facilitators and barriers commonly experienced by them. The information they gathered from
requesting stakeholder feedback is an excellent example of why it is vital to do so.
Evidence and Current Context for Proposed Innovation
Nankin (2015) stated that there is a lack of approaches and structures in place to support
teacher well-being, a lack of interest in preparing teachers with skills to enhance their overall
well-being, and a lack of research connecting teaching and wellness. She refers to the failure to
empower teacher well-being as the “critical gap” and indicates that it leads to consequences
among teachers such as burnout, high attrition, and less passion and efficacy. Often, stress
experienced by teachers is responded to on an individual level, although features of the school
environment and systemic issues affect levels of stress experienced by educators. For instance,
Cox et al. (2019) explain how strategies to reduce the stress often focus on the teacher’s
responsibility for self-care. Though self-care practices such as mindfulness or exercise help to
improve well-being, they do not address the systemic structure found in the educational system
contributing to stress. Further, they suggest that creating healthy schools can be accomplished by
cultivating environments that promote teacher and student wellness.
Although education stakeholders take into account ways to improve school climate,
safety, and student well-being, the focus must also be simultaneously focused on supporting
teachers and school staff well-being (Cox et al., 2019). They propose implementing a holistic
approach to address the wellness of educators and indicate ways to go about this strategy. Things
advised include, but are not limited to, professional development, resources and support, and an
emphasis on physical and mental health among teachers. Disregarding the needs of educators
who work with youth may result in different outcomes than those desired, as teacher wellness is
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30
found to influence the well-being of children and the school environment (Becker, Goetz,
Morger, & Ranellucci, 2014; Robert Wood Johnson Foundation & Penn State University, 2016).
Ultimately, attention to the well-being of educators and a healthy school environment will impact
more positive outcomes for students.
Further, researchers who study well-being recommend that skills that build resilience,
positive emotion, engagement, and meaning be taught in the school setting (Seligman, Ernst,
Gillham, Reivich, & Linkins, 2009). They also indicate that schools should teach skills for both
accomplishment and well-being equally to best impact youth suggesting that teaching skills for
well-being will result in improved mental health, life satisfaction levels, creativity, and learning.
Studies indicate that EBPs focusing on developing personal well-being and positive youth
development have been correlated with improved academic achievement and lower disciplinary,
dropout, and truancy rates (CDC, 2009; Durlak et al., 2011; CASEL, 2013; Seligman et al.,
2009; Suldo, 2016). Also, children are more successful academically when they are taught skills
to improve their mental health, character, and resiliency aptitudes (CASEL, 2013; DeSocio &
Hootman, 2004). Moreover, when educators teaching SEL are invested and actively involved in
cultivating and modeling social and emotional competencies, SEL can warrant a significant
impact on youth (Brackett et al., 2009). Also, The Collaborative for Academic, Social, and
Emotional Learning (CASEL) (2018) examined data from multiple fields and sources, ranging
from health and employment to psychology and classroom management, concluding that there is
ample research finding that SEL in schools is impactful.
Comparative Assessment of Other Opportunities for Innovation
There are numerous programs with similar agendas to that of SCALE UP. Through
examining evidence-based programs on character development, SEL, and Positive Psychology,
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31
to name a few, future applications may be designed to incorporate effective strategies while
improving upon existing models. Although behavioral health care is still lacking in terms of
accessibility, mental health awareness among schools is on the rise. Some examples of programs
that have begun to evolve in the school setting to support wellness in schools include CASEL,
Systems of Care (SOS), and Mindfulness in Schools Project (MiSP).
CASEL is charged with advancing and promoting academic, social, and emotional
learning for all students (DePaoli, Atwell, & Bridgeland, 2017). Their mission is to make social
and emotional learning an essential part of education. They aspire to ensure all students become
knowledgeable, responsible, caring, and contributing members of society. SOC is a strengths-
based, culturally competent, community-based, family-driven, and youth guided, personalized
service delivery method that creates partnerships to meet the various needs of families. The SOC
approach promotes child and family-centered services that are more accessible than traditional
services (Stroul, Blau, & Friedman, 2010). MiSP teaches mindfulness to youth and teachers in
schools (Meiklejohn et al., 2012). Mendelson et al. (2010) found that mindfulness-based
practices enhance regulatory capacities and responses to stress and promote positive emotional,
behavioral, and academic outcomes.
SCALE UP is not in competition with these models, but rather it is designed to include
methods and models that are empirically validated in improving outcomes for youth in school
settings and may be viewed as a complementary approach. However, SCALE UP is different
from all other programs addressing mental health and SEL inside schools in that its primary
focus is on well-being, it incorporates the Eight Dimensions of Wellness, and highlights the
Person In Environment (PIE) perspective, therefore, emphasizes the school environment as a
critical part of the intervention focus. SCALE UP targets all school staff to indirectly target
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32
youth and promotes a universal preventive approach to increase youth well-being in schools,
youth are not identified based on risk level to receive services; all youth receive the intervention.
Further, the concept is to shift the school culture to highlight and prioritize well-being.
The SCALE UP model does not use outside practitioners to deliver 8 or 12-week courses
targeting only youth, which is typical in the school setting. Instead, it provides educators a
framework to integrate wellness concepts into the school curriculum and environment. Targeted
educators include all school staff; it is not specific to teachers, administration, or specialists.
Also, the teacher training component will be provided as PD. Once the program is at full
implementation, the PD will be delivered entirely online.
How Innovation Links to Proposed Logic Model and Theory of Change
SCALE UP will support the healthy development among youth by targeting the well-
being of the education system, and actors within the system that impact youth development and
well-being. SCALE UP will increase wellness in schools by increasing Self-awareness,
Connection, Altruism, Leadership, and Empathy (SCALE) among educators and thereby,
students. Through increasing these capacities in educators and youth in schools, incorporating
the social learning theory, trauma will be negated and well-being enhanced. The philosophy is
that individual well-being stimulates school well-being and school well-being fosters personal
well-being. Therefore, the welfare of schools, educators, and students are interconnected. In
response to this viewpoint, SCALE UP provides education, tools, and skills to educators who are
directly involved in shaping student and school well-being. It is reasoned that adopting a method
for learning and teaching about personal well-being in the pursuit of knowledge as a social norm
would go far in contributing to the healthy development of youth. Shifting the school
environment to a positive setting where all children flourish is the way to prevent behavioral
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health problems and encourage unlimited potential. The innovation links to the logic model in
that the inputs, activities, and outputs all center around achieving proposed intervention
outcomes and program impact.
IV. Project Structure and Methodology
Description of Capstone Deliverable / Artifact
The capstone deliverable artifact will include three main components, each will line up
with the certification levels and process: knowledge, application, and reflection aspects.
Component one will consist of modules on all the Core5 areas of SCALE UP: (SCALE) Self-
awareness, Connection, Altruism, Leadership, and Empathy. The pilot will focus on a program
introduction and overview of the Core5 SCALE pillars, as well as the mission, vision, and
philosophy of SCALE UP. Component one will be a representation of the training component for
educators and will include videos, readings, reflections, and assessments. It will be in the context
of a hard copy or paper version as well as a Google Docs format. This first component aligns
with the knowledge process, or level one of SCALE UP certification. Following the initial pilot,
year one, the coursework will be developed into a fully online format containing the SCALE UP
model modules aligned with the Eight Dimensions of Wellness and including one video lecture
per module.
The second component of the capstone deliverable artifact, the framework, will consist of
a simple guide designed in conjunction with each element to be used for planning and
implementation purposes. Although the intention is for the process of educator implemented
wellness initiatives to be creative and flexible, in addition to the framework, a sample will be
provided for each Core5 SCALE area for direction and reference. Therefore, component two of
the artifact will include both the framework and the sample implementation strategy for each
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Core5 area. This component aligns with the application element or level-two certification. Both
the first and second component of the artifact will be utilized for pilot purposes.
The third component will be the reflection and outcome aspect of the process, similar to a
portfolio. This component aligns with the third level of certification, the reflection aspect. This
component will serve three purposes 1) It will enable the SCALE UP practitioner the opportunity
to share his/her creation, lessons learned, and outcomes for use by other educators using the
SCALE UP framework, contributing to the scalability of the model. 2) It will enable the program
to measure results to see the efficacy and to adjust program design to ensure SCALE UP
successfully meets its stated objectives. 3) It will serve as an online community for school
personnel, providing opportunities for networking, collaboration, and support. Since the initial
pilot has not been implemented to date, this component of the artifact will only include the scales
and measures to be used before, during, and following implementation with youth and parents as
they connect with the modules taught to educators. Also, folders for resource sharing will be
created. A fourth section includes miscellaneous materials related to the SCALE UP framework.

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Comparative Market Analysis
SCALE UP is unique in that it will be the only PD available online for all school staff
that centers around supporting well-being among educators along with providing educators a
roadmap to impact youth well-being. Other programs on the market offer online PD for teachers
and programs exist that offer PD specific to professions found inside schools outside of
educators, such as to school social workers, counselors, nurses, and psychologists. Some
program examples include NetCE and PBS Teacherline (NetCE, 2019; PBS Teacherline, 2019).
There are also programs available online that focus on wellness and positive psychology but do
not directly target educators or schools. They include programs such as the University of
California Berkeley’s The Greater Good Science Center, and the nonprofit Project Happiness
(Greater Good Science Center, 2019; Project Happiness, 2019).
Further, there are programs focused on improving teacher well-being to impact youth
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36
well-being, highlighting social and emotional skills and mindfulness practices such as Breathe
for Change and the Dalai Lama Center for Peace and Education (Breathe For Change, 2019;
Dalai Lama Center for Peace and Education, 2019). There are also similar concepts or models
available in online formats that focus on the networking and sharing of resources used by
educators. An example specific to educators is Teachers Pay Teachers, a platform where teachers
share and access educational resources (Teachers Pay Teachers, 2019). Pinterest is an open
forum available to a more wide-spread audience but is also used by educators for the same
purpose; recreating and using tools created by other educators and sharing resources (Pinterest,
2019). Through considering the quantity and agenda of such similar programs, the market
appears to be moving in the direction of readiness for individuals and systems to use an online
format to improve school culture by incorporating well-being into education explicitly, thereby
creating the ideal environment in which to support the development, implementation, and growth
of SCALE UP. For more information on comparable school-based programs targeting the social
and emotional learning of youth, refer back to page 30.
Project Implementation Methods
The SCALE UP intervention must be effectively implemented to have consistent,
sustainable, effective results. Strategies to support implementation will be examined along with
barriers and facilitators to successful implementation in this section. The intervention design,
including program activities and purpose, will be discussed to explain why and how the SCALE
UP pilot implementation will proceed. Throughout this section, the SCALE UP implementation
plan will be laid out; the EPIS framework will be examined including the inner and outer context
of each phase, along with measures across the logic model, a timeline, and the procedure for
monitoring implementation.
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EPIS Framework
According to Aarons, Hurlburt, and Horwitz (2011), there are four phases composing the
EPIS Framework; each stage has both an outer and inner context that serves to support or slow
implementation. The outer context is composed of external factors such as policies, funding, and
organizational relationships. The inner context represents what is taking place inside the
community or organization implementing an EBP. Examples include staffing, procedures, and
organizational culture and climate (Aarons et al., 2011). The four phases include Exploration,
Preparation, Implementation, and Sustainment. During the Exploration Phase, evaluation of
needs and potential fit of the EBP is done. At the Preparation Phase, planning and outreach
regarding the EBP occur. Between these two phases, the decision to adopt the program is
happening. Between the Preparation Phase and the Implementation Phase, training and coaching
begin. The Implementation Phase involves garnering leadership and support for the EBP.
Between the Implementation Phase and the Sustainment Phase, a focus on delivering the EBP
with fidelity occurs. The Sustainment Phase accounts for the quality assurance of the EBP. The
SCALE UP intervention is currently between the Preparation and Implementation phases; the
initial pilot will begin in August 2019. For further clarification and details, refer to the appendix
section for the EPIS Framework as it relates to the SCALE UP model (Appendix H & I).
It is imperative to recognize which factors at which stages affect implementation and
how, whether by facilitating or preventing implementation. For example, the outer context of the
Exploration Phase consists of state and federal sociopolitical context such as legislation, policies,
and funding and the inner context of Exploration includes organizational characteristics such as
organizational readiness for change. Awareness of organizational size, structures and policies,
costs associated with providing appropriate resources to support training staff, technological
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needs, and other materials are necessary for successful implementation and sustainment. Aarons
et al. (2011) recommend that strategies be embedded into the organization's culture to support
fidelity and program sustainment. Understanding the inner and outer contexts at each phase helps
navigate each step of the implementation process, improving chances for successful
implementation and outcomes. SCALE UP will incorporate knowledge on the four phases of the
EPIS Framework moving forward to facilitate positive social influences within the school system
by focusing on strategies that support positive attitudes toward the SCALE UP model. To view
the different stages of the EPIS Framework, timeframe, and steps in each stage, refer to the
appendix section (Appendix I).
Phase 1: Exploration
The outer context of the exploration phase consists of state and federal sociopolitical
context such as legislation, policies, and funding. Examples that will play a role in the
implementation of SCALE UP during later phases, following the initial pilot, will be foundation
grants from organizations that support wellness, SEL, and child development such as the NoVo
Foundation or Robert Woods Foundation. Initially and throughout program phases, state
legislative funding and federal funding streams, such as the Every Student Succeeds Act (ESSA)
will play a role. For instance, the CPA will be supporting initial implementation through already
established state and federal funding streams.
According to Aarons et al. (2011), private foundations and professional organizations
also influence the setting for exploration of EBPs. An example of a professional organization
that affects the SCALE UP program is CASEL. CASEL focuses on making SEL an essential part
of education (CASEL, 2013). SCALE UP aligns well with this organization as it intends to
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enhance similar capacities among youth and endorses efforts to incorporate social and emotional
wellness teaching inside schools.
Networking is another layer of the outer context of exploration that can facilitate program
implementation. Networking and garnering support from stakeholders as well as school leaders
is a critical component to get the SCALE UP program off the ground. Direct networking with
administrators as well as educators is also imperative in getting buy-in to support program
implementation and sustainment. The SCALE UP model will be piloted at CPA as a result of
networking, support from the school leaders, and support and buy-in from stakeholders.
Continued efforts will be made to create a culture of support and buy-in for the SCALE UP
model throughout the implementation process.
The inner context of exploration includes organizational characteristics such as
organizational readiness for change and receptiveness toward the program. Also, the amount of
knowledge or skills an organization had before program implementation, called absorptive
capacity, affects the application. Organizations with high absorptive capacity are better able to
incorporate new knowledge (Aarons et al., 2011). Therefore, identifying a school that has a
strong interest in improving social and emotional skills among youth would act as a facilitator
toward effective program implementation. SCALE UP will be piloted at a school that has both
the interest and absorptive capacity to successfully pilot this program.
Barriers that may affect implementation include inexperienced educators, the many
responsibilities placed on educators, lack of collaborative planning time, high turnover, and the
priority or focus in schools on teaching to standards. If educators feel that the program is extra
work with no value or if they believe they lack the skills to carry out program services
efficiently, or they think there is no time to implement the program adequately the program will
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not be supported. If school administration does not observe a need for the SCALE UP program
or their values align more closely to another initiative, the SCALE UP program may be
overlooked. As such, SCALE UP is designed to supplement other programs that focus on mental
health, behavioral needs, and trauma-informed approaches to align with all initiatives schools
may prioritize to improve academic success under an umbrella framework. Further, SCALE UP
supports the well-being of school personnel and will provide PD, which will apply to
professional growth and licensing requirements. Also, SCALE UP is intentionally designed to
enable any interested school team member to access the program and framework to bring
wellness into the school environment; supporting a bottom-up approach versus the traditional
top-down approach often found in the education system (Vargo, 2019). Although the framework
is targeted at all school personnel, SCALE UP also has the capacity to attract interested school
leaders to bring the model to whole schools, departments, and districts.
Phase 2: Preparation
The outer context in the preparation phase includes funding and sociopolitical factors.
For example, the legislation affects program implementation at this stage, but will not be
reviewed as it was discussed in the Exploration phase above. Client advocacy or advocacy on
behalf of clients is also a factor that may play a role in whether a program is chosen for
implementation. As parents and educators are becoming more aware of the benefits of SEL
programs, there is more support for the adoption of such programming in schools. At the national
level, advocacy organizations would include CASEL along with the National Commission on
Social, Emotional, and Academic Development, Aspen Institute, The SEL School: Center on
Great Teachers and Leaders, Am. Institute for Research, the Social, Emotional and Character
Development Lab, Rutgers University, and Origins, to name a few. These organizations help to
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influence the sociopolitical context that leads to an atmosphere where the SCALE UP program
will be supported. The inner context of this phase includes intra-organizational characteristics.
An example of such a feature is the organizational size. Larger organizations may have more
resources available to implement or support program implementation successfully.
Organizational structure can also influence the fit between specific practices and the
organization, including cost-effectiveness and accessibility. By providing online access, SCALE
UP intends to be both cost-effective and accessible to all.
The SCALE UP pilot will be implemented at CPA. For further organizational
characteristics, refer to the text on the demographics of the school detailed on page #24. The
school lead for the implementation of the SCALE UP pilot has a good working relationship with
the current school principal. They co-collaborated on other school initiatives as well as worked
together as academic coaches before the Principal moved into her administrative role.
Additionally, the school team has taken on projects with similar agendas to that of the SCALE
UP model, such as the SEEDS of Learning Curriculum (SEEDS, 2019). The SEEDS of Learning
Curriculum focused on primary students social and emotional learning skills and began at CPA
in 2013 and is still in place today. SEEDS (Sensitivity, Encouragement, Education, Development
of Skills through Doing, and Self-image Support) was also led by the teacher leader tasked with
the SCALE UP middle school pilot. Therefore, the SCALE UP pilot will have support both from
school staff and school leadership.
Phase 3: Implementation
Implementation factors range from sociopolitical and funding concerns to practitioner fit
and consumer feedback (Aarons et al., 2011). The outer context includes things such as if a new
program is being integrated into existing practices or replacing an existing funded service. Also,
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costs associated with providing appropriate resources to support training staff, technological
needs, and other materials such as office provisions are necessary for successful implementation.
Inner context organizational characteristics refer to structures and processes that occur inside the
organization (Aarons et al., 2011). These characteristics may be either facilitators or barriers to
program success and include such things as organization size, sector type, and organizational
culture.
Further, formal policies can help facilitate specific practices. Even simple communication
that shares organizational priorities and values can influence support for EBPs. Also, more
receptive cultures, climates, and connections found in organizations suggest better program
implementation outcomes. For a review on information about the setting for the pilot, including
demographics and scope, refer to page #24. The CPA mission is: Fostering academic excellence
and character development through the education of the whole person- mind, body, and will. The
vision is: Creating an educated, empowered, and ethical community. Further, CPA sets forth core
values, including academic excellence, relationships, and peace (CPA, 2019). Therefore, the
CPA vision and mission, as well as core values align with that of the SCALE UP framework,
providing an opportunity for integrating wellness school-wide.
Phase 4: Sustainment
Although positive organizational culture is connected to EBP sustainment, Aarons et al.
(2011) recommend that strategies be embedded into the organization's culture to support fidelity
and program sustainment. In the outer context, leadership is critical for program continuation as
policies and funding vital for sustained use of practices often result from invested leaders that
have developed initiatives, which can be maintained over time (Aarons et al., 2011). From the
inner context, leadership affects organizational culture; a leader's strategic assessments and plans
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impact program sustainment and leaders that support EBPs contribute to a climate favorable to
prolonged buy-in and use of particular practices making program sustainability more likely.
Therefore, creating a culture that values EBPs, having strong leadership, and fidelity monitoring
and support of program implementation are vital factors positively impacting sustainment
(Aarons et al., 2011).
One strategy that lends to sustainment is the use of incentives. SCALE UP will provide
educators with personal and PD and tools to inform wellness in schools. The program design
incentivizes engagement because PD is required of educators and SCALE UP meets this
demand. Further, personal wellness is likely to improve among educators that participate and
educators, schools, and districts that select this program will likely support the SCALE UP
mission and vision. Also, leadership is a focus of the SCALE UP model; encouraging educators
to be leaders in wellness and the SCALE UP framework will lend to investment and sustainment.
Therefore, in addition to external motivation, credit toward licensing, certification, and
professional growth recognized at the school level, intrinsic motivation also factors into the
sustainability of SCALE UP.
Pilot Timeline: Gantt Chart

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In looking at the procedure and timeline, Stage One Exploration took place from
December 2018 to March 2019. It included networking, conducting research, seeking funding
options, and forming partnerships. The next stage Preparation began in March of 2019 and will
continue until the pilot phase starts in August 2019. This stage includes more networking, the
development of curricular materials, securing funding and resources, selecting staff for
implementation, and professional development. The third step, Implementation, will involve the
program adoption, delivering interventions, beginning data tracking, training and engagement,
continued collaboration, and program monitoring and modifications. The Sustainment phase will
focus on integrating the program into the school culture, securing future funding as a non-profit
to expand the program locally and then nationally. Review the EPIS stages and timeline in the
graphic above or refer to Appendix I.
Proposed Implementation Strategy
Different implementation strategies are indicated to improve implementation by the
Expert Recommendations for Implementing Change (ERIC) (Brownson, 2017). Strategies
impact implementation outcomes such as program acceptability, adoption, reach, and
sustainability. SCALE UP takes a multifaceted approach in including several of these strategies
to enhance implementation. SCALE UP intends to emphasize strategy from the following
categories: Training and educating stakeholders, using evaluative and iterative strategies,
developing stakeholder relationships, and adapting and tailoring to context. To view how the
SCALE UP program will utilize the ERIC implementation strategies and which strategies align
with each EPIS stage, see the table included below, which is adapted from Becan et al. (2018).
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A handful of the strategies selected include training and educating stakeholders. A central
component of the SCALE UP model is about developing toolkits and manuals (frameworks and
curriculum) to make it easier for stakeholders to learn about and deliver the innovation, which is
critical according to Brownson (2017). Payne and Eckert (2010) suggest that one of the essential
program characteristics is standardization and explain how using materials like manuals and
handouts make program fidelity more likely. SCALE UP does this through providing a
framework and sample for each Core5 SCALE component to educators that align with the PD
the educators complete as part of level one certification. During the pilot program, educational
meetings will be conducted, which serves to teach different stakeholders at differing levels, from
school leaders to family members, about the innovation. Through this strategy, more engagement
in the program will be built.
Another category where a few strategies are drawn from is using evaluative and iterative
approaches. Conducting a local needs assessment, developing a formal implementation blueprint,
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developing and implementing tools for quality monitoring, and obtaining consumer and family
feedback all serve to improve implementation. The official blueprint serves as a map to layout
program goals and objectives, including timeframes, milestones, and progress measures. The
needs assessment looks at the need for innovation. Monitoring systems may serve as a quality
assurance measure. A survey was created to include the voice of stakeholders including a needs
assessment, which was delivered to both school team members of the school where the initial
pilot will be implemented, as well as to a larger group of internal and external stakeholders. Both
the survey provided to stakeholders as well as monitoring systems will be discussed in later text.
Developing stakeholder interrelationships is another area where a few strategies selected
are characterized. They include developing academic partnerships, involving executive boards,
conducting local consensus discussions, and building a coalition. These strategies all involve
building relationships and partnerships to improve implementation. Each may be viewed as a
way to inform or identify valuable information. For example, including local providers and
stakeholder in discussing whether to address the chosen problem and how to address it is crucial
to whether the implementation will be adopted and implemented. Partnering with academic
institutions allows for bringing research skills to the implementation process and involving
executive boards in the implementation effort promotes a shared understanding of data and
implementation processes. Although academic institutions have not been approached for
partnership and support, SCALE UP will contact universities following the initial pilot. SCALE
UP is also in the process of developing a board of directors as well as an advisory board.
Finally, adapting and tailoring to context is essential. Strategies selected from this
category include customizing procedures, promoting adaptability, using data experts, and using
data warehouse techniques. As the program expands, versatility will be necessary. For an
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application to be effective, it needs to be implemented consistently and with fidelity. To make
the likelihood of this more certain, making the program as adaptable as possible while
maintaining program fidelity is imperative. The purpose of providing a framework, requiring
outcome measures to be used, and process and outcomes shared is to enable adaptability while
also retaining fidelity to the model.
Further, incorporating a data tool to track outcomes, which can be shared across the
organization, is critical because data is vital for monitoring progress and results. For the initial
pilot, data will be tracked throughout implementation and be analyzed by qualified school staff
that is not part of the implementation team. The data will be shared across the school
organization during school staff meetings. As the SCALE UP program expands and obtains
further funding, a data analyst will be a critical staff member. Also, funding will be prioritized to
purchase appropriate data tools for tracking and monitoring program outcomes.
Strategy Justification
Several of the strategies were selected because they align with the identified barriers and
facilitators of the program. For instance, involving stakeholders in decision-making and program
development will garner more engagement and support for the program. Also, including
educators in implementation processes to promote adaptability and feasibility is essential, as it
will also lead to participation and buy-in and most importantly, implementation. Payne and
Eckert (2010) suggest that program structure factors influence and predict quality
implementation more than factors associated with the school or community climate. Therefore,
many of the implementation strategies were selected to support the structure of SCALE UP to
improve the quality of its implementation. Specific areas highlighted by Payne and Eckert (2010)
include standardization, supervision (coaching), training, and integrating the program or
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curricula into regular school hours and operations. Through increasing the implementation
quality of the SCALE UP intervention, the intended effect of the program may be enhanced.
Implementation Barriers
There are limitless factors that can foster or impede implementation success (Ritchie,
Parker, Edlund, & Kirchner, 2017). The main constraints and challenges to the successful
implementation of the SCALE UP program include gaining support and buy-in from those in
power of approving the plan or rejecting it; school leaders, school board members, funders. Also,
acquiring support and buy-in from school personnel, as they would be considered SCALE UP
clients. Educators are an essential component in the integration of the wellness model and
practices in the school setting. Therefore, they need to perceive the SCALE UP framework as
valuable and feasible. Also, gaining buy-in from people reinforcing the program goals, such as
parents and community partners, is essential. Overall, support from internal and external
stakeholders is imperative, as is the endorsement of educators since they will act as both
facilitators of the model and consumers of the PD. Further, students may also be viewed as
clients, and buy-in among them is imperative. By highlighting the perspective of youth in
addition to educators, SCALE UP supports the humanistic approach and is responsive to meeting
the needs of students utilizing Maslow’s Hierarchy of Needs (See Appendix C1).
The program must align with the educator’s values and mission and be viewed as a
needed innovation. Further, alignment with the schools in which the educators are integrating the
framework is also critical. In other words, the fit of the program with the individual educator and
school is essential. According to Gotham (2006), inadequate practitioner training, the poor fit
between treatment requirements and existing organizational structures, insufficient
administrative support, and practitioner resistance to change are factors which contribute to the
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lack of sustained EBPs in school settings. In addition to the school team and stakeholders
supporting the SCALE UP program, there is a need for resources for staffing, education and
training, and space. Therefore, a lack of resources available from the school itself to enable
effective intervention may act as a barrier.
Implementation Facilitators
Based on the number of programs available in schools that SCALE UP complements and
the funding available to support initiatives providing youth development programs such as those
mentioned up to this point, it is expected that the SCALE UP program would be an accepted
framework for implementation by many schools invested in improving school climate and
enhancing youth well-being. Therefore, factors viewed as facilitators to implementation include
school readiness for change, school leadership buy-in and engagement, and political climate.
Consequently, another facilitator may be positive attitudes toward EBPs by the school leaders
and educators.
Financial Plans and Staging
For this paper, the detailed budget description will focus on the initial pilot, program year
one, phase one. Funding for program creation and development will be provided directly through
CPA. The SCALE UP budget will be small and sensible. The projected revenue for the
program’s first full year of operation is $44,400, and this includes $38,400 in local district funds,
which will come from the available schools funding sources obtained from streams under the
ESSA. ESSA is federal legislation focused on improving equity for all children. Title I, Title II,
and Title IV funding sources all fall under ESSA and directly match the criteria for SEL
programming in schools. A small grant, $6,000 from Innovation, will also be allocated for
SCALE UP programming. Following phase one, foundation grants that invest in SEL and
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healthy development will be sought for additional revenue to fund further program growth, and
non-profit status will be requested to begin program expansion. Further, CPA is committed to
funding the program a minimum of two years, allowing for some additional support as more
significant revenue streams are pursued.
The CPA will pay the five teacher implementers their regular salaries for their daily roles
and responsibilities, as such a considerable cost is removed from the SCALE UP budget. A large
portion of the budget is assigned to PD and wellness efforts by the pilot staff. Both PD and
program coordination are vital to program implementation and program effectiveness. The
remainder of the budget is focused primarily on curricular materials, faculty and student
acknowledgment, field trips, and program evaluation (See table below and Appendix J).
Project Impact Assessment Methods
SCALE-UP’s multi-component intervention will target one school with the hypothesis
that improvements in knowledge, skills, and attitudes of both teachers and youth in wellness
concepts will provide significant support to children experiencing behavioral health challenges.
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The research design for assessing the SCALE-UP program to determine and measure the extent
to which it is a practical solution to improve youth well-being will be an experimental design.
The measures that will be used to show effectiveness will include analysis of before and after
intervention data on grades, behavioral records, and attendance. Further, informant ratings,
including surveys and assessments, will be used to track progress. Also, an evidence-based
assessment, CAWS, will be utilized before program participation and following to gauge overall
program effectiveness. The dependent variables to be measured will include social and emotional
skills, attitudes toward self and others, positive social behaviors, conduct problems, emotional
distress, and academic performance. Structured interviews and observations will also be applied
for evaluation purposes.
Monitoring Implementation
Monitoring the implementation process and outcomes will be an ongoing process.
According to Brownson (2017), integrating a series of evaluation activities, including initial
assessment, formative evaluation, ongoing evaluation, and summative evaluation, provide the
best results. He indicated that “the goal of the evaluation is to understand the nature of the
program, the context which it was delivered, and the extent of limits on external validity” (p.
328). The SCALE UP model will utilize formative process and mixed methods evaluations to
assess what is working and then use the information to improve intervention outcomes.
Qualitative measures used to measure outcomes will include data collection and examination,
interviews, surveys, observations, self-reports, and the CAWS (See Appendix E).
SCALE-UP will be piloted through one school district in Minnesota; it will be
implemented at one charter school campus initially and will target youth in grades 6th, 7th, and
8th. Five teachers will be participating with one group of students each, one section of their
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classes, which will be randomly selected for implementation during the first year, Phase One. It
is expected that children in the experimental group will show higher levels of well-being
measures and lower levels of behavioral health problems than the control classroom counterpart
who will be receiving services after comparisons are made between groups. Therefore, following
application of the SCALE UP framework, outcomes of youth in the experimental group will be
compared to students in different sections of the same classes and grades. Results of youth who
received the intervention will be compared to those who did not receive any initial intervention.
To eliminate bias and potential for an alternate explanation of findings, class sections will be
selected and matched with the same classes that share demographics most closely aligned with
one another.
The logic model may be used for evaluation purposes; by looking at measures across the
categories to see what services are being provided, to who, when, how often, by whom, and if
they are effective. The process, the outcomes, and the impact may also be examined by looking
at these different areas. For example, the process may be monitored through measuring customer
satisfaction, such as by getting feedback or having clients take satisfaction surveys. An example
of an outcome measure would be the number of youth with an increase in knowledge, skills, and
perceived well-being. An example of an impact measure would be a change in the school
environment or culture to one where wellness is included and recognized as imperative to youth
learning and success. For further detail on measures across the logic model, see Appendix K and
below.
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Outputs that will be measured include the number of students and staff that receive any
component of programming. All program components will be measured. For example, the
number and frequency of sessions provided and the number of staff that receive training will be
the units of service measured for staff development. Outcomes will be measured by looking at
student data in the following areas before, during, and following the intervention: attendance,
disciplinary records, and academic achievement. These outcomes, along with surveys conducted
at all levels, including students, parents, and school personnel, will contribute to tracking overall
program effectiveness. Data will be collected before program implementation, on an ongoing
basis during the intervention, as well as following. Outcomes will be evaluated, and program
success will be determined based on changes in knowledge, attitudes, skills, and behavior of
youth as well as a change in behavior, norms, policies, and culture at the school level. Expected
long-term outcomes include changes to the organization or education system itself, such as the
widespread integration of the SCALE UP wellness framework in schools.
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Evaluating Implementation

In addition to measuring inputs, outputs, outcomes, and impact, the evaluation strategies
will be evaluated. When using the EPIS framework to measure implementation outcomes, it is
vital to be aware of whether the program implementation is valid at each stage. Things for
consideration include whether the program is acceptable, appropriate, adaptable, practical,
sustainable, and cost-effective. The appropriateness of the program refers to the program fit with
the setting. In the case of the SCALE UP pilot, the fit is exceptional; values, mission, and vision
all align.
Further, support and buy-in have been established. Adaptability refers to tailoring to meet
unique needs but should be done only while still implementing the program as intended, with
fidelity. To assure fidelity to the model observations may be made to determine if SCALE UP
reached the intended population, whether the framework was integrated into the school system as
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part of the culture, and if the school site sustained the program over time. In other words,
evaluating the implementation itself involves examining whether or not the execution is effective
at each stage. For SCALE UP outcomes to be valid and reliable, the implementation itself must
be carried out as intended. Refer to the Evaluation Strategy above, which highlights the focus at
each of the EPIS stages. Evaluating the implementation framework consists of examining
whether implementation strategies at each stage were effective.
Stakeholder Engagement Plan
Stakeholders will be engaged by continuing to be included in program development,
including participating in surveys and answering reflection questions. Feedback will be requested
in an ongoing manner since understanding barriers and facilitators experienced by stakeholders is
relevant to implementation. SCALE UP seeks to add the perspective of all contributing
stakeholders to create a program that meets the need of those directly impacted and conducted a
survey monkey questionnaire to gather views of educators, administrators, students, and parents
about the SCALE UP model design. Additionally, a survey monkey questionnaire specifically
developed to obtain feedback from stakeholders of the pilot school, CPA, will be conducted
before the pilot, during, and after.
Communication Strategies and Products
SCALE UP will incorporate a marketing campaign to communicate with and
positively impact students, parents, educators, and schools. The campaign will involve two
components. Component one will be using social media and technology to share the campaign,
including the production of a short-form video, which shows the power of kindness in schools.
The campaign will be titled “It’s the Little Things.” The intention is to show how awareness and
small actions affect others and oneself. Sometimes, being reminded of how important the little
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things are, can make a big difference. This aspect of the marketing campaign may be considered
an awareness piece.
Another way to encourage action toward healthier schools will involve sending daily
messages to promote reflection and action, the second component. They will include
inspirational quotes and short prompts and will be automatically sent via the app Remind each
morning. They will be sent directly to all the students, teachers, and parents participating in the
SCALE UP pilot. Not only will these intention-setting messages be positive from an individual
perspective, but they will also promote a connection between parents, youth, and educators
because they will act as conversation starters. SCALE UP will also include this messaging on its
website and social media formats. The intention of this component of the marketing campaign,
“It’s the Little Things,” is to encourage action, positivity, and connection. As the program grows,
this campaign will remain of focus. Eventually, building a SCALE UP app for this purpose will
take place. An app will allow all educators, youth, and parents using the SCALE UP framework
to opt into a daily wellness practice.
In addition to the marketing campaign discussed above, communication to relevant
audiences will involve sharing outcomes in academic journals, giving presentations, and
promoting the framework in other applicable forums. Social media will be used, as will the
SCALE UP website to share information and develop more partners and clients. Further, future
media campaigns will be created and promoted, as well.
Ethical Considerations
There are currently no ethical concerns moving forward for phase one of the SCALE UP
model. The pilot will be delivered at one school, which supports the aims and objectives of the
intervention and fully endorses the pilot. Since the pilot is being delivered as an integrated
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component of classroom instruction and school climate, there is no need to seek additional
permission from students or parents. Additionally, the program design factors in several ethical
considerations to prevent the model from possible ethical dilemmas. For instance, the control
group will receive the same intervention that the experimental group does, but after data
collection has been met for measurement purposes. The control and experimental groups are
comparable groups, but children were not individually selected to participate in the control or
experimental group based on any other factor then they were in a particular section or class
period of the teacher implementer. The program is focused on improving behavioral health
outcomes but recognizes the scope of the program and that of the program’s facilitators. The
information shared may be valuable to all different positions found in a school setting, from
school secretaries to school social workers, but it does not serve as a guide for the treatment of
youth behavioral health problems nor teach educators to take on roles for which they are
unqualified. Each professional is expected to continue to serve youth in the capacity in which
they are licensed. However, the SCALE UP framework will help to empower educators to foster
wellness in their classrooms and schools.
V. Conclusions, Actions, and Implications
Summary of Project Plans
The SCALE UP model is based on the belief that the school culture and learning
environment is one of the most powerful resources to tap to revolutionize education and impact
lifelong wellness. The basic premise of SCALE UP suggests that teaching and modeling SCALE
skills for youth in schools will improve or enhance the school environment, culture, and climate
ensuring that positive health outcomes and healthy development of all youth will be achieved.
The framework emphasizes the Core5 pillars (SCALE) in collaboration with the Eight
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Dimensions of Wellness (Refer to Appendix A & B). The program framework is designed to
align with Social Justice, Positive Psychology, and Restorative and Trauma-Informed Practices
(Refer to Appendix C1 & C2).
SCALE UP will be piloted in one school in St. Paul, Minnesota over the 2019-2020
school year and will focus on the Core5 pillars of SCALE. Five teacher implementers will
complete the module training for each pillar and complete assessments integrated into the
modules to demonstrate knowledge acquisition. Furthermore, they will complete measures to
determine wellness levels before and after the lessons. The teachers participating in the pilot will
also contribute to the development of the modules, and the framework SCALE UP will use
moving forward by providing feedback for modifications and refinement. The teachers will
utilize the framework to collaboratively develop their plan for application of the Core5 SCALE
UP components. The projects they create will be used as samples moving forward. The wellness
interventions for the five SCALE UP components based on the SCALE UP framework will be
delivered as the pilot intervention in grades 6
th
, 7
th
, and 8
th
simultaneously to an experimental
group. The control group from each class will receive the intervention beginning a semester later.
Current Practice Context for Project Conclusions
Sufficient research suggests that SEL in schools is compelling. CASEL “has composed
findings from multiple fields and sources that include student achievement, neuroscience, health,
employment, psychology, classroom management, learning theory, economics, and the
prevention of youth problem behaviors” (Casel.org, 2018). Research supports the notion that
children do better academically when their education includes SEL (CASEL, 2013). The well-
being of youth impacts society significantly; by targeting the development of adolescents in the
school setting through preventive measures, social problems may be minimized, and in turn,
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communities enriched.
Project Implications for Practice and Further Action
The SCALE UP project will focus on urban and rural areas and all levels of education
(K-12). The intent is to create a wellness program that embraces multiple voices, is multi-
disciplinary, and draws from all sectors related to health and education. By including
representation from numerous geographical locations, different community settings (rural/urban),
cultures, and various specialty areas, SCALE UP will be a holistic and diverse program, which is
invaluable to its success and sustainability. Once the program scales, there are potential
implications for the SCALE UP model to reach a substantial number of educators and impact the
youth population tremendously. In essence, realizing the overarching program goal to empower
well-being in schools; to shift the school culture to prioritize wellness in addition to academic
attainment and to ensure healthy development for all youth. Moreover, there are possible
opportunities in this model to grow beyond the educational sector to encompass all systems
impacting youth well-being.
Project Limitations
Funding is essential to sustain the program moving forward. The pilot implementation
must show positive outcomes to acquire further financing. Therefore, tracking progress and
being able to share the data reasonably will make the likelihood more significant that the
program will continue to have funding allocated for its implementation. It is imperative that
throughout the program, services are tracked consistently, and outcomes are measured with
fidelity. Data is also essential for program replication and expansion. Further, relationships must
be nurtured to acquire and maintain support from the school team and leaders. Also, staying
attuned to current models and programs focused on the positive development of youth, along
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with contributing to the field of research on the topic is a good strategy for sustainability.
One of the limitations with the design of the pilot project is the possibility of bias. The
individuals piloting the program have vested interest in the project as they are participating in the
program development as part of a school initiative. They are being paid to refine and improve
upon the initial curricula and also will be sharing outcomes with the school as a component of
their professional learning and development. Further, the teacher lead will be moving the
SCALE UP model from a small pilot to a larger national model. She will be a co-founder of the
SCALE UP non-profit and will co-direct the program in its entirety. Though there is interest
vested by those implementing this project in the initial pilot, there are several stages and design
components in place to track progress, make improvements, and expand the model. There will be
intentional procedures and steps that will assist in facilitating implementation, maintaining
fidelity to the model, and reporting outcomes. All of which will be needed for both expansion
and funding.
Obstacles to successful implementation were discussed in the text above under
implementation barriers. To briefly reiterate, the main constraints and challenges include gaining
support and buy-in from those in power of approving the program or rejecting it, those who
would be considered part of the team implementing the program, and people reinforcing the
program goals: educators, students, parents, and community partners. Also, obtaining and
maintaining funding to implement the plan and support essential positions within the program to
enable growth. The facilitators also discussed above, will help to reach program implementation
goals and essentially program impact. Specifically, educators are elemental in helping integrate
the wellness framework and practices in the school setting. Therefore, they need to view the
program as valuable.
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Conclusion:
The Community of Peace Academy is a school that displays readiness for change, school
leadership buy-in and engagement, and a supportive political climate for the pilot of SCALE UP.
Although the pilot program is limited in its scope since it is being piloted in only one school,
SCALE UP has built-in various ongoing phases intended to address this limitation. Through
supporting program development and implementation improvements and capacity for expansion
SCALE UP will achieve its ultimate goal of becoming a national model providing a wellness
framework for integration in schools. Thereby improving well-being in schools, among
educators, and ensuring healthy development for all youth; effectively using education as a tool
to enhance the collective wellness of society.
“Education is the most powerful weapon which can be used to
change the world.” -Nelson Mandela

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Appendix A
Core5
SCALE UP Pillars of Well-being
Self-awareness
self-a·ware·ness
/ˈˌself əˈwernəs/
noun: self-awareness

Conscious knowledge of one's own character, feelings, motives, and desires.

Connection
con·nec·tion
/kəˈnekSH(ə)n/
noun: connection

A relationship in which a person, thing, or idea is linked or associated with something else.

Altruism
al·tru·ism
/ˈaltro
͞ oˌizəm/
noun: altruism

The belief in or practice of disinterested and selfless concern for the well-being of others.

Leadership
lead·er·ship
/ˈlēdərˌSHip/
noun: leadership

The action of leading a group of people or an organization.

Empathy
em·pa·thy
/ˈempəTHē/
noun: empathy

The ability to understand and share the feelings of another.

Source: Merriam-Webster’s Dictionary
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Appendix B
SAMHSA’s Eight Dimensions of Wellness

The Eight Dimensions of Wellness are:
1. Emotional—Coping effectively with life and creating satisfying relationships
2. Environmental—Good health by occupying pleasant, stimulating environments that
support well-being
3. Financial—Satisfaction with current and future financial situations
4. Intellectual—Recognizing creative abilities and finding ways to expand knowledge and
skills
5. Occupational—Personal satisfaction and enrichment from one’s work
6. Physical—Recognizing the need for physical activity, healthy foods, and sleep
7. Social—Developing a sense of connection, belonging, and a well-developed support
system
8. Spiritual—Expanding a sense of purpose and meaning in life

Source: https://www.samhsa.gov/wellness-initiative/eight-dimensions-wellness

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Appendix C (1)
Relevant Definitions and Frameworks
Adverse Childhood Experiences (ACEs): Potentially traumatic events that can have negative,
lasting effects on health and well-being.
Ecological Systems Theory- 1) A theory stating that human development is influenced by
different types of environmental systems 2) A framework through which community
psychologists understand individuals’ relationships with communities and the wider society.
Health: 1) A state of complete physical, mental and social well-being and not merely the
absence of disease or illness. 2) Health may be defined as the ability to adapt and manage
physical, mental and social challenges throughout life.

Human-centered Design: A creative approach to problem-solving that is all about building a
deep empathy with the people for which the design is being made.

Humanistic Education (also called person-centered education): An approach to education
based on the work of humanistic psychologists, most notably Abraham Maslow and Carl Rogers.

Humanistic Approach: An approach that emphasizes individuals' inherent drive towards self-
actualization, the process of realizing and expressing one's own capabilities and creativity.

Ill-being- A condition of being deficient in health, happiness, or prosperity.

Maslow’s Hierarchy of Needs: A motivational theory in psychology comprising a five-tier
model of human needs, often depicted as hierarchical levels within a pyramid. The needs are
physiological, safety, love and belonging, esteem, and self-actualization.

Meditation: A practice where an individual uses a technique, such as mindfulness, or focusing
their mind on a particular object, thought or activity to train attention and awareness, and achieve
a mentally clear and emotionally calm and stable state.

Mental Health: A state of well-being in which every individual realizes his or her own
potential, can cope with the normal stresses of life, can work productively and fruitfully, and is
able to make a contribution to her or his community.

Mindfulness: The psychological process of bringing one's attention to experiences occurring in
the present moment.

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65
Appendix C (2)
Relevant Definitions and Frameworks

Person in Environment Theory (PIE): The person-in-environment perspective in social work
is a practice-guiding principle that highlights the importance of understanding an individual and
individual behavior in light of the environmental contexts in which that person lives and acts.

Positive Education: An approach to education that draws on positive psychology's emphasis on
individual strengths and personal motivation to promote learning.

Positive Psychology: 1) The scientific study of what makes life most worth living
.
2) The
scientific study of positive human functioning and flourishing on multiple levels that include the
biological, personal, relational, institutional, cultural, and global dimensions of life.

Restorative Practices (Restorative Justice): A social science that studies how to improve and
repair relationships between people and communities. The purpose is to build healthy
communities, increase social capital, decrease crime and antisocial behavior, repair harm, and
restore relationships.

Social Determinants of Health: The conditions in which people are born, grow, live, work
and age, and which are shaped by the distribution of money, power and resources at global,
national and local levels.

Social Learning Theory: A theory suggesting that people learn from one another, via
observation, imitation, and modeling.

Social Justice Framework: A way of seeing and acting aimed at resisting unfairness and
inequity while enhancing freedom and possibility for all.

Trauma: A deeply distressing or disturbing experience.

Trauma-Informed Practices: The specific use of knowledge about trauma and its expression to
modify supports and relationships with children to improve developmental success.

Well-being: The state of being comfortable, healthy, or happy.

Wellness: 1) An active process of becoming aware of and making choices toward a more
successful existence. 2) The state of being in good health, especially as an actively pursued goal.

Sources: Encyclopedia of Social Work, Merriam-Webster Dictionary, Oxford Dictionary,
Wikipedia, World Health Organization (WHO)

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Appendix D

SCALE UP Logic Model

Inputs/Resources
Staffing: Five licensed educators, one wellness expert a Licensed Clinical Social Worker
(LCSW), a data analyst, and a technology-based expert; Curricular materials and equipment; A
board of directors, an advisory board, and a program director. The school where SCALE UP will
be piloted will provide classroom and office space, computers, printers, and other supplies as
well.

Activities
Activities will include professional development, parent engagement, and direct services to
students, specifically applying wellness initiatives utilizing the SCALE UP framework. The
program activities will incorporate wellness curricula and education; samples include, but are not
limited to mentoring, community service, youth leadership and advocacy, daily meditation,
social and emotional learning, and evidence-based wellness practices such as mindfulness and
positive psychology interventions.

Outputs
Outputs include the number of training sessions provided to each participant. For example, how
many total courses were completed by educator A, how many SCALE UP certifications were
obtained at each level, and over what time-frame would be outputs to measure. These units of
service will be looked at for every activity and service provided through SCALE UP. For the
initial pilot, the number of modules completed by educators, the number of youth served by
educators, the number of wellness initiatives completed using the SCALE UP framework, the
number of training sessions by educators for educators on the SCALE UP model, and the number
of parent engagement and community outreach interactions are units of service to be measured.

Outcomes
Outcomes anticipated and desired include engaged youth, empowered educators, supportive
administrators, parents, and community partners, a healthy school environment focused on well-
being, an integration of wellness education, and youth using skills of well-being.

Impacts
Impacts of the program will be an increase in subjective well-being among educators and youth,
a shift in the educational culture toward wellness being prioritized as an integral part of
education, and prevention of mental and behavioral health issues for adolescents.

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Appendix E
CHILD AND ADOLESCENT WELLNESS SCALE (CAWS) SAMPLE ITEMS:

Adaptability (15 items total)
I am prepared for change
I try to find new ways of looking at things
I need to be perfect
Conscientiousness (17 items total)
I am dependable
The choices I make are thoughtful ones
I blame other people for my problems
Empathy (12 items total)
I enjoy differences in people
I often fail to listen well
I can see things through other people’s eyes
Mindfulness (13 items total)
I know what I am good at and not good at
I am aware of how I make other people feel
I lack confidence in my abilities
Self-efficacy (16 items total)
I take pride in my accomplishments
On difficult tasks, I give up
I am confident and self-assured
Connectedness (15 items total)
I am cared for and loved
I get plenty of support from friends and the community
I don’t like to volunteer to help others
Emotional self-regulation (17 items total)
I feel in control of my emotions
I acknowledge my anger but don’t express it with hostility
I get upset when others don’t see things my way
Initiative (13 items total)
I am not engaged in life
I set challenging goals
Other people value my ideas
Optimism (17 items total)
My problems seem to never end
I have positive expectations of others
I keep on trying as I know I will get there
Social competence (16 items total)
I am not comfortable sharing my feelings
Listening is a very important skill
I enjoy participating in activities with others
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See Appendix F
Sample Wellness Topics

SAMPLE Topics include, but are not limited to:
Purpose, meaning, resiliency, mental health, wellness, 8 dimensions of wellness, well-being,
exercise, nutrition, health, happiness, kindness, community, safety and security, cognitive health,
physical health, relationships, environment, equity, social justice, emotional regulation, balance,
rest and sleep, creativity, play, laughter, joy, art, music, animals, life skills, volunteerism,
community service, leadership, altruism, advocacy, service learning, achievement, success, self-
efficacy, breathing, mindfulness, meditation, mentoring, restorative justice, social justice,
reading, reflection, self-care, personal development, journaling, compassion, gratitude, nature,
diversity, classroom/school learning environment, school climate, school culture, educator well-
being, student well-being, movement, love, acceptance, peace, tolerance, mindset, self-love, self-
compassion, loyalty, awe, empowerment, social and emotional learning, trauma, ACEs, positive
psychology, positive education, youth development, generosity, empathy, self-awareness,
connection, forgiveness, intention, habits, spirituality, body-mind practices, holistic health,
breathing, body work (essential oils, massages, acupuncture, etc.), cooperation, empowerment,
resiliency, spiritual health, financial health, intellectual health, social health, emotional health,
environmental health, occupational health, health conscious consumerism

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See Appendix G
Sample Wellness Initiatives

SAMPLE Initiatives include, but are not limited to:
Fitness clubs, fitness events, nutrition advocacy in schools, health and wellness resource centers
on campus, mentoring programs, mindfulness programs, social and emotional learning, school
gardens, groups to support any wellness-related topic, after-school wellness clubs, field trips to
complete community service or related to well-being in some capacity, beautifying the school,
art therapy, poetry, coffee/tea with the counselors, staff round tables designed to improve school
well-being, peer coaching/mentoring (both student/teacher levels), wellness workshops,
restorative circles, *depending on position* mental health training, financial seminars, life-skills
groups. (Anything related to increasing wellness among educators, students, and parents would
fit here)

Examples of Application:
(Altruism focused examples)
Student and staff field trips to Project 150 and Las Vegas Rescue Mission to provide community
service
Knitting after-school group to accrue community service elective credit for school and to donate
to (year one) hospitals, (year two) homeless shelters, and (year three baby) penguins

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Appendix H

EPIS FRAMEWORK

EXPLORATION PREPARATION IMPLEMENTATION SUSTAINMENT
Outer context Outer context Outer context Outer context
Barrier: Sociopolitical Context-
Policies Focus on other agendas
Barrier: Funding
Legislation ESSA, SES
Monies
Barrier: Sociopolitical
Context- Legislative
Priorities Funding other
initiatives.
Barrier: Funding/Costs
Not enough money.
Ability to absorb
costs in other areas.
Barrier: Continued funding
Time/funding limit on
legislation/grants
Barrier: Formal information
transmission. Educational
System structured to have
small group of leaders who
make decisions, chain of
command. Not all potential
realized.
Barrier: Sustaining fiscal
support. The majority of
funding for SCALE-UP
will be Grant monies. The
initial pilot will be funded
through CPA.
Barrier: Working in
silos. Lack of
multiple perspectives
from different
disciplines. Include
diverse experts to
author PD.
Facilitator: Client Advocacy,
such as consumer organization.
Hart Research Associates,
CASEL, Civic Enterprises,
Committee for Children
Facilitator: National
Advocacy. National
Commission Social,
Emotional, and Academic
Development, Aspen
Institute
Facilitator: Training and
contracting. SCALE-UP
intends to train and use all
interested educators, in
addition to its small group
of pilot staff to implement
SCALE-UP following the
initial pilot.
Facilitator:
Sociopolitical
Context- Federal and
State Initiatives.
School district
focused on safety or
bullying, for
example.
Facilitator: Networking with
professional organizations,
clearinghouses, and
organizational leaders. Direct
networking with educators,
parents, and stakeholders.
Facilitator: Leadership ties.
Knowing key leaders within
the organization. A principal
to support program
implementation or pilot
program in his/her school.
Facilitator: Intervention
developers, Engagement in
implementation. Including
school leaders/educators in
the design of SCALE-UP
program.
Facilitator:
Leadership. Strong
leader that
champions the
program. This sets
the stage for future
practices to continue.
Inner context Inner context Inner context Inner context
Barrier: Organizational
Characteristics- Culture focused
only on academic attainment.
Too many responsibilities, high
caseloads, high turnover,
inexperienced educators, lack
of collaborative planning time
Barrier: Organizational
Characteristic- Role
Specialization. Lack of
enough invested educators to
carry out the program
effectively
Barrier: Organizational
Characteristic- Readiness for
change. Leaders that do
not see a need for wellness
strategies or those that see
wellness as an out of school
responsibility
Barrier: Staffing- staff
selection criteria. The
SCALE-UP model is
focused on utilizing
educators in place to
help facilitate the
program. This will
remove the option of
staff selection.
Facilitator: Individual Adopter
Characteristics- Perceived need
for change and absorptive
capacity
Facilitator: Knowledge, skills,
expertise. Selecting
educators/workers with
knowledge, skills, and
expertise to implement the
program= better/easier
program implementation
Facilitator: Innovation
values fit- Selecting a
school site for
implementation that aligns
with the SCALE-UP vision
and mission
Facilitator:
Organizational
Characteristics-
Leadership
Supportive coaching.
SCALE-UP will
include supportive
coaching and a
fidelity support
system.

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71

Appendix I

Gantt Chart

Stage One: Exploration

Time Frame (3 to 4 months December 2018 to March 2019)

Step 1 Network; meet with school leaders, local teachers, community agencies to determine need
Step 2 Conduct research
Step 3 Look for available funding, possible grants to implement intervention
Step 4 Decide how to proceed as an outsider, not a school employee as initially planned
Step 5 Form State and local partnerships

Stage Two: Preparation

Time Frame (4 to 5 months March 2019 to July/August 2019)

Step 1 Continued networking stakeholders, school leaders, school board, and parents
Step 2 Create curricular materials
Step 3 Secure funding and resources
Step 4 Hire staff
Step 5 Professional Development for educators

Stage Three: Implementation

Time Frame (1-year initial pilot) (Begin School year August 2019)

Step 1 Adoption of program
Step 2 Begin Intervention and data tracking
Step 3 Ongoing training, collaboration, program monitoring
Step 4 Modifications to improve implementation determined by data and feedback

Stage Four: Sustainability

Time Frame (Year 2 through 6 August 2020 through August 2025)

Step 1 Integrate program into school culture
Step 2 Secure future funding
Step 3 Expand to nearby school districts (Local Expansion)
Step 4 Expand program/curriculum to other States and school districts (National Expansion)

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Appendix J

SCALE UP Budget Year 1: Phase 1

Implementation Data

Number of Schools Served................................................................................................. 1
Number of Teachers Served............................................................................................... 5
Number of Students Served............................................................................................. 130
SCALE UP Director/Coordinator...................................................................................... 1

Expenses (Estimated Operating Costs)

SCALE UP Director/Coordinator (Consultant Role) ................................................. $6,700
Other Positions (Volunteers)............................................................................................. $0

Total Personnel Costs

Professional development pay, stipends……………………………….……….…. $11,400
(Summer planning, Year-long professional learning community and Collaborative planning, fund
development, communications, etc.)
Instructional/Student Contact Time............................................................................$14,800
Program evaluation (Fund development, Communications, etc.) ................................ $4,000
Travel............................................................................................................................ $1,500
Evidence-Based Program Materials & Curriculum Resources..................................... $1,500
Supplies/Materials/Equipment...................................................................................... $1,500
Other (Student field trips, student recognition, parent engagement) ............................ $3,000
Rent (Office and Classroom space provided through CPA) ................................................ $0

Total Expenses

Annual Operating Costs
Annual Operating Costs.............................................................................................. $44,400
Per School Costs......................................................................................................... $44,400
Per Student Costs............................................................................................................. $342
Revenue (Budget Sources)
Local District Funds.................................................................................................... $38,400
Other Funding (Foundation Grants, Donations, Etc.) ................................................... $6,000
Total Revenue............................................................................................................. $44,400

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73
Appendix K

Measures Across the Logic Model

Inputs/Resources
Measure of resources consumed- resources such as supplies, office space, office equipment,
materials, and funding amount

Activities
Measure of work performed- number of services offered (professional development, parent
engagement, mentoring, including peer on peer mentoring, youth advocacy and leadership, daily
mindfulness practice, community services, etc.)

Outputs
Measure of products and services provided- number of lessons, videos, training, and
curricular materials developed

Customer Reached
Measure of target population receiving outputs- number of target population trained or
provided services (groups: school staff; teachers, administrators, support staff, students, parents)

Customer Satisfaction
Measure of satisfaction with outputs- number of students, parents, educators, stakeholders
satisfied and not satisfied with services

Outcomes
Accomplishment of program goals and objectives- number of youths with an increase in
knowledge, skills, and perceived well-being; increased grades, decreased truancy, decreased
behavioral referrals, and improved perception of school climate

Efficiency
Measure that relates outputs to costs- cost per activity (example cost per video/module
produced)

Productivity
Measure of the rate of production per specific unit of resource- number of students impacted
by SCALE UP wellness framework

Cost-Effectiveness
Measure that relates outcomes to costs- cost per pupil served

Service Quality
Measure of the quality of products and services produced- feedback on professional
development
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SCALE UP
A Wellness Framework for Schools

Created by: Francy Jenko, LCSW, MSW & Jodi Fiege, M.Ed.

Edition 1: July 2019

SCALE UP: Artifact 1, 2, 3 & 4 Page of 1 233
ARTIFACT TABLE OF CONTENTS

Artifact 1 SCALE UP Overview & Core5: ………..…………..…………..… PG5

SCALE UP AGENDA ……………………………………………………………………… PG6

Overview: SCALE UP …………………………………………………………………… PG8

Supplemental Information A:

Social Determinants of Health …………………………………………………… PG13

Supplemental Information B:

Positive Psychology ………………………………………………………………….… PG17

Supplemental Information C:

Trauma-Focused ……………………………………………………………………….… PG21

Supplemental Information D:

Maslow’s Hierarchy of Needs ………………………………………………….… PG25

Supplemental Information E:

Eight Dimensions of Wellness ………………………………………………….… PG29

Supplemental Information F:

Restorative Practices ………………………………………………………………… PG33

OVERVIEW: WRAP UP …………………………………………………………….… PG37

Overview: Self-awareness as a Key to Well-being

Module 1.1 ……………………………………………………………………………….… PG39

Self-awareness: Deeper Dive

Module 1.2 ……………………………………………………………………………….… PG41

Overview: Connection as a Key to Well-being

Module 2.1 ………………………………………………………………………………… PG46

Connection: Deeper Dive

Module 2.2 …………………………………………………………………………….… PG48

SCALE UP: Artifact 1, 2, 3 & 4 Page of 2 233
Overview: Altruism as a Key to Well-being

Module 3.1 ……………………………………………………………………….……….. PG53

Altruism: Deeper Dive

Module 3.2 ………………………………………………………………………………… PG55

Overview: Leadership as a Key to Well-being

Module 4.1 ……………………………………………………………………..……….… PG59

Leadership: Deeper Dive

Module 4.2 …………………………………………………………………………..….… PG61

Overview: Empathy as a Key to Well-being

Module 5.1 ………………………………………………………………………………… PG65

Empathy: Deeper Dive

Module 5.2 ………………………………………………………………………………… PG67

Putting it all together: Planning for Implementation ………………… PG72

Artifact 2 Framework Advisory Unit & Sample: …..……..…………… PG73

SCALE UP

Core5 Pillar: …………………………………………………………………………….… PG74

SCALE UP: Core5 Advisory Unit

Overview ………………………………………………………………………………….. PG75

SCALE UP: Core5 Advisory Unit

Overview Sample …………………………………………………………………….… PG77

SCALE UP: Core5 Advisory Unit

Activities ………………………………………………………………………………….… PG83

Artifact 3 Resource Folders & Wellness Measures: ………..……..… PG90

Resource Folders………………………………………………………………………… PG91

- Social Determinants of Health

- Positive Psychology

- Trauma

- Maslow’s Hierarchy of Needs

SCALE UP: Artifact 1, 2, 3 & 4 Page of 3 233
- Eight Dimensions of Wellness

- Restorative Practices

- Self-awareness

- Connection

- Altruism

- Leadership

- Empathy

Optional Subjective Wellness Measures …………………………………… PG95

Sample Optional Wellness Measures ………………………………..…….… PG98

Knowledge-based Pre-Assessment:

FOR SCHOOL PERSONNEL …………………………………………………….… PG104

Knowledge-based Post-Assessment:

FOR SCHOOL PERSONNEL …………………………………………………….… PG105

Required Subjective Wellness Measure (School Personnel): .…. PG107

FLOURISHING SCALE

Required Subjective Wellness Measure (Youth): .…………….….… PG108

The CAWS CHILD AND ADOLESCENT WELLNESS SCALE

Artifact 4 Miscellaneous Resources: …….………………………….….… PG184

SCALE UP: Artifact 1, 2, 3 & 4 Page of 4 233
Artifact 1

SCALE UP Overview & Core5:

SCALE UP: Artifact 1, 2, 3 & 4 Page of 5 233
SCALE UP AGENDA

INITIAL PILOT “PD for Educators”

8-Week Session

OBJECTIVES:

1) Introduce Educators to the SCALE UP Framework and Core5
(Self-awareness, Connection, Altruism, Leadership, Empathy)

2) Give educators knowledge and tools to begin wellness initiatives
using the SCALE UP Framework

Materials Needed: Journal or notebook and writing tools

Week 1-2

SCALE UP Program Overview

Week 3-7

Core5

Week 8

Putting it all together: Planning for Implementation

Note: The purpose of the SCALE UP Framework is to be different, and
more effective than the usual approach of stand-alone 8-week
interventions. The purpose of this 8-week module Agenda is to lay the
foundation in order to begin piloting the SCALE UP model. The
curriculum will be expanded to include the Core5 (SCALE) with 11
modules for each concentrating on the Eight Dimensions of Wellness. The
Core5 should be integrated consistently in an ongoing manner for the
purpose of influencing wellness in the school culture.

SCALE UP: Artifact 1, 2, 3 & 4 Page of 6 233

COMMUNITY FOR PEACE
PILOTS
SCALE UP
Fall Semester 2019

SCALE UP: Artifact 1, 2, 3 & 4 Page of 7 233
Overview: SCALE UP

SCALE UP- Encouraging school personnel to take every opportunity
to be the best for themselves and the world! Schools IMPACT! Educators
are essential determinants of well-being among youth and well-being in
society.

YOU, YES YOU CAN BE THE CHANGE! LET’S BE THE WELL, LET’S
BRING THE WELL! SCALE UP!

OK… NOW SAY IT AGAIN! (Out loud)

“I CAN BE THE CHANGE! BE WELL! BRING WELL! SCALE UP!

We welcome you to this space and are grateful to have you join us
in this movement! –Team SCALE UP

SCALE UP: Artifact 1, 2, 3 & 4 Page of 8 233
SCALE UP MISSION & VISION

Mission: To advocate for health and well-being in schools and to provide
educators with a framework to integrate wellness in the school system
by providing them resources and tangible tools for personal and
professional wellness, thereby empowering them to foster youth well-
being, safety, autonomy, happiness, connection, and competence in school
and life.

Vision: All educators and all students, in all schools, will be empowered
through healthy school environments that holistically support individual
well-being and include all areas of school culture to educate youth to be
both knowledgeable regarding wellness dimensions and competent in the
practices contributing to well-being, inspiring communities of wellness.

SCALE UP MODEL: Core5

Self-awareness, Connection, Altruism, Leadership, Empathy

Unlimited Potential (SCALE UP)

SELF-AWARENESS- Knowledge of one's own character, feelings,
motives, desires, strengths and weaknesses.

CONNECTION- A relationship in which a person, thing, or idea is
linked with something or someone else.

SCALE UP: Artifact 1, 2, 3 & 4 Page of 9 233
ALTRUISM- The belief in or practice of selfless concern for the
well-being of others.

LEADERSHIP- The action of leading a group of people in action.

EMPATHY- The ability to understand and share the feelings of
another.

Quotes:

“Each and every interaction that is made on the way to and from school
and at school in a classroom, hallway, office, lunchroom, playground, or
gym can contribute to a student's needs being met.”

“Educating the mind without educating the heart is no education at all.”
-Aristotle

REQUIRED VIEWINGS:

1) https:/ /typito.com/share/7MrwDaXb

2) https:/ /www.powtoon.com/m/eXSZfWH0T75/1/m?utm_source=email

3) https:/ /www.powtoon.com/m/elG6ZotfCR7/1/m?utm_source=email

SCALE UP: Artifact 1, 2, 3 & 4 Page of 10 233
4) https:/ /www.powtoon.com/m/bWjyRxfbrcr/1/m?utm_source=email

5) https:/ /www.powtoon.com/m/eKHZWVs7Ocb/1/m?utm_source=email

6) https:/ /www.powtoon.com/m/depNsftTk7n/1/m?utm_source=email

7) https:/ /www.youtube.com/watch?v=SOYOa4FIj-Y

8) https:/ /www.youtube.com/watch?v=4p5286T_kn0

9) https:/ /www.youtube.com/watch?v=VxyxywShewI

10) https:/ /www.boredteachers.com/teaching-and-career-tips/teachers-well-being

REQUIRED Website visits/readings:

1) https:/ /www.cdc.gov/hrqol/wellbeing.htm

2) SCALE UP website (coming soon)

Introductory Modules (A-F)

Framework and Approach:

1) Social Determinants of Health (A)

2) Positive Psychology (B)

3) Trauma, ACEs, Trauma-informed Practices (C)

4) Maslow’s Hierarchy of Needs (D)

5) Eight Dimensions of Wellness (E)

6) Restorative Practices (F)

Purpose of Introductory Modules:

To encourage a general understanding of these complementary
approaches and to enable school personnel to better understand the
SCALE UP program values.

SCALE UP: Artifact 1, 2, 3 & 4 Page of 11 233
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Supplemental Information A:

Social Determinants of Health

Resources and Tools

Overview: Social Determinants of Health

1) The conditions in which people are born, grow, live, work and age, and
which are shaped by the distribution of money, power and resources at
global, national and local levels (WHO)

2) Non-medical factors influencing health (Braveman et al. 2011)

Food for thought:

Education is a social determinant of health! According to Dr. Ryan Meili,
education has the second greatest impact on peoples’ health right after
income status and right before social support. What does this mean for
you? What does this mean for the students in your life?

Module Objective: Understand how social determinants of health can
impact personal wellness and well-being in schools.

SCALE UP: Artifact 1, 2, 3 & 4 Page of 13 233
Module Assignments:

1) Review the videos and articles about Social Determinants of Health
below.

2) Choose one you think could be used/shared in your school, either with
colleagues or students. Write a paragraph or two about how and why.

Quotes:

“Health starts long before illness”- Robert Wood Johnson Foundation

“Health starts in our homes, schools, workplaces, neighborhoods, and
communities”- Healthy People 2020

TOP 8: Review and Reflect

Required:

1) https:/ /www.healthypeople.gov/2020/topics-objectives/topic/social-determinants-
of-health (Website)

2) http:/ /www.thinkupstream.net/healthy_wealthy_why (Blog/Article)

3) https:/ /www.youtube.com/watch?v=c78GnlSHKvM (Video)

Optional:

1) https:/ /www.youtube.com/watch?v=8PH4JYfF4Ns

2) https:/ /www.youtube.com/watch?v=Oj1gonffW04

3) https:/ /www.cdc.gov/socialdeterminants/index.htm

SCALE UP: Artifact 1, 2, 3 & 4 Page of 14 233
4) https:/ /www.who.int/social_determinants/en/

5) https:/ /www.cms.gov/blog/actively-addressing-social-determinants-health-will-
help-us-achieve-health-equity

Bullet Journal Entry:

Reflect in general on the Social Determinants of Health and its
application to your life personally or/and professionally by making a 3-5
bullet-point list.

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SCALE UP: Artifact 1, 2, 3 & 4 Page of 16 233
Supplemental Information B:

Positive Psychology

Resources and Tools

Overview:

Positive Psychology is 1) The scientific study of what makes life most
worth living
.
2) The scientific study of positive human functioning and
flourishing on multiple levels that include the biological, personal,
relational, institutional, cultural, and global dimensions of life.

Module Objective: Understand how Positive Psychology can impact
personal wellness and well-being in schools.

Module Assignments:

1) Review the videos and articles about Positive Psychology below.

2) Choose your favorite and write a one-page reflection on what
specifically you like about it.

SCALE UP: Artifact 1, 2, 3 & 4 Page of 17 233
Quotes:

“Happiness is the meaning and the purpose of life, the whole aim
and end of human existence.” –Aristotle

SCALE UP: Artifact 1, 2, 3 & 4 Page of 18 233

TOP 8: Review and Reflect

Required:

1) https:/ /positivepsychology.com/what-is-positive-education/

2) https:/ /www.youtube.com/watch?v=-bbTJT2DLQQ

3) https:/ /positivepsychology.com/what-is-positive-psychology-definition/

Optional:

1) https:/ /www.youtube.com/watch?v=BzuawrFE1xM

2) https:/ /www.youtube.com/watch?v=1qJvS8v0TTI

3) https:/ /www.youtube.com/watch?v=9GPss6swg88

4) https:/ /www.youtube.com/watch?v=0EJIaTFfBss

5) https:/ /www.youtube.com/watch?v=DbC18wFkHNI

Bullet Journal Entry:

Reflect in general on Positive Psychology and its application to your life
personally or/and professionally. Write a quick bullet list of ways you can
share this with students or colleagues.

SCALE UP: Artifact 1, 2, 3 & 4 Page of 19 233
SCALE UP: Artifact 1, 2, 3 & 4 Page of 20 233
Supplemental Information C:

Trauma Focused

Resources and Tools

Overview: Trauma, Trauma-informed Practice, ACEs

Trauma: A deeply distressing or disturbing experience.

Trauma-Informed Practices: The specific use of knowledge about
trauma and its expression to modify supports and relationships with
children to improve developmental success.

Adverse Childhood Experiences (ACEs): Potentially traumatic events
that can have negative, lasting effects on health and well-being.

SCALE UP: Artifact 1, 2, 3 & 4 Page of 21 233
Module Objective: Understand how Trauma impacts personal wellness
and well-being in schools.

Module Assignments:

1) Review the videos and articles about trauma below.

3) Reflect in general on trauma and its application to your life personally
or/and professionally. Write a one-page paper on what mitigates trauma,
in your opinion or experience.

Quotes:

SCALE UP: Artifact 1, 2, 3 & 4 Page of 22 233
TOP 8: Review and Reflect

Required:

1) https:/ /education.cu-portland.edu/blog/classroom-resources/this-is-a-students-
brain-on-trauma/ (Article)

2) https:/ /www.youtube.com/watch?v=95ovIJ3dsNk (Video)

3) https:/ /chronicillnesstraumastudies.com/adverse-childhood-experiences-and-
chronic-illness-boyhood/ (Article and Videos)

Optional:

1) https:/ /opinionator.blogs.nytimes.com/2013/11/13/separating-the-child-from-the-
trauma/?referer=

2) https:/ /childmind.org/article/how-trauma-affects-kids-school/

3) https:/ /www.edutopia.org/article/when-students-are-traumatized-teachers-are-too

4) https:/ /thewaterlilyway.wordpress.com/2014/05/07/the-need-for-trauma-sensitive-
schools/

5) https:/ /www.crisisprevention.com/Blog/April-2012/Top-10-Recommended-Trauma-
Informed-Care-Online-Res

Bullet Journal Entry:

What is something new you learned from the sources below? Write a
reflection paragraph.

SCALE UP: Artifact 1, 2, 3 & 4 Page of 23 233
SCALE UP: Artifact 1, 2, 3 & 4 Page of 24 233
Supplemental Information D:

Maslow’s Hierarchy of Needs

Resources and Tools

Overview:

Maslow’s Hierarchy of Needs: A motivational theory in psychology
comprising a five-tier model of human needs, often depicted
as hierarchical levels within a pyramid. The needs are physiological,
safety, love and belonging, esteem and self-actualization.

Module Objective: Understand how Maslow’ s Hierarchy of Needs impacts
personal wellness and well-being in schools.

SCALE UP: Artifact 1, 2, 3 & 4 Page of 25 233
Module Assignments:

1) Review the videos and articles about Maslow’ s Hierarchy below.

2) Consider how this theory applies to youth you work or interact with?
What services or systems are in place to address these needs? Write a
one-page reflection.

Quotes:

“Self-actualized people...live more in the real world of nature than in the
man-made mass of concepts, abstractions, expectations, beliefs and
stereotypes that most people confuse with the world.” -Abraham
Maslow

TOP 8: Review and Reflect

SCALE UP: Artifact 1, 2, 3 & 4 Page of 26 233
Required:

1) https:/ /www.khanacademy.org/test-prep/mcat/behavior/theories-personality/v/
maslow-hierarchy-of-needs

2) http:/ /www.thecompellededucator.com/2018/03/we-must-maslow-before-we-
bloom.html

3) https:/ /www.verywellmind.com/what-is-maslows-hierarchy-of-needs-4136760

Optional:

1) https:/ /www.simplypsychology.org/maslow.html

2) https:/ /journeythrougheducation.com/2019/04/20/maslows-hierarchy-of-needs-for-
educators/

3) http:/ /sel4ed.weebly.com/why-sel.html

4) https:/ /www.verywellmind.com/what-is-humanistic-psychology-2795242

5) https:/ /www.youtube.com/watch?v=zLHiWjMFYUU

Bullet Journal Entry:

Reflect in general on Maslow’ s Hierarchy of Needs and its application to
your life personally or/and professionally. Write a thank you letter to
someone who has helped you address your needs.

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Supplemental Information E:

Eight Dimensions of Wellness

Resources and Tools

Overview:

The Eight Dimensions of Wellness:

1. Emotional—Coping effectively with life and creating satisfying relationships

2. Environmental—Good health by occupying pleasant, stimulating environments
that support well-being

3. Financial—Satisfaction with current and future financial situations

4. Intellectual—Recognizing creative abilities and finding ways to expand
knowledge and skills

5. Occupational—Personal satisfaction and enrichment from one’ s work

6. Physical—Recognizing the need for physical activity, healthy foods, and sleep

7. Social—Developing a sense of connection, belonging, and a well-developed
support system

8. Spiritual—Expanding a sense of purpose and meaning in life

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Module Objective: Understand how the Eight Dimensions of Wellness
impacts personal wellness and well-being in schools.

Module Assignments:

1) Review the videos and articles about the 8 Dimensions below.

2) Consider how this theory applies to the youth you work or interact
with? What wellness dimensions could be improved in your community,
school, or classroom? Write a one-page reflection.

Quotes:

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TOP 8: Review and Reflect

Required:

1) https:/ /www.youtube.com/watch?v=2NR4_5dt7JA

(Video)

2) http:/ /www.projectschoolwellness.com/school-wellness-101/

(Read and View)

3) http:/ /greensngoodness.com/wheel-of-wellness/

Optional:

1) https:/ /www.goodtherapy.org/blog/8-dimensions-of-wellness-where-do-you-fit-
in-0527164

2) https:/ /store.samhsa.gov/system/files/sma16-4958.pdf

3) https:/ /www.ncbi.nlm.nih.gov/pmc/articles/PMC5508938/

4) https:/ /www.researchgate.net/publication/
299127407_Wellness_in_the_8_Dimensions

5) http:/ /trundy.net/samhsa-the-eight-dimensions-of-wellness/

Bullet Journal Entry:

Reflect in general on the 8 Dimensions of Wellness framework and its
application to your life personally or/and professionally. Write a personal
wellness goal related to one or more dimensions of wellness.

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Supplemental Information F:

Restorative Practices

Resources and Tools

Overview: Restorative Practices, Restorative Justice

Restorative Practices: A social science that studies how to improve and
repair relationships between people and communities. The purpose is to
build healthy communities, increase social capital, decrease crime and
antisocial behavior, repair harm and restore relationships.

Restorative Justice: A system of criminal justice, which focuses on the
rehabilitation of offenders through reconciliation with victims and the
community at large.

Module Objective: Understand how Restorative practices impact
personal wellness, well-being, and culture in schools.

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Module Assignments:

1) Review the videos and articles about restorative practices below.

2) What is something new you learned from the sources below? Write a
one-page paper on how you may apply this new information personally.

Quotes:

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TOP 8: Review and Reflect

Required:

1) https:/ /www.youtube.com/watch?v=gJJxbn1VjYo (Video)

2) https:/ /www.youtube.com/watch?v=m6X1i8khmt8 (Video)

3) https:/ /www.weareteachers.com/restorative-justice/ (Article)

Optional:

1) http:/ /neatoday.org/2014/06/18/sowing-empathy-and-justice-in-schools-through-
restorative-practices/

2) http:/ /schottfoundation.org/sites/default/files/restorative-practices-2pager-v2.pdf

3) https:/ /www.ousd.org/cms/lib/CA01001176/Centricity/Domain/134/BTC-OUSD1-
IG-08b-web.pdf (Implementation Guide)

4) https:/ /www.youtube.com/watch?v=m6X1i8khmt8

5) https:/ /www.youtube.com/watch?v=MSy-qOiYjrA

Bullet Journal Entry:

Reflect in general on restorative practices and their application to your
life personally or/and professionally.

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OVERVIEW: WRAP UP

WELL DONE! YOU ARE A ROCKSTAR!

Please take a half-hour to review your Bullet Journal Entries up to
this point and reflect on your overall learning related to the
SCALE UP Model.

Do you have any unanswered questions? Do you have an area you
would like to look more at? If so, head over to the folders in
Section 3 to access more resources on the topics covered
throughout this curriculum. Also, feel free to research the topics
yourself or contact us at (website coming soon).

Now that you have gotten some background knowledge on the
SCALE UP program, you are ready to begin the Core5! Let’ s do it!

Go to ARTIFACT 3 to take pre-assessments before continuing

Empathy

Leadership

Altruism

Connection

Self-awareness

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Overview: Self-awareness as a Key to Well-being

Module 1.1

Learning Objectives:

1) Understand what self-awareness is

2) Recognize why self-awareness is important

3) Learn skills to increase self-awareness

Definition:

self-a·ware·ness

/ˈˌself əˈwernəs/

noun

1. conscious knowledge of one's own character, feelings, motives, and desires.

Quotes:

•
“What is necessary to change a person, is to change his awareness of himself.” –
Abraham Maslow

•
“Self-awareness is key to self-mastery.” –Gretchen Rubin

•
“He who knows others is wise. He who knows himself is enlightened.” –Lao Tzu

•
“Awareness is the greatest agent for change.” –Eckhart Tolle

Required Reading:

*How & Why

1) https:/ /positivepsychology.com/self-awareness-matters-how-you-can-be-more-self-
aware/

2) https:/ /lifeskillsthatmatter.com/self-awareness/

Required Viewing:

1) https:/ /www.pinterest.com/pin/822821794389883306/#amp

Potential Youth Support:

1) http:/ /www.mindfulmemorykeeping.com/6-sweet-mindfulness-videos-for-young-
kids/

2) http:/ /cuegly.blogspot.com/2013/03/cosmic-kids-yoga.html?m=1

3) https:/ /www.youtube.com/watch?v=TTae-JL3Qnk

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LIVE WELL
Self-awareness

Deeper Dive

Module 1.2

I. Introduction & Overview:

Self-awareness is vital for how we understand ourselves, including our thoughts,
feelings, and behaviors. This module will prepare you to take the next steps of
practicing self-awareness on a personal level and using the SCALE UP Framework to
plan ways to integrate self-awareness in your school community.

Definition:

self-a·ware·ness

/ˈˌself əˈwernəs/

noun

1. conscious knowledge of one's own character, feelings, motives, and desires.

II. Learning Objectives:

1) Understand what self-awareness is

2) Understand why self-awareness is important

3) Understand how to cultivate self-awareness for our personal wellness and to
enhance our school environments

III. Quotes:

“Find out who you are and do it on purpose.” -Anonymous

“Knowing yourself is the beginning of all wisdom.” -Aristotle

“I AM, two of the most powerful words. For what you put after them shapes your
reality.” -Anonymous

“Self-awareness: The recognition of your responsibility in creating your reality.”

-Caroline Nderitu

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IV. Assignments:

1) Read the following article:

https:/ /www.google.com/url?
sa=t&rct=j&q=&esrc=s&source=web&cd=5&ved=2ahUKEwiKrLrShOPiAhVRVK0K
HR7dAacQFjAEegQIBxAB&url=https%3A%2F%2Fwww.eschoolnews.com%2F2019
%2F03%2F25%2Ftransform-staff-lounge-support-teacher-
wellbeing%2F&usg=AOvVaw0qaB7Nan-h_xlQ2DpCX7B8

2) After reading the above article, consider how to take one small step toward
improving the school environment for your colleagues and school staff.

V. Required Reading:

(Optional Suggested Breakdown)

DAY ONE:

7) https:/ /www.psychologytoday.com/us/blog/click-here-happiness/201903/what-
is-self-awareness-and-how-do-you-get-it

8) https:/ /greatergood.berkeley.edu/article/item/
threeselskills_you_need_to_discuss_race_in_classrooms

9) https:/ /greatergood.berkeley.edu/article/item/
how_to_bring_your_whole_self_to_work

10) https:/ /hbr.org/2018/01/what-self-awareness-really-is-and-how-to-cultivate-it?
autocomplete=true

DAY TWO:

11) https:/ /greatergood.berkeley.edu/article/item/
can_self_awareness_help_you_be_more_empathic

12) https:/ /casel.org/wp-content/uploads/2016/09/
FRIPMCommunications2014SELFlyer_English_Final.pdf

13) https:/ /casel.org/wp-content/uploads/2017/01/Competencies.pdf

14) https:/ /greatergood.berkeley.edu/article/item/
why_teachers_need_social_emotional_skills

DAY THREE:

15) https:/ /www.edutopia.org/article/teaching-empathy-through-journaling

16) http:/ /www.upworthy.com/this-school-replaced-detention-with-meditation-the-
results-are-stunning

17) http:/ /www.huffingtonpost.com/karen-salmansohn/why-are-mean-people-mean-
_b_4703974.html

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18) https:/ /www.edutopia.org/article/mindfulness-resources

VI. Required Viewing:

(Optional Suggested Breakdown)

DAY ONE:

1) https:/ /greatergood.berkeley.edu/video/item/
how_does_mindfulness_help_cultivate_self_compassion

2) https:/ /greatergood.berkeley.edu/topic/mindfulness/definition

3) https:/ /www.edutopia.org/video/daniel-goleman-importance-cultivating-focus-
video-playlist

DAY TWO:

4) https:/ /m.youtube.com/watch?v=HmEo6RI4Wvs

5) https:/ /m.youtube.com/watch/?v=LiyaSr5aeho

6) https:/ /m.youtube.com/watch?v=-yJPcdiLEkI

DAY THREE:

7) https:/ /m.youtube.com/watch?v=uOlIdmMK_zM

8) https:/ /m.youtube.com/watch?v=OxFepht7I7o

9) https:/ /m.youtube.com/watch?v=M1CHPnZfFmU

10) https:/ /m.youtube.com/watch?v=uOlIdmMK_zM

VII. Personal/Professional Development Action:

1) Set a personal goal related to wellness and document your progress.

2) View the SCALE UP Framework and consider how you would like to apply the
self-awareness pillar in your work.

VIII. Potential Youth Support:

1) https:/ /ggsc.berkeley.edu/images/uploads/GGSC_Gratitude_Curriculum_Tweens-
Teens_LESSON_1.pdf

2) https:/ /www.kidsyogastories.com/yoga-in-schools-resources/

3) https:/ /www.bloglovin.com/blogs/creative-elementary-school-
counselor-4578711/self-esteem-me-mobile-3113856997

4) https:/ /www.foundonbrighton.com/2014/08/a-few-things.html?m=1

5) https:/ /contentsparks.com/16711/how-to-identify-core-values/

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6) http:/ /musiccityschoolcounselor.wordpress.com/2012/10/05/self-esteem-
portraits/

IX. Topic Related Assessment:

1) https:/ /balancedandblissful.com/5-quizzes-to-help-you-step-into-self-
awareness/

2) See Artifact 3 for folders for optional resources and wellness measures

X. Knowledge-based Assessment:

Take Post Knowledge-based Self-Assessment (See Artifact 3 for this assessment)

XI. Bullet Journal Entry:

1) Begin writing down your most positive and your most negative feelings
each day for a minimum of one week. However, we dare you to try it for
30 days!

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Overview: Connection as a Key to Well-being

Module 2.1

Learning Objectives:

1) Understand what connection is

2) Consider how connection influences well-being

3) Recognize why connection is important

Definition:

con·nec·tion

/kənekSH(ə)n/

noun A relationship in which a person, thing, or idea is linked or associated with something
else.

Quotes:

“The greatest good you can do for another is not just share your riches but to
reveal to him his own.” –Benjamin Disraeli

“Children learn more from what you are than what you teach.” -W.E.B. Du Bois

“Connection is why we’re here; it is what gives purpose and meaning to our lives.”

–Brene Brown

Required Reading:

1) https:/ /greatergood.berkeley.edu/topic/social_connection/definition#what-is-
social-connection

2) https:/ /greatergood.berkeley.edu/topic/social_connection/definition#why-practice-
social-connection

Required Viewing:

1) https:/ /emmaseppala.com/power-science-social-connection-emma-seppala-tedx/

2) https:/ /vimeo.com/53863431

Potential Youth Support:

1) https:/ /greatergood.berkeley.edu/article/item

2) three_keys_to_infusing_sel_into_what_you_already_teach

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Connection

Deeper Dive

Module 2.2

I. Introduction & Overview:

Connection is essential for how we engage, how we relate, how supported we are,
and how we feel we fit into the world. This module will prepare you to take the next
steps of practicing connection on a personal level and using the SCALE UP
Framework to plan ways to integrate connection in your school community.

Definition:

con·nec·tion

/kənekSH(ə)n/

noun A relationship in which a person, thing, or idea is linked or associated with something
else.

II. Learning Objectives:

1) Understand what connection is

2) Understand why connection is important

3) Understand how to cultivate connection for our personal wellness and to enhance
our school environments

III. Quotes:

“The greatest predictor of long-term happiness is social connection.” –Shawn Achor

“Whatever affects one directly, affects all indirectly.” –Martin Luther King Jr

"We are constituted so that simple acts of kindness, such as giving to charity or
expressing gratitude, have a positive effect on our long-term moods. The key to the
happy life, it seems, is the good life: a life with sustained relationships, challenging
work, and connections to community." -Paul Bloom

“Evidence shows that having even weak social connections in a stressful situation is
really good for your health and your ability to handle that situation.” -Jane
McGonigal

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“I was a troubled teen and I was constantly looking for someone to throw me a
rope. Those ropes are connections. They allow us to see that life exists beyond the
little worlds we are currently a part of.” -Lauren Oliver

IV. Assignments:

1) Read the following article:

https:/ /www.inc.com/jessica-stillman/5-ways-social-connection-makes-you-
healthier.html

2) After reading the above article, consider the advice you would give someone
(or students) on ways they may become more socially connected. Write out a
list with 10 to 15 action items.

V. Required Reading:

(Optional Suggested Breakdown)

DAY ONE:

1) https:/ /greatergood.berkeley.edu/article/item/
three_keys_to_infusing_sel_into_what_you_already_teach

2) https:/ /greatergood.berkeley.edu/topic/social_connection/definition#how-cultivate-
social-connection

3) http:/ /ccare.stanford.edu/uncategorized/connectedness-health-the-science-of-
social-connection-infographic/

4) https:/ /www.psychologytoday.com/us/blog/the-athletes-way/201305/social-
connectivity-drives-the-engine-well-being

DAY TWO:

5) https:/ /emmaseppala.com/wp-content/uploads/2012/11/DotyetalFinal.pdf

6) https:/ /condor.depaul.edu/hstein/NAMGILES.pdf

7) https:/ /www.edutopia.org/article/power-being-seen

VI. Required Viewing:

(Optional Suggested Breakdown)

DAY ONE:

1) https:/ /m.youtube.com/watch?v=X4Qm9cGRub0

2) https:/ /m.youtube.com/watch?v=SFnMTHhKdkw

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3) https:/ /www.youtube.com/watch?v=GXy__kBVq1M

4) https:/ /www.researchgate.net/profile/Lara_Aknin/publication/
323400117_Expanding_the_social_science_of_happiness/links/
5bede704a6fdcc3a8dd9ab5d/Expanding-the-social-science-of-happiness.pdf

5) https:/ /www.youtube.com/watch?v=YSUtl3N2jrA

DAY TWO:

6) https:/ /www.researchgate.net/profile/Cendri_Hutcherson/publication/
23302107_Loving-Kindness_Meditation_Increases_Social_Connectedness/links/
0912f508e975ee28ce000000.pdf

7) http:/ /depts.washington.edu/uwcssc/content/basic-understanding-social-connection

8) https:/ /www.ted.com/talks/bj_miller_what_really_matters_at_the_end_of_life/
up-next?referrer=playlist-talks_to_help_you_focus_on_wha

9) https:/ /brenebrown.com/videos/sxsw-edu-2017-daring-classrooms/

VII. Personal/Professional Development Action:

1) Select two ways to enhance your personal connection over the next week and
apply both each day.

2) View the SCALE UP Framework and consider how you would like to apply the
connection pillar in your work.

VIII. Potential Youth Support:

7) https:/ /www.edutopia.org/blog/gratitude-school-transformation-elena-aguilar

8) https:/ /wpt.pbslearningmedia.org/resource/transt.pd.lpgratitude/gratitude-and-
the-environment/

9) https:/ /www.youtube.com/watch?v=G1tcyM9l3Og

10) http:/ /youthrex.com/wp-content/uploads/2016/07/The-Social-Connectedness-
Scale-Revised.pdf

IX. Topic Related Assessment:

1) See Artifact 3 for folders for optional resources and wellness measures

X. Knowledge-based Assessment:

Take Post Knowledge-based Self-Assessment (See Artifact 3 for this assessment)

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XI. Bullet Journal Entry:

Of the two actions you selected to do daily to improve connection, write
about one each day in the journal. What did you do and how did it make
you feel? Example: I called a close friend I hadn’t spoken with in a while,
it was nice to catch up, and I felt happy hearing about her life.

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Overview: Altruism as a Key to Well-being

Module 3.1

Learning Objectives:

1) Understand what altruism is

2) Recognize why altruism is important

3) Learn ways to cultivate altruism

Definition:

al·tru·ism

/altro ͞ oizəm/

noun: altruism

The belief in or practice of disinterested and selfless concern for the well-being of
others.

Quotes:

"I slept and I dreamed that life is all joy. I woke and I saw that life is all service. I
served and I saw that service is joy.” -Mother Teresa

“Altruism is a genuine love and concern for the wellbeing of others. It is best
characterized by the act of giving generously to others, while not asking for or
expecting anything in return. This is the noblest thing a human being can do.” -Aaron
Ross

Required Readings:

1) https:/ /greatergood.berkeley.edu/topic/altruism/definition

2) https:/ /greatergood.berkeley.edu/topic/altruism/definition#why-practice-altruism

3) https:/ /greatergood.berkeley.edu/topic/altruism/definition#how-cultivate-altruism

Required Viewings:

https:/ /www.youtube.com/watch?v=m1Fh9Cqyb_g

Potential Youth Support:

https:/ /www.wabisabilearning.com/blog/10-student-projects-demonstrating-altruism

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Altruism

Deeper Dive

Module 3.2

I. Introduction & Overview:

Altruism is a key component of well-being; by serving others, we help ourselves and
the world. This module will prepare you to take the next steps of enhancing altruism
on a personal level and using the SCALE UP Framework to plan ways to integrate
altruism in your school community.

Definition:

al·tru·ism

/altro ͞ oizəm/

noun: altruism

The belief in or practice of disinterested and selfless concern for the well-being of
others.

II. Learning Objectives:

1) Learn about what altruism is

2) Consider why altruism is important

3) Practice cultivating self-awareness for our personal wellness and to enhance our
school environments

III. Quotes:

“The way you get meaning into your life is to devote yourself to loving others, devote
yourself to your community around you, and devote yourself to creating something
that gives you purpose and meaning.” -Mitch Albom

“The best way to find yourself is to lose yourself in the service of others.”

-Mahatma Gandhi

“The true meaning of life is to plant trees, under whose shade you do not expect to
sit.” -Nelson Henderson

“The root of happiness is altruism - the wish to be of service to others.”

-Dalai Lama

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IV. Assignments:

1) Read the following article:

https:/ /www.apa.org/monitor/dec06/kids

2) After reading the above article, consider how to promote altruism among the
youth in your school. It doesn’t have to be a big project; it can be simple (like
modeling or discussing altruism or reflecting on how it shows up in a story or
lesson).

V. Required Reading:

1. https:/ /www.learningtogive.org/resources/altruism

2. https:/ /classroom.synonym.com/classroom-activities-altruism-7668408.html

3. https:/ /opentextbc.ca/socialpsychology/chapter/understanding-altruism-self-and-
other-concerns/https:/ /www.psychologytoday.com/us/blog/when-kids-call-the-
shots/201511/4-ways-altruism-produces-happy-and-empowered-children

VI. Required Viewing:

4. https:/ /www.youtube.com/watch?v=LtWINl3C_7s

5. https:/ /www.ted.com/talks/michael_norton_how_to_buy_happiness/up-next

6. https:/ /www.youtube.com/watch?v=gJEhog-vZKU

7. https:/ /www.youtube.com/watch?v=_p_GKCr8rq8

8. https:/ /www.youtube.com/watch?v=BgIxEEQEK6E

9. https:/ /www.youtube.com/watch?v=t8xDg3Ngq5c

VII. Personal/Professional Development Action:
3) View the SCALE UP Framework and consider how you would like to apply the
altruism pillar in your work.

4) Consider ways in which you behave altruistically over the next week.
Sometimes paying attention helps to create more of what we are looking for.

VIII. Potential Youth Support:

2) https:/ /www.youtube.com/watch?v=4z7gDsSKUmU

IX. Topic Related Assessment:

1) https:/ /greatergood.berkeley.edu/quizzes/take_quiz/altruism

2) See Artifact 3 for folders for optional resources and wellness measures

X. Knowledge-based Assessment:

Take Post Knowledge-based Self-Assessment (See Artifact 3 for this assessment)

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XI. Bullet Journal Entry:

1) Reflect on the following quote and write a short list (5-10) ways to share this
philosophy with students.

“It is important that when pursing our own self-interest we should be 'wise
selfish' and not 'foolish selfish'. Being foolish selfish means pursuing our own
interests in a narrow, shortsighted way. Being wise selfish means taking a
broader view and recognizing that our own long-term individual interest lies in
the welfare of everyone. Being wise selfish means being compassionate.” -Dalai
Lama

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Overview: Leadership as a Key to Well-being

Module 4.1

Learning Objectives:

1) Understand what leadership is

2) Consider ways in which you are a leader

3) Recognize why leadership is important

Definition:

lead·er·ship

/lēdərSHip/

noun: leadership

The action of leading a group of people or an organization.

Quotes:

•
“Before you are a leader, success is all about growing yourself. When you become
a leader, success is all about growing others.” – Jack Welch

•
“The greatest leader is not necessarily the one who does the greatest things. He
is the one that gets the people to do the greatest things.” – Ronald Reagan

•
“I’ve learned that people will forget what you said, people will forget what you
did, but people will never forget how you made them feel.” – Maya Angelou

Required Reading:

10. https:/ /www.forbes.com/2010/03/08/leader-business-visionary-forbes-woman-
leadership-job.html#74a33e4e408a

Required Viewing:

11. https:/ /www.youtube.com/watch?v=BcbWTjVnIrc

12. https:/ /www.youtube.com/watch?v=1-onbsdmrss

Potential Youth Support:

13. https:/ /www.sbh4all.org/training/youth-development/youth-engagement-toolkit/
developing-youth-leadership-skills/

14. https:/ /www.amle.org/BrowsebyTopic/WhatsNew/WNDet/TabId/270/ArtMID/888/
ArticleID/542/The-Power-of-Youth-Leadership.aspx

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Leadership

Deeper Dive

Module 4.2

I. Introduction & Overview:

Everyone can be a leader and in some capacity, recognizing how we already lead in
our daily roles is important. Sometimes leadership can be overlooked or viewed as
something attached to a title. However, a person without any authority can have
great influence on others and lead. This module will prepare you to recognize your
leadership characteristics and how to use the SCALE UP Framework to empower
youth to be leaders and advocates for themselves, their schools, and their
communities.

Definition:

lead·er·ship

/lēdərSHip/

noun: leadership

The action of leading a group of people or an organization.
II. Learning Objectives:

1) Understand how leadership applies to you

2) Understand why leadership is important for youth

3) Understand how to cultivate leadership for our personal wellness and to enhance
our school environments

III. Quotes:

• “A Lot Of People Have Gone Further Than They Thought They Could Because
Someone Else Thought They Could. –Zig Ziglar

• “To handle yourself, use your head; to handle others, use your heart.” –Eleanor
Roosevelt

• “A leader is one who knows the way, goes the way, and shows the way.” –John C.
Maxwell

IV. Assignments:

1) Read the following article:

https:/ /www.edutopia.org/article/every-teacher-needs-mentor

SCALE UP: Artifact 1, 2, 3 & 4 Page of 61 233
2) After reading the above article, consider who you have had as a mentor
throughout your career (past or present) and consider how it has impacted
you personally and professionally. Do you mentor anyone, a colleague or
student perhaps? Maybe you should!

V. Required Reading:

19) https:/ /www.edutopia.org/article/case-electives-schools

20)https:/ /www.readingrockets.org/article/what-does-research-tell-us-about-
teacher-leadership

21) https:/ /greatergood.berkeley.edu/article/item/
how_to_cultivate_humble_leadership

22)https:/ /greatergood.berkeley.edu/article/item/
what_leaders_must_do_to_battle_bigotry

VI. Required Viewing:
11) https:/ /www.youtube.com/watch?v=gzQhiB2EOVE

12) https:/ /www.youtube.com/watch?v=upT0oy-kKz4

13) https:/ /www.youtube.com/watch?v=UtZKTw-vTUo

14) https:/ /www.youtube.com/watch?v=vlpKyLklDDY

15) https:/ /www.youtube.com/watch?v=KdL4o7wU0CQ

16) https:/ /www.youtube.com/watch?v=BnC6IABJXOI

VII. Personal/Professional Development Action:

1) Set a personal goal related to leadership and document your progress.

2) View the SCALE UP Framework and consider how you would like to apply the
leadership pillar in your work.

VIII. Potential Youth Support:

3) https:/ /www.wilder.org/what-we-offer/community-leadership-programs/youth-
leadership-initiative

4) https:/ /advocatesforyouth.org/issue/youth-leadership-and-organizing/

IX. Topic Related Assessment:

See Artifact 3 for folders for optional resources and wellness measures

X. Knowledge-based Assessment:

Take Post Knowledge-based Self-Assessment (See Artifact 3 for this assessment)

SCALE UP: Artifact 1, 2, 3 & 4 Page of 62 233
XI. Bullet Journal Entry:

1) Reflect on the following quote and list up to 10 simple actions you can take to
“Scatter Sunshine” in your home, community, school, or classroom.

“There is no investment you can make which will pay you so well as the effort
to scatter sunshine and good cheer through your establishment.” – Orison
Swett Marden

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Overview: Empathy as a Key to Well-being

Module 5.1

Learning Objectives:

1) Understand what empathy is

2) Distinguish and define the two types of empathy

3) Recognize why empathy is important

Definition:

em·pa·thy

/ˈempəTHē/

noun: empathy

Empathy is the ability to understand and share the feelings of another.

Quotes:

•
“Empathy may be the single most important quality that must be nurtured to give
peace a fighting chance.” – Arundhati Ray

•
“Learning to stand in somebody else’ s shoes, to see through their eyes, that’ s how
peace begins. And it’ s up to you to make that happen. Empathy is a quality of
character that can change the world.”

– Barack Obama

•
“The opposite of anger is not calmness. It’ s empathy.” – Mehmet Oz

What is the difference between empathy and sympathy? Click here:

1) https:/ /www.verywellmind.com/what-is-empathy-2795562

Required Reading:

1) https:/ /greatergood.berkeley.edu/topic/empathy/definition#what-is-empathy

2) https:/ /greatergood.berkeley.edu/topic/empathy/definition#why-practice-empathy

Required Viewing:

1) https:/ /www.youtube.com/watch?v=UzPMMSKfKZQ

Potential Youth Support:

1) https:/ /www.youtube.com/watch/?v=icIlUdTEQnU

2) https:/ /www.youtube.com/watch?v=9_1Rt1R4xbM&feature=youtu.be

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Empathy

Deeper Dive

Module 5.2

I. Introduction & Overview:

Empathy is important for how we view the world and how we treat others. It is a
critical skill that can be developed and should be to increase love, kindness, and
compassion. This module will prepare you to take the next steps of practicing
empathy on a personal level and using the SCALE UP Framework to plan ways to
integrate empathy in your school community.

Definition:

em·pa·thy

/ˈempəTHē/

noun: empathy

Empathy is the ability to understand and share the feelings of another.

II. Learning Objectives:

1) Understand what empathy is

2) Understand why empathy is important

3) Understand how to cultivate empathy for our personal wellness and enhance our
school environments

III. Quotes:

“When you show deep empathy toward others, their defensive energy goes down,
and positive energy replaces it. That's when you can get more creative in solving
problems.” -Stephen Covey

“I think we should talk more about our empathy deficit - the ability to put ourselves
in someone else's shoes; to see the world through the eyes of those who are
different from us - the child who's hungry, the steelworker who's been laid off, the
family who lost the entire life they built together when the storm came to town.
When you think like this, when you choose to broaden your ambit of concern and
empathize with the plight of others, whether they are close friends or distant
strangers; it becomes harder not to act; harder not to help.” -Barack Obama
SCALE UP: Artifact 1, 2, 3 & 4 Page of 67 233
“Empathy is seeing with the eyes of another, listening with the ears of another and
feeling with the heart of another.” – Alfred Adler
IV. Assignments:

1) Select from a quote listed, or one of your choosing that resonates with you
and share it with a minimum of one other person, noting their reaction.

V. Required Reading:

(Optional Suggested Breakdown)

DAY ONE:

3) https:/ /www.huffpost.com/entry/bullying-prevention-the-power-of-
empathy_b_6171238

4) https:/ /www.getrichslowly.org/financial-empathy/

5) Decety, J., & Meltzoff, A. (2011). Empathy, imitation, and the social brain. In A.
Coplan, & P. Goldie (Eds.), Empathy: Philosophical and psychological perspectives
(pp. 382). Oxford; New York: Oxford University Press.

6) https:/ /greatergood.berkeley.edu/article/item/
does_playing_music_boost_kids_empathy

7) https:/ /www.youtube.com/watch?v=ZUX30l5o9xI

DAY TWO:

8) Feist, G. J., and Barron, F. (1996) ‘Emotional intelligence and academic
intelligence in career and life success’, Presentation Paper, Annual Convention
of the American Psychological Society, San Francisco, CA, June.

9) https:/ /www.researchgate.net/publication/
303840853_Teachers'_empathy_can_it_be_predicted_by_self-efficacy

10) Csikszentmihalyi, M., & LeFevre, J. (1989). Optimal experience in work and
leisure. Journal of Personality and Social Psychology, 56(5), 815-822. 11) https:/ /www.edutopia.org/article/4-proven-strategies-teaching-empathy-donna-
wilson-marcus-conyers

12) https:/ /greatergood.berkeley.edu/article/item/
why_we_should_teach_empathy_preschoolers

DAY THREE:

13) https:/ /www.huffpost.com/entry/why-we-should-teach-empat_b_10738914

14) https:/ /greatergood.berkeley.edu/article/item/
an_awesome_way_to_make_kids_less_self_absorbed

SCALE UP: Artifact 1, 2, 3 & 4 Page of 68 233
15) Keltner, D., & Haidt, J. (2003). Approaching awe: A moral, aesthetic, and
spiritual emotion. Cognition and Emotion, 17, 297-314. 16) https:/ /greatergood.berkeley.edu/topic/empathy/definition#how-cultivate-
empathy

17) https:/ /greatergood.berkeley.edu/article/item/educating_for_empathy

VI. Required Viewing:

(Optional Suggested Breakdown)

DAY ONE:

1) https:/ /greatergood.berkeley.edu/video/item/meet_baby_mei

2) https:/ /www.youtube.com/watch?v=TnJkVIO_adY

3) https:/ /www.youtube.com/watch?v=3hoM5ly2igk

4) https:/ /www.kqed.org/mindshift/47502/empathy-is-tough-to-teach-but-is-one-of-
the-most-important-life-lessons

DAY TWO:

5) https:/ /www.youtube.com/watch?v=iS53roI_pWE

6) https:/ /www.youtube.com/watch?v=JS1sVHlrW9k

7) https:/ /www.youtube.com/watch?v=5hchn9KMRNM

8) https:/ /www.youtube.com/watch?v=dQijrruP9c4

DAY THREE:

9) https:/ /www.youtube.com/watch?v=Qes9HoxfkE0

10) https:/ /www.youtube.com/watch?v=-DspKSYxYDM

11) https:/ /www.youtube.com/watch?v=AZ-pU7ozt3g&t=82s

VII. Personal/Professional Development Action:

1) Set a personal goal related to wellness and document your progress.

2) View the SCALE UP Framework and consider how you would like to apply the
empathy pillar in your work.

VIII. Potential Youth Support:

17) https:/ /www.kaplanco.com/content/products/DESSAIntroduction.pdf

IX. Topic Related Assessment:

1) Daniel Goleman- EQ measurement (See Artifact 3 for this measure)

2) https:/ /greatergood.berkeley.edu/quizzes/ei_quiz/take_quiz

SCALE UP: Artifact 1, 2, 3 & 4 Page of 69 233
3) https:/ /greatergood.berkeley.edu/quizzes/take_quiz/empathy

X. Knowledge-based Assessment:

Take Post Knowledge-based Self-Assessment (See Artifact 3 for this assessment)

XI. Bullet Journal Entry:

1) Visit a webpage or find an article to examine on the topic area of
empathy. Note in your journal what you learned and what you would like
to know still. What are you still wondering about, what questions do you
have?

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Putting it all together: Planning for Implementation

You have completed the Level One Pilot!

YOU ARE AMAZING!

Please take an hour each day this week to review your Bullet Journal
Entries up to this point, look back on notes or modules, visit Artifact 3
for further tools and assessment measures, and reflect on your overall
learning related to the SCALE UP Model.

Do you notice how the Core5 are connected to one another?

Do you notice how they connect to the Eight Dimensions of Wellness?

Begin to plan how you will integrate what you have learned in to
empower personal and professional well-being.

Go to ARTIFACT 3 to take the post-assessments before continuing (if
you haven’t already done so).

Empathy

Leadership

Altruism

Connection

Self-awareness

SCALE UP: Artifact 1, 2, 3 & 4 Page of 72 233

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SCALE UP
Core5 Pillar:
___________________
For each learning target, create tasks for students and arrange them in
order to incrementally move toward the target or goal. Set one target or
project goal per week.
Target (I or We
can…)
Task #1 Task #2
SCALE UP: Artifact 1, 2, 3 & 4 Page of 74 233
SCALE UP
Core5 Advisory Unit
Overview
Week Introd
uction
Self-
Aware
ness
Conn
ection
Altruis
m
Leade
rship
Empat
hy
Indivi
dual
Proje
cts
Prese
ntatio
ns
M:
Define
&
Self-
Asses
s
T: Set
Goal
Task 1
W:
Small
Group
Activit
y &
Reflec
tion
Th:Re
flect
on
Perso
nal
Goal
Task 2
SCALE UP: Artifact 1, 2, 3 & 4 Page of 75 233
*Goal: What will I know & be able to do at the end of the week?
At the end of each week students will be able to name and explain the SCALE UP
Core5 pillar practiced throughout the week, as well as have implemented 2-3 strategies
related to the weekly Core5 pillar in order to enhance their own well-being & well-being
of others.
Glossary
SCALE UP Core5 - Self-Awareness, Connection, Altruism, Leadership, Empathy
Self-Awareness - knowledge of one’s own character, feelings, motives, desires,
strengths, and weaknesses
Connection - a relationship in which a person, thing, or idea is linked with something or
someone else
Altruism - the belief in or practice of selfless concern for the well-being of others
Leadership - the action of leading a group of people in action
Empathy - the ability to understand and share the feelings of another
Active Listening - the skill that allows us to hear not only the words people are saying,
but also the emotions they are reflecting through their nonverbal behavior
Awe - is what makes us feel very small and like we are in the presence of something
greater than ourselves
Compassion - concern for the alleviation of suffering of self and others
Gratitude - the quality of being thankful, the ability to show appreciation and return
kindness
Gossip - casual conversation or reports about other people’s personal or private affairs,
revealing personal information about another
Mindfulness - maintaining a moment-by-moment awareness of our thoughts, feelings,
body sensations, and surrounding environment through a gentle, nurturing, accepting
lens
Safe - protected from or not exposed to danger or risk; not likely to be harmed or lost
Shame - the belief that you are flawed and therefore unworthy of love and belonging
Social Connection - feeling you belong to a group and/or feeling close to other people
Well-being - the state of feeling comfortable, healthy, and happy (A Positive Vibe)

Fri:
Whole
Group
Activit
y
& Re-
Asses
s
SCALE UP: Artifact 1, 2, 3 & 4 Page of 76 233
SCALE UP
Core5 Advisory Unit SAMPLE
Overview
Week Introdu
ction
Self-
Awaren
ess
Connec
tion
Altruis
m
Leader
ship
Empath
y
Individu
al
Project
s
Present
ations
M:
Define
&
Self-
Assess
*Define
what is
well-
being?
*Take
CAWS
*Define
Self-
Awaren
ess
*Create
an
Emotio
nal Pie
and
Discuss
*Define
Connec
tion
*12
Questio
ns for
Increasi
ng
Connec
tion
Partner
Activity
*Define
Altruis
m
*Video:
(Simple
Acts of
Kindne
ss)
https://
www.yo
utube.c
om/
watch?
v=GdYJ
r03eJjE
*Journa
l about
a time
you
were
kind to
another
individu
al or
committ
ed a
random
act of
kindnes
s.
*Play
MaitreD
’
*Define
Leader
ship
*Define
Safe
*Journa
l - What
makes
you feel
safe?
and/or
When
do you
feel
unsafe?
*Leader
s
encour
age
others
to feel
safe
when
taking
risks
*Video:
(Start
Empath
y)
https://
www.yo
utube.c
om/
watch/?
v=icIlUd
TEQnU
*Define
Empath
y
*Replay
The
Final
Scene
*Apprec
iation,
Apology
, or Ah-
ha
closing
*Comm
unity
Service
Video:
https://
www.you
tube.com
/watch?
v=z7qIq5
EsjuQ
*Whole
Group
Brainst
orming
&
Plannin
g
Sessio
n
SCALE UP: Artifact 1, 2, 3 & 4 Page of 77 233
T: Set
Goal
Task 1
*Empo
wer
well-
being in
school
and
Create
a class
culture
that
prioritiz
es
wellnes
s
*Ackno
wledge
strong
areas
of well-
being
and
identify
areas
for
growth.
(Color
Code
Wellnes
s
Wheel)
*Use
Your
Strengt
hs to
Succee
d Pep-
Talk
*GGSC
Discove
r Your
Great
Full
Self
Lesson:
https://
ggsc.be
rkeley.e
du/
images/
uploads
/
GGSC_
Gratitud
e_Curri
culum_
Tweens
-
Teens_
LESSO
N_1.pdf
(Day 1)
*Define
Social
Connec
tion
*12
Questio
ns for
Increasi
ng
Connec
tion
Day 2
New
Partner
s
*End
Class
w/video
https://
www.yo
utube.c
om/
watch?
v=qIel4r
3uK9k
& Begin
daily
Appreci
ation,
Apology
, or Ah-
ha
closing
ritual
*PBS
Gratitud
e and
the
Environ
ment
Lesson:
https://
tpt.pbsl
earning
media.o
rg/
resourc
e/
transt.p
d.lpgrati
tude/
gratitud
e-and-
the-
environ
ment/
(Day 1)
*Voice -
Whole
Class
Y-chart
what
Equal
Voice
Looks
like/
Sounds
like/
Feels
like
*Brainst
orm
Session
How
can we
ensure
everyon
e has
an
equal
voice in
our
learning
commu
nity?
Carous
el style
think/
ink/
share
Appreci
ation,
Apology
, or Ah-
ha
closing
*The
role
Awe
plays in
Empath
y &
Define
Awe -
Teacher
Model
Awe
(using
music)
*Awe
Inspirin
g
Aweso
me
Scaven
ger
Hunt w/
a
partner
*Share
in small
groups
of 4-6
“Awe-
some”
discove
ries
*Individ
ual
Brainsto
rming &
Plannin
g
Session
SCALE UP: Artifact 1, 2, 3 & 4 Page of 78 233
W:
Small
Group
Activity
&
Reflecti
on
*Define
&
Practic
e Active
Listenin
g -
Build a
Story
*Small
Group
Reflectio
n
*GGSC
Discove
r Your
Great
Full
Self
Lesson:
https://
ggsc.be
rkeley.e
du/
images/
uploads
/
GGSC_
Gratitud
e_Curri
culum_
Tweens
-
Teens_
LESSO
N_1.pdf
(Day 2)
*Reflect
&
Share
Strengt
h
Posters
*Good
Gossip
vs. Bad
Gossip
-
Journal:
Can
gossip
ever be
good?
Why or
why
not?
Groups
of 5
Jigsaw
&
Summa
rize
Four
Ways to
Make
Gossip
Less
Toxic
Article:
https://
greater
good.b
erkeley.
edu/
article/
item/
four_wa
ys_to_
make_g
ossip_l
ess_tox
ic

*Apprec
iation,
Apology
,
or Ah-
*PBS
Gratitud
e and
the
Environ
ment
Lesson:
https://
tpt.pbsl
earning
media.o
rg/
resourc
e/
transt.p
d.lpgrati
tude/
gratitud
e-and-
the-
environ
ment/
(Day 2)
*Leader
s Pull,
Manag
ers
Push -
When
someon
e forces
you to
do
somethi
ng you
do not
want to
do that
is not
leading
*Teach
er
models
& then
student
s
journal.
Write
about a
time
someon
e
motivat
ed or
inspired
you to
do or
try
somethi
ng.
That
person
was
acting
as a
Leader.
*Video:
(How to
Change
the
*The
role
Point of
View
plays in
Empath
y
Middle
Eastern
6 or 9
Legend
*Video:
(Sesam
e
Street)
https://
www.yo
utube.c
om/
watch?
v=9_1R
t1R4xb
M&
=&featu
re=yout
u.be
*Teach
er
Assigne
d Small
Groups
of 2-3
Create
Empath
y
Videos
for
Primary
Student
s
*Apprec
iation,
Apology
, or Ah-
ha
closing
*Walk
& Talk
Share
w/
Learnin
g
Partner
*Work
Time
SCALE UP: Artifact 1, 2, 3 & 4 Page of 79 233
Th:Refl
ect on
Person
al Goal
Task 2
*Set
one
individu
al goal
based
on color
coded
wellnes
s wheel
*Choos
e a
Social
Challen
ge from
a list to
complet
e in the
next 24
hours
that
aligns
with
individu
al goal
*Take a
quiet,
introspe
ctive
walk
outdoor
s.
Sketch
what
you
see.
*Journa
l your
most
positive
feelings
&
experie
nces
and
most
negativ
e
feelings
&
experie
nces
this
month
*Define
Gratitud
e
Introdu
ce
Loving
Kindne
ss
Meditati
on -
video:
https://
www.yo
utube.c
om/
watch?
v=UlW0
VHupT
FI
*Bullet
Journal
10
Things I
Am
Grateful
for in 5
minutes
or less
*Share
1-2 w/
Connec
tion
Partner
s from
earlier
this
week
*Apprec
iation,
Apology
, or Ah-
ha
closing
*Video:
(Ethics
Defined
Altruis
m)
https://
www.yo
utube.c
om/
watch?
v=gJEh
og-
vZKU
*Coope
rative
Activity
-
Everyb
ody In
*If time
Commo
nalities
Small
Groups
*Anchor
Chart
Charact
er
Qualitie
s of
Leader
s
*Reflect
ion:
Draw a
cartoon
of
yourself
includin
g 3- 4
thought
bubbles
detailin
g the
Leader
ship
Charact
er
Qualitie
s you
already
posses
s
*Share
Gallery
Walk
Style
*Create
a To-do
list in
order to
complet
e
Empath
y Video
*Compl
ete
Empath
y
Videos
*Practic
e
Present
ations
includin
g why
Point of
View is
importa
nt using
The
True
Story of
the
Three
Little
Pigs
*Apprec
iation,
Apology
, or Ah-
ha
closing
*Work
Time
SCALE UP: Artifact 1, 2, 3 & 4 Page of 80 233
Fri:
Whole
Group
Activity
& Re-
Assess
*Whole
Group
Reflecti
on on
Social
Challen
ge
*Introdu
ce the
SCALE
UP
Core5
and
connect
them to
our
Wellnes
s
Wheel
*The
Final
Scene
&
Reflecti
on on
Active
Listenin
g
*
Barome
ter:
Taking
a Stand
on
Controv
ersial
Issues
*Journa
l: What
I
Learne
d about
myself
this
week...
*Shame
Lesson
*Apprec
iation,
Apology
, or Ah-
ha
closing
*Coope
rative
Activity
-
Everyb
ody In
Day 2
Smaller
Space
*Fill A
Weeke
nd
With
Kindne
ss
Challen
ge
*Video:
(Leadin
g with
Lollipop
s)
https://
www.yo
utube.c
om/
watch?
feature
=share
&v=hV
CBrkrFr
BE&ap
p=deskt
op
*Cosee
ki
*Apprec
iation,
Apology
, or Ah-
ha
closing
*Presen
t
Empath
y
Videos
to
Primary
student
s and
share
why
Point of
View is
importa
nt
using
The
True
Story of
the
Three
Little
Pigs
*Journa
l:
Though
ts &
Feeling
s
experie
nced
earlier
in the
week
during
the Awe
Inspirin
g
Scaven
ger
Hunt
*Work
Time
SCALE UP: Artifact 1, 2, 3 & 4 Page of 81 233
*Goal: What will I know & be able to do at the end of the week?
At the end of each week students will be able to name and explain the SCALE UP
Core5 pillar practiced throughout the week, as well as have implemented 2-3 strategies
related to the weekly Core5 pillar in order to enhance their own well-being & well-being
of others.
*Tasks & Activity directions can be located in SCALE UP Core5 Advisory Unit
Activities document.
Glossary
SCALE UP Core5 - Self-Awareness, Connection, Altruism, Leadership, Empathy
Self-Awareness - knowledge of one’s own character, feelings, motives, desires,
strengths, and weaknesses
Connection - a relationship in which a person, thing, or idea is linked with something or
someone else
Altruism - the belief in or practice of selfless concern for the well-being of others
Leadership - the action of leading a group of people in action
Empathy - the ability to understand and share the feelings of another
Active Listening - the skill that allows us to hear not only the words people are saying,
but also the emotions they are reflecting through their nonverbal behavior
Awe - is what makes us feel very small and like we are in the presence of something
greater than ourselves
Compassion - concern for the alleviation of suffering of self and others
Gratitude - the quality of being thankful, the ability to show appreciation and return
kindness
Gossip - casual conversation or reports about other people’s personal or private affairs,
revealing personal information about another
Mindfulness - maintaining a moment-by-moment awareness of our thoughts, feelings,
body sensations, and surrounding environment through a gentle, nurturing, accepting
lens
Safe - protected from or not exposed to danger or risk; not likely to be harmed or lost
Shame - the belief that you are flawed and therefore unworthy of love and belonging
Social Connection - feeling you belong to a group and/or feeling close to other people
Well-being - the state of feeling comfortable, healthy, and happy (A Positive Vibe)
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SCALE UP
Core5 Advisory Unit
Activities
1. Acknowledge strong areas of well-being and identify areas for growth.
(Color coded Wellness Wheel)
2. Build a Story:
Place students in groups of 3-5. Players sit in a circle. The leader
(teacher) asks the first player to begin telling a story on a given topic.
After a few words or sentences, the leader says, Cut! The next player
begins exactly where the previous player left off. If a mistake is made
or a part is left out another player in the group calls out, Rewind! and
takes the story back to the point of the error and corrects it.
Small Group Reflection Questions:
When and how was your attention distracted?
What helped you concentrate and remember the previous sentence?
What did your group do well?
What was the best part of your story?
What would your group do differently next time?
3. Social Challenges List:
Give an honest compliment to someone.
Learn two new things about somebody from your class.
Share with a friend what’s been on your mind lately.
Tell your best friend three things you like about him/her.
Ask a teacher or adult for clarification of a task you didn’t understand
completely.
Tell a parent or mentor about something you learned.
Whole Group Reflection Questions Compatible with Turn & Talk:
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Did you find your challenge easy, hard, awkward, or something else?
What is another way one could meet the challenge, ask a question, or
express themselves?
How did others react?
4. The Final Scene:
Choose a volunteer from the group to leave the room. Separate
Instructions are given to the group, who stays in the room in order to
prepare for the volunteer’s final scene. While the volunteer is outside
everyone in the group chooses one emotion and prepares to express
this emotion only through non-verbal gestures/actions.
Meanwhile outside the classroom the volunteer has chosen a familiar
social situation such as; in class, during a family dinner, at a movie, in
the lunchroom, on a bus, at a birthday party, working on homework,
at a sleep-over, playing basketball, etc.
When the volunteer returns to the room he/she sets the scene:
You’re in math class. (For example) All of the group members act as
if they are in math class including expressing the groups chosen
emotional state nonverbally. The volunteer observes their behavior
and tries to guess how they feel. If he or she is confused, he can put
them in another social situation before guessing. The game can be
repeated several times with different volunteers, emotions to guess,
and social settings.
Reflection Questions:
What were the main non-verbal indicators of (blank) emotion?
How did you feel while acting?
To the volunteer: Was there something confusing and what?
Did anybody have difficulty acting in the scenes? Why or why not?
What do you do when you usually feel this particular emotion?
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What can you do when you recognize somebody acting like this?
5. Emotional Pie:
Draw a circle and divide it into eight pies. Number each pie piece
1 to 8. Then instruct students to dedicate each pie piece to one
emotion. Color in each pie piece with a corresponding color or
images that match his/her idea of what the emotion means. You
can assist youth brainstorm possible emotions, but do not choose
for them. Do not push if a student cannot come up with eight.
Reflection Questions:
What made you choose those particular colors?
What does each image mean to you?
When in life do you experience this emotion?
What emotion is dominant for you nowadays?
What emotion is hardest to handle?
What emotion makes you feel the most relaxed, comfortable?
6. Use Your Strengths to Succeed:
We all have strengths and weaknesses, preferences and aversions,
and whatever they happen to be, just be aware of them so you don’t
put yourself in situations where you are unlikely to succeed. Learn
your strengths, use your strengths to succeed in life, and your path
will be happier because you will find appreciation and support along
the way.
7. Barometer: Taking a Stand on Controversial Issues:
Participants place themselves on a continuum based on their
position on an issue, reflecting a broad range of perspectives.
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8. 12 Questions for Increasing Connection:
Identify someone in class with whom you’d like to become closer. It
could be someone you know well or someone you’re just getting to
know. For 15 minutes, take turns asking one another the questions
below. Each person should answer each question, but in an
alternating order, so that a different person goes first each time.
1. Given the choice of anyone in the world, whom would you want as
a dinner guest?
2. Would you like to be famous? In what way?
3. Before making a telephone call, do you ever rehearse what you are
going to say? Why?
4. What would constitute a “perfect” day for you?
5. When did you last sing to yourself? To someone else?
6. Do you proof read your text messages before you send them? Why
or why not?
7. Do you have a secret hunch about how you will die?
8. Name three things you and your partner appear to have in
common.
9. For what in your life do you feel most grateful?
10. If you could change anything about the way you look, what would
it be?
11. Take three minutes and tell your partner your life story in as much
detail as possible.
12. If you could wake up tomorrow having gained any one quality or
ability, what would it be?
9. Shame Lesson:
Watch Brene Brown Daring Classroom SXSWedu 2017 at https://
www.youtube.com/watch?v=DVD8YRgA-ck
Decide how you are going to share the information you learned with
your students, especially the 3 Shame Shields - Moving Away, Moving
Towards, Moving Against as well as their impact on learning & feeling
connected.
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10. MaitreD’:
Students flow from groups of two to groups of three or four at the
teacher’s signal.
For example:
Tables of two are open for people wearing the same color shoes.
Tables of three are open for people who like the same song.
Tables of two are open for people who share the same birthday
month.
Tables of four are open to people who like the same recess activities.
11. Fill A Weekend With Kindness:
Everyone writes down a Random Act of Kindness on two separate
pieces of paper, Papers are crumpled and tossed to the center of the
circle. At the teacher’s signal everyone mingles and chooses one
crumpled up Act of Kindness before returning to their seat. Everyone
is given an opportunity to read the Act of Kindness they picked and
decide if they can make it happen over the weekend, if not they may
throw it back. At the teacher’s signal everyone mingles and chooses
a second Act of Kindness before returning to their seats. Everyone
now has at least one Random Act of Kindness to complete the
Kindness Weekend Challenge!
12. Carousel:
Write topics or questions on chart papers, one topic/question per
paper. Create groups so there are 4-5 students per group. Groups
may or may not have the same topic/question.
Each group will move to a paper at the teacher’s signal and writes an
answer to the question or comments on the topic. Each group
member must write or draw a minimum of one idea. No one is talking
orally at this time.
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At the teacher’s signal, groups move to the next stop (paper) on the
carousel. Each group spends 2-4 minutes at each carousel stop.
At the last stop the group members are allowed to talk and share
noticings/wonderings as well as summarize their learning.
13. Anchor Chart Character Qualities of Leaders: (Sample Answers)
credible, trustworthy, loyal, tenacious, inspiring, magnetic, integrity,
patient, passionate, cares about others, humble, hard working,
influential, believe that effort & not primarily talent is the path to
success
14. Coseeki:
A student volunteers to be "it" and leaves the circle. While he/she is
gone a Leader is chosen. This leader will lead the other students in a
series of motions - a hand clap, a foot stomp, a head nod. The
children sitting with the leader in the circle must watch the leader
closely, out of the corners of their eyes, and repeat her motions. The
child who volunteered to go out of the room now stands in the middle
of the circle and tries to guess who is leading the group
15. Awe Inspiring Awesome Scavenger Hunt:
https://greatergood.berkeley.edu/article/item/
an_awesome_way_to_make_kids_less_self_absorbed
16. Middle Eastern 6 or 9 Legend:
Have students look at the number 6 and then the number 9. Tell
students that the idea for this exercise came from an old Middle Eastern
legend. A long time ago, two princes were at war for many years. One
prince looked at an image on the table and said it was a 6, while the
other prince said it was a 9. For years the battle raged on, much blood
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was shed on both sides. Then one day when the princes were seated at
the table again, a young boy turned the tablecloth around, and for the
first time each prince could see the other’s point of view. The war came
to an end, and the princes became firm friends.
Reflection:
Ask students to break into small groups of 3-4. Ask, How important it
is to understand that many people disagree with us simply because
they have a different point of view? Allow groups to discuss (4-5
minutes), Choose a reporter & summarize (2-3 minutes), then debrief
the student comments.

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Resource Folders:

Social Determinants of Health

• https:/ /www.frontiersin.org/articles/10.3389/fpubh.2019.00011/full

• https:/ /www.youtube.com/watch?v=qykD-2AXKIU

Positive Psychology

• https:/ /www.pursuit-of-happiness.org/science-of-happiness/

• https:/ /www.psychologytoday.com/us/basics/positive-psychology

• https:/ /www.youtube.com/watch?v=hsPpaHbvfQs&t=36s

• https:/ /www.youtube.com/watch?v=9FBxfd7DL3E

• https:/ /www.youtube.com/watch?v=DbC18wFkHNI

• https:/ /positivepsychology.com/classification-character-strengths-virtues/

• https:/ /ppc.sas.upenn.edu

• https:/ /www.youtube.com/watch?v=xnLoToJVQH4

• https:/ /www.youtube.com/watch?v=GXy__kBVq1M&t=2s

• https:/ /www.youtube.com/watch?v=wBWejfL0xOA

• https:/ /www.youtube.com/watch?v=phcgYxREisI

• https:/ /www.inc.com/adam-fridman/three-ways-positive-psychology-impacts-
leadership-performance.html

• https:/ /youngfoundation.org/projects/action-for-happiness/

Trauma

• https:/ /www.youtube.com/watch?v=4-tcKYx24aA&feature=share

• https:/ /s3-us-west-2.amazonaws.com/cxl/backup/prod/cxl/gklugiewicz/media/
507188fa-30b7-8fd4-aa5f-ca6bb629a442.pdf

• https:/ /www.huffpost.com/entry/the-adverse-childhood-exp_b_1944199

• https:/ /www.nctsn.org/audiences/school-personnel

Maslow’s Hierarchy of Needs

• https:/ /www.youtube.com/watch?v=RfDS9r4Tz_g

• https:/ /www.youtube.com/watch?v=HshJ86-DuUA

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Eight Dimensions of Wellness

• http:/ /www.psychodyssey.net/wp-content/uploads/2011/07/A-Wellness-
Approach.pdf

• https:/ /www.researchgate.net/profile/Holly_Pope/publication/
7362573_Use_of_body-mind-
spirit_dimensions_for_the_development_of_a_wellness_behavior_and_characteris
tic_inventory_for_college_students/links/02e7e530e1299048df000000/Use-of-
body-mind-spirit-dimensions-for-the-development-of-a-wellness-behavior-and-
characteristic-inventory-for-college-students.pdf

• https:/ /www.researchgate.net/profile/Margaret_Swarbrick/publication/
281177898_Swarbrick_M_D'Antonio_D_Nemec_P_2011_Promoting_Staff_Wellness
_Psychiatric_Rehabilitation_Journal_34_334-36/links/
55da129d08aec156b9ae7273.pdf

Restorative Practices

• https:/ /educationpost.org/6-steps-towards-restorative-justice-in-your-school/

• https:/ /www.cultofpedagogy.com/restorative-justice-overview/

• https:/ /charterforcompassion.org/restorative-justice/restorative-justice-some-
facts-and-history

• https:/ /blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2016/02/
response_how_to_practice_restorative_justice_in_schools.html

Self-awareness

• https:/ /www.youtube.com/watch?v=Ks-_Mh1QhMc&t=3s

• https:/ /m.youtube.com/watch?v=qU8qtcQpQmA

• https:/ /m.youtube.com/watch?v=akTRWJZMks0

• https:/ /vimeo.com/21016502

• https:/ /vimeo.com/21153288

• file:/ / /Users/francy/Desktop/Buddhism%20mindfulness%20meditat/Research%20-
%20Oxford%20Mindfulness%20Centre.webarchive

• file:/ / /Users/francy/Desktop/Buddhism%20mindfulness%20meditat/
Lesson%20Plans%20%7C%20The%20Buddha%20%7C%20PBS.webarchive

Connection

• https:/ /joshshipp.com/one-caring-adult/

• https:/ /www.youtube.com/watch?v=u_Oapo1Q7_w

• http:/ /our28class.blogspot.com/2009/06/simple-truth-about-happiness-by-
dennis.html

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Altruism

• https:/ /thedashpoem.com

• https:/ /www.kqed.org/mindshift/49012/helping-teens-find-purpose-a-tool-for-
educators-to-support-students-discovery

Leadership

• https:/ /hbr.org/2012/11/are-you-getting-personal-as-a

• https:/ /www.youtube.com/watch?v=lmyZMtPVodo

• https:/ /www.youtube.com/watch?v=w6vVXmwYvgs

• https:/ /www.youtube.com/watch?v=JIRgSFQ45I8

• https:/ /m.youtube.com/watch?feature=share&v=hVCBrkrFrBE

Empathy

• https:/ /www.pinterest.com/SSWProject/empathy/

• https:/ /www.tolerance.org/?fbclid=IwAR3OEae_VvsyTPuIgq5jQ5t-
q4r0tDbdzFOS7b_rVgStjsSt_x58GaimS1U

• https:/ /www.youtube.com/watch?v=WWDPi7wZ3XY

• Add video beginning w Dal from Greater Good

• https:/ /startempathy.org/impact/article/5pointsforyourempathyarsenal/

• https:/ /www.youtube.com/watch?v=5ZF9DWBqNQU

• https:/ /www.youtube.com/watch?
v=cTOhzcSYMlM&list=PLjd8Sthozx8VhVOtD4U6eajcNJpVt92DJ

• https:/ /www.youtube.com/watch?v=aU3QfyqvHk8

• https:/ /www.youtube.com/watch?v=t685WM5R6aM

• https:/ /www.youtube.com/watch?v=sWbj-2DRLps

• https:/ /www.youtube.com/watch?v=l0iJ7P2OtkU

• https:/ /www.youtube.com/watch?v=qQiFfA7KfF0

• https:/ /www.youtube.com/watch?v=tO2_6oG48ZI

• https:/ /www.youtube.com/watch?v=FBUBPbwqVls

• https:/ /www.youtube.com/watch?v=zJCD3R3LlSs

• https:/ /www.youtube.com/watch?v=qjxdU6nvsc4

• https:/ /www.youtube.com/watch?v=fFqIZP4Yb64

• https:/ /www.youtube.com/watch?v=xyjLKgfV7Sk

• https:/ /www.youtube.com/watch?v=3AgvKJK-nrk

• I Am Human: A Book of Empathy

• http:/ /www.inspiremykids.com/2016/great-empathy-quotes-kids-students-children/

• https:/ /www.youtube.com/watch?v=c_XZ36b_aDI

• https:/ /ggia.berkeley.edu/practice/
how_to_praise_kids_in_ways_that_make_them_more_kind

• https:/ /www.google.com/url?
sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=2ahUKEwimiuuG3O7iAhVjjlQKHRkm
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BkYQFjAAegQIABAB&url=https%3A%2F%2Fwww.pinterest.com%2FSSWProject%2F
&usg=AOvVaw3nZCzkNYTkICVPEwYWdlz6

• https:/ /www.petsintheclassroom.org/building-empathy-in-the-classroom/

• https:/ /startempathy.org/?fbclid=IwAR1kYXYhy6NMTtw2e_By9Nry-
O_XS6YtoH6gSNkpPhqtls1oF4xtjj_pXGU

• http:/ /cultureofempathy.com/References/Test.htm

• https:/ /www.youtube.com/watch?v=enaRNnEzwi4

• http:/ /blogs.edweek.org/edweek/curriculum/2017/09/
kindness_curriculum_shown_to_i.html

• https:/ /www.educationworld.com/a_admin/compassion-empathy-school-
climate.shtml
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Optional Subjective Wellness Measures:

Source:

Simmons, C. (2012). Tools for strengths-based assessment and evaluation.
Springer publishing company.

Core5: Self-awareness, Connection, Altruism, Leadership, Empathy

4 Happiness and Subjective Well-Being 1 Catherine A. Simmons

4.4. The MPS Well-Being Scale 5

4.6. Oxford Happiness Questionnaire 8

4.9. Satisfaction With Life Scale 14 4.10. Steen Happiness Index 15

4.12. Temporal Satisfaction With Life Scale 20

4.13. Warwick–Edinburgh Mental Well-Being Scale 21 5 Health, Wellness, and Health-Related Quality of Life 25
Catherine A. Simmons 5.1. Quality of Life Questionnaire (15d) 25

5.3. The Duke Health Profile (The Duke) 32

5.5. Leddy Healthiness Scale 35

5.8. Mental Health Continuum–Short Form 44 5.10. Perceived Wellness Survey 47

5.11. Wellness Beliefs Scale 49 6 Acceptance, Mindfulness, and Situational Affect 51 Catherine
A. Simmons 6.2. Five Facet Mindfulness Questionnaire 52

6.8. Philadelphia Mindfulness Scale 57

6.11. Self-Compassion Scale 60 6.12. Self–Other Four

7 Hope, Optimism, and Humor 63 Catherine A. Simmons and Nada
Elias-Lambert 7.2. Domain Specific Hope Scale 63

7.4. Herth Hope Index 67

7.5. Humor Styles Questionnaire 68

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7.8. Multidimensional Sense of Humor Scale 75 8 Resilience, Coping, and Post-traumatic Growth 77 Catherine A.
Simmons and Nada Elias-Lambert

8.3. Brief Resilient Coping Scale 80

8.6. Coping Self-Efficacy Scale 82

8.8. Proactive Coping Inventory 83

8.11. Stress-Related Growth Scale 91 9 Aspirations, Goals, and Values 95 Catherine A. Simmons 9.2. Aspiration Index 95

9.3. Foundational Value Scale 101

10 Self-Efficacy 111 Peter Lehmann and Catherine A. Simmons

10.6. Emotional Self-Efficacy Scale 119

10.11. SELF-A 123

11 Social Support, Social Relationships, and Emotional
Intelligence 125 Kathryn Whitted and Catherine A. Simmons

11.1. Assessing Emotions Scale 125

11.2. Brief Emotional Intelligence Scale-10 127

11.3. Duke Social Support and Stress Scale 128

11.4. Interpersonal Support Evaluation List-12 130

11.5. Multidimensional Scale of Perceived Social Support 131

11.6. Perceived Social Support from Family 132

11.8. Social Network Index 135

11.9. Social Wellbeing Scales 138

12 Empowerment 141 Peter Lehmann and Catherine A. Simmons

12.5. Menon Empowerment Scale 146

12.6. Personal Progress Scale–Revised 147

15 Children and Adolescents 181 Catherine A. Simmons and Peter
Lehman

15.2. Adolescent Self-Regulatory Inventory 183

15.3. Adolescent Social Self-Efficacy Scale 184

15.5. Child and Youth Resilience Measure—28 186

15.6. Child Perceived Self-Efficacy Scale 187

15.11. KidCOPE—Older Children 192

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15.14. Peer Aggression Coping Self-Efficacy Scale 194

15.15. Physical Activity/Healthy Food Efficacy Scale for Children 197

15.18. Satisfaction With Life Scale Adapted for Children 201

15.21. Youth Competency Assessment 205

15.22. Youth Coping Responses Inventory 207

15.23. Youth Empowerment Scale–Mental Health 209

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SAMPLE OPTIONAL WELLNESS MEASURES

Adapted From: Simmons, C. (2012). Tools for strengths-based
assessment and evaluation. Springer publishing company.

For various measures refer to the source listed above.

THE MPS WELL-BEING SCALE

INSTRUCTIONS: All questions have a scale for you to mark your response. Please
circle one number per question based on how close you feel you are to one of the
alternatives at each end of the scale. Please answer all questions honestly. Thank
you.

1. During difficult times do you reach out for spiritual help (e.g., God or a higher
being, church or place of worship, prayer, priest, etc.)?
12345 Often Never
2. Do you watch quiz programs? 12345 Often Never
3. Do you read novels? 12345 Never Often
4. Do you engage in thoughtful discussions about ethical or moral issues? 12345 Often Never
5. Over recent months have you been lethargic or tired? 12345 Often Never
6. Do you read or study about religion or spiritual issues? 12345 Often Never
7. Do you collect as much information as possible on a subject before making
judgments on it?
12345 Never Often
8. In the past year, have you suffered nausea and/or vomiting? 12345 Never Often
9. Do you engage in games that are designed for mental stimulation (e.g., bridge,
crosswords, chess, etc.)?
12345 Often Never
10. In the past year, have you had stomachaches and/or indigestion? 12345 Often Never
11. Do you engage in serious self-analysis of your behavior for the purpose of
improving your moral behavior?
12345 Never Often
12. Over the past year, have you suffered headaches? 12345 Never Often
13. Do you visit places of culture, art, or creativity (e.g., museum, art gallery,
theatre, etc.)?
12345 Often Never
14. When you gain insights into life from which others could learn, how often do
you share them with people close to you?
12345 Never Often
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15. Over the past year, have you been constipated? 12345 Never Often
16. Do you believe in life after death? 12345 Never Often
17. Over the past year, have you written for pleasure (e.g., letters, stories, poems,
etc.)?
12345 Never Often
18. How long have you been making use of an activity for obtaining inner peace
(e.g., meditation, yoga, prayer, etc.)?
12345 I have not <5yrs >10yrs
19. Over the past year, have you taken steps to improve your environment (e.g.,
made your home or office pleasing, provided yourself with more objects of beauty,
etc.)?
12345 Often Never
20. Over the past year, have you gone on a diet to lose or gain weight? 12345 Never Often
21. In recent months, do you wake up fresh and rested most mornings? 12345 Never Often
22. Do you discuss matters of the spirit (e.g., purpose in life, religion, inner peace,
death, etc.)?
12345 Never Often
23. Do you think before you act? 12345 Never Often
24. Over the past year, have you tried to enhance your personal or spiritual
development (e.g., meditation, yoga, praying, etc.)?
12345 Often Never
25. Are your hands and feet warm enough, generally? 12345 Never Often
26. Do you watch, read, or listen to the news? 12345 Often Never
27. Do you watch documentaries? 12345 Never Often
28. Do you suffer diarrhea at least once a month? 12345 Never Often
29. Over the past year, have you experienced aches and pains? 12345 Often Never
30. Do you make use of meditation and/or prayer for the purpose of gaining inner
peace?
12345 Often Never
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OXFORD HAPPINESS QUESTIONNAIRE

INSTRUCTIONS: Below are a number of statements about happiness. Please indicate
how much you agree or disagree with each by entering a number in the blank after
each statement, according to the following scale:

1 = strongly disagree 2 = moderately disagree 3 = slightly disagree 4 = slightly agree 5 = moderately agree 6 = strongly agree

Please read the statements carefully, because some are phrased positively and others
negatively.

Don’t take too long over individual questions; there are no “right” or “wrong” answers
(and no trick questions). The first answer that comes into your head is probably the
right one for you. If you find some of the questions difficult, please give the answer
that is true for you in general or for most of the time.

1. I don’t feel particularly pleased with the way I am. __________

2. I am intensely interested in other people. __________

3. I feel that life is very rewarding. __________

4. I have very warm feelings toward almost everyone. __________

5. I rarely wake up feeling rested. __________

6. I am not particularly optimistic about the future. __________

7. I find most things amusing. __________

8. I am always committed and involved. __________

9. Life is good. __________

10. I do not think that the world is a good place. __________

11. I laugh a lot. __________

12. I am well satisfied about everything in my life. __________

13. I don’t think I look attractive. __________

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14. There is a gap between what I would like to do and what I have done. _____

15. I am very happy. __________

16. I find beauty in some things. __________

17. I always have a cheerful effect on others. __________

18. I can fit in (find time for) everything I want to. __________

19. I feel that I am not especially in control of my life. __________

20. I feel able to take anything on. __________

21. I feel fully mentally alert. __________

22. I often experience joy and elation. __________

23. I don’t find it easy to make decisions. __________

24. I don’t have a particular sense of meaning and purpose in my life. _______

25. I feel I have a great deal of energy. __________

26. I usually have a good influence on events. __________

27. I do not have fun with other people. __________

28. I do not feel particularly healthy. __________

29. I do not have particularly happy memories of the past. __________ NOTE: Items 1, 3, 12, 13, 16, 18, 21, and 29 are reverse coded.

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OXFORD HAPPINESS QUESTIONNAIRE—SHORT FORM

INSTRUCTIONS: Below are a number of statements about happiness. Please indicate
how much you agree or dis- agree with each by entering a number in the blank
after each statement, according to the following scale:

1 = strongly disagree 2 = moderately disagree 3 = slightly disagree 4 = slightly agree 5 = moderately agree 6 = strongly agree

Please read the statements carefully, because some are phrased positively and others
negatively.

Don’t take too long over individual questions; there are no “right” or “wrong” answers
(and no trick questions). The first answer that comes into your head is probably the
right one for you. If you find some of the questions dif- ficult, please give the
answer that is true for you in general or for most of the time.

1. I don’t feel particularly pleased with the way I am. __________

2. I feel that life is very rewarding. __________

3. I am well satisfied about everything in my life. __________

4. I don’t think I look attractive. __________

5. I find beauty in some things. __________

6. I can fit in (find time for) everything I want to. __________

7. I feel fully mentally alert. __________

8. I do not have particularly happy memories of the past. __________

NOTE: Items 1, 13, and 29 are reverse coded.

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SATISFACTION WITH LIFE SCALE

Below are five statements with which you may agree or disagree. Using the 1 to 7
scale below, indicate your agreement with each item by placing the appropriate
number on the line preceding that item. Please be open and honest in your
responding.

7 = Strongly agree 6 = Agree 5 = Slightly agree 4 = Neither agree nor disagree 3 = Slightly disagree

3= Slightly Disagree

2 = Disagree 1 = Strongly disagree

In most ways my life is close to my ideal. _____ The conditions of my life are excellent. ______ I am satisfied with my life. _______ So far I have gotten the important things I want in life. ______ If I could live my life over, I would change almost nothing. ______

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Knowledge-based Pre-Assessment:

FOR SCHOOL PERSONNEL

CORE5: SELF-AWARENESS CONNECTION ALTRUISM LEADERSHIP
EMPATHY

PRE-ASSESSMENT:

On a scale of 1 to 10, with 1 being very little and 10 being quite a
lot… How much do you think you know about?

SELF-AWARENESS

1, 2, 3, 4, 5, 6, 7, 8, 9, 10

__________________________ Your Answer: ____

CONNECTION

1, 2, 3, 4, 5, 6, 7, 8, 9, 10

__________________________ Your Answer: ____

ALTRUISM

1, 2, 3, 4, 5, 6, 7, 8, 9, 10

__________________________ Your Answer: ____

LEADERSHIP

1, 2, 3, 4, 5, 6, 7, 8, 9, 10

__________________________ Your Answer: ____

EMPATHY

1, 2, 3, 4, 5, 6, 7, 8, 9, 10

__________________________ Your Answer: ____

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Knowledge-based Post-Assessment:

FOR SCHOOL PERSONNEL

POST-ASSESSMENT:

On a scale of 1 to 10, with 1 being very little and 10 being quite a lot… How
much do you think you know about?

SELF-AWARENESS

1, 2, 3, 4, 5, 6, 7, 8, 9, 10

__________________________ Your Answer: ____

CONNECTION

1, 2, 3, 4, 5, 6, 7, 8, 9, 10

__________________________ Your Answer: ____

ALTRUISM

1, 2, 3, 4, 5, 6, 7, 8, 9, 10

__________________________ Your Answer: ____

LEADERSHIP

1, 2, 3, 4, 5, 6, 7, 8, 9, 10

__________________________ Your Answer: ____

EMPATHY

1, 2, 3, 4, 5, 6, 7, 8, 9, 10

__________________________ Your Answer: ____

1) DO YOU THINK YOU LEARNED NEW INFORMATION ON THE ABOVE CORE5?

YES / NO Your Answer: ____

2) DO YOU THINK THE INFORMATION IS HELPFUL/USEFUL TO IMPROVE
PERSONAL WELLNESS? YES / NO Your Answer: ____

3) WOULD YOU RECOMMEND THIS PROFESSIONAL DEVELOPMENT TO A
COLLEAGUE OR FRIEND? YES / NO Your Answer: ____

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OTHER FEEDBACK, COMMENTS, RECOMMENDATIONS, QUESTIONS:

________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________

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Required Subjective Wellness Measure (School Personnel):

FLOURISHING SCALE

©Copyright by Ed Diener and Robert Biswas-Diener,
January 2009

Below are 8 statements with which you may agree or disagree. Using the
1–7 scale below, indicate your agreement with each item by indicating that
response for each statement.

• 7 - Strongly agree

• 6 - Agree

• 5 - Slightly agree

• 4 - Neither agree nor disagree

• 3 - Slightly disagree

• 2 - Disagree

• 1 - Strongly disagree

____ I lead a purposeful and meaningful life

____ My social relationships are supportive and rewarding

____ I am engaged and interested in my daily activities

____ I actively contribute to the happiness and well-being of others

____ I am competent and capable in the activities that are important to me
____ I am a good person and live a good life

____ I am optimistic about my future

____ People respect me

Scoring:

Add the responses, varying from 1 to 7, for all eight items. The possible
range of scores is from 8 (lowest possible) to 56 (highest PWB possible). A
high score represents a person with many psychological resources and
strengths

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Required Subjective Wellness Measure (Youth):

The CAWS

CHILD AND ADOLESCENT WELLNESS SCALE

Tool:

The CAWS will be the scale used to measure well-being among youth prior to
intervention and following with permission from its developer Dr. Ellis Copeland.

It was selected because the dimensions align with the Core5 (SCALE).

Self-awareness

Connection

Altruism

Leadership

Empathy

CAWS Dimensions Measured:

Self-Efficacy

Mindfulness

Conscientiousness

Social Competence

Connectedness

Optimism

Empathy

Adaptability

Initiative

Emotional Self-Regulation

Optional:

See attached information related to the CAWS tool provided by Dr. Ellis
Copeland following the CAWS SCALE below.

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Child and Adolescent Wellness Scale
Dear Student: Please complete the items below to the best of your ability.
Please complete all items, based on the ONE response that best describes how
you see yourself today. Circle ONLY ONE of the four possible responses for
each item.
SD = Strongly Disagree/Not at all
like me
D = Disagree/Unlike me
A = Agree/Like me
SA = Strongly Agree/Very much
like me
Age: _______
Grade: ________
Gender: ! Male
! Female

Ethnicity: ! African-American
! Hispanic
! Asian
! Native American
! White/European
! Other:
__________________
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1. I am close to one or both of my
parents
SD D A SA
2. I am not comfortable sharing my
feelings
SD D A SA
3. I am respectful of others
SD D A SA
4. I think about the consequences of
having sex
SD D A SA
5. I sometimes practice saying
things to people so as to choose my
words carefully
SD D A SA
6. I do what I say I’m going to do
SD D A SA
7. I am not engaged in life
SD D A SA
8. All people have value
SD D A SA
9. I am sure my problems will go
away
SD D A SA
10. I help people that I don’t know
SD D A SA
11. I am grateful for what I have
SD D A SA
12. If I think about a situation ahead
of time, I can avoid losing my cool
SD D A SA
13. I have trouble relaxing
SD D A SA
14. My problems seem to be never
ending
SD D A SA
15. I feel comfortable directing
others when I have a project in mind
SD D A SA
16. I belong
SD D A SA
17. I can stop myself when I am
going to say something I will regret
SD D A SA
18. It’s hard to find time to help
others
SD D A SA
19. I am cared for and loved
SD D A SA
20. I know what I am good at and
not good at
SD D A SA
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21. I blame other people for my
problems
SD D A SA
22. I am agreeable
SD D A SA
23. I enjoy differences in people
SD D A SA
24. I often sense what others are
feeling
SD D A SA
25. I have meaningful relationships
SD D A SA
26. I am often bored
SD D A SA
27. I can see how to solve a problem
in my head, even though I can’t
explain it
SD D A SA
28. Listening is a very important
skill
SD D A SA
29. I live by a set of principles and
ethics
SD D A SA
30. I feel like I belong at school
SD D A SA
31. I believe the world holds great
promise
SD D A SA
32. I like new things
SD D A SA
33. I seem to know what people
expect of me
SD D A SA
34. Nobody cares what I think or
feel
SD D A SA
35. After leaving a heated argument,
I can return and talk to the person I
am mad at
SD D A SA
36. Sometimes you just have to
accept “that’s the way it is”
SD D A SA
37. I can remove myself from a
frustrating situation
SD D A SA
38. I care about my health
SD D A SA
39. I am open minded
SD D A SA
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40. I am dependable
SD D A SA
41. I sense what to do next
SD D A SA
42. Problems are typically
opportunities in disguise
SD D A SA
43. I can see things through other
peoples’ eyes
SD D A SA
44. I know what I want and how to
get it
SD D A SA
45. I often feel hopeless
SD D A SA
46. I am not a nice person
SD D A SA
47. I like to pay people compliments
SD D A SA
48. I am pessimistic
SD D A SA
49. I get plenty of support from
friends and the community
SD D A SA
50. I have positive expectations of
others
SD D A SA
51. When something goes wrong
that I am responsible for, I try to
make it right
SD D A SA
52. I enjoy participating in activities
with others
SD D A SA
53. After an event, I typically find
ways to do better
SD D A SA
54. I accept another’s point of view
SD D A SA
55. I treat my teachers with respect
SD D A SA
56. I am often confused about what
to do next
SD D A SA
57. I laugh a lot
SD D A SA
58. I keep on trying, as I know I will
get there
SD D A SA
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59. I value feedback from people
about how I handle different tense
situations
SD D A SA
60. I find that it is easier to solve a
problem with other people, rather
than just by myself
SD D A SA
61. I know what I do well in school
SD D A SA
62. I am accepting of others
SD D A SA
63. It’s easy for me to see the details
of a large idea
SD D A SA
64. I am not afraid to take a risk
when it comes to starting a project
SD D A SA
65. It’s funny how things have a
way of working out
SD D A SA
66. I really enjoy being into what
I’m doing
SD D A SA
67. I remember from time to time
about how I handled something
SD D A SA
68. I am close to my dad
SD D A SA
69. I don’t give up easily, as I am
determined
SD D A SA
70. I exercise regularly
SD D A SA
71. I am responsible for my actions
SD D A SA
72. I am easy to be with
SD D A SA
73. Just because something bad
happened at home doesn’t mean it
will continue throughout the day
SD D A SA
74. I set challenging goals
SD D A SA
75. I am fun
SD D A SA
76. I have learned a great deal from
past experiences
SD D A SA
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77. It’s important to share
responsibilities when trying to
obtain a goal
SD D A SA
78. My future is bright
SD D A SA
79. I try to be polite
SD D A SA
80. If I can’t do something one-way,
I’ll do it another way
SD D A SA
81. I seldom reach out to others
SD D A SA
82. I have a realistic perspective
SD D A SA
83. I often think life is meaningless
SD D A SA
84. I am passionate about what I do
SD D A SA
85. Sometimes it helps to have
another’s opinion
SD D A SA
86. I know what I am feeling at the
moment
SD D A SA
87. I feel organized in most aspects
of my school life
SD D A SA
88. There is peace in my life
SD D A SA
89. My life is empty
SD D A SA
90. I don’t let little things upset me
SD D A SA
91. It’s difficult for me to adjust at
first to something different
SD D A SA
92. I feel supported and listened to
in my life
SD D A SA
93. I am aware of how I make other
people feel
SD D A SA
94. I take pride in my
accomplishments
SD D A SA
95. Learning new things is fun
SD D A SA
96. Criticism is hard to take, but it
makes me stronger
SD D A SA
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97. I am not easily discouraged from
something I want
SD D A SA
98. I don’t like to volunteer to help
others
SD D A SA
99. In my family, nobody listens to
one another
SD D A SA
100. I try to tell the truth
SD D A SA
101. I lack confidence in my
abilities
SD D A SA
102. Helping others makes me feel
good
SD D A SA
103. I take care of my body
SD D A SA
104. It’s important to be flexible
SD D A SA
105. I finish what I start
SD D A SA
106. I feel in control of my
emotions
SD D A SA
107. I hope to continue to learn new
things for the rest of my life
SD D A SA
108. When presented with an
obstacle, I just seem to know what
to do
SD D A SA
109. People say that I am thoughtful
SD D A SA
110. I have concern for the welfare
of others
SD D A SA
111. My understanding of myself is
consistent with others
SD D A SA
112. I have hope for the future
SD D A SA
113. I have an adult at school that I
feel I can trust
SD D A SA
114. I am prepared for change
SD D A SA
115. Giving some of my time to
others is important to me
SD D A SA
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116. It’s important to have a plan
when taking on a task
SD D A SA
117. On difficult tasks, I give up
SD D A SA
118. I often fail to listen well
SD D A SA
119. I feel comfortable asking others
for help
SD D A SA
120. I am realistic about what I can
and cannot do
SD D A SA
121. The choices I make are
thoughtful ones
SD D A SA
122. When I don’t understand what
someone means, I ask them to tell
me in another way
SD D A SA
123. I envision what I want, and
make a plan on how to get it
SD D A SA
124. I try to find new ways of
looking at things
SD D A SA
125. When I am angry or
disappointed with someone, I talk to
them about it
SD D A SA
126. My friends are very supportive
SD D A SA
127. I stand up for people who
cannot stand up for themselves
SD D A SA
128. Other people value my ideas
SD D A SA
129. I acknowledge my anger but
don’t express it with hostility
SD D A SA
130. I am patient
SD D A SA
131. It’s important to analyze events
before we over-react
SD D A SA
132. My family is fun to be around
SD D A SA
133. I need to be perfect
SD D A SA
134. I find ways to accomplish
difficult tasks
SD D A SA
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135. I get upset when others don’t
see things my way
SD D A SA
136. I appreciate other people’s
opinions of me
SD D A SA
137. I am often depressed
SD D A SA
138. It’s important to place yourself
in someone else’s shoes
SD D A SA
139. I can admit to mistakes I make
SD D A SA
140. I am cheerful
SD D A SA
141. I like change
SD D A SA
142. I review what I did later to give
myself feedback about emotionally
charged situations
SD D A SA
143. I can put together how a
feeling led to my actions
SD D A SA
144. It’s important to forgive each
other
SD D A SA
145. I am involved in my
community
SD D A SA
146. It’s important to see the humor
in things
SD D A SA
147. Having complex and diverse
friendships is important to me
SD D A SA
148. I have lots of ideas
SD D A SA
149. I am confident and self-assured
SD D A SA
150. It was easy for me to focus on
this task
SD D A SA
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Running head: CHILD AND ADOLESCENT WELLNESS SCALE
An Initial Validation of the Child and Adolescent Wellness Scale
Ellis P. Copeland
The Chicago School of Professional Psychology
R. Brett Nelson
California State University, San Bernardino
Matthew C. Traughber
Edwardsville Community Unit School District 7
Author’s notes: Portions of the manuscript have been presented at the annual conventions of the
American Psychological Association (APA) and the National Association of School
Psychologists (NASP)
Address correspondence to:
Word count 7,946 SCALE UP: Artifact 1, 2, 3 & 4 Page of 118 233
Abstract
Described are the results of a preliminary study to establish the reliability and validity of the
Child and Adolescent Wellness Scale (CAWS). Rooted in resilience research and the philosophy
of positive psychology, the CAWS is a recently developed self-report instrument that provides
psychologists a means of evaluating the competencies of children and adolescents across 10
domains associated with well-being. Surveys from a sample of 281 middle and high school
students were collected to investigate the instrument’s technical properties. The CAWS
evidenced strong internal consistency reliability and a unidimensional factor structure. Student
CAWS scores were highly correlated (r = .71) with self-report ratings from the Multidimensional
Students’ Life Satisfaction Survey, providing criterion validity and suggesting the CAWS
dimensions are associated with happiness in youth. Potential applications of the CAWS and
future research directions are discussed.
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An Initial Validation of the Child and Adolescent Wellness Scale
Recent years have witnessed the emergence of positive psychology (Seligman &
Csikszentimihalyi, 2000), which emphasizes the building of character strengths and
competencies in young people as a pathway to prevention. Similarities among perceptions of
adults from various cultures around the world suggest general consensus with regard to the
question of what is a character strength (Seligman, Steen, Park, & Peterson, 2005). However,
there is less agreement on what constitutes strengths for children and adolescents than there is in
the case of adults (Park, Peterson, & Seligman, 2005). This paper describes initial research
undertaken to establish validity and reliability evidence for an assessment instrument that might
serve as one measure of childhood psychological health, the Child and Adolescent Wellness
Scale (CAWS). The CAWS is rooted in the spirit of the positive psychology movement, and its
impetus is the promotion of characteristics of children and environments associated with well-
being.
With the increased focus among psychologists and educators on health promotion and
prevention, there also arises a need for assessment tools that support these professionals in efforts
to foster resilience and social-emotional competence in children and adolescents. However, few
instruments have been developed for the purpose of measuring positive attributes in youth
(Lopez & Snyder, 2003). Before successful prevention and health promotion programs can be
implemented, clear definitions and measures of positive characteristics for youth must be
established (Rossen, 2006). The CAWS holds potential utility as a tool to assess children’s
strengths both in practice and in mental health research. The creation and validation of the
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CAWS represents a step forward in translating positive psychological concepts into practice, and
filling the void relative to the measurement of positive individual traits.
Development and Theoretical Underpinnings
The development of the CAWS was based solely on empirical studies and theoretical
postulates in the areas of positive psychology, risk and resilience, prevention science, and social-
emotional learning. The following paragraphs describe several key factors underlying the
CAWS’ development and composition.
Positive Psychology
Positive psychology emphasizes building human strengths, virtues and competencies over
the remediation of negative emotions and mental illness – the common “disease model”
approach typically observed in treatment centers and schools today (Seligman &
Csikszentimihalyi, 2000). Positive psychology is in part an outgrowth of disillusionment with the
pathologizing of human experience that characterizes clinical psychology (Maddux, 2002a).
There is growing consensus that exclusive devotion to studying and treating mental illness and
pathology limits the impact psychology can have on people’s lives. In describing positive
psychology as an approach concerned with accentuating characteristics such as hope, wisdom,
creativity, happiness, interpersonal skills, optimism, perseverance, and wisdom, Seligman and
Csikszentimihalyi (2000) hint at what psychology’s greater potential could represent. According
to these authors, an overarching goal of positive psychology is “building factors that allow
individuals, communities, and societies to flourish” (p. 13). The promotion of individual and
societal strengths requires fostering those characteristics that “buffer” against the onset of mental
illness and exacerbation of human suffering. The CAWS embraces the paradigm shift anticipated
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by positive psychology, and its creation reflects the philosophy that the psychological and
educational needs of children will most effectively be met when optimal individual functioning
becomes the focus of mental health.
Resilience
A substantial body of literature has been devoted to exposing those aspects of individuals
and their ecologies that either increase the likelihood of dysfunction (risk) or alternately lead to
adaptive outcomes in the face of adverse conditions (resiliency) (Luthar & Zelazo, 2003).
Resilience research findings of individual and situational characteristics predictive of
psychologically healthy children guided the development of many of the items that constitute the
CAWS scale. In general, the construct of “resilience” shares many similarities to “wellness.”
The 10 CAWS dimensions reflect contemporary understanding of factors that contribute to risk
and resilience among children.
Prevention
Health promotion and prevention go hand-in-hand, and evidence for the effectiveness of
preventive interventions and for the school as a primary outlet for prevention has grown
(Gillham, Reivich, Jaycox, & Seligman, 1995; Greenberg et al., 2003; Weissberg, & Greenberg,
1998; Zins, 2001). Furthermore, research on children who portray resistance to stress has armed
psychologists with a better understanding than ever before of the most suitable intervention
targets for building resilience (Luthar & Zalazo, 2003; Myers & Nastasi, 1999). Thus, schools
are in a favorable position to implement preventive and resilience-building programs that possess
potentially far-reaching benefits. School-based health programs can contribute to a reduction of
mental and physical health problems that afflict young people and often continue into adulthood.
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In addition, prevention can lead to potential effects such as containing the spiraling cost of health
care, improving educational outcomes, and improving productivity and quality of life (Copeland,
2002). Accordingly, future prevention efforts will focus on developing adaptive and pro-social
characteristics in youth such as courage, hope, initiative, honesty, optimism, and future
mindedness (Copeland, 2002). Therefore, the CAWS can serve as an important evaluative
component of such services.
Social Emotional Learning
The social and emotional learning (SEL) movement (Collaborative for Academic, Social
and Emotional Learning, 2003) recognizes a broad educational agenda that teaches students “to
interact in socially skilled and respectful ways; to practice positive, safe and healthy behaviors;
to contribute ethically and responsibly to their peer group, family, school, and community; and to
possess basic competencies, work habits, and values as a foundation for meaningful
employment and engaged citizenship” (Greenberg et al., 2003, p. 466). Social and emotional
learning initiatives seek to build children’s skills to make responsible decisions, manage their
emotions, determine positive goals, empathize with others, and establish positive interpersonal
relationships through developmentally and culturally appropriate classroom activities (Greenberg
et al., 2003). Thus, the CAWS can serve as a measure of social emotional learning and of
outcomes related to programs designed to enhance SEL competencies.
The CAWS Dimensions
As noted, the CAWS was developed to measure positive psychological factors related to
health in children and adolescents. Its items originated primarily from theory and research based
on the psychological and social factors that buffer against the onset of mental illness and that
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tend to be found among happy, psychologically-healthy individuals. The CAWS fills a gap in
childhood psychological assessment; social-emotional assessment instruments used in schools
typically provide information on behavioral and emotional deficits, but provide little insight into
a child’s adaptive qualities (Wright & Lopez, 2002).
The CAWS, in its present form, consists of 150 items divided into 10 separate
dimensions: Adaptability, Connectedness, Conscientiousness, Emotional Self-Regulation,
Empathy, Initiative, Mindfulness, Optimism, Self-Efficacy, and Social Competence. Each
dimension is theorized or has been shown through research to be uniquely associated with
healthy outcomes experienced by children.
In addition, a representative sample of professionals, including psychologists, counselors,
teachers, school administrators, university faculty, nurses, physicians, and parents of school-aged
children, was asked to rank order what they considered to be important concepts related to well-
being, wellness and health in children and adolescents. Based on their rankings, and empirically-
based research on each dimension, the top ten descriptors were maintained as measures of
wellness. The following paragraphs briefly define and delineate the significance of each
dimension to the general wellness construct.
Adaptability. Items on the Adaptability scale of the CAWS target respondents’ ability to
negotiate difficult situations as well as their preparedness for change, flexibility and acceptance.
Adaptability has emerged as a critical predictor of resilience in children and adolescents (Luthar
& Zalazo, 2003), and is also an important determinant of happiness in adults (Diener, Lucas &
Scollon, 2006).
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Connectedness. The Connectedness scale elicits information related to children and
adolescents’ perceptions of belonging and acceptance in school, their family, and the community.
The association between interpersonal relationships and outcomes suggestive of well-being
appears undisputed; the positive psychological benefits of healthy relationships, along with the
detrimental effects of poor relationships, have been documented consistently by researchers
(Berscheid & Reis, 1998; Reis & Gable, 2003). Several recent landmark investigations have
identified connectedness as one of the most influential predictors of both positive outcomes and a
decreased likelihood that adolescents will engage in harmful behaviors (McNeeley, Clea,
Nonnemaker, & Blum, 2002; Resnick et al., 1997). Connectedness is one of the stronger aspects
of resiliency as indicated by Masten (2001), and underlies the SEL core competency of
relationship skills (CASEL, 2003).
Conscientiousness. Conscientiousness is one of five robust personality factors (McCrae
& Costa, 1999) and, as assessed by the CAWS, relates to a child’s concern over personal choices
and the assumption of responsibility for one’s actions. Investigating health and mortality
outcomes of participants from L. M. Terman’s famous study of gifted children (Terman & Oden,
1947, as cited in Schwartz et al., 1995), Friedman et al. (1993) and Schwartz et al. (1995) found
that conscientiousness predicted longevity. It is consistent with responsible decision-making in
SEL terms (CASEL, 2003). More recently, Roberts, Walton and Bogg (2005) examined the most
comprehensive review of conscientiousness and health to date, and found that conscientiousness
relates to both social environmental factors and health-related factors, both contributing
substantially from childhood in regards to longevity and quality of life.
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Emotional Self-Regulation. Emotional self-regulation is a critical aspect of individual
functioning, contributing to success in many domains of behavior, particularly social competence
(Eisenberg, Fabes, Guthrie, & Reiser, 2002). High negative emotionality has been associated
with externalizing problem behavior and adolescent substance abuse/use (Eisenberg et al., 2002).
It is listed as a crucial aspect of resiliency (Masten, 2001), and relates to the SEL core
competency of self-management (CASEL, 2003).
Empathy. Empathy was included as a component of the CAWS based on the premise that
empathy-related responding is an important aspect of positive development (Eisenberg, 2003).
Empathy is believed to evoke altruistic behavior and prosocial responding, each associated with
psychological health in their own right (Batson, Ahmad, Lishner, & Tsang, 2002). Empathy can
be defined as “an affective response that stems from the apprehension or comprehension of
another’s emotional state or condition, and which is identical or very similar to what the other
person is feeling or would be expected to feel” (Eisenberg, 2003, p. 254). Early signs of empathy
appear to predict later positive emotionality and resilience as children age (Eisenberg, 2003).
Initiative. The construct of initiative has been studied as a component of positive youth
development. Larson (2000) defines initiative as the ability to be motivated from within to direct
attention and effort toward a challenging goal. He regards initiative as a core quality of positive
youth development in Western culture. The initiative dimension incorporates the elements of
intrinsic motivation, self-determination (Ryan & Deci, 2000) and goal-directed activity; CAWS
items under the initiative dimension gauge children and adolescents’ levels of perceived
engagement and motivation. Initiative is an important aspect of resiliency (Masten, 2001).
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Mindfulness. Psychological mindfulness, generically referred to as self-awareness, is
central to the theory of emotional intelligence (Goleman, 1995), as it appears that awareness and
attention to one’s internal states is a fundamental component of emotional competence. Self-
awareness is a cornerstone of SEL (CASEL, 2003). Items on the mindfulness scale of the CAWS
elicit individuals’ perceptions regarding their sense of self-awareness and intuition, as well as
knowledge of their personal strengths and weaknesses.
Optimism. Optimism refers to hope and expectancies for the future, and relates closely to
explanatory style, or our personal explanations for events that occur in our daily lives. Optimism
has consistently been linked to good mood, perseverance, achievement, and physical health
(Peterson, 2000). Individuals’ level of optimism also has important implications for how well
they cope with adversity and stress; research suggests that pessimism leads to self-defeating
patterns of behavior that tend to compromise personal health, both psychological and physical
(Carver & Scheier, 2002). Seligman’s (1998) research suggests that increasing optimism in
children is a worthy target of intervention, leading to improved adjustment and development of
healthier explanatory styles. Optimism is included as a measure of wellness in the CAWS due to
its many health related outcomes, and as a foundation of positive psychology.
Self-Efficacy. Self-efficacy is a key component of Bandura’s social cognitive theory
(Bandura, 1997). He defines self-efficacy generally as “people’s beliefs in their capabilities to
produce desired effects by their own actions” (p. vii). In other words, self-efficacy refers to what
we believe we can do (Maddux, 2002). Self-efficacy as measured by the CAWS also relates to
the concept of flow (Csikszentimihalyi, 1990, 1997) or psychological engagement in a task. Self-
efficacy theory maintains that efficacy beliefs, developed over time and through experience, are
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influencing factors of psychological adjustment, psychological problems, and physical health
(Maddux, 2002b). Self-efficacy contributes strongly to the construct of resiliency (Masten,
2001).
Social Competence. Examples of skills associated with social and emotional learning
(SEL) include empathy, assertiveness, and the ability to cooperate with others and resolve
conflicts peacefully (Copeland, 2002). Social competence is a broad construct that incorporates
affective, cognitive, and behavioral skills that combine to determine success in interpersonal
relationships (Topping, Bremner, & Holmes, 2000). Topping et al. define social competence as
“the possession and use of the ability to integrate thinking, feeling, and behavior to achieve
social tasks and outcomes valued in the host context and culture” (p. 32). Social competence is
widely accepted as an important predictor of resilience in children, as well as academic
achievement (Welsh, Parke, Widaman, & O’Neil, 2001; Malecki & Elliott, 2002). It has been
noted that aspects of social competence are just as important as intelligence in predicting a
successful school experience for children and adolescents (Goleman, 1998; Liff, 2003). To
reiterate, the CAWS, pending support as a valid and reliable instrument, addresses the scarcity of
measurement tools presently available for comprehensively assessing the psychological wellness
of middle school to high school-aged children and adolescents. “Wellness” has emerged as a
distinct construct worthy of targeted assessment. Although traditional social-emotional
assessment instruments provide information related to the presence or absence of
psychopathology, they provide little insight into the degree of psychological health of the large
majority of children who may be free of signs of mental illness, but surely differ in their
susceptibility to future behavioral or emotional problems. The CAWS items reflect
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characteristics and cognitions of psychologically healthy and resilient children rather than those
of children diagnosed with mental disorder. The ten dimensions have been demonstrated to relate
strongly to aspects of resilience and Social-Emotional Learning concepts. The CAWS holds
potential both as a tool for psychologists and other human service providers interested in
assessing the psychological well-being of children across dimensions of functioning, and as an
outcome measure in prevention and intervention research. Establishing the reliability and
construct validity of the CAWS represents a first step in justifying its use with children and
adolescents.
The research questions of the present study include the following: (a) How positively do
children and adolescents view themselves overall on measures of wellness and life satisfaction?;
(b) Do the proposed CAWS dimensions demonstrate acceptable internal consistency reliability?;
(c) Does factor analysis provide support for the structure of the CAWS as hypothesized?; and (d)
How strongly do scores on the CAWS correlate with scores on another assessment instrument
that reflects subjective well-being, a construct associated with wellness? It is predicted that
CAWS items in each dimension will display adequate internal consistency (coefficient alpha
exceeding .70), the CAWS will correlate strongly with the criterion measure, and exploratory
factor analyses will provide initial support for the 10-dimension structure of the CAWS.
Method
Participants
The target population for this study is children and adolescents in the United States. The
convenience sample consisted of sixth- through twelfth-grade students attending a K-12 public
school in a city of approximately 90,000 people located in the Rocky Mountain region of the
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United States. Students who attend the school are of mixed socio-economic status, and the
majority of students are either Caucasian or Hispanic in race. All students in grades 6-12 were
asked to participate, representing a potential sample of 577 students. The actual sample size was
281 students; the difference was a result of absentees, preference among some not to participate,
and failure among several teachers to administer the instruments. It is unlikely that participants
differed from those students who did not participate, as the population in this school has been
shown to be quite stable over time. Due to missing data (i.e., multiple missing/skipped items),
the number of participants whose data were included in statistical analyses was 266. A
demographic summary of the sample can be found in Table 1. While percentages of Caucasian,
Hispanic, and Asian students are comparable to those in the general population, African-
Americans are underrepresented in this sample. Males and females are equally represented. All
participants ranged in age from 11 to 19 years.
Materials
Child and Adolescent Wellness Scale (CAWS) (Author, 2004). The CAWS is a pencil/
paper measure consisting of 150 items. CAWS items assess characteristics of respondents across
ten “dimensions” associated with psychological health: Adaptability, Connectedness,
Conscientiousness, Emotional Self-Regulation, Empathy, Initiative, Mindfulness, Optimism,
Self-Efficacy, and Social Competence. Examples of individual items are listed by dimension in
Table 2. The CAWS employs a Likert-type response scale. Respondents are required to circle
either: Strongly disagree/Not at all like me (scored 1 point); Disagree/Unlike me (2 points);
Agree/Like me (3 points); or Strongly agree/Very much like me (4 points). The scoring for
negative items (e.g., “I am often bored”) is reversed. The CAWS typically takes students between
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25 and 30 minutes to complete. On an earlier and longer version of the CAWS, internal
reliabilities of individual dimensions ranged from .74 to .86. Items were eliminated for the
present version based on reliability contribution to individual dimensions. At the present time,
the CAWS has only been used informally in practice or for research purposes.
Multidimensional Student Life Satisfaction Scale (MSLSS), 2001 Version (Huebner,
2001). It was hypothesized that the construct of wellness as measured by the CAWS will
correlate strongly with life satisfaction. The MSLSS, an expansion of the Students’ Life
Satisfaction Scale (Huebner, 1991a, 1991b), is a measure of the construct of life satisfaction,
which relates to happiness. Like the CAWS, the MSLSS was inspired by increased interest in
promoting positive well-being in children (Huebner, 1994). Life satisfaction has been defined as
a “global evaluation by the person of his or her life,” and life satisfaction is widely believed to be
an important facet of subjective well-being (Diener, 1994).
The MSLSS consists of 40 subjective well-being items and provides a
multidimensional profile of children’s life satisfaction judgments across the domains of
family, friends, school, living environment, and self. It also provides an overall rating of
global life satisfaction. The Likert-type scale allows 6 response options: Strongly Disagree,
Moderately Disagree, Mildly Disagree, Mildly Agree, Moderately Agree, and Strongly Agree.
These responses are scored from 1 (Strongly Disagree) to 6 (Strongly Agree), and domain
scores are obtained by adding item scores on each scale. A total score is obtained by summing
the five domain scores. The MSLSS typically requires 10 minutes to complete. The total mean
score was used to examine the correlation between the CAWS and MSLSS. The MSLSS is in
the public domain and is available from its author (Huebner, 2001).
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The MSLSS has been shown to produce reliable and valid scores in past studies. The
internal consistency of the total score and the subscale scores has been supported across studies
and age groups. Responses from a sample of 312 children in grades 3 to 8 resulted in internal
consistency reliability estimates of .92 for the overall score and between .82 and .85 for the
subscales (Huebner, 1994). The results were replicated with a separate sample of 413 students in
a second phase of the same study. Similar reliability estimates were found among samples of
older students. Huebner, Laughlin, Ash, and Gilman (1998) assessed the MSLSS for use with
middle school students. Internal consistencies among the subscale scores were all above .80. In a
separate study of 321 high school students, subscale internal consistencies ranged from .79 to .86
(Gilman, Huebner, & Laughlin, 2000). Initial evidence also suggests that MSLSS scores remain
fairly stable over time. While investigating test-retest reliability over a 4-week interval, Huebner
et al. (1998) found stability correlations ranging from .70 to .80, except for the Self scale, among
their middle school sample.
Validity support for the MSLSS has been demonstrated through factor analyses and
criterion comparisons. The five-factor structure of the MSLSS has been confirmed consistently
across factor analytic studies (Gilman et al., 2000; Greenspoon & Saklofske, 1997; Huebner,
1994; Huebner, Gilman, & Laughlin, 1999; Huebner et al., 1998). Confirmatory factor analysis
has provided support for the multidimensionality of the construct of life satisfaction, and for an
overall global life satisfaction construct. Moderate to strong correlations with other self-report
measures such as the Behavior Assessment System for Children (BASC), self-concept measures,
and earlier life satisfaction measures have supported the convergent validity of the MSLSS as
well. In addition, weak relationships with demographic variables such as age and gender have
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been found, consistent with theoretical expectations (Heubner et al., 1998). The MSLSS appears
to be a valid measure of positive well-being based on factor analysis and criterion-related
validity studies, which support its use in this study as a criterion measure. Although the majority
of validation research on the MSLSS has been conducted with samples from the southeastern
United States, possibly limiting its generalizability, similar psychometric results were obtained
with a Canadian sample of 314 sixth- through eighth-grade students (Greenspoon & Saklofske,
1997). Findings of similar technical properties for the sample of the present study would further
support the use of the MSLSS as a sound measure of life satisfaction.
Design and Procedure
University institutional review board approval was obtained prior to the collection of
data for this study. The CAWS and the MSLSS were administered during students’ daily
advisement period. During this period, groups of approximately 15 students meet with an
assigned faculty advisor/mentor in classrooms. Faculty advisors, the large majority of whom
are teachers, were informed of the study and agreed to administer the surveys. The advisors
were asked to administer and collect the surveys according to standardized administration
procedures, and to provide students with any necessary help reading or understanding items.
Participants were informed of the general nature of the study and were asked to sign a form
affirming their assent to participate. The administration of the two surveys occurred in
counterbalanced order across classrooms. Surveys and the assent forms were pre-labeled with
a unique identification number for each participant. Numerical identification of the surveys
linked participants to their responses on the two surveys and allowed correlation analyses to
be conducted.
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Data Analysis
Due to a significant number of CAWS surveys containing at least one incomplete item,
missing data points were estimated using the mean score value of the subscale to which the item
belonged. Participants missing more than 2 items on any one subscale were excluded from the
analysis, as were those who missed greater than 10 items overall (or greater than 5 items on the
MSLSS). Less than five percent of data points were missing. In cases where participants circled
two adjacent responses (e.g., Disagree and Agree, or Agree and Strongly Agree), a mean value
was assigned (e.g., 2.5). If non-adjacent response options were circled (e.g., Strongly Disagree
and Strongly Agree), or if more than two responses were circled, the item was considered to be
missing data. Prior to data analysis, scoring on “negative” items (e.g., “I am often bored”) was
reversed.
Coefficient alpha was calculated to determine the internal consistency reliability of the
CAWS scale and its individual dimensions. In pilot testing of an earlier and longer version of the
CAWS, internal reliabilities of individual dimensions ranged from .74 to .86; similar results were
expected. Factor analyses of the CAWS subscales were conducted. An exploratory factor
analysis, using the Principal Components method with oblique (Promax) rotation, was performed
to investigate whether or not the factors conformed to the CAWS’ theorized 10-dimension
structure. The total mean CAWS scores were correlated with total mean scores on the MSLSS as
a test of criterion-related construct validity, as well as the individual dimensions of both scales.
Moderate to strong correlations with the MSLSS were expected.
Results
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Table 3 displays the mean raw scores for both the CAWS and the MSLSS. As predicted,
students perceived themselves as well in general, with all scores being above the theoretical
midpoint score of 2.5. The average total CAWS score for the sample was 3.08 (on a 4-point
Likert scale), and the average total MSLSS score was 4.65 (on a 6-point Likert scale). Students
rated themselves as generally satisfied with their lives as indicated by their responses on the
MSLSS.
Internal consistency reliability (alpha) coefficients exceeded .74 for all CAWS subscales,
with six exceeding .80; alpha for the entire scale was .97. Alpha coefficients for the subscales
and total scale are reported in Table 4. Alpha coefficients for the MSLSS subscales and total
scale are also reported in Table 4. Aside from the Self scale, MSLSS subscales demonstrated
internal consistency above .80 with an overall alpha of .92; the results were similar to those
found in past research. All internal consistency reliability coefficients are deemed to be adequate
or above.
Factor analysis of the CAWS dimensions resulted in a unidimensional factor structure as
hypothesized; factor loadings are reported in Table 5. The factor loadings were quite strong, all
falling at or above .827. In many ways, this is not surprising considering that the overall
construct of wellness is what the authors intended to measure; there is presumably a significant
degree of overlap between distinct wellness constructs.
The overall CAWS and MSLSS means correlated strongly (r = .712, p < .001).
Correlations between the CAWS and the MSLSS scales are displayed in Table 6. The strongest
relationships were between Life Satisfaction as measured by the MSLSS, and the dimensions of
Connectedness, Optimism and Self-Efficacy. These strong relationships contribute to the
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criterion validity of the CAWS. Also important to note are the inter-correlations between various
CAWS dimensions. The strength of the relationships lends further support for the overall
construct of wellness as measured by the CAWS.
Discussion
The current study provides support for the validity and reliability of the CAWS.
Total mean scores were considerably above the theoretical midpoint for both scales. Of course,
there is a bias towards positive ratings of health in the first place, as most students from an
unselected sample want to appear healthy or well. There may also be a bias towards positively
worded statements, although an attempt was made to reduce this bias by having 18% of the items
negatively-phrased. Interestingly, the one dimension score below 3.0 on the CAWS was
Emotional Self-Regulation. Adolescents may rightfully perceive themselves as less capable of
regulating their emotions at these ages, lending validity to the scale. The MSLSS mean score of
4.65 is consistent with other research indicating that people in general report themselves as
satisfied with their lives or happy (Diener, Lucas & Scollon, 2006; Huebner, 2000). It is an
important finding that children and adolescents from an unselected sample perceive themselves
as both psychologically well and satisfied with their lives, especially in light of the Surgeon
Generals report in 2000 that one in five children and adolescents have significant mental health
needs (U.S. Public Health Service, 2000).
The obtained internal consistency coefficients are promising, and suggest the subscales
are adequately reliable for research purposes. Subsequent reliabilities need to be determined for
diverse samples, such as multicultural and clinical ones. Test-retest reliability should also be
investigated. Although not listed in the methods and results section due to poor participation on
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the student’s part, initial test-retest reliabilities for a one-month period among students who did
complete the CAWS a second time ranged upwards from .74. Such scores are more than
adequate for individual difference or personality measures.
A secondary result of this study’s findings is additional support for the reliability and
validity of the MSLSS. Given the different geographic region and somewhat dissimilar racial
composition of the sample from those investigated in past validation studies (Gilman et al., 2000;
Greenspoon & Saklofske, 1997; Huebner, 1994; Huebner et al., 1998), the psychometric
properties of the MSLSS appear fairly generalizable across populations.
Factor analyses at the dimensional level yielded a unidimensional factor structure, with
all ten dimensions strongly contributing to a general factor. This suggests that the CAWS
dimensions are complementary indicators that join to form a broader, general wellness construct.
In many respects this is to be expected, as positive psychological traits tend to be highly related
to one another. For example, self-determination theory (Ryan & Deci, 2000), which underlies the
concept of Initiation, is defined by intrinsic motivation, self-regulation and well-being. The
authors postulate that three innate psychological needs; competence, autonomy and relatedness,
when met, yield positive motivation and mental health. All of the contributing factors to
motivation and initiation, including self-regulation (Emotional-Self Regulation), competence
(Self-Efficacy), autonomy (Mindfulness), and relatedness (Connectedness) are measured by the
CAWS. Future research with larger sample sizes should then explore factor structures at the item
level.
The strong correlation between the CAWS and the MSLSS is also encouraging. As a
group, students who reported high life satisfaction also received scores on the CAWS that would
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suggest psychological health. Based on these findings and given the assumption that
psychologically healthy individuals will likewise express satisfaction with their lives, it appears
that CAWS items taken together do represent a valid measure of the wellness construct in
children and adolescents. Happiness or life satisfaction is one of the most important outcomes
associated with the positive psychology movement, with current large-scale research projects
underway looking at ways to increase happiness (Seligman et al., 2005). Additionally, Keyes
(2003) has indicated that happiness and life satisfaction are determiners of positive mental
health. One possible way to enhance life satisfaction in youth is to strengthen characteristics
defined by the CAWS. Such research remains to be conducted.
The present results indicating strong correlations between the CAWS and MSLSS might
invite criticism. Where on the one hand the strong relationship offers criterion-related validity, it
may also suggests the strong overlap leaves little for the CAWS to measure that the MSLSS has
not already tapped into. In looking at the various inter-correlations between the scales, the
strongest relation obtained was .62 between Connectedness and the Family scale of the MSLSS,
accounting for 38% of the variance. Whereas Connectedness relates strongly to all of the MSLSS
subtests, as it should, there is still much to be found relative to its contribution to the general
construct of life satisfaction.
All of the CAWS dimensions related strongly with one another, with correlation
coefficients ranging from .64 to .84. This adds to the validity of the scale as a construct
measuring general wellness, and as stated, is expected to some degree. Interestingly, the two
strongest relationships were between Mindfulness and Self-Efficacy (.84), and Mindfulness and
Initiative (.79). Again, these relationships, similar to self-determination theory, indicate the inter-
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dependency of positive traits. In order to be self-competent and motivated, one must also be self-
aware. All three of the concepts comprise aspects of flow (Csikszentimihalyi, 1997), whereby
being into the task at hand is an important ingredient in being successful.
This study suffered from several limitations. The procedure used to replace missing data
– substitution of subscale means – is fairly rudimentary. However, few participants missed more
than two or three items on the CAWS, so replacing these missing values may have ultimately had
little impact on the final results. Because the sample included students in grades spanning from
six to twelve, statements that can be made about the reliability or validity of the instrument for
specific age groups are limited. The possibility exists that the psychometric properties and
structure of the CAWS may be dependent upon the age group of children being assessed. The
results are certainly limited to populations similar to the one reported in the present sample.
In conclusion, this study serves as a promising initial step toward the validation of the
CAWS. Additional research is necessary to justify its use in real-world settings with children and
adolescents, including analysis of test/retest reliability with large samples, and examination of
specific age ranges of children. Future analyses of the CAWS should employ a sufficiently large
sample to allow for more confident evaluation of its underlying factor structure. To further
support its construct validity, future research should also investigate the degree to which CAWS
scores converge or diverge with those from social-emotional measures other than the MSLSS.
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Table 1
Participant Characteristics
N Percentage
Race
White/European 174 65.5
Hispanic 32 13.2
Asian 12 4.3
African American 5 1.8
Native American 4 1.4
Other 23 8.2
Not reported 16 5.7
Gender
Male 132 49.5
Female 132 49.5
Not reported 2 1.1
Grade
6 38 14.2
7 40 14.9
8 33 11.7
9 60 24.9
10 37 12.8
11 25 9.3
12 24 8.9
Not reported 9 3.2
Note. Overall N = 266.
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Table 2
CAWS Items by Dimension (sample of 3 items per dimension)
Adaptability (15 items total)
114. I am prepared for change
124. I try to find new ways of looking at things
133. I need to be perfect*
Conscientiousness (17 items)
40. I am dependable
121. The choices I make are thoughtful ones
21. I blame other people for my problems*
Connectedness (15 items)
19. I am cared for and loved
49. I get plenty of support from friends and the community
98. I don’t like to volunteer to help others *
Emotional Self-Regulation (17 items)
106. I feel in control of my emotions
129. I acknowledge my anger but don’t express it with hostility
135. I get upset when others don’t see things my way *
Empathy (12 items)
23. I enjoy differences in people
118. I often fail to listen well *
43. I can see things through other people’s eyes
Initiative (13 items)
7. I am not engaged in life *
74. I set challenging goals
123. I envision what I want, and make a plan on how to get it
Mindfulness (13 items)
20. I know what I am good at and not good at
93. I am aware of how I make other people feel
101. I lack confidence in my abilities*
Optimism (17 items)
14. My problems seem to be never ending*
50. I have positive expectations of others
58. I keep on trying, as I know I will get there
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Self-Efficacy (16 items)
94. I take pride in my accomplishments
117. On difficult tasks, I give up*
149. I am confident and self-assured
Social Competence (16 items)
2. I am not comfortable sharing my feelings*
28. Listening is a very important skill
52. I enjoy participating in activities with others
Note. *Negative items; responses to these items are reversed for scoring purposes.
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Table 3
Mean Raw Scores by Subscale
———————————————————————
Dimension Mean Score SD
———————————————————————
CAWS
1

Emotional Self-Regulation 2.848 .405
Initiative 3.003 .377
Adaptability 3.012 .333
Mindfulness 3.059 .353
Conscientiousness 3.112 .379
Optimism 3.114 .434
Empathy 3.127 .376
Self-Efficacy 3.161 .390
Social Competence 3.177 .360
Connectedness 3.192 .428
Overall 3.081 .331
MSLSS
2

School 3.898 1.107
Living Environment 4.458 1.040
Family 4.758 .964
Self 4.953 .709
Friends 5.195 .768
Overall 4.653 .670
———————————————————————
1
CAWS item scores range from 1 to 4
2
MSLSS item scores range from 1 to 6
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Table 4
Internal Consistency Coefficients
Dimension α N
CAWS
Adaptability .75 266
Connectedness .85 266
Conscientiousness .84 266
Empathy .77 266
Emotional Self-Regulation .83 265
Initiative .77 266
Mindfulness .76 266
Optimism .86 266
Social Competence .81 266
Self-Efficacy .85 266
Overall .97 265
MSLSS
Family .86 247
Friends .83 226
School .87 242
Living Environment .84 247
Self .78 241
Overall .92 186
Note. Coefficient Alpha reported. Larger sample sizes reported for CAWS analyses due to
estimation of missing data points. Pairwise deletion of missing MSLSS data resulted in smaller
Ns.
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Table 5
Factor Analysis Component Matrix
—————————————————
Dimension Loading
—————————————————
Self-Efficacy .901
Mindfulness .901
Conscientiousness .878
Social Competence .871
Connectedness .859
Optimism .850
Empathy .849
Adaptability .841
Initiative .830
Emotional Self-Regulation .827
—————————————————
Table 6
CAWS and MSLSS score correlations
AD CD CS
E
M
ER IN
M
D
OP SE SC
CA
WS
LS
FA
LS
FR
LS
SC
LS
LE
LS
SE
MS
LSS
CD 0.67 1.0
CS 0.75 0.76 1.0
EM 0.68 0.71 0.76 1.0
ER 0.74 0.67 0.72 0.68 1.0
IN 0.64 0.64 0.70 0.65 0.62 1.0
MD 0.74 0.74 0.74 0.68 0.71 0.79 1.0
OP 0.68 0.72 0.70 0.68 0.62 0.67 0.77 1.0
SE 0.70 0.77 0.75 0.72 0.72 0.76 0.84 0.76 1.0
SC 0.70 0.72 0.75 0.76 0.65 0.69 0.75 0.73 0.74 1.0
CA
WS
0.84 0.86 0.88 0.84 0.83 0.82 0.90 0.86 0.90 0.87 1.0
LSF
A
0.32 0.62 0.40 0.37 0.34 0.34 0.42 0.43 0.42 0.37 0.47 1.0
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Note. AD = Adaptability; CD = Connectedness; CS = Conscientiousness; EM = Empathy; ER = Emotional Self-
Regulation; IN = Initiative; MD = Mindfulness; OP = Optimism; SE = Self-efficacy; SC = Social Competence;
CAWS = overall CAWS score; LSFA = Family scale of the MSLSS; LSFR = Friends scale of the MSLSS; LSSC =
School scale of the MSLSS; LSLE = Living environment scale of the MSLSS; LSSE = Self scale of the MSLSS;
MSLSS = overall MSLSS score
*All values were significant at p < .001
LSF
R
0.33 0.43 0.38 0.42 0.34 0.35 0.38 0.44 0.34 0.45 0.45 0.29 1.0
LSS
C
0.46 0.55 0.45 0.49 0.49 0.40 0.48 0.53 0.58 0.49 0.57 0.33 0.31 1.0
LSL
E
0.38 0.57 0.44 0.47 0.41 0.43 0.45 0.50 0.50 0.44 0.53 0.53 0.42 0.49 1.0
LSS
E
0.48 0.51 0.47 0.41 0.41 0.53 0.53 0.58 0.51 0.56 0.58 0.41 0.50 0.35 0.37 1.0
MS
LSS
0.54 0.74 0.58 0.60 0.55 0.55 0.61 0.67 0.65 0.62 0.71 0.70 0.67 0.73 0.82 0.66 1.0
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A Critical Analysis of the Child and Adolescent Wellness Scale (CAWS)
Alandra Weller-Clarke, PhD
Assistant Professor
Benedictine University
(630) 829-6295
aclarke@ben.edu
Paper To Be Presented at the Oxford Round Table
Oriel College in the University of Oxford
Oxford, England
July 18, 2006 SCALE UP: Artifact 1, 2, 3 & 4 Page of 154 233
Abstract
Current practice for assessing children and adolescents rely on objectively scored deficit-based
models and/or informal assessments to determine how maladaptive behaviors affect
performance. Social-emotional assessment instruments are used in schools and typically provide
information related to behavioral and emotional deficits, but provide little information related to
a child’s adaptive qualities. The Child and Adolescent Wellness Survey (CAWS) fills a gap in the
psychological assessment literature. The CAWS was designed to assess strengths and
competencies in school-aged children across multiple domains, each uniquely associated with
healthy child outcomes. These domains include: adaptability, connectedness, conscientiousness,
emotional self-regulation, empathy, initiative, mindfulness, optimism, self-efficacy, and social
competence. Based upon a set of theoretical foundations including positive psychology,
resilience research, and prevention science, the CAWS poses potential as a valuable assessment
resource for psychologists and educators who strive to foster resilience and social-emotional
competence in children.
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Introduction
The Child and Adolescent Wellness Scale (CAWS) is a new measure of childhood
psychological health. The CAWS was developed by Ellis P. Copeland and R. Brett Nelson
(2002). The instrument is rooted in the philosophy of the positive psychology movement
(Seligman, 2000). Within this movement, focus is given to descriptions of characteristics of
children and their environments associated with well-being. The traditional approaches related
to assessing strengths and competencies have included the use of self-concept scales and
informal assessment measures. In contrast, the CAWS is not a tool designed to focus on the
assessment of deficits among adolescents. It was designed as a support instrument for
psychologists and educators to use to foster resilience and predict and enhance healthy outcomes
among adolescents. Professionals are beginning to realize that the removal and control of
problematic situations do not automatically result in optimal and/or continued health. Pittman
(2003) reported that in which the goal is to cultivate the positive development of individuals and
communities. That shift is most apparent in the newly created area of scholarly activity referred
to as positive psychology. However, even with this aim toward creating optimal cognitive,
social, and cultural conditions, few measures have been developed to assess the positive
attributes displayed in children (Lopez and Snyder, 2003). The CAWS embraces this paradigm
shift and reflects the philosophy of positive psychology. The scale was crafted to assess,
identify, and amplify the strengths and capacities that adolescents need to thrive.
This paper begins with a brief review of the theoretical origins of the CAWS. Following
each theoretical description is a critical analysis of the rationale regarding applications of the
CAWS. A brief description and critical review of each CAWS domain (adaptability,
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connectedness, conscientiousness, emotional self-regulation, empathy, initiative, mindfulness,
optimism, self-efficacy, and social competence) and its utility related to the measurement of the
wellness construct is presented (to provide more details and enhance clarity – I would delete).
The final section of the paper includes a discussion of evidence-based findings related to the
instrument, a set of conclusions, and suggestions for future research.
Conceptual Foundations The CAWS (Copeland & Nelson, 2002) is anchored within three theoretical frameworks
(positive psychology, resilience research, and prevention science). Initially based on all three
frameworks, the authors of the CAWS have most recently embraced the positive psychology
perspective (Copeland, 2006).
Positive Psychology. Almost a decade ago, the President of the American Psychological
Association, Martin Seligman (1998) had a vision. Seligman’s vision was to urge the social
sciences to look beyond human weaknesses and propose a mission related to the scientific study
of human strength, resilience, and optimal human functioning. According to positive psychology
advocates, it is important to differentiate among dimensions of psychopathology (mental illness),
no pathology (mental health), and strengths above and beyond no pathology (positive
psychology). Mental health is oftentimes described as a lack of pathology. This description
represents a neutral view of mental health. In contrast to their neutral view is a positive position
that includes the addition of qualities that can serve as buffers when a person is compromised
with a disorder, stress, or illness. Mary Paquette (2006) stated that “a person who is physically
fit and in shape is apt to withstand an emergency surgical procedure better than someone who is
not, even though both may not have been previously sick. The fit person has something extra
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going for him or her to withstand the assault of surgery. Positive psychology asks different
questions such as ‘how can we move in the positive direction so that an individual is fit rather
than just not sick?’ There is an interest in cure and prevention but positive psychology adds the
component of cultivation of strengths to make life even better” (p. 2).
Seligman and others (Csikszentmihalyi, 1990, 1999; Goleman, 1992; Myers 1992)
shifted their views from the common “dysfunctional” model or remediation approach to a
positive psychology view. They emphasized the development of human strengths, resilience, and
other characteristics associated with optional human functioning (Seligman and
Csikszentmihalyi, 2000). These characteristics (altruism, courage, honesty, happiness, creativity
and optimism), were constructed to be “building factors that allow individuals, communities, and
societies to flourish” (p. 13).
Positive psychologists make an effort to internally enlighten adolescents to be aware and
excited about developing the complex skills and dispositions necessary to take charge of their
lives, to become socially competent, compassionate and psychologically vigorous adults. Yet,
without understanding the causal principles and/or recognizing the skills that contribute to
optimal adolescent psychological functioning, positive psychologists might be on a path to
breaking their promise.
Another psychological framework that may be used to provide us with shows a deeper
understanding of the development of adolescent full potential is well-being (Vaillant, 2002).
Ryan and Deci (2001) reported that there are two approaches to the systematic study of well-
being. The first approach is a subjective well-being approach. Well-being is described as
expressing happiness and being satisfied with one’s life. Well-being is simply defined as being
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happy. It is important to note that one must be cognizant that one is happy. The second approach
to the study of well-being is a psychological well-being approach. Psychological well-being
involves personal growth and living up to one’s potential (Fava and Riuni, 2003). Individuals
experiencing psychological well-being feel competent, accepted, and having purpose.
Connections between the CAWS instrument and positive psychology. Overall, a case
can be made for the view that it is likely to be valid and worthwhile to assess adolescent’s
strengths and competencies, rather than their deficits. Absence of mental illness is not equivalent
to psychological health. Our ultimate goal is to create optimal outcomes for all students
(Copeland and Nelson, 2004). In order to establish the possibility for well-being for all students,
we must recognize that even those who fall into “normal” ranges of functioning might very well
benefit from interventions. Typically, these normal range students aren’t included in mental
health programming efforts.
If the promise of positive psychology is to motivate adolescents and inspire them to
develop the skills and dispositions to become socially competent adults, an assessment based on
those very skills seems not only logical, but essential. Traditional deficit-based assessments are
based on the assumption that something is missing and/or faulty factors are present if one is not
psychologically well. There is a need to replace or fix something. Traditional deficit-based
assessment practices include the use of self-concept scales and other measures that
fundamentally assume the negative and are unfortunately based on the deficit or missing puzzle-
piece model. Emphasis is given to the measurement of negative behavioral characteristics. In
contrast, several pioneering models of positive psychology have appeared in the research
literature. For example, Maslow's (1971) self-actualization theory, Deiner’s (1984) positive
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emotionally theory, Block and Block’s (1990) ego-resiliency theory, and Seeman’s (1989)
personality integration theory. Even Deci and Ryan’s (1985) autonomy theory and Scheier and
Carver’s (1987) dispositional optimism theory include some positive external problem-solving
strategies related to altering negative attributions, engaging in meaningful activities, and
changing attitudes and perceptual styles to enhance the levels of adolescents.
To some degree, these causal principles can and do accurately explain optimal
psychological functioning for some adolescents, yet these “after- the- fact” views are likely to
not include non-symptomatic adolescents who could benefit from an intervention. This shift to
give emphasis to promoting adolescent potential is long overdue. However, almost all
assessment procedures continue to focus on the misguided something-lacking, something-broken
standards. Positive psychology advocates are trying to transcend these traditional deficit-based
views of assessment. Without a true positive, proactive approach directed at nurturing all
students to reach their goal of achieving “the good life,” the efforts of the positive psychologists
will remain limited.
While reflecting on the principles driving positive psychology and those relevant to the
preservation proactive psychological assessments such as the CAWS, Seligman’s (1991) “learned
optimism” contributions deserve some mention. Grounded primarily within the cognitive models
of psychology, the assumption is that events directly impact youth’s senses, after which their
thinking determines their reaction to reality, based on the beliefs in each youth’s schema.
Thought determines adolescent reaction. According to Seligman and other practitioners, the
appropriate focus for therapeutic intervention lies within the contexts of a youth’s mental
representations. The CAWS instrument appears to align rather well with Seligman’s model.
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Psychologists and educators armed with individual adolescent’s strengths can foster those
characteristics that buffer against the onset of mental illness and academic setbacks.
In addition to psychological and academic preventions, positive emotions effect
adolescent development across other domains as well, including physical well-being and social
health. Taylor et al. (2000) discuss the relations between positive beliefs (optimism), disease
progression, and physical health. They conclude that positive beliefs (optimism) and positive
feelings (hopefulness) act as resources that protect adolescents during traumatic stress events and
in the acquisition and maintenance of physical health. Positive emotions have been found to be
related to longevity (Danner, Snowden, and Friesen, 2001), improved immune functioning
(Charnetski and Brennan, 2001) and cardiac health (McCraty, Atkinson, Tiller, Rein and Watkins,
1995).
Research shows that individuals who experience happiness in their early years are more
likely to be married, have high life satisfaction, and be appealing to others later in life (Harker
and Keltner, 2001). Also, having supportive and caring relationships has been found to be
associated with positive health benefits (Ryff and Singer, 2000). V olunteering and other altruistic
behaviors (e.g., conscientiousness) are reported to be strong sources of positive emotion
(Argyle). The CAWS instrument, if implemented in a timely, prevention-based manner, could
possibly be used as a framework in which to recommend interventions that would equip students
with skills necessary to achieve these optimal outcomes.
Resilience Research. Resilience is the capacity of an individual to overcome difficult
and challenging life circumstances and risk factors. Educational resilience is the ability of
students to succeed academically despite risk factors that make it difficult for them to succeed.
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(Bernard, 1991; Wang, Haertel, and Walberg, 1997, 1998). Luther et al. (2000) explored what
they considered to be the two major dimensions defining the term “resilient.” These were
exposure to “significant threat or severe adversity” and the achievement of positive adaptation
“despite major assaults on the developmental processes” (p. 543).
Researchers have identified a number of protective factors, or what Rutter (1987) termed
“protective mechanisms” (Garmezy, 1985, 1994: Rutter, 1987). These protective factors are said
to be located both externally in the environments of children and internally, as personal attributes
of the individual. A substantial body of literature reports the presence of external factors in a
number of environments, including the family, peer groups, school, and the community. Each of
these contexts possesses distinctive attributes that serve to counteract the negative outcomes on
student’s lives and instead promote the development of resilient qualities (Bernard, 1991; Wang,
1997; Rutter et al., 1979).
Others have identified a range of important roles teachers and schools play in providing
protective assets (Werner and Smith, 1988). The studies by Rutter et al. (1979) and Werner and
Smith (1988) recognized the contributions made by schools and their teachers. These schools are
characterized by their caring, attentive, and stable environments. They also are success-oriented
in approach, acknowledge student achievements, and show a sincere interest in students,
providing teachers as mentors and positive role models (Bernard, 1991, 1995).
Bernard (1991, 1995) described how schools can provide opportunities for students to
develop internal assets for resilience including autonomy, problem-solving skills, an optimistic
outlook on the future, as well as effective communication and relationship skills. He
summarized these factors under three main categories, caring and supportive relationships,
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positive and high expectations, and opportunities for meaningful participation (1995). Other
researchers (Clarke and Clarke, 1984; Garmezy, 1985; Werner and Smith, 1988) have identified
characteristics of resilient children that appear to be congruent with Bernard’s “profile of the
resilient child” (p. 44):
• having stable relationships with peers
• possessing well developed problem-solving skills
• considering realistic future plans
• having a positive sense of being able to achieve and deal effectively with tasks
• experiencing success in one or more area of their life
• being able to communicate effectively
• possessing a strong attachment with at least on adult
• acceptance of responsibility for themselves and their behavior
These characteristics, along with internal assets and protective factors/dispositions are believed
to be the underlying essence represented and measured on the CAWS.
Connections Between the CAWS and Resilience Research. The CAWS includes ten
dimensions (mindfulness, self-efficacy, optimism, connectedness, social competence,
adaptability, initiative, emotional self-regulation, conscientiousness, and empathy) (Copeland
and Nelson, 2004).
These dimensions appear to be congruent with the previously mentioned characteristics
of Bernard’s “profile of the resilient child” (Bernard, 1995). It is suggested that resilience stems
from a healthy operation of basic human adaptational systems. If systems are intact, children
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should develop appropriately even if challenged. However, if children’s basic adaptational
systems are impaired, prior to or following adverse situations, the risk for problems in
development is increased (Dumont and Provost, 1999).
In recognizing the significant roles teachers and schools play in developing resilience, it
is important that school-family-community partnerships are promoted as potential sources of the
protective factors that foster resilience in students (Epstein, 1995; Wang et al. 1997, 1998).
Partnerships and relationships among school personnel can work together to coordinate and
implement programs and activities designed to increase academic, emotional, and social
successes of students served by schools. By focusing on students’ strengths, these partnerships
do not serve as a panacea for solving students’ problems, rather they will foster the protective
factors that overcome some of the barriers and risks students face.
For years, mental health professionals and educators have served adolescents by working
within categorical models that replicate an “at risk” approach. Although much has been learned
about the impact of risk factors and deficits on youth’s lives, the addition of an expanded focus
on the protective factors and assets within adolescents, schools, and teachers (e.g., those which
contribute to optimal healthy development and a capacity for resilience, such as the CAWS), can
help us prepare to meet current and inevitable challenges that lie ahead.
Prevention Science. The most notorious current challenge to the profession education is
the No Child Left Behind (NCLB) Act (U.S. Department of Education, 2001). Since the United
States Surgeon General (U.S. Department of Health and Human Services, 1999, 2000)
highlighted the gap between adolescent mental health needs and the availability of effective
resources and programs to meet those needs, educational researchers have emphasized the
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necessity for collaboration in prevention. While services through agencies and mental health
centers remain the dominant method of addressing problems experienced by adolescents, there
are many barriers that prevent them from gaining access to services (a lack of awareness these
centers exist, transportation issues, payment problems, and centers’ limited capacity for serving
patients). As publicity of these barriers has increased, so has the awareness of the importance of
providing mental health care to youths “where they are” (in schools) (Weist and Ghuman, 2002).
Supportive evidence for the school as a primary outlet for prevention has also grown
(Gillham, Reivich, Jaycox, and Seligman, 1995; Greenberg, Weissgerg, O’Brien, Zins,
Fredericks, Resnik, and Elias, 2003; Weissberg and Greenberg, 1998; Zins, 2001). Several
models of school-based programs are becoming increasingly prominent. Two perspectives
within this health promotion framework have emerged since the 1990s (prevention science and
positive youth development) (Catalano, Hawkins, Berglund, Pollard, and Arthur, 2002). These
two perspectives are similar in overall focus, but differ in the emphases given to specificities.
Prevention science focuses on specific risk and protective factors, while positive youth
development takes a more global approach to building youth capacity. This health promotion
approach offers a universal perk (it has something for everyone). In relation to fulfilling the
mandates of NCLB and considering the statistics on issues including violence, substance abuse,
and high-risk sexual behaviors among adolescents, this notion of prevention warrants a broad
health promotion strategy.
Connections between the CAWS and Prevention Science. Educators and school
psychologists play a critical role in providing interventions for students. Effective programs
empower young people to be involved in their work, which then becomes rewarding through the
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promotion of cooperation and mutual support. To foster healthy adolescent development,
simultaneous efforts to reduce or prevent risk behaviors are essential. These efforts need to be
matched with equal commitment to helping adolescents understand life’s challenges and
responsibilities and to develop the necessary skills to succeed as vibrant, passionate, responsible
adults. Youths need awareness of their own strengths and appropriate knowledge and education
related to how to foster their strengths. This developmentally appropriate approach should be
delivered in a nonjudgmental and highly salient format, which emphasizes their choices,
responsibilities, and consequences. All youths need to acquire a set of skills to promote healthy
relationships. They need to develop peer supports and feel connected to their family, friends,
schools, and communities (the CAWS dimension of connectedness). This sort of connection
requires a commitment to building on everyone’s capacity. It requires the perception that each
adolescent is a person, rather than a potential problem.
The use of the CAWS does appear to have potential to empower youth to identify the
critical issues they face that would enable them to find solutions that are most meaningful to their
individual realities and circumstances. If included as a proactive piece of the health promotion
approach, schools and collaborating community agencies could likely experience several levels
of benefits. Community partnerships would be likely to embark on an investment in adolescents
who have a specified set of strengths, rather than a laundry list of disorders and/or special labels.
Businesses would be more apt to apprentice youths with a set of clearly defined skills. Mentors
could align themselves with novices according to similar interests, motivations, and dreams.
Guidelines and strategies used to design and implement school-based interventions have
been created. Several organizations have developed sets of principles for best practices
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including the National Assembly on School-Based Health Care (2000), the Children and
Adolescent Service System Program (1991), and ethical guidelines for various professionals
(e.g., social work, school counseling, school psychology, child and adolescent psychiatry).
Evidence is growing that schools’ mental health programs are indeed helping students and
schools achieve desired outcomes. However, much work remains to be done.
Under NCLB, Title I schools are required to work jointly with family and community
members to develop a school-family-community involvement policy. Although this provision is
being overlooked (Ferguson, 2003), it is possible that invested partnerships hold the key to
meeting the overarching goal of NCLB (reducing the achievement gap, and better serving all
children). Education reform initiatives, such as Goals 2000, have focused on parent
involvements and/or school-family-community partnerships (Simon and Epstein, 2001).
Inherent to NCLB and previous reform initiatives is the belief that families and community
members are critical contributors to improving academic achievement. The CAWS, if utilized as
an affirmative, developmental starting point, could serve as an incentive for would-be-investors/
partnerships/ apprenticeships, providing the motivation necessary to jump-start powerful, life-
altering, guided opportunities and optimal well-being for all students. In the next sections that
follow, a case is made for the view that the CAWS domains are essential outcomes we should
strive to reach with all adolescents. No one should be left behind.
The CAWS Domains
As noted earlier, the CAWS was developed to measure positive psychological factors
associated with adolescent development. These items were designed to reflect theories and
research findings related to the psychological and social factors that are believed to not only
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buffer against the onset of mental illness but enhance adolescent health and well-being. The
CAWS consists of 150 items divided into 10 separate domains (adaptability, connectedness,
conscientiousness, emotional self-regulation, empathy, initiative, mindfulness, optimism, self-
efficacy, and social competence). Each domain has been theorized and/or been shown through
research to be associated with healthy outcomes experienced by adolescents. In what follows, a
brief description of each domain and its significance to the general wellness construct is
presented. These descriptions were crafted by Copeland (2005) in his presentation and paper
related to the initial validation of the scale. The dimensions of the CAWS follow:
Adaptability. Adaptability has emerged as a critical predictor of resilience among
children and adolescents (Luthar and Zalazo, 2003). It is believed that children who possess
adaptive temperaments are more likely to experience advantageous outcomes and adjustments in
the face of risk (Dumont and Provost, 1999). Adaptability has been found to be closely
associated with coping reactions to stress (cognitive and behavioral efforts to manage specific
distressing problems and emotions) (Lazarus and Folkman, 1984, as cited in Bridges, 2003).
Items on the Adaptability scale of the CAWS were designed to measure respondents’ ability to
negotiate difficult situations and their preparedness for change.
Connectedness. The Connectedness scale was crafted to elicit information related to
children’s perceptions of belonging and acceptance in school, their family, and the community.
Associations between interpersonal relationships and outcomes suggestive of well-being appear
undisputed. The positive psychological benefits associated with healthy relationships, along with
the detrimental effects associated with poor relationships, have been clearly documented in the
research literature (Berscheid and Reis, 1998; Reis and Gable, 2003). Several recent landmark
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investigations have been undertaken in an effort to document connectedness as one of the most
influential predictors of both positive outcomes and likelihood that adolescents will engage in
harmful behaviors (McNeeley, Clea, Nonnemaker, James and Blum, 2002; Resnick et al., 1997).
From an examination of a nationally-representative data set of 12,119 teenage participants
collected as part of the National Longitudinal Study on Adolescent Health, Resnick et al. (1997)
concluded that high parent-family connectedness and perceived school connectedness were
among the strongest protectors against emotional distress, suicidality, violent behavior, and
substance use. It also seems that school completion is much more likely when family and school
connectedness is high (Marcus and Sanders-Reio, 2001). Additionally, a close relationship with
a supportive adult has been found to be a very salient factor related to well-being for children at
risk due to parental divorce and/or family disruption (Hetherington and Elmore, 2003).
Conscientiousness. Conscientiousness is reported (McCrae and Costa, 1999) to be one
of five robust personality factors. Conscientiousness as assessed by the CAWS relates to a
child’s concern over personal choices and taking responsibility for their actions. Investigating
health and mortality outcomes of participants form L. M. Terman’s famous study of gifted
children (Terman and Oden, 1947, as cited Schwartz et al., 1995), Friedman et al. (1993) and
Schwartz et al. (1995) found that conscientiousness was a good predictor of longevity. A
statistical survival analyses was performed on a sample of over 1000 “termites,” (the participants
in Terman’s study were referred to as termites) 50 years or more after the initial data on these
individuals were collected. Although the gifted sample was hardly representative of the general
population, the studies by Friedman, Schwartz and their colleagues strongly suggested that
individuals who were rated as conscientious in childhood lived significantly longer than less
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conscientious individuals, and that the personality trait of conscientiousness protected them
against early death from cardiovascular disease and cancer even after controlling for drinking,
smoking, and other aspects of personality.
Emotional Self-Regulation. Emotional-related regulation is a critical aspect of
individual functioning, contributing to success in many domains of behavior, particularly social
competence (Eisenberg, Fabes, Guthrie, and Reiser, 2002). High negative emotionality has been
associated with externalizing problem behaviors and adolescent substance abuse/use (Eisenberg
et al, 2002). Eisenber et al. (2002) argue that self-regulation involves two related yet distinct
processes (emotion regulation and emotion-related behavioral regulation). They define emotion
regulation as “the process of initiating, maintaining, modulating, or changing the occurrence,
intensity, or duration of internal feeling states and emotion-related physiological processes, often
in the service of accomplishing one’s goals” (p. 48). Emotion-related behavioral regulation
develops early in life, and has been studied in infants through the use of delay of gratification
tasks (Graziano and Tobn, 2003). A fairly complex construct, a comprehensive definition of
emotional self-regulation involves physiological, perceptual, cognitive, and interpersonal
processes. The inability to control one’s emotions has been associated with a host of impulse
control disorders, and is seen as a major contributor to social conflicts.
Empathy. Empathy was included as a component of the CAWS based on the premise
that empathy-related responding is an important aspect of positive development (Eisenberg,
2003). Empathy is believed to evoke altruistic behavior and prosocial responding, each
associated with psychological health in their own right (Batson, Ahmed, Lishner, and Tsang,
2002). Empathy can be defined as “an affective response that stems from the apprehension or
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comprehension of another’s emotional state or condition, and which is identical or very similar to
what the other person is feeling or would be expected to feel” (Eisenberg, 2003, p. 254). Early
signs of empathy appear to predict later positive emotionality and resilience as children age
(Eisenberg, 2003). However, the hypothesized strong links between childhood empathy,
prosocial behavior, and psychological wellness require further substantiation through
longitudinal research.
Mindfulness. Psychological mindfulness, generically referred to as self-awareness, is
central to theories of emotional intelligence (Goleman, 1992). It appears that awareness and
attention to one’s internal states is a fundamental component of emotional competence. Items on
the mindfulness subscale of the CAWS elicit individual’s perceptions regarding their sense of
self-awareness and intuition, as well as knowledge of their personal strengths and weaknesses.
Mindfulness is intuitively appealing as an important psychological contributor to overall
wellness. However, its inclusion in the scale is based largely on theoretical suppositions. Of all
the CAWS dimensions, the least is known about how mindfulness contributes to psychologically-
healthy outcomes.
Optimism. Optimism refers to hope and expectancies for the future, and relates closely
to explanatory style, or our personal explanations for events that occur in our daily lives.
Optimism has consistently been linked to good mood, perseverance, achievement, and physical
health (Peterson, 2000). Individuals’ levels of optimism have important implications related to
how well they cope with adversity and stress. Research suggests that pessimism leads to self-
defeating patterns of behavior that tend to compromise personal health, both psychological and
physical (Carver and Scheier, 2002). Seligman’s (1998) research suggests that increasing
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optimism in children is a worthy target of intervention, leading to improved adjustment and
development of healthy explanatory styles.
Self-Efficacy. Self-efficacy is a key component of Bandura’s social cognitive theory
(Bandura, 1997). He defines self-efficacy generally as “people’s beliefs in their capabilities to
produce desired effects by their own actions” (p. vii). In other words, self-efficacy refers to what
we believe we can do (Maddux, 2002). Self-efficacy theory maintains that efficacy beliefs,
developed over time and through experience, are important to psychological adjustment,
psychological problems, and physical health (Maddux, 2002). Self-efficacy beliefs affect
individuals’ motivation, emotional well-being, and vulnerability to stress and depression
(Bandura, 2003).
Social Competence. Examples of skills associated with social and emotional learning
(SEL) (Zins, 2001) include empathy, assertiveness, and the ability to cooperate with others and
resolve conflicts peacefully (Copeland, 2002). Social competence is a broad construct that
incorporates affective, cognitive, and behavioral skills that combine to determine success in
interpersonal relationships (Topping, Bremner, and Holmes, 2000). Topping et al. (2000) define
social competence as “the possession and use of the ability to integrate thinking, feeling, and
behavior to achieve social tasks and outcomes valued in the host context and culture” (p. 32).
Social competence is widely accepted as an important predictor of resilience in children.
Discussion
This critique has included an examination of the theoretical and empirical literature. A
specific focus was given to a critical examination of the cognitive literature. Within the context
of the frameworks used to critically evaluate the utility of the CAWS, one must ask the inevitable
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question: “Is the measure valid and reliable?” One study (Copeland, 2005) provides strong
support for the validity and reliability of the instrument. The study serves as a cautiously
promising first step toward validation. Additional research is necessary to justify the wide spread
use of the instrument in school settings. It is recommended that future analyses of the CAWS
should include a large sample to allow for additional confidence pertaining to the instrument’s
underlying factor structure. It is also suggested that efforts be directed at the systematic study of
the associations between wellness as measured by the CAWS and outcome variables such as
academic achievement, healthy perceptions of others, and resilience among cultural diverse
populations. It is believed that if the CAWS can continue to be supported by future research, it
most certainly can facilitate educators and school psychologists in keeping the promises
associated with the positive psychology movement, enhancing resiliency, and promoting positive
health through evidence-based intervention practices.
Martin Seligman (Hirtz, 1999, p. 22) set the tone as he spoke at his keynote address:
“Psychology is not just the study of weakness and damage; it is also the study of strength and
virtue. Treatment is not just fixing what is broken; it is nurturing what is best within ourselves.”
The stage is set for educators and psychologists to use the conceptual framework described in
this article to integrate recently developed knowledge structures and associated research findings
to provide a broadened evidence-based view of their educational practices. Broadening our
effort to include a focus on positive psychology, resilience, and preventive educational practices
has potential to make a significant difference in our students’ outcomes and our own satisfaction
knowing that we truly aren’t leaving any child left behind.
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Table 1
Internal Consistency Coefficients & Construct Validation
Dimension α N
CAWS
Adaptability .75 266
Connectedness .85 266
Conscientiousness .84 266
Empathy .77 266
Emotional Self-Regulation .83 265
Initiative .77 266
Mindfulness .76 266
Optimism .86 266
Social Competence .81 266
Self-Efficacy .85 266
Overall .97 265
MSLSS (Multidimensional Students’ Life Satisfaction Survey)
Family .86 247
Friends .83 226
School .87 242
Living Environment .84 247
Self .78 241
Overall .92 186
Note. Coefficient Alpha reported. Larger sample sizes reported for CAWS analyses due to
estimation of missing data points. Pairwise deletion of missing MSLSS data resulted in smaller
Ns.
Correlation between the CAWS and the MSLSS was .71. The MSLSS, an expansion of the
Students’ Life Satisfaction Scale (Huebner, 1991a, 1991b), is a measure of the construct of life
satisfaction, which relates to happiness. Like the CAWS, the MSLSS was inspired by increased
interest in promoting positive well-being in children (Huebner, 1994). Life satisfaction has been
defined as a “global evaluation by the person of his or her life,” and life satisfaction is widely
believed to be an important facet of subjective well-being (Diener, 1994).
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Artifact 4

Miscellaneous:

SAMPLE FLIERS, SAMPLE LESSON PLANS, QUOTES,
INSPIRATION

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What is Wellness?
Wellness is...
The complete integration of the body, mind, and spirit- the realization that
everything we do, think, feel, and believe has an effect on our state of well-being.
A choice, a decision we make to move toward optimal health and maximum life.
A process; an awareness that there is no endpoint but that health and happiness
are always possible in the present moment, here and now.
A way of living- a lifestyle sensitive and responsive to all the dimensions of the
body, mind, and spirit; and approach to life we each design to achieve our highest
potential for well-being now and forever.
All involve the total you!
It is more than just disease-free… it searches for levels of excellence.
What does wellness depend on? How well one cares for self
What does wellness call for? Continual improvement and self-renewal
➢
Be Challenged
➢
Learn
➢
Do
Adapted from “The 22 Non-Negotiable Laws of Wellness”
Greg Anderson 1995
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SCALE UP
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L E S S O N P L A N
SCALE UP
CORE5 TOPIC: EIGHT
DIMENSIONS
AREA:
DISCUSSION &
REFLECTION:
ACTIVITIES &
RESOURCES:
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SAMPLE SELF-AWARENESS LESSON
SMASH-BOOKING PROJECT
Objective: TO INSPIRE. T o get to know ourselves better. T o bring
awareness to our thoughts, hopes, passions & dreams, our connection
to others and to nature. T o understand how gratitude affects our sense
of happiness. T o recognize that much, if not all, of our joy can be
cultivated through our own minds. Our thoughts, attitude, perceptions,
and our actions determine our sense of wellbeing. We have the power to
create and live our ideal lives. How wonderful is that?!! Pretty Radical!
“People are just as happy as they make up their minds to be.”
~Abraham Lincoln
The low down: Write, draw, glue things down… make each page as fun
and meaningful to you as possible. Remember, there will be prizes for
the top 3 books as judged by your peers and a couple of teachers/
counselors/HSGI Judge working with you/our program. Books will be
judged on creativity, effort, and pizzazz!
Directions: Choose from the 100 ideas below and feel free to come up
with a few of your very own, just stick to our theme; positive,
appropriate, and totally fabulous!
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Remember, this book is all about you! Y our ideas, your thoughts, wishes,
opinions, style, voice, truth! Make it a reflection of your being and there
is no way you can go wrong. Have fun!
We will spend the next 4 Fridays working on this project (please
remember to have your book with you).
Tip: If you keep your book tied to the following virtues in some way…
you will be on target! In fact… I even included them in our list of 100
ideas because they are that cool!
Virtues: 1) Compassion 2) Gratitude 3) Wisdom 4) Generosity 5) T rust
6) Humility
7) Integrity 8) Joy
Ready, Set, Rock!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
P .S. I look forward to seeing the finished masterpieces!
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100 Awesome Ideas:
1) How does your garden grow? What makes you happy, strong, and motivated?
2) Who would you most like to meet? Why?
3) Create a “Save the Date” page for your graduation!
4) T ell us about new things you have learned that have made some kind of impact on your life.
5) What are your dreams?
Dream job…
Dream car…
Dream home…
Dream place to live…
Dream place to travel
6) Make a traveling list of the places you would most like to travel to.
7) Y our Greatest Achievement
8) T ell us 10 funny, strange, or/& interesting things about yourself. “Fun Facts”
9) What do you value?
10) Character & Virtues
11) Super Power Page
12) Passions
13) Heritage/ Culture / T raditions
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14) What is the importance of kindness? Make a “Kind Kid” page…
15) Get spiritual with it. What do you think the meaning of life is?
16) College or/& Career Page
17) Important dates… dates you will never forget or/& dates to remember.
18) Lesson(s) you’ve learned, how you have grown from your experience.
19) Food page…
20) Friends
21) Family
22) Goals
23) Pictures
24) Quotes
25) Art
26) A poem you like, or you can write your own.
27) Y our personalized music playlist
28) Favorites: Holiday, Singer/Band, Food, Number, Color, School Subject, Flavor, Season,
Place, Person, Thing, Animal, Sport, etc.
29) Y our troubles
30) An adventure you’ve had or one you’d like to have
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31) Write a thank-you note to someone, share any part of it, or your feelings after doing this
activity.
32) Glitter Page
33) Bucket list
34) Strengths (as you see them)
35) Y our strengths as perceived by others (ask them)
36) Write your own recipe for success
37) Gratitude
38) If you had a Genie… what would you wish for?
39) Favorite Book and why
40) Someone you admire and why?
41) A sticker page… because stickers are fun.
42) High school memories
43) Positive Affirmations
44) All about YOU page!
45) What reminds you to appreciate the beauty in the world? For me, it’s simple things like a
smile, a hummingbird, a beautiful sunset, etc.
46) A song that defines you and why.
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47) Inspiration
48) Y our future self…
49) Y our mission statement.
50) A card or note that makes you smile.
51) Ways to become healthier.
52) Y our favorite fairy tale and why.
53) Learning, why is education important?
54) All about when you were born.
55) Favorite vacation and why.
56) Five things you love about your life.
57) 15 adjectives that describe you.
58) Y our most prized possession.
59) Opinions
60) What is spirituality to you?
61) The 7 Habits
62) Three traits you look for in a friend.
63) Y our best friend, a friend who is most like you, your longest-time friend, a friend you go to
for advice, a friend you could tell anything to, a friend you miss, your funniest friend.
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64) Three people or charities you would donate money to if you could.
65) Humor is so important, name 10 things you think are hilarious or things/people that make
you laugh.
66) Favorite movie and why.
67) Fortune cookie…
68) A day in the life of you.
69) What do you do for fun, to relax?
70) What things would you like to improve upon or change in yourself?
71) What things would you like to improve upon or change in the world?
72) Y our perfect day…
73) The rose that grew from concrete- T upac
74) Children Learn What They Live- Dorothy Law Nolte, Ph.D.
74) Virtues: 1) Compassion
75) Virtues: 2) Gratitude
76) Virtues: 3) Wisdom
77) Virtues: 4) Generosity
78) Virtues: 5) T rust
79) Virtues: 6) Humility
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80) Virtues: 7) Integrity
81) Virtues: 8) Joy
82) Pictures, Images, Sayings, Quotes, Art, that make you smile.
83) Love, love, love… we all need love <3
84) Find several jokes that make you laugh and share them.
85) Family tree
86) What is humanity to you?
87) Pick a quote (or two) and write about what it means to you.
88) Go through your room/home to think about things that make you happy that you can put in
your book.
89) What is wellness to you?
90) Create your own gratitude poem, prayer, or saying.
91) Become more aware… look for love, kindness, and beauty throughout your day. T ake note of
all the positive things you observe. Make a page about it.
92) T ry something new. Share about your experience your book.
93) Help someone today, be kind, be authentic. Make a page about it. How did it affect the
other person? How did it affect you?
94) Make a really uplifting playlist for exercising! Are you pumped up?
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95) T ake time to rest and renew yourself every day. Make a page about what this means for
you.
96) List 5-10 pretty great accomplishments you are proud of.
97) Make a page about a historical figure that you admire.
98) Design your “Senior Star” for your book and then make one for us to put on the wall! (I
didn’t forget)
99) What is your sense of purpose? Have you thought about it?
100) Share what you have learned about yourself from making this Smashbook.
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SAMPLE SELF-AWARENESS LESSON: 100 Good Wishes
(Based on the DOGEARED necklace “100 Good Wishes”)
1.Balance
2.Compassion
3.T rust
4.Luck
5.Peace
6.Kindness
7.Love
8.Strength
9.Unity
10.Clarity
11.Wisdom
12.Be
13.Satisfaction
14.Miracle
15.Imagination
16.Joy
17.Fortune
18.Vision
19.Faith
20.Beauty
21.Spirit
22.Integrity
23.Hope
24.Bliss
25.Enjoy
26.Real
27.Power
28.Live
29.Optimism
30.Relax
31.Grace
32.Forever
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33.Thanks
34.Believe
35.Patience
36.Dare
37.Laugh
38.Gratitude
39.Calm
40.Refresh
41.Savor
42.Simplify
43.Character
44.Leap
45.Tr anquility
46.Sing
47.Health
48.Restore
49.Reflect
50.Aspire
51.Harmony
52.Courage
53.Listen
54.Learn
55.Dream
56.Awaken
57.Build
58.Embrace
59.Support
60.Smile
61.Experience
62.Delight
63.Success
64.Indulge
65.Celebrate
66.Seek
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67.Originality
68.Longevity
69.Glee
70.Revel
71.Brilliance
72.Comfort
73.Greatness
74.Wish
75.T riumph
76.Abundance
77.Play
78.Loyalty
79.Contentment
80.Knowledge
81.Charm
82.Warmth
83.Humor
84.Enchantment
85.Happiness
86.Serenity
87.Friendship
88.Healing
89.Freedom
90.Create
91.Begin
92.Pause
93.Forgiveness
94.Cherish
95.Protection
96.Confidence
97.Treasure
98.Good
99.Positivity
100.Growth
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Group Overview
Activity Purpose:
The point of this exercise is to think about which values and characteristics we value and
consciously reflect upon ways to be more aligned to our beliefs and ideals. Life is about
growth, and it is about so many of these “wishes.” By thinking about these “wishes” and
how they are or are not present in our daily lives is empowering in that it can bring self-
awareness. This awareness may lead us to choose differently, to behave differently, to
think differently, and to live differently. Essentially, it may allow us to be more authentic.
Activity Instructions:
1. Choose 10 of these “wishes” that most appeal to you
2. Define each; cite the source (where you found definition)
3. Explain why you chose them; what about each appeals to you?
4. In which ways do you exhibit the qualities in each?
5. In which ways might you improve to exhibit additional qualities?
6. Find a quote or saying that you like that pertains to each
7. Choose 3 of the ten that you can implement in your day for the next three days
8. Share 1 of the 3 experiences with the group next week
Materials Needed:
1. 100 Wishes Journal/Composition Notebook
2. Pens
3. Colored Pencils
4. If available- computers/internet access/printer
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Group Schedule
Note: Four group sessions/four weeks to work on this project
Session one/week one-
•
Group Ground Rules
•
Discuss project
•
Go over instructions
•
Give time to review (work time)
Session two/week two-
•
Discussion Prompt
•
Icebreaker (optional)
•
Work time
Session three/week three-
•
Discussion Prompt
•
Icebreaker (optional)
•
Work time
Session four/week four-
•
Sharing of implemented experiences (individually)
•
Group discussion on experience of project
•
Group party; food, certificates, etc. (optional)
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Activity Instructions
★ Choose 10 of these “wishes” that most appeal to you
★
Define each; cite the source (where you found definition)
★
Explain why you chose them; what about each appeals to you?
★ In which ways do you exhibit the qualities in each?
★
In which ways might you improve to exhibit additional qualities?
★ Find a quote or saying that you like that pertains to each
★
Choose 3 of the ten that you can implement in your day for three
days
★ Share 1 of the 3 experiences with the group session four (week four)
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Example
Wish 1- JOY
Definition:
Joy-
“The emotion of great delight or happiness caused by something exceptionally good or
satisfying; keen pleasure; elation: She felt the joy of seeing her son's success.” (Google)
Why:
I think joy is an emotion that is more readily available for me to tap into. I think it is one
of the best emotions; it is pure. When I feel a sense of joy, I am uplifted and reminded of
what is important to me in my life. I would like to find more joy, and I would like to spread
more joy.
When/Where/How:
I often find joy in my work, when I help others, in my animals (dogs and horses) and in my
daughter. Also, being with people I love (family and friends).
Reflect/Grow:
Habitually, I overlook or don’t focus enough on joy because I am too busy focusing on
worries, problems, and “to do’s.” When I step back, I realize there is joy that can be found
everywhere. I just need to look for it.
Quote:
“Joy is what happens to us when we allow ourselves to recognize how good things really
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Implementation
NOTE: Remember you only need to implement 3 and only share 1
What I did… I took my dogs to play in the park and watched them run around with other dogs and play
fetch. I was fully present and did not sit on my phone or think about other things I needed to get done
etc. I was present and paid attention to the joy my dogs were experiencing, which in turn brought me
great joy. I have done this before of course. However, I made a conscious effort to seek the joy fully.
After doing this exercise I had a reflection I’d like to share
Dogs are a great example of being present and being joyful! Observe a dog, and you will see they are
naturally joyful because they are in the moment. They are looking to play, for affection, a treat etc. If you
have a dog, you know when you walk through the door the dog is happy and typically waiting for you
with a wagging tail. Unless a dog has a tummy ache or something along those lines, he/she is fully of
joy! What a great way to be!

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Privilege Walk

Please take one step forward: If you are enrolled in high school.

Please take one step forward: If you are on track to graduate.

Please take one step back: If your parents did not graduate high school.

Please take one step forward: If you were born in the United States.

Please take one step forward: If one or both parents have a college
degree.

Please take one step back: If you went to school speaking a language
other than English.

Please take one step forward: If there were more than 30 books in your
house when you grew up.

Please take one step forward: If you studied the culture of your
ancestors in Elementary School.

Please take one step back: If you were raised in a single-parent home.

Please take one step back: If you had to rely primarily on public
transportation (bus, etc.).

Please take one step back: If one of your parents was unemployed or
laid off, not by choice.

Please take one step back: If your family ever had to move because
they could not afford the rent.

Please take one step back: If you took on a part-time job so you could
help contribute to your family.

Please take one step back: If you ever had to skip a meal or were
hungry because there was not enough money to buy food when you
were growing up.

Please take one step back: If you have ever had to find somewhere to
stay because you did not have somewhere to go home to.

Please take one step back: If you were raised in an area where there
was prostitution, drug activity, etc.

Please take one step back: If you were ever stopped or questioned by
the police because of your race, ethnicity, gender, or sexual orientation.

Please take one step back: If you were paid less or treated unfairly
because of your race, ethnicity, gender, or sexual orientation.

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Please take one step back: If you were ever accused of cheating or lying
because of your race, ethnicity, gender, or sexual orientation.

Please take one step back: If you were ever called names because of
your race, class, ethnicity, gender, or sexual orientation.

Please take one step back: If you were ever discouraged from academics
or jobs because of your race, class, ethnicity, gender, or sexual
orientation.

Please take one step back: If you ever tried to change your appearance,
mannerisms, or behavior to avoid being judged.

Please take one step back: If you were ever the victim of violence.

Please take one step back: If you have ever been a victim of sexual
abuse.

Please take one step back: If you have ever been offered drugs or
alcohol.

Please take one step back: If you have ever used drugs or alcohol.

Please take one step back: If a parent or close family member of yours
has gone to jail.

Please take one step back: If you know a close family member or friend
who has been killed.

Please take one step forward: If you have thought about what you want
to be when you grow up.

Please take one step forward: If your parents told you that you could
be anything you wanted to be.

Processing and Discussion Questions:

1. How did this exercise make you feel?

2. What were your thoughts as you did this exercise?

3. What have you learned from this experience?

4. Were some questions harder for you to respond to than others?
Which ones?

5. Were you nervous about stepping forward/backwards at times?
Why?

6. Did you purposely not step forward/backward for certain
questions? Why?

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7. How do you think this activity would turn out if we were to do it in
(name of wealthy community)?

8. What can you do with the information you learned from this
lesson?

9. How can the experiences of our past and present influence our
future?

10. Is it possible to overcome obstacles? How?

Adapted from “Strategies For Life” (2012); Sara Garcia

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40 Assets Checklist for Teens

From Building a Better Me

By Mary Beth Blegen, 1996 National Teacher of the Year

Check each statement that’ s true for you.

_____ 1. I feel loved and supported in my family.

_____ 2. I can go to my parents for advice and support. I talk with
them often about many things, including serious issues.

_____ 3. I know at least three adults (besides my parents) who I can
go to for love and support.

_____ 4. My neighbors give me support and encouragement. They care
about me.

_____ 5. My school is a caring, encouraging place to be.

_____ 6. My parents are actively involved in helping me succeed in
school.

_____ 7. I feel valued and appreciated by adults in my community.

_____ 8. I am given useful roles and meaningful things to do in my
community.

_____ 9. I do an hour or more of community service each week.

_____ 10. I feel safe at home, at school, and in my neighborhood.

_____ 11. My family has clear rules and consequences for my behavior.
They also monitor my whereabouts.

_____ 12. My school has clear rules and consequences for behavior.

_____ 13. My neighbors also keep track of my behavior.

_____ 14. My parents and other adults in my life are examples of
positive, responsible behavior.

_____ 15. My best friends are responsible and are a good influence on
me.

_____ 16. My parents and teachers encourage me to do well.

_____ 17. I spend three or more hours each week in practice or lessons
in music, theatre, or other arts.

_____ 18. I spend three or more hours each week in school or
community sports, clubs or organizations.

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_____ 19. I spend one or more hours each week in religious services or
spiritual activities.

_____ 20. I go out with friends with nothing special to do two or
fewer nights a week.

_____ 21. I want to do well in school.

_____ 22. I like to learn new things.

_____ 23. I do an hour or more of homework each school day.

_____ 24. I care about my school.

_____ 25. I spend three or more hours each week reading for
pleasure.

_____ 26. I believe it’ s really important to help other people.

_____ 27. I want to help promote equality and help reduce world
poverty and hunger.

_____ 28. I act on my convictions and stand up for my beliefs.

_____ 29. I tell the truth – even when it’ s not easy.

_____ 30. I take personal responsibility for my actions and decisions.

_____ 31. I believe that it’ s important for me not to be sexually active
or to use alcohol or other drugs.

_____ 32. I’m good at planning ahead and making decisions.

_____ 33. I’m good at making and keeping friends.

_____ 34. I know and feel comfortable around people of different
cultural, racial, and/or ethnic backgrounds.

_____ 35. I resist negative peer pressure and avoid dangerous
situations.

_____ 36. I try to resolve conflicts nonviolently.

_____ 37. I feel that I have control over many things that happen to
me.

_____ 38. I feel good about myself.

_____ 39. I believe that my life has a purpose.

_____ 40. I feel positive about my future.

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Building Assets

Adapted from Building a Better Me: 40 Ways to Build Your Own Assets,
by Mary Beth Blegen

Asset 1: Family Support

•Spend time with your family – try to eat one meal together every
day.

•Practice random acts of kindness – do a chore that isn’t your job.

•Be polite to your parents, especially in public.

•Get to know a friend’ s family.

•Express love and encouragement whenever you can. Say I love you
or give a hug.

Asset 2: Positive Family Communication

•Be there for your siblings when they want to talk.

•Ask your parents what it was like when they grew up.

•Go to your parents for advice and support.

•Make a genuine effort to see things from the other person’ s point of
view.

Asset 3: Other Adult Relationships

•At least once a week, call, write or email an adult you trust.

•Ask your parents which relative they trust the most to help you
with your problems.

•Keep important adults in the know: tell them what’ s going on in your
life.

•Learn more about mentors and mentoring. Try www.mentoring.org.

Asset 4: Caring Neighborhood

•Think about whom you know on your block. Say hello when you see
them.

•Make sure the adults in your neighborhood know speaking to them
with respect and making room for them to pass by when you are in a
group can trust you.

•Plan a block party for a holiday.

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•Introduce people you know on your block to others they don’t know
yet.

Asset 5: Caring School Climate

•Ask your parents what they would like to change at your school.
Encourage them to be involved.

•Identify the adults on campus that you know and trust. Keep them
in the know.

•Get involved in at least one school activity. Don’t play football? Join
the chess team.

•Help organize a charity donation through your school. Collect food
or blankets for the homeless.

Asset 6: Parent Involvement in Schooling

•Talk to your parents about school – your frustrations, funny stories,
successes.

•Keep your parents informed. Give them notices about events at
school.

•Ask your parents to help with homework.

•Invite neighbors to school concerts or plays.

Asset 7: Community Values Youth

•Talk with your parents about the adults in your neighborhood – the
ones you trust and those you don’t.

•Be nice to the younger kids on your block.

•Ask the other kids your age who they trust on your block, and get
to know them.

•Identify the places in your neighborhood where you feel most
appreciated, and spend more time there.

Asset 8: Youth are Resources

•Instead of buying gifts for holidays, learn how to make them.

•Teach a younger kid what you know.

•Find something that needs to be done and do it – at least once a
month.

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•Encourage your parents to start or participate in a Neighborhood
Watch program – and get involved yourself.

Asset 9: Service to Others

•Encourage your family to do service for holidays, like collecting food
or even serving at a shelter.

•Pick up trash when you take a walk.

•Take part in National Youth Service Day or Make a Difference Day.
www.handsonnetwork.com

•Ask people at school what service projects are currently happening
and how you can help.

Asset 10: Safety

•Review your family’ s plan for fire escape, or make one together.

•Think about how safe you feel at school, at home, on your block, and
other places you go. Pick one to do something about.

•Get to know the police officers at school and in your neighborhood.

•Learn where Safe Places are near your home and at school.

Asset 11: Family Boundaries

•Make rules and consequences together as a family.

•Put up a board so your family can keep track of each other’ s
whereabouts.

•Ask your parents at what age they were allowed to do certain
things.

•If your friend has to be home at a certain time, make sure you
cooperate.

Asset 12: School Boundaries

•Read your school handbook and talk it over with your parents.
Follow the rules.

•Try writing the ten rules for classroom behavior and the ten rules
for teacher behavior.

•Talk the rules above over with friends and teachers.

•Make a pact with a friend to support each other when you’re under
pressure to violate school rules.

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Asset 13: Neighborhood Boundaries

•Ask your parents what their neighborhoods were like growing up.
Ask them how they think you could improve yours.

•Find out if younger kids come home in the afternoon with no parents
home. Offer them help with homework.

•Make a list of everyone living in your neighborhood, with phone
numbers. Give everyone a copy.

Asset 14: Adult Role Models

•Think about three adults you look up to. What qualities do they
have that you would like to develop?

•Be a role model for a younger kid.

•Talk with friends and your parents about celebrities as role models.

•Talk with other family members about their role models. What
qualities do role models have?

Asset 15: Positive Peer Influence

•Help your parents get to know your friends. Invite them over to
dinner.

•Learn about or talk with your parents about skills for developing
strong, positive relationships.

•Make friends with people you trust who are older than you are.

•Make an agreement with a friend to help each other stay away from
drugs and alcohol. Be a trustworthy part of the agreement.

Asset 16: High Expectations

•Talk with family about your hopes and dreams for your future.

•Thank family, friends, and neighbors when they attend your games,
concerts and conferences.

•Do your best to learn from your mistakes and move on.

•Set goals for improvements one step at a time. Then celebrate your
successes!

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Asset 17: Creative Activities

•Visit a museum, go to a concert, or attend a play.

•Volunteer to help with children’ s creative arts programs.

•Sign up for band, choir, theatre, art, pottery, . . .

•Help make signs or decorate hallways at your school.

Asset 18: Youth Programs

•Write down how you are using your time. Are you spending too
much time on video games or TV? Think about better uses for your
time.

•Join an activity with a friend.

•Ask a friend who is in a school activity why he or she participates.

•Join a church group, a community sports team, or make a club of
your own.

Asset 19: Religious Community

•Attend church with your parents or another relative.

•Ask a religious relative what going to church means to them.

•Ask your friends what they think about religion and why they go to
church if they do.

•Go with a friend to church, and then trade and let them come with
you.

Asset 20: Time at Home

•Spend time in the living room or dining room for at least one hour
per evening.

•Try to make sure the family eats together, and agree to not answer
the phone during dinner.

•Offer your home to a friend who needs a stress-free place to spend
some time.

•Talk with your family about how to make family time less stressed.

Asset 21: Achievement Motivation

•Go to the library and spend some time learning about all that is
available.

•Pick a subject to learn more about and check out a book.

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• Get to know your teachers. Ask why they picked the subject they
teach, what they like about it.

•Keep a positive attitude at school. Try to lift others too.

Asset 22: School Engagement

•When your counselor explains all the options available for courses
and plans for graduation, listen.

•Talk with your friends about how they stay focused when they
study. Trade ideas.

•Attitude check! Are you thinking about success at school?

•Research careers and what it takes to get to have the career.

Asset 23: Homework

•Get organized. Make sections in your binder, a schedule for
studying, organize your planner.

•Do your homework before having fun. Study every subject every
night, even if you don’t have homework.

•Review the test answers after the test so you can do better next
time.

•Start where you are. Don’t give up just because you didn’t start
studying in third grade.

Asset 24: Bonding to School

•Keep a school calendar at home. Write dates for events and try to
attend.

•Go to an event at your friend or sibling’ s school.

•Make an agreement with a friend to graduate on time. Support
each other.

•Have an idea for a club? Find a teacher who will help and start it.

Asset 25: Reading for Pleasure

•Start a family or friend book club. Read, and then discuss the book.

•Take family trips to the library.

•Volunteer in the local library.

•Help younger students write stories of their own.

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Asset 26: Caring

•Talk to friends about the things you hear at school that are
disrespectful to others, like put-downs, racial jokes, and sexual
comments. Agree to stand up to these things.

•Look for ways to help others at school. Talk to kids that appear to
be loners.

•Get to know people that are different from you.

•Promote tolerance, respect and acceptance at all times.

Asset 27: Equality and Social Justice

•Stay on top of news around the world. Talk with friends and family
about what is going on.

•Ask friends what they think about discrimination on your campus.
Ask how they think you could help, and if they will help too.

•Find a way to help in your neighborhood. Learn about community
agencies and if you can volunteer.

•Be a peer helper on campus.

Asset 28: Integrity

•Tell friends about a time when you stood up for something, even
when it was hard to do.

•List the ten values that are most important to you.

•Talk with your teachers, religious representatives, and family about
the values important to them.

•Celebrate acting on your values.

Asset 29: Honesty

•When you read or watch TV, think about the characters that are
honest and dishonest. What were the consequences? Were they
realistic?

•When you fudge the truth, admit it and apologize.

•Talk to friends about pressure to be dishonest and how you deal
with it.

•Make it easy for others to be honest. Don’t make fun of dishonesty
or pressure friends to lie.

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Asset 30: Responsibility

•Think about where you spend your time between 2 pm and 6 pm.
Juvenile crime doubles at 3 pm.

•Anticipate when you will not be able to do something ahead of time,
and give notice.

•If you let someone down, apologize and try to make it up.

•Offer to help when things seem overwhelming for a friend. Ask for
help when you need it.

Asst 31: Restraint

•Ask your parents to promise that if you ever call them to come and
get you – no matter where or when – they’ll do it without questions.

•Think about your media choices. Are they influencing the way you
act or speak?

•Promote drug-free youth in any way you can.

•Hang out with friends who don’t party.

Asset 32: Planning and Decision Making

•Ask your parents to talk with you about planning and decision making
in your home.

•Think about what you’re willing and NOT willing to do when you go
out. Decide ahead of time.

•Talk to friends about what influences their choices.

•Nothing from which you learn is failure. Plan ahead next time.

Asset 33: Interpersonal Competence

•Think about the qualities of a good friend, child and parent. Talk
them over with yours.

•Try to be friendly with people you don’t know and are not “like” you.

•Reach out to those who seem uncomfortable, are new, or just look
like they need a friend.

•When you study history and geography, think about what the people
were like and how they are like you.

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Asset 34: Cultural Competence

•Learn about your heritage: this is your culture.

•Try including a tradition from another culture in a holiday you
celebrate.

•Ask people you know about their heritage and traditions.

•As you learn about differences, look for similarities: we are a lot
alike on the inside.

Asset 35: Resistance Skills

•Be clear on what you will and won’t do and why.

•Think of three people who value what you do. Talk with them often.

•Ask friends what they feel pressured to do and why. Agree you
won’t do these things.

•Think in advance about how you will turn down certain things. Plan
what you will say.

Asset 36: Peaceful Conflict Resolution

•Conflicts are normal. Resolving things peacefully is what we want.

•Practice using “I” messages. “I feel _________ when you
__________.”

•Learn what your church teaches about peace and conflict resolution
and why.

•Learn the power of politeness. Use “please,” “thank you,” “I’m sorry,”
and “excuse me.”

Asset 37: Personal Power

•In a tough situation, remember that the only person you can control
is you.

•Think through problems. Choose the best option, even if it isn’t the
easiest.

•Learn to stand up to people who violate your rights. Act as if this
doesn’t scare you.

•Write down ten things that make you happy. Do one when you feel
stressed.

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Asset 38: Self-esteem

•Learn to listen to your self-talk (those little messages we say to
ourselves). When you give yourself negative messages, stop and
change them to more positive messages.

•Show that you value younger kids by making time for them.

•Make an effort to affirm people at school who support you. Smile,
greet them, and say hi.

•Keep your sense of humor. If you think you’ve lost it, find it.

Asset 39: Sense of Purpose

•Brainstorm all the things you want to do. Then write a “bucket
list” (things you must do before you die). Then write one statement
that describes the kind of person you want to be. Keep it where you
can see it.

•Talk with your parents or religious leader about the big questions:
Why was I born? Why am I here?

•Read biographies of people who have done good things from the
past? Note what influenced them. Does it influence you?

•Don’t wait around for something positive to do. Do whatever is in
front of you.

Asset 40: Positive View of Personal Future

•Try the ten-year experiment. Write where you were and what
mattered to you ten years ago. Then imagine yourself ten years from
now. Where will you be, who will be with you, and what will matter?

•Talk to your parents about your dreams.

•Talk with friends who have graduated high school. Ask them what
advice they would give an incoming freshman.

•Look for websites that help teens prepare for their future.

•If you need a job, try finding one in an area where you feel you can
do some good.

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Bird of the Soul Activity

Watch:

https:/ /www.youtube.com/watch?v=RP2ABZmqyi8

The Bird of the Soul symbolizes the energy of the soul in our hearts.

Poster Board Activity:

Make a poster reflecting the Bird of Your Soul. Give your bird a name. This is your
project; it is up to you to decide what to create. Have fun!

Helpful Tips:

Think about what makes your heart happy.

What is your purpose?

What are your passions?

What are your strengths?

What do you find beautiful?

What brings you joy?

Think about what the story Bird of the Soul means to you. For example, lessons I
gather:

1. We can always reconnect to our soul/spirit

2. There is hope

3. We have the power to…

4. If we feel off course, we probably aren’t living the life we should be

5. If we don’t lose sight of what resonates with our inner selves, we feel unwell

6. (i.e. healthy lifestyles, healthy relationships, purposeful jobs affect our well-
being)

7. Listen to your soul

8. It is important to pursue things that we are passionate about

Each person will have their own experience of the story. There is no right or wrong,
simply experience the story, create your board, and share your thoughts/insights!

Based on the Book: “Bird of the Soul” by Ilchi Lee

Website: http:/ /ilchi.com

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Resources: Websites

(Working Document)

https:/ /ppc.sas.upenn.edu

http:/ /smhp.psych.ucla.edu

https:/ /www.acesconnection.com/g/resource-center/blog/resource-list-extended-aces-surveys

https:/ /greatergood.berkeley.edu

http:/ /ccare.stanford.edu

https:/ /advocatesforyouth.org/our-campaigns/

https:/ /my.happify.com/public/science-of-happiness/

https:/ /www.breatheforchange.com

https:/ /dalailamacenter.org

https:/ /positivepsychology.com/positive-psychology-websites-overview-topics-themes-tests/

https:/ /mappalicious.com/positive_psychology_resources/positive-psychology-ted-talks/

https:/ /resumesforchildren.com/the-ultimate-list-of-websites-for-teens/

https:/ /casel.org

https:/ /www.projecthappiness.org

https:/ /www.coursera.org/learn/the-science-of-well-being

https:/ /positivepsychology.com/harvard-positive-psychology-course-1504/

https:/ /mashable.com/2011/07/22/social-good-youth/

https:/ /ppc.sas.upenn.edu/resources/good-links

http:/ /teenmentalhealth.org

https:/ /www.pursuit-of-happiness.org/our-story/

https:/ /www.pinterest.com/SSWProject/

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Resources: Books

(Working Document)

Why Didn’t They Teach Me This In School? -Cary Siegel

Promoting Student Happiness -Shannon Suldo

Children Learn What They Live -Dorothy Law Nolte and Rachel Harris

The Happiness Advantage -Shawn Achor

Happier -Ben-Shahar Ph.D.

The Four Agreements -Don Miguel Ruiz

Bunny Buddhism -Krista Lester

Happiness -Matthieu Ricard

On My Way to a Happy Life -Deepak Chopra with Kristina Tracy Illustrated by
Rosemary Woods

You’re Here for a Reason -Nancy Tillman

What a Wonderful World -Illustrated by Tim Hopgood

I am Peace -Susan Verde, Illustrated by Peter H. Reynolds

The Happiness Track -Emma Seppala Ph.D.

Tuesdays with Morrie -Mitch Albom

One Good Deed a Day Journal -Chronicle Books LLC (2012)

Moodles Journals (Stressed, Happy, Grumpy) -Paragon Books Ltd (2015)

22 Non-Negotiable Laws of Wellness -Greg Anderson

What Do You Stand For? (For Teens) -Barbara A. Lewis

The Pout-Pout Fish –Deborah Diesen, Illustrated by Daniel X. Hanna

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Get Some Headspace -Andy Puddicombe

Joy -Sarah Ban Breathnach

Project Happiness Handbook -Randy Taran and Maria Lineger

The 7 Habits of Highly Effective Teens -Sean Covey

Have You Filled a Bucket Today? -Carol McCloud, Illustrated by David Messing

10% Happier -Dan Harris

The How of Happiness -Sonja Lyubomirsky

The Giving Tree -Shel Silverstein

Wit & Wisdom From the Yoga Mat -Rachel Scott

Seuss-isms -Dr. Seuss

Wherever You Go There You Are -Jon Kabat-Zinn

Don’t Sweat The Small Stuff for Teens -Richard Carlson Ph.D.

Tribe of Mentors -Tim Ferriss

Really Important Stuff My Dog Has Taught Me -Cynthia L. Copeland

Into the Magic Shop -James R. Doty MD.

Rising Strong -Brene Brown Ph.D.

The Art of Critical Pedagogy -Jeff Duncan-Andrade and Ernest Morrell

Zen and the Art of Happiness -Chris Prentiss

Man's Search for Meaning -Viktor Frankl

Authentic Happiness -Martin Seligman

Toward a Psychology of Being -Abraham H. Maslow

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SCALE UP
A Wellness Framework for Schools

Prepared by:

Francy Jenko, LCSW, MSW & Jodi Fiege, M.Ed.

Edition 1: July 2019
SCALE UP: Artifact 1, 2, 3 & 4 Page of 233 233

SCALE UP
A Wellness Framework for Schools
Edition 1
Copyright 2019

Abstract (if available)

Abstract Behavioral health problems are pervasive during adolescence, and many youths affected do not receive services to address their needs (Hawkins, Kosterman, Catalano, Hill, & Abbott, 2008

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Asset Metadata

Creator Jenko, Francy L. (author)

Core Title SCALE UP: an integrated wellness framework for schools

School Suzanne Dworak-Peck School of Social Work

Degree Doctor of Social Work

Degree Program Social Work

Publication Date 10/23/2020

Defense Date 07/25/2019

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag 12 Grand Challenges,behavioral health,Education,ensure healthy development for all youth,Mental Health,OAI-PMH Harvest,social emotional learning,well-being,wellness

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Nair, Murali (committee chair), Manderscheid, Ron (committee member), Rank, Michael (committee member)

Creator Email cheelolo12@gmail.com,jenko@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c89-382117

Unique identifier UC11666360

Identifier etd-JenkoFranc-9057.pdf (filename),usctheses-c89-382117 (legacy record id)

Legacy Identifier etd-JenkoFranc-9057.pdf

Dmrecord 382117

Document Type Capstone project

Rights Jenko, Francy L.

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the a...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA