Book Review | The Pandemic Population

I’ve enjoyed Tim Elmore’s writing the last several years and have blogged about some of his other books and articles including one of my favorites, Marching off the Map. When I heard that Tim wrote a book about The Pandemic Population, I knew I was interested in learning more about what he was learning in his research with Gen Z. This was a great read…a quick one, but chock full of interested information on what our students are going through right now and how we can grab hold of the incredible opportunities right in front of us. The COVID-19 pandemic doesn’t mean that all is lost, it means that there can be an amazing chance for us to dive deep into what the battle for our hearts and minds is really all about.

I highlighted several things while reading and have posted those notes below…

• The world that today’s young people grow up in is both complex and complicated.  It’s a moving target, begging them to become both resilient and resourceful.  And these two terms describe the meta-competencies they will need to thrive in the future. p. 2
• What’s the secret to changing the narrative?
  • Limited amount of exposure
  • Loving caregivers
  • Calm leadership
  • Higher calling p. 30
• Building Snowmen (and Women) from Snowflakes
  • Grit and Gravity
    • “Grit comes when students must reach down and find a way to achieve something on their own.” Angela Duckworth, psychologist
    • The more resources we give them, the less resourceful they tend to become.  Further, research tells us we must encourage them to stick with a commitment for at least two years to see lasting results. So, when you hear a young person complain about how tough something is, just ask yourself, “Is my response or solution going to increase or decrease their grit?” p. 39
  • Control and Hope
  • Belief and Reality
    • When an adult is both supportive and demanding, it accomplishes something amazing.  The recipient of this style of leadership begins to believe in themselves, because their leader believed in them first. p. 40
• How could we encourage the Pandemic Population to see this moment in history as a time of possibility instead of loss? p. 44
• How did Isaac Newton turn the quarantine in his favor?
  • He had time and solitude to muse and to create.
    • Neuroscientists tell us that it’s during times of boredom that our brains develop empathy and creativity.  Fortunately, Isaac Newton had no video games or television in which to squander time.  When nothing and no one consumed his time, he had time to imagine and come up with some timeless ideas. p. 45
  • He had ownership of his day to pursue what interested him.
    • Ownership creates initiative.  Good things can happen when we have autonomy — we can master a passion. p. 45
  • He had margin to observe and to experiment.
• Past pandemics can show us how to get busy
  • What if we let the adversity weed out what’s wrong and clarify what’s important?
  • What if we let the adversity catalyze wise decisions to improve conditions?
  • What if we let the adversity create an urgency about solving your biggest problems? p. 47
• How the Coronavirus Could Affect Us All…Especially Generation Z
  • Three Potential Negative Effects
    • The normalization of isolation
    • The normalization of panic and anxiety
    • The normalization of a scarcity mindset
  • Three Potential Positive Effects
    • The expansion of resourcefulness and innovation
      • When resources are scarce, well-led kids become resourceful
    • The expansion of saving and giving
    • The expansion of responsive service workers p. 56
• Post-Traumatic Growth (PTG)
  • Increased appreciation of life
  • Deeper relationships with others
  • New perspectives and priorities
  • Greater personal strength p. 67
• Steps to turn Post-Traumatic Stress Disorder (PTSD) into Post-Traumatic Growth (PTG)
  • Acknowledge their disappointment and loss.
  • Stage an alternative rite of passage.
  • Include peer outsiders when you can.
  • Enable them to turn their focus outward.
  • Tell stories of heroes who overcame past tragedies.
  • Model the habit of finding a silver lining.
  • Help them shape their internal narrative. (p. 71)
• How can your student’s past shape their future in a positive rather than negative way? (p. 73)
• “I’m giving you this feedback because I believe in you.” p. 80
• When my two children were in in K-12 education, I performed daily motive checks on my own behavior.  Answering these questions was crucial for me.
  • Why did I do certain things for them?
  • Why did I say certain things to them?
  • Why did I expect specific things from them?
  • Why did I want them to achieve particular goals? p. 81
• The Steps to Establish Both Belief and Expectations
  • Spend one-on-one time with the student to build a relationship.
  • Identify their strengths.
  • Tie your words of affirmation and belief into a student’s natural strengths, so your words come across as accurate.
  • Be specific.
  • Finally, help them imagine a preferred future. p. 85
• The personal story we tell ourselves about what happens is even more important than what actually happens. p. 87
• Three Questions to Ask Yourself About Your Message to Kids
  • Check your motive: Am I communicating worry or wisdom to them?
  • Check your foundation: Do I base my conclusions on fear or facts?
  • Check your advice: Do I base my leadership on panic or principles? p. 90
• Four Steps to Equipping Students to Form Their Identity
  • Identify the student’s current story.
  • Evaluate the content of their current story.
  • Characterize the effects (outcomes) of their current story.
  • Reframe their story with new metaphors. p. 91
• Eight Strategies to Lead Generation Z Through the Coronavirus
  • Make a habit of talking about the silver lining 
  • Break down the hardship into digestible bites in their minds.
  • Identify any cognitive distortions or conformation bias in their narratives.
  • Remind them of past personal successes.
  • Help them practice psychological distancing.
  • Tell stories of those who turned disadvantages into advantages.
  • Express both high belief and high expectations.
  • Practice affirming self-talk.
• Memories are affected by:
  • Expectations – Our memories are colored by what we expected to happen.
  • Imaginations – Our version of reality is shaped in our minds with each story we tell.
  • Preconceived notions – We look for confirmation bias, and life seems to affirm it. p. 97
• Cognitive bias is a term used by those in the field of psychology to describe the fallible thought processes we unintentionally practice. p. 105
• Seven Ideas to Help Student Leaders with Cognitive Bias
  • Discuss the presence of cognitive bias in everyone.
  • Utilize training and controlled processing with students.
  • Leverage psychological tools with the students.
  • Utilize an outside moderator as a discussion referee.
  • Record important conversations and decisions.
  • Train students how to think critically.
  • Use Reference Class Forecasting. p. 108