Life Compass
Stress Tests of Character

Works Cited & Additional References

Aristotle. (1980). Nicomachean ethics. (D. Ross, Trans.). New York, NY: Oxford University Press.

Bohlin, K. (2000). Schooling of desire. The Journal of Education (Vol. 182, No. 2, pp. 69-79).

Bohlin, K. (2005). Teaching character education through literature: Awakening the Moral imagination in secondary classrooms. Abington, LDN & New York, NY: RoutledgeFalmer.

Bohlin, K. and Kris, D.F. (2018). What it means to build a lifecompass. Montrose School. https://info.montroseschool.org/blog/building-a-life-compass-how-to-navigate-lifes-challenges-and-opportunities

Bohlin, K., Farmer, D., Ryan, K. Building character in schools resource guide. San Francisco: Jossey-Bass, 2001.

Carroll, Lewis, 1832-1898. (2000). Alice's adventures in wonderland. Peterborough, Ontario: Broadview Press.

Carlo, S., Paunesku, P., Dweck, C. (2016). Growth mindset tempers the effects of poverty on academic achievement.
https://web.stanford.edu/~paunesku/articles/claro_2016.pdf

Center on the Developing Child at Harvard University. (2016). InBrief: The science of resilience. https://developingchild.harvard.edu/resources/inbrief-the-science-of-resilience/

Center on the Developing Child at Harvard University. (2015). Supportive relationships and active skill-building strengthen the foundations of resilience: Working paper No. 13. https://developingchild.harvard.edu/resources/supportive-relationships-and-active-skill-building-strengthen-the-foundations-of-resilience/

Damour, L. (2019). Under pressure: Confronting the epidemic of stress and anxiety in girls. New York: Random House.  

David, S. (2016). Emotional agility: Get unstuck, embrace change, and thrive in work and life. New York: Penguin Random House.

Dweck, C., Walton, G., Cohen, G. Academic tenacity: Mindsets and skills that promote long-term learning.
https://ed.stanford.edu/sites/default/files/manual/dweck-walton-cohen-2014.pdf

Frankl, V. E. (1984). Man's search for meaning: an introduction to logotherapy. New York: Simon & Schuster.

Gopnik, A. (2012). Can science explain why we tell stories? The New Yorker. https://www.newyorker.com/books/page-turner/can-science-explain-why-we-tell-stories

Gregory, M. (2009). Shaped by stories: The ethical power of narratives. Notre Dame, Indianna: University of Notre Dame Press.

Hong, H.-Y., & Lin-Siegler, X. (2012). How learning about scientists' struggles influences students' interest and learning in physics. Journal of Educational Psychology, 104(2), 469–484.

Jubilee Centre for Character and Virtues. (2016). Statement on character, virtue and practical wisdom in professional practice. https://www.jubileecentre.ac.uk/userfiles/jubileecentre/pdf/Statement_Character_Virtue_Practical_Wisdom_Professional_Practice.pdf

Kottler, J. (2018). The power of storytelling to promote resilience and recovery from life’s disappointments and tragedies. Televizion. https://www.br-online.de/jugend/izi/english/publication/televizion/31_2018_E/Kottler-The_power_of_storytelling.pdf

Kris, D.F. (2020). When a child's emotions spike, how can a parent find their best self. Mindshift. https://www.kqed.org/mindshift/55708/when-a-childs-emotions-spike-how-can-a-parent-find-their-best-self

Kris, D.F. (2020). "There is a reason you are here”: How Katherine Johnson and other exemplary women help teens aim for greatness. Montrose School. https://info.montroseschool.org/blog/there-is-a-reason-you-are-here

Kris, D.F. (2016). How teens benefit from reading about the struggles of scientists. Mindshift. https://www.kqed.org/mindshift/44870/how-teens-benefit-from-reading-about-the-struggles-of-scientists

Kris, D.F. (2017). Emotional agility as a tool to help teens manage their feelings. Mindshift. https://www.kqed.org/mindshift/47616/emotional-agility-as-a-tool-to-help-teens-manage-their-feelings

Kris, D.F. (2019). How to help teenage girls reframe anxiety and strengthen resilience. Mindshift.
https://www.kqed.org/mindshift/52994/how-to-help-teenage-girls-reframe-anxiety-and-strengthen-resilience

Lin-Siegler, X., Ahn, J. N., Chen, J., Fang, F.-F. A., & Luna-Lucero, M. (2016). Even Einstein struggled: Effects of learning about great scientists’ struggles on high school students’ motivation to learn science. Journal of Educational Psychology, 108(3), 314–328.

Mar, R., Oatley, K., Peterson, J. Exploring the link between reading fiction and empathy: Ruling out individual differences and examining outcomes.
https://www.yorku.ca/mar/Mar%20et%20al%202009_reading%20fiction%20and%20empathy.pdf

Rowling, J. K. (2000). Harry Potter and the chamber of secrets. New York: Scholastic, Inc.

Tigner, S. (1995). Signs of the soul. In Fain, G. S. (Ed.), Leisure and Ethics: Reflections on the Philosophy of Leisure (Volume II, pp. 9–24).

Walsh, B. (2015). The science of resilience: why some children can thrive despite adversity. Harvard Graduate School of Education.
https://www.gse.harvard.edu/news/uk/15/03/science-resilience

Zak, P. (2014). Why your brain loves good storytelling. Harvard Business Review.
https://hbr.org/2014/10/why-your-brain-loves-good-storytelling

Zitter, J. (2018). How storytelling can help young doctors become more resilient. Harvard Business Review. https://hbr.org/2018/10/how-storytelling-can-help-young-doctors-become-more-resilient

The Stress Tests of Character curriculum was made possible with the generous support of a grant from the Kern Family Foundation and our partnership with the Jubilee Centre for Character and Virtues.

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