Masters, Amanda

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  • Publication
    Micromoments Matter: Finding Agency and Connection Through a Micromoments Mindset
    (2020-08-01) Chou, Cindy; Masters, Amanda J
    As humans, our tendency is to reduce uncertainty, leading us to want to hold things still rather than accept the inevitable change that comes (Langer, 2009). However, psychological and behavioral attempts to do so can result in clinging to outdated and erroneous information, limiting our perspectives and narrowing opportunities for meaningful choice. In this paper, we merge Western psychology and Eastern wisdom traditions and build upon conceptions of mindfulness from both perspectives, to present our theory of the micromoments mindset as a tool for well-being. We define a micromoment as both the instant opening into conscious awareness of the present moment, as well as the brief stretch of experience that follows, until awareness recedes. A micromoments mindset is the cognitive prioritization toward these openings. It serves as both an entryway into mindfulness and the experience of being more mindful within the micromoment. We argue that tapping into micromoments throughout our days can facilitate factors of well-being, particularly agency and connection, so that we have more tools for living with intention in the world of uncertainty and flux in which we find ourselves. We also present the PEACE framework for optimizing well-being within micromoments.
  • Publication
    Building Relationships at The U School: Refining and Enhancing Possi Circles
    (2020-05-06) Entress Clark, Emily; Masters, Amanda; Shen, Yanan; Stout, Renee
    The U School is a district high school in the Innovation Network of Philadelphia Schools dedicated to preparing students from low-income and underserved communities for college and career. One of the primary structures that has been developed to provide personalized support for students is its advisory system, Possi Circles, representing the Possibilities for students at the U School. These non-academic advisory/support groups of 10-15 students and one faculty leader form during freshman year and remain together for the duration of high school. Research supports the central importance of relationships in helping students, particularly at-risk youth like those at the U School, find success in school and develop lifelong capacities for well-being and achievement. This paper presents a set of recommendations, rooted in the science of positive psychology, for optimizing the form, content, and implementation of Possi Circles, including: a defined pathway to successful Possi Circles with a progression of measurable milestones, additional curriculum for year one Circles, and suggestions for successful implementation.