David Yeager: "Respect: A Developmental Science Approach to ‘Wise' Behavior Change in Adolescence."

February 2, 2017 • 12:00pm–1:30pm • 3105 Tolman Hall

Please join us for a special presentation (supported by the Center on the Developing Adolescent/ and IHD) by David Yeager PhD on Thursday February 2 at 12:15 - 1:30 in 3105 Tolman.

Respect: A Developmental Science Approach to ‘Wise' Behavior Change in Adolescence

This presentation will discuss a conceptual framework for more effective behavior change in adolescence through the use of developmental-science informed approaches. This builds on a series of studies he and his colleagues have conducted focusing on the challenges and limitations in many traditional approaches to behavior change in adolescences—particularly school-based prevention and early intervention programs.  One important aspect of his work is recognizing the increased sensitivity of adolescents to feelings of respect and status, and more in ways that often undermine effectiveness of behavior change programs.  This presentation will focus particularly on adolescents' sensitivity to respect, and evidence from recents studies showing that disrespect undermines an otherwise effective intervention during the developmental window of middle adolescence. In contrast modifying interventions in ways that honor these sensitivities, can increase effectiveness.  The discussion will focus on the the role of status/respect as gatekeepers for internalized behavior change in adolescents, and the broader implications of this work for adolescent health, education, and social success.   Please join us for this very innovative and integrative presentation. 

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David S. Yeager on the faculty in Psychology at the University of Texas at Austin. His research focuses on motivation and adolescent development, and on the use of behavioral science to make improvements toward pressing social issues.  He received his BA and Med from the University of Notre Dame and his Ph.D. and MA from Stanford University in 2011. Prior to conducting research, he was a middle school teacher. He is currently the co-chair of the Mindset Scholars Network, an interdisciplinary network devoted to improving the science of learning mindsets and expanding educational opportunity. He holds appointments at the Carnegie Foundation for the Advancement of Teaching, the University of Texas Population Research Center, the Dana Center, and the Center for Advanced Study in the Behavioral Sciences (CASBS). His research has received more than 15 awards in social, developmental, and educational psychology.